Psychology Around Us 2Nd Edition Comer Test Bank Full Chapter PDF

Psychology Around Us 2nd Edition
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Chapter: Chapter 07: Learning
Multiple Choice
1. Which of the following can be classified as learning?

a) Development of neural connections in the brain
b) Using crutches while your broken leg heals
c) Writing with your left hand while the right hand is injured
d) Acquisition of reading skills
Ans: d
Feedback A: Occurs regardless of learning
Feedback B: Temporary condition
Feedback C: Temporary condition
Feedback D: Correct!
Section Ref: What is Learning?
Learning Objective: Define learning, and distinguish between associative and non-associative
learning.
Difficulty: Easy
True/False
2. Behavioral scientists study learning by measuring changes in behavioral responses.
Ans: True
learning.
Difficulty: Easy
Fill-in-the-blank
3. Data from learning studies allow us to gain insight into changes in performance over time.
This data can be depicted on a graph as a learning __________.
Ans: curve
learning.
Difficulty: Medium
Short Answer
4. What does the data in a learning curve illustrate?
Ans: The rate at which learning occurs; How performance changes over time
learning.
Difficulty: Hard
Essay
5. Differentiate between associative and non-associative learning.
Ans: Associative learning is characterized by linking two or more environmental stimuli together
whereas non-associative learning involves a change based on experiences that occurs without
linking stimuli together.
learning.
Difficulty: Hard
Multiple Choice
6. The first time Scarlett purchased a coffee from the local coffee shop, she noticed the warning,
“Caution! Beverage is hot!” Now, after three years of regularly stopping by that coffee shop for
coffee, she no longer notices the warning message. What has occurred?
a) Sensitization
b) Habituation
c) Associative learning
d) Non-associative learning
Ans: b
Feedback A: Increased attention to the warning
Feedback B: Correct!
Feedback C: Change based on linking two or more environmental stimuli together
Feedback D: Change that occurs without linking stimuli together
learning.
Difficulty: Medium
True/False
7. Habituation refers to an increased response to a stimulus after it has been encountered

repeatedly over time.
Ans: False
learning.
Difficulty: Medium
Multiple Choice
Kaitlyn has just finished watching a scary horror movie about a stalker. This
fear-arousing experience will likely _______.
a) increase her sensitivity to the faint background noises around the house that
were associated with the movie
b) increase her ability to relax and fall asleep
c) have little impact on her sensitivity to her surroundings
d) be forgotten soon
Ans: a
Feedback A: Correct!
Feedback B: Fear will increase arousal, and thus decrease her ability to relax.
Feedback C: Fear will increase her sensitivity to her surroundings.
Feedback D: information that is linked to emotion is less likely to be forgotten.
learning.
Difficulty: Easy
True/False
8. Sensitization involves an increase in response to the presentation of a single cue.
Ans: True
learning.
Difficulty: Easy
True/False
9. Sensory habituation occurs outside of our awareness.
Ans: True
learning.
Difficulty: Hard
Essay
10. Provide examples from your own life that illustrate an instance of habituation and
sensitization.
Ans: Example in which habituation leads to a decreased response and sensitization leads to an
increased response.
learning.
Difficulty: Medium
Multiple Choice
11. What creature have scientists intensively studied to learn about non-associative learning?
a) Dogs
b) Cats
c) Slugs
d) Mice
Ans: c
Feedback A: Pavlov
Feedback B: Thorndike
Feedback C: Correct!
Feedback D: Used by many scientists
learning.
Difficulty: Medium
True/False
12. Having a brain and spinal cord is not necessary for non-associative learning to occur.
Ans: True
learning.
Difficulty: Hard
Fill-in-the-blank
13. The vast majority of learning that occurs in complex organisms is __________ learning.
Ans: associative
learning.
Difficulty: Medium
Short Answer
14. Name two major types of associative conditioning?
Ans: Classical and operant conditioning

learning.
Difficulty: Medium
Essay
15. Describe the research methodology that scientists have used to study non-associative learning
in sea slugs.
Ans: The gill and siphon are withdrawn when the creature is touched. Habituation: repeatedly
touching the animal results in decreased withdrawal of the gill and siphon; Sensitization:
application of electric shock followed by mild tactile stimulus results in increased withdrawal of
the gill and siphon
learning.
Difficulty: Hard
Multiple Choice
16. Psychologists use the term _______ to refer to a lasting change in behavior resulting from
experience.
a) development
b) maturation
c) cognition
d) learning
Ans: d
Feedback A: Incorrect. Psychologists use the term learning, not development, to refer to a
lasting change in behavior resulting from experience.
Feedback B: Incorrect. Psychologists use the term learning, not maturation, to refer to a
lasting change in behavior resulting from experience.
Feedback C: Incorrect. Psychologists use the term learning, not cognition, to refer to a lasting
change in behavior resulting from experience.
Section Ref: What Is Learning?
learning.
Difficulty Level: Easy
17. Why are learning and memory treated separately in most introductory textbooks in
psychology?
a) Psychologists have traditionally used animal subjects in studies of learning, but human
participants in studies of memory.
b) Learning and memory involve different brain mechanisms.
c) Learning and memory are less related than they might seem.
d) Psychologists have used experimental methods to investigate memory, but correlational
research to examine memory.
Ans: a
Feedback B: Incorrect. Learning and memory are treated separately because psychologists
have traditionally used animal subjects in studies of learning, but human participants in studies
of memory. Learning and memory involve related brain mechanisms.
Feedback C: Incorrect. Learning and memory are treated separately because psychologists
of memory. Learning and memory are closely related.
Feedback D: Incorrect. Learning and memory are treated separately because psychologists
of memory. Experimental methods are used in the study of both learning and memory.
learning.
Difficulty Level: Hard
18. A search engine company is considering two designs for its new web portal. Users’
success in navigating each design is plotted as a function of time. What is the resulting graph
called? The company concludes that Design B is easier to navigate than Design A. Which
feature of the graph would support this conclusion?
a) The graph is called a practice function. The company’s conclusion would be supported if the
slope of the line relating success to time were steeper for Design A than for Design B.
b) The graph is called a practice function. The company’s conclusion would be supported if the
slope of the line relating success to time were steeper for Design B than for Design A.
c) The graph is called a learning curve. The company’s conclusion would be supported if the
slope of the line relating success to time were steeper for Design A than for Design B.
d) The graph is called a learning curve. The company’s conclusion would be supported if the
slope of the line relating success to time were steeper for Design B than for Design A.
Ans: d
Feedback A: Incorrect. The graph is called a learning curve. The conclusion would be
supported if the slope of the line relating success to time were steeper for Design B than for
Design A
Feedback B: Incorrect. The graph is called a learning curve.
Feedback C: Incorrect. The conclusion would be supported if the slope of the line relating
success to time were steeper for Design B than for Design A.
learning.
19. How does associative learning differ from non-associative learning?

a) Associative learning is studied experimentally. Non-associative learning is studied using
non-experimental methods.
b) Associative learning applies to humans. Non-associative learning applies to other animals.
c) Associative learning is based on connecting two or more stimuli. Non-associative learning is
not based on such connections.
d) Non-associative learning involves memory. Associative learning does not require memory.
Ans: c
Feedback A: Incorrect. Associative learning differs from non-associative learning in that
associative learning is based on connecting two or more stimuli, whereas non-associative
learning is not. Experimental methods have been used to study both associative and
non-associative learning.
Feedback B: Incorrect. Associative learning differs from non-associative learning in that
learning is not. Both humans and other animals learn through both associative and
non-associative mechanisms.
Feedback D: Incorrect. Associative learning differs from non-associative learning in that
learning is not. Associative learning may involve memory, at least in humans.
learning.
Difficulty Level: Medium
20. Which of the following statements best expresses the relationship among the terms
associative learning, non-associative learning, habituation, and sensitization?
a) Habituation is a type of non-associative learning, whereas sensitization is a type of associative
learning.
b) Habituation and sensitization are types of associative learning.
c) Associative learning, non-associative learning, habituation, and sensitization are four different
types of learning.
d) Habituation and sensitization are types of non-associative learning.
Ans: d
Feedback A: Incorrect. Habituation and sensitization are types of non-associative learning.
Associative learning includes classical and operant conditioning.
Feedback B: Incorrect. Habituation and sensitization are types of non-associative learning.
Feedback C: Incorrect. Habituation and sensitization are types of non-associative learning.
learning.
21. You toss a newly-purchased felt mouse across the floor. Your cat chases it excitedly,
clutches it in her paws and rolls around with it. Several tosses later, your cat yawns pointedly
and settles herself for a nap. The change in your cat’s behavior illustrates ________.
a) adaptation
b) habituation
c) conditioning
d) sensitization
Ans: b
Feedback A: Incorrect. The change in your cat’s behavior illustrates habituation, not
adaptation. Adaptation involves changes in the peripheral sensory systems, not in behavior.
Feedback C: Incorrect. The change in your cat’s behavior illustrates habituation, not
conditioning. Conditioning is an associative learning mechanism.
Feedback D: Incorrect. The change in your cat’s behavior illustrates habituation, not
sensitization.
learning.
22. Does habituation differ from adaptation? If so, how?

a) They do not differ. The terms refer to the same concept.
b) They are different. Habituation involves neuronal changes in the central nervous system,
whereas adaptation involves changes only in the peripheral sensory systems.
c) They are different. Adaptation involves neuronal changes in the central nervous system,
whereas habituation involves changes only in the peripheral sensory systems.
d) They don’t really differ. The term habituation is used in the study of learning, whereas the
term adaptation is used in the study of perception. The terms, however, refer to the same
concept.
Ans: b
Feedback A: Incorrect. Habituation and adaptation are different. Habituation involves
neuronal changes in the central nervous system, whereas adaptation involves changes only in the
peripheral sensory systems.
Feedback C: Incorrect. Habituation – not adaptation – involves neuronal changes in the central
nervous system, whereas adaptation– not habituation – involves changes only in the peripheral
sensory systems.
Feedback D: Incorrect. Habituation and adaptation are different. Habituation involves
neuronal changes in the central nervous system, whereas adaptation involves changes only in the
peripheral sensory systems.
learning.
23. Habituation and sensitization both refer to a change in response as a result of learning.
Which of the following statements best expresses the relationship between the types of changes
in response denoted by the two terms?
a) The two terms refer to the same type of change in response.
b) The two terms refer to similar kinds of changes in response.
c) The two terms refer to different sorts of changes in response.
d) The two terms refer to opposite changes in response.
Ans: d
Feedback A: Incorrect. Habituation and sensitization refer to opposite changes in response.
Feedback B: Incorrect. Habituation and sensitization refer to opposite changes in response.
Feedback C: Incorrect. Habituation and sensitization refer to opposite changes in response.
learning.
24. “BANG!” “What was that?” Danielle asks in a breathless panic. “That? It was just a
falling pecan hitting the carport’s tin roof,” Matthew explains. A scant minute later, the
doorbell rings. Danielle turns abruptly, still startled. Danielle’s behavior reflects ________.
a) sensitization
b) habituation
c) association
d) conditioning
Ans: a
Feedback B: Incorrect. Danielle’s behavior reflects sensitization, not habituation.
Habituation refers to a decrease in response following repeated stimulation.
Feedback C: Incorrect. Danielle’s behavior reflects sensitization, not association.
Feedback D: Incorrect. Danielle’s behavior reflects sensitization, not conditioning.
Conditioning is an associative learning mechanism.
learning.
26. Neuroscientists have studied non-associative learning among:

a) pigeons
b) sea slugs
c) rats
d) non-human primates
Ans: c
Feedback A: Incorrect. Neuroscientists have studied non-associative learning among sea
slugs.
Feedback C: Incorrect. Neuroscientists have studied non-associative learning among sea slugs.
Feedback D: Incorrect. Neuroscientists have studied non-associative learning among sea
slugs.
learning.
27. Which alternative below CORRECTLY identifies a sea slug’s behavior?

a) A sea slug withdraws its gill and siphon when it is touched. Several touches later, it no
longer withdraws its gill and siphon -- habituation
b) A sea slug withdraws its gill and siphon when it is touched. Several touches later, it no
longer withdraws its gill and siphon -- extinction
c) A sea slug withdraws its gill and siphon when it is shocked with electricity. It still withdraws
its gill and siphon when it is then touched lightly -- habituation
d) A sea slug withdraws its gill and siphon when it is shocked with electricity. It still withdraws
its gill and siphon when it is then touched lightly -- conditioning
Ans: a
Feedback B: Incorrect. Imagine that a sea slug withdraws its gill and siphon when it is
touched. Several touches later, though, it no longer withdraws its gill and siphon. This
scenario illustrates habituation, not extinction. Extinction is an associative learning mechanism.
Feedback C: Incorrect. Imagine that a sea slug withdraws its gill and siphon when it is
shocked with electricity. It still withdraws its gill and siphon when it is then touched lightly.
This scenario illustrates sensitization, not habituation. Habituation refers to a weakening of
response with continued stimulation.
Feedback D: Incorrect. Imagine that a sea slug withdraws its gill and siphon when it is shocked
with electricity. It still withdraws its gill and siphon when it is then touched lightly. This
scenario illustrates sensitization, not conditioning. Extinction is an associative learning
mechanism.
learning.
28. Which alternative below CORRECTLY matches a type of non-associative learning with its
neuronal basis in the sea slug?
a) habituation – interneuron fatigue
b) habituation – motor neuron fatigue
c) sensitization – neurotransmitter replenishment
d) sensitization – interneuron recruitment
Ans: d
Feedback A: Incorrect. Habituation in the sea slug occurs through the depletion of
neurotransmitters, not through interneuron fatigue.
Feedback B: Incorrect. Habituation in the sea slug occurs through the depletion of
neurotransmitters, not through motor neuron fatigue.
Feedback C: Incorrect. Sensitization in the sea slug occurs through the recruitment of
interneurons, not through neurotransmitter replenishment.
learning.
29. A neuroscientist applies an electric shock to sea slugs’ tails. After a varying interval, she
touches the slugs’ tails lightly. Which of the following alternatives CORRECTLY names and
identifies the variables in this experiment?
a) independent variable – length of interval; dependent variable – withdrawal response
b) dependent variable – length of interval; independent variable – withdrawal response
c) experimental variable -- length of interval; control variable – withdrawal response
d) control variable – length of interval; experimental variable – withdrawal response
Ans: a
Feedback B: Incorrect. The length of the interval is the independent variable and the
withdrawal response is the dependent variable, not the other way around.
Feedback C: Incorrect. The length of the interval is the independent variable and the
withdrawal response is the dependent variable. The terms “experimental” and “control” refer to
subject groups, not variables.
Feedback D: Incorrect. The length of the interval is the independent variable and the
withdrawal response is the dependent variable. The terms “experimental” and “control” refer to
subject groups, not variables.
learning.
30. Which of the following implications for human learning might one safely draw from the
work on non-associative learning among sea slugs?
a) The peripheral nervous system may play an important role in some aspects of human learning.
b) Neurotransmitters and interneurons may be important in non-associative learning among
humans.
c) The central nervous is especially important in non-associative learning among humans.
d) Non-associative learning is an important aspect of human learning.
Ans: b
Feedback A: Incorrect. The sea slug work suggests that neurotransmitters and interneurons
may be important in human non-associative learning.
Feedback C: Incorrect. The sea slug work suggests that neurotransmitters and interneurons
Feedback D: Incorrect. The sea slug work suggests that neurotransmitters and interneurons
learning.
31. Which of the following alternative CORRECTLY classifies the major types of learning
described in your text?
a) associative learning: classical conditioning and sensitization; non-associative learning:
operant conditioning and habituation
b) associative learning: classical conditioning; non-associative learning: operant conditioning
c) associative learning: habituation and desensitization; non-associative learning: classical and
operant conditioning
d) associative learning: classical and operant conditioning; non-associative learning:
habituation and sensitization
Ans: d
Feedback A: Incorrect. Associative learning includes classical and operant conditioning.
Non-associative learning includes habituation and sensitization.
Feedback B: Incorrect. Associative learning includes classical and operant conditioning.
Feedback C: Incorrect. Associative learning includes classical and operant conditioning.
learning.
32. What phenomenon did Ivan Pavlov initially set out to study?
a) Canine audition
b) Canine vision
c) Associative learning
d) Salivary reflex in digestion
Ans: d
Feedback A: Using sound as a stimulus
Feedback B: Using the sight of food as a stimulus
Feedback C: Not initially interested in learning
Section Ref: Classical Conditioning
Learning Objective: Describe the basic processes of classical conditioning, and tell how classical
conditioning is relevant to human fears and taste aversions.
Difficulty: Hard
True/False
33. Ivan Pavlov was a Russian psychologist.
Ans: False
Difficulty: Medium
Fill-in-the-blank
34. In classical conditioning, a previously __________ stimulus is associated with an

unconditioned stimulus that naturally elicits some response.
Ans: neutral
Difficulty: Medium
Short Answer
35. What does the term “unconditioned” refer to in the context of classical conditioning?
Ans: Not learned

Difficulty: Medium
Essay
36. Identify the US, UR, CS, and CR of Pavlov’s initial study with the lab assistant.
Ans: Food was the unconditioned stimulus (US) which produced salivation as the unconditioned
response (UR). Initially the sight of the lab assistant was neutral but the mere sight of the
assistant paired with food (CS) eventually led to salivation (CR).
Difficulty: Hard
Multiple Choice
37. Joy was startled into flinching when she heard thunder during a rain storm. Eventually, the
sight of lighting made her flinch. What is the conditioned stimulus in this example?
a) Sound of thunder
b) Flinching from hearing thunder
c) Sight of lightning
d) Flinching from sight of lightning
Ans: c
Feedback A: US
Feedback B: UR
Feedback D: CR
Difficulty: Medium
True/False
38. Extinction does not represent “unlearning”.
Ans: True
Difficulty: Medium
Fill-in-the-blank
39. Evidence that the CS-US pairing still exists after extinction training can be recognized when
the CR re-emerges at a later date in a phenomenon known as __________.
Ans: spontaneous recovery

Difficulty: Medium
Short Answer
40. Even after Pavlov’s assistant stopped bringing food to the dogs during visits, the dogs
salivated weeks later when they saw the assistant. What learning phenomenon does this
describe?
Ans: Spontaneous recovery

Difficulty: Medium
Essay
41. Describe how extinction occurs in the context of classical conditioning.
Ans: Extinction occurs after repeated presentation of the CS without the UC. For example, in
Pavlov’s studies, the lab assistant would appear, but not provide the dogs with food. Eventually,
the salivation at the sight of the assistant stopped.
Difficulty: Hard
Multiple Choice
42. Who conducted the study of fear conditioning with “little Albert”?
a) Thorndike
b) Watson
c) Skinner
d) Chomsky
Ans: b
Feedback A: Thorndike studied cats.
Feedback C: Skinner studied humans, but not “little Albert.”
Feedback D: Chomsky is a psycholinguist.
Difficulty: Medium
True/False
43. Classical conditioning works with animals, but not humans.
Ans: False
Difficulty: Easy
Fill-in-the-blank
44. Watson’s studies with “little Albert” would not be conducted today because they violate the
__________ guidelines of psychological research.
Ans: ethical
Difficulty: Medium
Short Answer
45. In Watson’s studies, what initially neutral stimulus did “little Albert” eventually come to
fear?
Ans: White rat

Difficulty: Medium
Essay
46. Define stimulus generalization and describe how “little Albert’s” fears became generalized.
Ans: Similar stimuli elicit the same response as the CS. Albert’s fear of white rats generalized to
fear of other white stimuli such as people with white beards.
Difficulty: Hard
Multiple Choice
47. While on a recent combat tour in Afghanistan, Regina learned to dive for cover at the sounds
of gunfire. When she returned home, she found herself diving for cover when her husband
accidently slammed a door. What learning process is illustrated by this example?
a) Habituation
b) Systematic desensitization
c) Stimulus generalization
d) Extinction
Ans: c
Feedback A: Decreased responding
Feedback B: Method that could be used to treat Regina
Feedback D: If treatment was successful, extinction would occur.
Difficulty: Medium
True/False
48. Phobias are classified as an anxiety disorders associated with particular stimuli.
Ans: True
Difficulty: Easy
Fill-in-the-blank
49. One approach to treating phobias is the presentation of a series of extinction trials in a
process known as __________.
Ans: systematic desensitization

Difficulty: Medium
Short Answer
50. How do phobias develop?
Ans: Learning associations between a neutral and a dangerous stimulus so that they come to fear
a relatively harmless cue.
Difficulty: Medium
Essay
51. Provide an example of a specific phobia. Explain how the condition may have developed
through classical conditioning by identifying the sequence of events associated with the US, UR,
CS, and CR.
Ans: One example is arachnophobia (fear of spiders). At some time in the past, a person may
have been bitten by a spider (US) which resulted in pain (UR). Now the mere sight of a spider
(CS) leads to an unreasonable degree of fear (CR).
Difficulty: Hard
Multiple Choice
52. Mario ate leftover food on Saturday morning that had not been refrigerated properly the night
before. Later that day, he became ill. To this day, many years later, Mario refuses to eat leftover
food. Which term describes his condition?
a) Sensitization
b) Phobia
c) Taste aversion
d) Habituation
Ans: c
Feedback A: Increased attention to stimuli
Feedback B: Type of anxiety disorder
Feedback D: Decreased attention to stimuli
Difficulty: Medium
True/False
53. Producing taste aversion requires several pairings of the US and CS.
Ans: False
Difficulty: Medium
True/False
54. Scientists suggest that the link between stomach illness and taste represents a biological
propensity to learn taste aversion.
Ans: True
Difficulty: Medium
Short Answer
55. What 2 groups of individuals may be especially vulnerable to conditioned taste aversion?
Ans: Pregnant people and those undergoing chemotherapy

Difficulty: Medium
Essay
56. Explain how a conditioned taste aversion occurs by identifying the US, UR, CS, and CR.
Ans: True cause of illness (US) and sickness (UR); food (CS) and resulting nausea (CR)
Difficulty: Hard
Multiple Choice
57. ___________ is credited with laying the foundation for the study of classical conditioning
in psychology.
a) Thorndike
b) Skinner
c) Pavlov
d) Watson
Ans: c
Feedback A: Incorrect. Pavlov, not Thorndike, is credited with laying the foundation for the
study of classical conditioning in psychology.
Feedback B: Incorrect. Pavlov, not Skinner, is credited with laying the foundation for the
study of classical conditioning in psychology.
Feedback D: Incorrect. Pavlov, not Watson, is credited with laying the foundation for the
study of classical conditioning.
Learning Objective: Describe the basic processes of classical conditioning, and tell how
classical conditioning is relevant to human fears and taste aversions.
58. Your text states that, “[Pavlov’s] dogs had learned to associate the appearance of a lab
assistance of a lab assistant with getting food.” This suggests that classical conditioning
involves an association between:
a) a stimulus and either another stimulus, or a response
b) a stimulus and a response
c) two responses
d) two stimuli
Ans: d
Feedback A: Incorrect. Classical conditioning involves an association between two stimuli.
Feedback B: Incorrect. Classical conditioning involves an association between two stimuli.
Feedback C: Incorrect. Classical conditioning involves an association between two stimuli.
59. _________ is a type of learning in which a neutral stimulus comes to elicit a response after
being paired with a stimulus that would elicit the same response naturally.
a) Classical conditioning
b) Operant conditioning
c) Observational learning
d) Instrumental conditioning
Ans: a
Feedback B: Incorrect. Classical, not operant, conditioning is a type of learning in which a
neutral stimulus comes to elicit a response after being paired with a stimulus that would elicit the
same response naturally.
Feedback C: Incorrect. Classical conditioning, not observational learning, is a type of learning
in which a neutral stimulus comes to elicit a response after being paired with a stimulus that
would elicit the same response naturally.
Feedback D: Incorrect. Classical, not instrumental, conditioning is a type of learning in which
a neutral stimulus comes to elicit a response after being paired with a stimulus that would elicit
the same response naturally..
60. In Pavlov’s study, the US was _______; the neutral stimulus was _________; and, finally,
the CS was _________.
a) meat; the assistant; meat
b) meat; the assistant; the assistant
c) the assistant; meat; meat
d) meat; meat; the assistant
Ans: b
Feedback A: Incorrect. In Pavlov’s study, the US was meat. The neutral stimulus was the
assistant. The CS was also the assistant.
Feedback C: Incorrect. In Pavlov’s study, the US was meat. The neutral stimulus was the
Feedback D: Incorrect. In Pavlov’s study, the US was meat. The neutral stimulus was the
61. In classical conditioning, how are the neutral stimulus and the CS related?
a) They are not related; they are completely different stimuli.
b) They are the same thing; the terms are interchangeable.
c) The neutral stimulus becomes the CS.
d) The CS becomes a neutral stimulus.
Ans: c
Feedback A: Incorrect. The neutral stimulus and the CS are related: The neutral stimulus
becomes the CS.
Feedback B: Incorrect. The neutral stimulus and the CS are related but not the same: The
neutral stimulus becomes the CS.
Feedback D: Incorrect. The neutral stimulus becomes the CS, not the other way around.
62. Alexis uses cocaine, which activates her sympathetic nervous system. Expecting her
dealer, her hands shake and her heart pounds. Which alternative below correctly identifies the
neutral stimulus, the CS, and the US?
a) neutral stimulus – knock on the door; CS – cocaine; US -- cocaine
b) neutral stimulus – knock on the door; CS – knock on the door; US – pounding heart
c) neutral stimulus – knock on the door; CS – knock on the door; US -- cocaine
d) neutral stimulus – cocaine; CS – knock on the door; US -- cocaine
Ans: c
Feedback A: Incorrect. The neutral stimulus is the knock on the door. The CS is also the
knock on the door. The US is cocaine.
Feedback B: Incorrect. The neutral stimulus is the knock on the door. The CS is also the
Feedback D: Incorrect. The neutral stimulus is the knock on the door. The CS is also the
63. Classical conditioning is most effective when the neutral stimulus begins:
a) just before the US begins
b) at exactly the same time that the US begins
c) a while before the US begins
d) immediately after the US begins
Ans: a
Feedback B: Incorrect. Classical conditioning is most effective when the neutral stimulus
begins just before the US begins.
Feedback C: Incorrect. Classical conditioning is most effective when the neutral stimulus
Feedback D: Incorrect. Classical conditioning is most effective when the neutral stimulus
64. ___________ occurs when a previously conditioned response decreases in frequency when
the CS is presented in the absence of the US.
a) Extinction
b) Habituation
c) Adaptation
d) Deconditioning
Ans: a
Feedback B: Incorrect. Extinction, not habituation, occurs when a previously conditioned
response decreases in frequency when the CS is presented without the US.
Feedback C: Incorrect. Extinction, not adaptation, occurs when a previously conditioned
response decreases in frequency when the CS is presented without the US.
Feedback D: Incorrect. Extinction occurs when a previously conditioned response decreases in
frequency when the CS is presented without the US. “Deconditioning” is not a term used in
your text.
65. Which of the following scenarios exemplifies extinction?

a) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her driveway, like her dealer used to do
in his car.
b) Alexis uses cocaine. She no longer feels quite the same rush as she did when she fist started
using.
c) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her
heart pounds when she hears a car pull into her drive, like her dealer used to do in his car.
d) Alexis has relapsed on cocaine. She finds that she doesn’t need quite as much of the drug to
feel its effects as she did immediately before she stopped using the last time.
Ans: a
Feedback B: Incorrect. This scenario illustrates tolerance, not extinction.
Feedback C: Incorrect. This scenario illustrates spontaneous recovery, not extinction.
Feedback D: Incorrect. This scenario illustrates sensitization, not extinction.
66. Which of the following scenarios exemplifies spontaneous recovery?

a) Alexis is a former cocaine user. Now that she no longer uses, her hands no longer shake and
her heart no longer pounds when she hears a car pull into her drive, like her dealer used to do in
his car.
b) Alexis uses cocaine. She no longer feels quite the same rush as she did when she fist started
using.
c) Alexis is a former cocaine user in recovery. After a relapse, though, her hands shake and her
heart pounds when she hears a car pull into her drive, like her dealer used to do in his car.
d) Alexis has relapsed on cocaine. She finds that she doesn’t need quite as much of the drug to
feel its effects as she did immediately before she stopped using the last time.
Ans: c
Feedback A: Incorrect. This scenario illustrates extinction, not spontaneous recovery.
Feedback B: Incorrect. This scenario illustrates tolerance, not spontaneous recovery.
Feedback D: Incorrect. This scenario illustrates sensitization, not spontaneous recovery.
67. In studies examining the conditioning of the eye blink reflex, the US is a(n) _______. The
CS is a(n) _________.
a) tone; puff of air
b) tone; tone, also
c) puff of air; puff of air, also
d) puff of air; tone
Ans: d
Feedback A: Incorrect. In eye blink reflex studies, the US is a puff of air, not a tone. The CS
is a tone, not a puff of air.
Feedback B: Incorrect. In eye blink reflex studies, the US is a puff of air, not a tone.
Feedback C: Incorrect. In eye blink reflex studies, the CS is a tone, not a puff of air.
68. Research investigating conditioning of the eye blink reflex that one brain structure
especially important to the formation of US-CS associations is the ________.
a) cerebellum
b) corpus callosum
c) striatum
d) hippocampus
Ans: a
Feedback B: Incorrect. Eye blink reflex research indicates that the cerebellum, not the corpus
callosum, is especially important to the formation of US-CS associations.
Feedback C: Incorrect. Eye blink reflex research indicates that the cerebellum, not the
striatum, is especially important to the formation of US-CS associations.
Feedback D: Incorrect. Eye blink reflex research indicates that the cerebellum, not the
hippocampus, is especially important to the formation of US-CS associations.
69. Each pair below CORRECTLY identifies a stimulus or response in Watson and Rayner’s
“Little Albert” study EXCEPT:
a) neutral stimulus – noise
b) conditioned stimulus – rat
c) unconditioned response – fear
d) unconditioned stimulus – noise
Ans: a
Feedback B: Incorrect. The CS in the “Little Albert” study was the rat.
Feedback C: Incorrect. The UR in the “Little Albert” study was fear.
Feedback D: Incorrect. The US in the “Little Albert” study was noise.
John Watson conditioned Little Albert to fear white rats. According to the principle
of generalization Albert most likely also feared ______.
a) black crowes
b) brown dogs
c) Santa Claus
d) Spiderman
Ans: c
Feedback A: Albert likely generalized his fear to objects that were white rather than black.
Feedback B: Albert likely generalized his fear to objects that were white rather than brown.
Feedback D: Albert likely generalized his fear to objects that were white like the rat.
Difficulty: Hard
According to the principles of classical conditioning, which of the forms of therapy

would be most effective at treating Little Albert’s conditioned phobia?
a) The therapist should have Albert talk about the unconscious conflicts that are
contributing to his fears.
b) The therapist should place little Albert in a peaceful and pleasant situation with a
white rat several times until he no longer shows fear of the rat.
c) The therapist should find out if Albert has received unconditional positive regard
from his adopted family.
d) The therapist should use herself as a role model and have Albert observe her
sitting pleasantly with a white rat
Ans: b
Feedback A: This describes the psychoanalytic approach to the treatment of phobias.
Feedback C: This describes the humanistic approach to the treatment of phobias.
Feedback D: This describes the observational learning approach to the treatment of phobias.
Difficulty: Medium
70. A space-time anomaly strands several early psychologists in the 21st century. With no
way back, the psychologists attempt to continue their work in the present day. Watson proposes
a ‘Little Albert’ study to a contemporary research ethics committee. Which of the following
reflects the LEAST likely response of the committee?
a) “Congratulations! Your proposal has been approved! You may begin collecting data.”
b) “The investigator fails to make adequate provision for the collection of informed consent from
the infant’s parent or guardian.”
c) “No discussion of debriefing or potential follow-up is included.”
d) “The committee is concerned that the risk to the participant may outweigh the scientific
benefit of the proposed work.”
Ans: a
Feedback B: Incorrect. Watson is unlikely to have obtained informed consent from anyone
before beginning the “Little Albert” study.
Feedback C: Incorrect. Watson is unlikely to have made provision for the potential effects on
“Little Albert” of his participation in the study.
Feedback D: Incorrect. The risk to “Little Albert” of Watson’s study was greater than would
normally be permitted today.
71. Aaron has a needle phobia. Which pair below CORRECTLY identifies a stimulus or
response in the conditioning of his phobia?
a) conditioned stimulus – pain; tissue damage
b) unconditioned stimulus – anxiety; fear
c) neutral stimulus – the needle itself
d) unconditioned stimulus – the needle
Ans: c
Feedback A: Incorrect. The CS is the needle. Pain or tissue damage is the US.
Feedback B: Incorrect. The US is pain or tissue damage. Anxiety or fear is the UR or the
CR.
Feedback D: Incorrect. The US is pain or tissue damage. The needle is the neutral stimulus
or the CS.
72. Often, a conditioned response may be elicited not only by the original CS, but also by a
similar one. This is known as stimulus ___________.
a) control
b) discrimination
c) generalization
d) diffusion
Ans: c
Feedback A: Incorrect. Stimulus generalization, not stimulus control, occurs when a
conditioned response is elicited not only by the original CS, but also by a similar one.
Feedback B: Incorrect. Stimulus generalization, not stimulus discrimination, occurs when a
conditioned response is elicited not only by the original CS, but also by a similar one.
Feedback D: Incorrect. Stimulus generalization occurs when a conditioned response is elicited
not only by the original CS, but also by a similar one. “Stimulus diffusion” is not aterm used in
your text.
73. June’s cat runs to the kitchen not only at the sound of the electric can opener, but also when
a similar-sounding blender is used. June’s cat is demonstrating stimulus ________.
a) control
b) association
c) generalization
d) diffusion
Ans: c
Feedback A: Incorrect. June’s cat is demonstrating stimulus generalization, not stimulus
control.
Feedback B: Incorrect. June’s cat is demonstrating stimulus generalization, not stimulus
association. “Stimulus association” is not a term used in your text.
Feedback D: Incorrect. June’s cat is demonstrating stimulus generalization, not stimulus
diffusion. “Stimulus diffusion” is not a term used in your text.
74. Rosa becomes anxious when she enters the examination room at the clinic before a blood
test. She also squirms when she views injections on television. This paragraph illustrates:
a) non-associative learning
b) stimulus generalization
c) operant conditioning
d) sensitization
Ans: b
Feedback A: Incorrect. The paragraph illustrates stimulus generalization, not non-associative
learning.
Feedback C: Incorrect. The paragraph illustrates stimulus generalization, not operant
conditioning.
Feedback D: Incorrect. The paragraph illustrates stimulus generalization, not sensitization.
75. Adam was badly stung by a bee once. Now he has an exaggerated fear not only of bees but
also of all flying insects. In part through stimulus ________, Adam has developed a(n)
_______.
a) association; neurosis
b) association; phobia
c) generalization; neurosis
d) generalization; phobia
Ans: d
Feedback A: Incorrect. Partly through stimulus generalization, Adam has developed a phobia.
Feedback B: Incorrect. Adam developed a phobia partly through stimulus generalization, not
stimulus association.
Feedback C: Incorrect. Partly through stimulus generalization, Adam has developed a phobia,
not a neurosis.
76. An exaggerated or irrational fear of a stimulus is termed a(n) ________. It is associated

with increased brain activity in the _________.
a) neurosis; amygdala
b) neurosis; hypothalamus
c) phobia; amygdala
d) phobia; hypothalamus
Ans: c
Feedback A: Incorrect. An exaggerated or irrational fear of a stimulus is termed a phobia, not
a neurosis.
Feedback B: Incorrect. An exaggerated or irrational fear of a stimulus is termed a phobia, not
a neurosis. It is associated with increased activity in the amygdala, not the hypothalamus.
Feedback D: Incorrect. Phobias are associated with increased activity in the amygdala, not the
hypothalamus.
77. In a process known as systematic ________, phobic individuals are exposed repeatedly to
the feared object or situation in the absence of the US.
a) exitinction
b) desensitization
c) adaptation
d) relaxation
Ans: b
Feedback A: Incorrect. The process in which phobic individuals are exposed repeatedly to the
feared object or situation in the absence of the US is called systematic desensitization, not
systematic extinction.
Feedback C: Incorrect. The process in which phobic individuals are exposed repeatedly to the
systematic adaptation.
Feedback D: Incorrect. The process in which phobic individuals are exposed repeatedly to the
systematic relaxation.
78. Dr. Cortese conducts a neuroimaging study of patients undergoing systematic

desensitization to treat a fear of high places. The images should show that activity in the
_________ occurs when patients are __________.
a) hypothalamus; experiencing fear
b) prefrontal cortex; experiencing fear
c) amygdala; undergoing extinction
d) prefrontal cortex; undergoing extinction
Ans: d
Feedback A: Incorrect. The images should show that activity in the amygdala occurs when
patients are experiencing fear. When they are undergoing extinction, activity should occur in
the prefrontal cortex.
Feedback B: Incorrect. Activity should occur in the prefrontal cortex when patients are
undergoing extinction. When they are experiencing fear, activity should occur in the amygdala.
Feedback C: Incorrect. Activity should occur in the amygdala when patients are experiencing
fear. When they are undergoing extinction, activity should occur in the prefrontal cortex.
79. Carlotta consumed some poorly-stored sushi on a hot day; she became violently ill. Now
Carlotta can’t stand the sight of sushi. She has developed a(n) _________.
a) phobia
b) aversive taste association
c) aversive taste sensitization
d) conditioned taste aversion
Ans: d
Feedback A: Incorrect. Carlotta has developed a conditioned taste aversion, not a phobia.
Feedback B: Incorrect. Carlotta has developed a conditioned taste aversion, not an aversive
taste association.
Feedback C: Incorrect. Carlotta has developed a conditioned taste aversion, not an aversive
taste sensitization.
80. Effie no longer eats egg salad sandwiches – some time ago, she found herself “praying to
the porcelain God” after consuming a sandwich in which the mayonnaise must have spoiled.
Which alternative below correctly identifies a stimulus in this situation?
a) US – bacteria
b) CS -- nausea
c) US -- food
d) CS -- bacteria
Ans: a
Feedback B: Incorrect. The CS is the food. Nausea is a UR or CR.
Feedback C: Incorrect. The US is the bacteria. Food is the CS.
Feedback D: Incorrect. The CS is the food. Bacteria is the US.
81. Is conditioned taste aversion in any way an exception of sorts to the general principles of
classical conditioning? If so, how?
a) No, it is not an exception – it is simply another illustration of the generality of the principles of
classical conditioning.
b) Yes, it is an exception – conditioned taste aversions require more trials to acquire than do
most CRs.
c) Yes, it is an exception – conditioned taste aversions require a shorter interval between the CS
and the response for their acquisition than do most CRs.
d) Yes, it is an exception -- conditioned taste aversions often require only a single CS-UCS
pairing, rather than several pairings, for their acquisition.
Ans: d
Feedback A: Incorrect. Conditioned taste aversions are an exception, because they often
require only a single CS-UCS pairing, rather than several pairings, for their acquisition.
Feedback B: Incorrect. Conditioned taste aversions are an exception, because they often
require only a single CS-UCS pairing, rather than several pairings, for their acquisition. They
also require fewer, not more, pairings for their acquisition than do most CRs.
Feedback C: Incorrect. Conditioned taste aversions are an exception, because they often
require only a single CS-UCS pairing, rather than several pairings, for their acquisition. They
can also withstand a longer interval between the CS and the response.
82. Which of these findings is LEAST relevant to the notion that conditioned taste aversions
suggest that we are biologically predisposed to learn certain associations?
a) The cues an organism learns to associate with illness depend on how members of its species
detect food in the first place.
b) Conditioned taste aversions may be acquired even when several hours intervene between the
CS and the response.
c) Individuals predisposed to nausea, like chemotherapy patients and pregnant women, are
especially prone to acquire conditioned taste aversions.
d) Conditioned taste aversions may be learned following a single trial.
Ans: c
Feedback A: Incorrect. The notion that we are biologically predisposed to learn certain
associations is supported by the fact that the cues an organism learns to associate with illness
depend on how members of its species detect food in the first place.
Feedback B: Incorrect. The notion that we are biologically predisposed to learn certain
associations is supported by the fact that conditioned taste aversions may be acquired even when
several hours intervene between the CS and the response.
Feedback D: Incorrect. The notion that we are biologically predisposed to learn certain
associations is supported by the fact that conditioned taste aversions may be learned following a
single trial.
True/False
83. According to Thorndike’s law of effect, behaviors that result in unpleasantness are more
likely to occur again.
Ans: False
Section Ref: Operant Conditioning
Learning Objective: Describe the basic processes of operant conditioning and explain how
shaping can be used to teach new behaviors.
Difficulty: Medium
True/False
84. Operant and instrumental conditioning refer to the same concept.

Ans: True
Difficulty: Easy
True/False
85. The majority of learning in our everyday life is active.
Ans: True
Difficulty: Easy
Short Answer
86. What school of thought in psychology was dedicated to understanding the principles of
operant conditioning?
Ans: Behaviorism
Difficulty: Medium
Essay
87. Describe Thorndike’s “puzzle box” experiment.
Ans: Thorndike placed cats inside a box where they had to press a pedal to escape. Escape led to
a food reward. The first escape was due to random behavior of stepping on the pedal, but later
escapes occurred more quickly when cats would immediately press the pedal to escape and get
the food reward.
Difficulty: Hard
Multiple Choice
88. Rachana was annoyed by the dinging sound her car made when her seatbelt was not fastened,
so she decided to fasten her seatbelt before she started the car to avoid hearing the dinging sound.
What learning phenomenon is associated with the removal of such an aversive stimulus?
a) Positive reinforcement
b) Negative reinforcement
c) Positive punishment
d) Negative punishment
Ans: b
Feedback A: Provides a motivating stimulus
Feedback C: Provides an unpleasant consequence
Feedback D: Removes something pleasant
Difficulty: Medium
Cesar Milan is famous for rehabilitating dogs who display problem behavior. Milan
is currently working with Daisy, a four-year old terrier, who attacks other dogs. He
takes Daisy for a walk several times over the course of the next week. Every time
Daisy tries to bark at another dog, Milan pulls on the leash abruptly and shouts “no”.
Once Daisy is able to pass another dog without barking, Milan praises her and gives
her a treat. Which of the following principles of learning is Milan practicing?
a) observational learning
b) insight learning
c) discovery learning
d) behaviorism and shaping

Ans: d
Feedback A: Role modeling is not used in this example.
Feedback B: Insight learning is not used in this example.
Feedback C: Discovery learning is not used in this example.
Difficulty: Medium
Three year-old Kate is an extremely finicky eater. Her mother is concerned that
Kate’s unwillingness to try new fruits and vegetables will negatively impact her
growth and development. According to the textbook, which of the following
techniques is the best motivator for behavioral change?
a) positive punishment
b) negative punishment
c) positive reinforcement
d) negative reinforcement
Ans: c
Feedback A: Positive punishment is less effective than positive reinforcement.
Feedback B: Negative punishment is less effective than positive reinforcement.
Feedback D: Negative reinforcement is less effective than positive reinforcement.
Difficulty: Hard
Michael was pulled over by the police for driving by himself in the carpool lane. He has
to pay a $400 ticket for this moving violation. This is an example of _______.
a) positive reinforcement
b) negative reinforcement
c) positive punishment
d) negative punishment
Ans: c
Feedback A: An expensive ticket is an aversive rather than a pleasant consequence.
Feedback B: Negative reinforcement involves the removal of an aversive stimulus.
Feedback D: The ticket is an added aversive consequence, so therefore this is an example of
positive as opposed to negative punishment.
Difficulty: Medium
Essay
Explain the difference between punishment and negative reinforcement.
Ans: Punishment decreases the frequency of a behavioral response. Negative

reinforcement increases the frequency of a behavioral response
Difficulty: Medium
Punishment is more effective when ______.
a) it occurs long after the misdeed
b) it is a clear consequence of a specific behavior
c) rewards of the misdeed outweigh the negativity of the punishment
d) the negative consequences of the punishment are weak

Ans: b
Feedback A: Punishment is more effective when it occurs immediately after the misdeed.
Feedback C: Punishment is more effective when rewards of the misdeed do not
outweigh the negativity of the punishment.
Feedback D: Punishment is more effective when the negative consequences of the
punishment are strong.
Difficulty: Medium
True-False
Punishment techniques are more effective at achieving behavioral change than are
reinforcement techniques.
Ans: False
Difficulty: Medium
Four-year old Dylan receives a “time-out” at preschool for deliberately knocking

down another child in order to take his tricycle. Because of his misdeed Dylan’s
teacher removed him from the playground and told him to sit quietly in a chair in
the corner of the classroom for the next five minutes. “Time-out” is considered an
example of _____ .
a) positive punishment
b) negative punishment
c) positive reinforcement
d) negative reinforcement
Ans: b
Feedback A: Positive punishment involves the application of a negative consequence.
Feedback C: Positive reinforcement involves the application of a positive consequence.
Feedback D: Negative reinforcement involves the removal of an unpleasant or aversive stimulus.
Difficulty: Hard
Essay
How effective are time out’ techniques at motivating children to change their
behavior. How do the circumstances of the situation and the individual
characteristics of the child impact the effectiveness of ‘time out’.?
Ans: Removing a child from the problem situation may not be a sufficiently aversive
consequence to affect behavior. In fact, for some children, being removed from the
situation may actually be rewarding. Time out may also be ineffective with children
who act out in order to receive attention from others.
Difficulty: Medium
True-False
Although shaping can strongly modify behavior, the significance of biological
instincts cannot be completely over-ridden by learning experiences
Ans: true
Difficulty: Medium
89. Negative punishment takes away something unpleasant.
Ans: False
Difficulty: Medium
Fill-in-the-blank
90. Positive reinforcement is associated with the provision of a __________ stimulus.
Ans: motivating
Difficulty: Hard
Short Answer
91. What learning phenomenon involves administering an unpleasant consequence?
Ans: Positive punishment

Difficulty: Medium
Essay
92. What is the difference between a primary and secondary reinforcer? Provide an example of
each.
Ans: Primary reinforcers fulfill basic biological whereas secondary reinforcers are designed to
increase the likelihood of obtaining a primary reinforcer. Examples are food and money.
Difficulty: Hard
Multiple Choice
93. Jordan receives a free dinner at her favorite restaurant with her friends every time she earns
an A on an English test. Which type of reinforcement schedule has been put in place in this
situation?
a) Continuous
b) Intermittent
c) Ratio
d) Fixed ratio
Ans: a
Feedback B: Reinforced sometimes
Feedback C: Type of intermittent; reinforcement based on number of behavioral responses
Feedback D: Type of intermittent; reward occurs after a predetermined number of responses
Difficulty: Easy
True/False
94. A ratio schedule of reinforcement is based on the number of behavioral responses.
Ans: True
Difficulty: Medium
Fill-in-the-blank
95. Upon accumulating 10 “punches” on a store rewards card for buying 10 sub sandwiches,
April will get a free sandwich. This circumstance illustrates a __________ reinforcement
schedule.
Ans: fixed ratio

Difficulty: Medium
Short Answer
96. What reinforcement schedule is based on elapsed time?
Ans: Interval
Difficulty: Easy
Another random document with
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The Project Gutenberg eBook of The cave
dwellers of Southern Tunisia

This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
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are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: The cave dwellers of Southern Tunisia

Recollections of a sojourn with the Khalifa of Matmata
Author: Daniel Bruun
Translator: L. A. E. B.
Release date: September 7, 2023 [eBook #71585]
Language: English
Original publication: United Kingdom: W. Thacker & Co, 1898
Credits: Galo Flordelis (This file was produced from images

generously made available by The Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK THE CAVE

DWELLERS OF SOUTHERN TUNISIA ***
THE BEY OF TUNIS.
THE
C AV E D W E L L E R S
OF
SOUTHERN TUNISIA
RECOLLECTIONS OF A SOJOURN WITH THE

KHALIFA OF MATMATA
TRANSLATED FROM THE DANISH OF

DANIEL BRUUN
BY
L. A. E. B.
London: W. THACKER & CO., 2 Creed Lane, E.C.

Calcutta: THACKER, SPINK, & CO.
1898
[All Rights Reserved]
P R E FA C E
My journey among the cave dwellers of Southern Tunisia was

essentially one of research, since I was entrusted by Doctor Sophius
Müller, Director of the Second Department of the National Museum,
with the honourable task of purchasing ethnographical objects for the
said museum.
On submitting this work to the public, it is incumbent upon me to
offer my sincere thanks to all those who afforded me support and
help in my travels: the Minister of Foreign Affairs, at whose
recommendation Cubisol, the Danish Consul in Tunis, addressed
himself to the French Regency, and obtained permission for me to
travel through the country, and also an escort, guides, etc. Doctor
Müller and Chamberlain Vedel, whose respective introductions,
given from the National Museum and the Society concerned with
ancient manuscripts, and addressed to other similar institutions,
introduced me not only to these, but also to those remarkably
scientific men, Gauckler and Doctor Bertholon, whose friendship I
have to thank for much information and assistance.
England’s Representative in Tunis, Drummond Hay, may be said
to have traced my path through Tunisia, as, on the basis of his
remarkable knowledge of both individuals and of relative
circumstances, he sketched a plan of my journey, from which I
required to make little or no deviation. The Government and officers
in El Arad, the officials, both military and civilian, showed me the
greatest hospitality, and assisted me in the highest degree; Colonels
Billet and Gousset especially claim my warmest gratitude.
Much of what I have recorded has been left in its original form,
namely, as letters written home, some to my wife, some to other
persons, as, for instance, to the publisher, Herr Hegel. I have not
altered these lest they might lose the fresh impression under which
they were written. Several portions were composed with a view to
publication in the French journal the Revue Tunisienne, and in the
Parisian magazine Le Tour du Monde.
The illustrations were obtained from various sources. Albert, the
photographer in Tunis, obligingly allowed me to make use of a
number of photographs, from which were chiefly drawn the views of
the town and of the sea-coast. With a detective camera I myself took
some instantaneous photographs on the journey from Gabés to the
mountains, of which a number are introduced. Besides these, Mr.
Knud Gamborg has engraved some drawings of my own. Mr.
Gauckler also gave me the free use of the sketches already
published in his Collection Beylicale, from which were selected the
pictures of the villages in the Matmata mountains. Lastly, from the
wife of Consul Henriksen at Sfax I received two paintings, which are
reproduced.
When, in the spring, I made an expedition to Greenland, I left my
manuscript with my friend Doctor Kragelund, of Hobro, who had
already afforded me his assistance, and gave him full powers to
arrange the somewhat heterogeneous materials. In my absence he
corrected the proofs as they came from the press, and has therefore
taken a very important part in my work, and enabled it to be
published in its present form. For this act of friendship I tender him
my warmest thanks.
Daniel Bruun.
November 1894.
Note.—The fact of three years having elapsed since the Danish

original of the Cave Dwellers was published, renders the letter form
of which the author speaks somewhat unsuitable for translation. It
has been necessary, therefore, in many cases to modify that form,
and also to omit certain passages in the work as being of little or no
interest to English readers.
CONTENTS
CHAP. PAGE
I. WITH DRUMMOND HAY IN TUNIS 1

II. SUSA 5
III. FROM SFAX TO GABÉS 17
IV. FROM GABÉS TO THE MATMATA MOUNTAINS 32
V. RETURN TO GABÉS 59
VI. OF THE MATMATA MOUNTAINS AND THEIR INHABITANTS 93
VII. FROM GABÉS TO THE OASIS OF EL HAMMA—THE SHOTTS 116
VIII. THE OASIS OF EL HAMMA 129
IX. OVER AGLAT MERTEBA TO THE MATMATA MOUNTAINS 152
X. BRIDAL FESTIVITIES IN HADEIJ 158
XI. OVER THE MOUNTAINS AND ACROSS THE PLAIN FROM
HADEIJ TO METAMER 197
XII. METAMER AND MEDININ 217
XIII. SOUTHWARDS OVER THE PLAIN TO TATUIN 233
XIV. DUIRAT 243
XV. THE TUAREG 253
XVI. BACK TO TUNIS 274
XVII. TUNIS 285
SUPPLEMENT—THE TRIBES OF TUNISIA: A SYNOPSIS 292
COSTUMES—THE DRESS OF THE COUNTRYWOMEN 324
POSTSCRIPT 334
L I S T O F I L L U S T R AT I O N S
PAGE
THE BEY OF TUNIS Frontispiece

DRUMMOND HAY, BRITISH CONSUL-GENERAL AT TUNIS 3
SUSA 8
TWO KHRUMIR WOMEN 13
AT SFAX 20
TOWER IN THE VILLAGE OF MENZEL 24
JEWESSES AT MENZEL 25
ON THE OASIS OF GABÉS 28
WASHERWOMEN AT THE JARA BRIDGE 30
MAP OF SOUTHERN TUNISIA 33
PLOUGHING—GABÉS 37
JEWISH FAMILY IN A CAVE DWELLING IN HADEIJ 43
CAVES IN MATMATA 45
A CAVE DWELLING, MATMATA 46
THE BRIDAL FESTIVITIES 49
HOLD UP! 59
EXCAVATED STABLE 62
BERBER WOMAN OF THE VILLAGE OF JUDLIG 65
A CAVE INTERIOR 66
FALCONERS 77
MANSUR 100
SECTIONS OF DWELLING IN MATMATA WHERE I LIVED—
PLAN 103
MEDININ 112
BEDOUIN WOMEN GROUPED BEFORE THEIR HUT 113
AT GABÉS 117
IN THE MOUNTAINS—ON THE ROAD TO AIN HAMMAM 120
REARING 156
CAMEL WITH CANOPY 169
THE BRIDE ESCORTED OVER THE MOUNTAINS 176
FANTASIA 179
A STREET IN BENI BARKA 219
MEDININ 224
DUIRAT 245
SHENINI 248
A HALT IN THE DESERT—TENT OF A TRIBAL CHIEF 251
A TUAREG 254
A TUAREG 262
MOORISH WOMEN IN A STREET IN TUNIS 289
THE CAVE DWELLERS OF
SOUTHERN TUNISIA
CHAPTER I
With Drummond Hay in Tunis
Though the midday sun still shone bright and hot, I sat at my ease
and breathed again in the pleasant atmosphere of a cool drawing-
room, from which the stifling air and the flies were excluded by
closely drawn blinds.
I had just arrived from Tunis by rail, over the scorching hot plain,
and past the milky-white shallow lagoon known as the Lake of Tunis.
Beyond Goletta the blue hills seemed to quiver beneath the rays of
the sun, and my eyes were blinded by the dazzling white walls of the
cathedral standing on the heights, where, in olden days, Byrsa, the
fortress of Carthage, stood, defying the invader and the storm.
As we sped over the traces of the mighty circular wall, which
formerly enclosed the town, I caught a glimpse of a white roof
amongst the green trees of a wood, and requested the conductor to
stop the train at the English Consul’s summer abode.
Down a pretty shady avenue I walked to the white summer
palace, with its beautiful columned portico, the finest in all Tunisia.
It is a proud name that my host bears,—a name associated with
unfailing honour in the history of Morocco. His late father, Sir J. H.
Drummond Hay, as England’s Representative, practically led
Morocco’s policy during the past forty years. He represented
Denmark also, and under him his son won his diplomatic spurs.
My host had invited me that we might quietly arrange a plan for
my intended expedition to visit the Berber tribes of Tunisia.
I was aware that in the south-west mountains of the Sahara I
should meet with Berbers of a pure race such as are scarcely to be
found elsewhere. Our country’s excellent Representative, Consul
Cubisol, had procured me a French permit for the journey, without
which it would be difficult for a lonely traveller to visit regions
unfrequented by Europeans.
In the spring, Drummond Hay had made a tour on horseback over
the greater part of Southern Tunisia; he was therefore acquainted,
not only with the localities, but also with several of the native chiefs
who would be able to assist me. He understands the people and
their country thoroughly, for he speaks Arabic like a native, and is
quite conversant with the life, opinions, manners, and customs of the
inhabitants. His wife had travelled far and wide with him in Morocco
when he was serving under his father, and accompanied him to the
capital of Morocco; so she also is well versed in Oriental life.
Together we traced the plan of my
journey, which, in the main, I
afterwards followed. Here I will not
anticipate what I shall relate later; only
premising this—that I owe first and
foremost to Drummond Hay the fact of
having comprised in my journey those
regions which no traveller has as yet
described. To him I was also
afterwards indebted for the elucidation
and explanation of what I had seen
and heard.
Both my host and hostess had
resided for many years in Stockholm,
when Drummond Hay was Consul
there. The north has great attractions
for them, as Drummond Hay’s mother
was a Dane, a Carstensen, being
daughter of the last Danish Consul- DRUMMOND HAY, BRITISH
General at Tangier. CONSUL-GENERAL AT TUNIS.
England has great interests in
Tunis, not only directly on account of the many Maltese living there
under British protection, but also indirectly, more especially since the
French settled in the country; it will therefore be understood that the
post of British Representative is one of confidence.
CHAPTER II
Susa
“A happy journey until our next meeting, and may Allah preserve you
from cholera!”
These were the parting words of my friend Gauckler, Inspector of
Antiquities and Arts, who bade me a last farewell at the Italian
railway station of Tunis.
Numbers of flamingoes stalked along the shores of the lagoon,
showing like white patches on the blue-grey expanse of water. Out
on the horizon, where the lake ended, I could see Goletta’s white
houses, and beyond them a deep, dark blue line—the
Mediterranean.
At midday the heat was stifling, but after we reached Goletta Bay
the sun sank rapidly, and the air grew cooler as a little steamer took
us through the entrance to the harbour, past the homeward-bound
fishing-boats. Just at sunset we reached our large steamer. To the
north, Carthage’s white church on the heights near Marsa appeared
on the horizon, and, in the south, the blue mountains of Hammamlif.
Amid the noisy whistling of the steamer, mingled with screams
and shouts, I tumbled on board with my numerous bundles and
packages; finding my way at last to the saloon, where a frugal dinner
awaited us.
Next morning, when I went on deck, the coast lay like a flat, grey
stripe ahead of us. I went forward and enjoyed the fresh sea breeze
for which I had so longed in Tunis. Near the bows of the ship were
two dolphins. One of them rose to the surface of the water and
spouted a stream of spray through the little orifice in its head, then
sank again. The other then rose in its turn.
The white bundles on the fore part of the deck now began to stir
into life, and each as it rose threw back its burnous, and showed a
dark face. One Arab had with him his whole family. He had spread a
rush mat on which, amongst their numerous belongings, lay, closely
packed, husband, wife (perhaps wives), several children and a large
poodle. A roguish little girl came to discover what I was
contemplating. She was sweet, brown, and clean, and peeped up at
me, hiding her face the while with one hand, evidently conscious of
wrong-doing. The tips of her fingers and toes were stained red with
henna, which was not unpleasing. Soon after, a closely veiled figure,
apparently the mother, came to fetch the little one. I had just time to
perceive that she was pretty, as she threw back a fold of her haik to
wrap round her child and herself. What a charming picture they
made as they leant against the bulwarks and gazed towards the
land!
Upon a slope, quite near, lay Susa—white, white, everything was
white.
On the summit of the slope were some towers and a crenelated
wall, and on the seashore beneath, yet another wall. Below lay the
harbour, too shallow, however, for our ship to enter; we had therefore
to lie out in the open.
A boat took me to the quay, where some twenty black-eyed boys
of all ages, with gleaming teeth and red caps, lay watching for their
prey. As the boat drew alongside, they rushed down to seize my
luggage. The boatmen attempted to push them aside, but,
nevertheless, one caught up my little handbag, another my umbrella,
and a third my photographic apparatus. There was nothing for me to
do but to jump ashore and chase the thieves. It was long before I
could collect everything under the charge of one lad. Then, with a
couple of smart taps right and left, my little guide and I marched up
to the Kasba, where the Commandant lives. Here are the magazines
and barracks, and here, too, I knew that I should find a collection of
antiquities.
Susa was originally a Phœnician colony, and played no small part
in the Punic Wars. Trajan called it “Hadrumetum,” and made it the
capital of the province. It was laid waste by the Vandals, rebuilt by
Justinian, and destroyed by Sid Obka, who utilised the greater
portion of its ancient materials to build the holy city of Kairwan. Later
the town was rebuilt by the Turks, who had here for a long time one
of their hiding-places for their piratical fleets. The town was therefore
assaulted by Charles V. in 1537, and again by Andreas Doria in
1539, and, lastly, was occupied without a struggle on the 10th of
September 1881, by a force under General Etienne. It is, after Tunis,
the most important town in the Regency, and is governed by a
Khalifa in the name of the Bey.
SUSA.
Numerous remains of all these periods are to be found in Susa. In

the houses, mosques, and in the surrounding country, antiquities and
ancient ruins abound. From the Commandant I learnt that the
foundations of the Kasba date from the time of the Phœnicians.
Later, the Romans, as also those conquerors who followed them,
built over these.
In the salle d’honneur are arranged many earthen vessels of
Phœnician origin found in tombs, together with other objects of the
same period.
From Roman times remain magnificent mosaics, partly buried in
the walls; vessels, vases, and broken fragments of marble figures.
The Kasba itself, with its many arches, gateways, turrets, and walls
inlaid with tiles, dates from the days of the Arabs or Turks.
In nearly every instance the mosaics depict horses, their names
being introduced beside them. Evidently, in those days, this was
already deemed an important mart for horses bred in the country.
The breeding of Barbs appears to date further back than is generally
believed, and, in fact, to be older than the Arabian conquest of this
land. One sees horses depicted with red head-stalls, decorated on
the top with tufts of feathers, and with their near quarters branded,
exactly as seen on the troop horses of to-day.
The outlines of the horses on the mosaics prove that the Barbs of
that period were the same in type as those of the present age; also
that their careful treatment is not of recent date. Even the same class
of flat iron shoes is used now, as then, on the horses’ forefeet.
I inquired of the Commandant whether particularly fine horses
were reared in this region. He replied in the affirmative, and that in
the direction of Kairwan there are nomad tribes whose horses are of
noble race.
I climbed the high tower of the Kasba,—now used as a lighthouse,
—whence I overlooked the town which lay below me encircled by its
protecting wall. Over the country, on all sides, olive woods met my
view, and far away on the horizon I could catch a glimpse of villages,
looking like white specks. There dwell the ill-disposed tribes who, in
1881, held out against the French. They never ventured on an open
engagement, but at night assembled in their hundreds and kept up
an incessant fire on the French lines; killing a number of both officers
and men. These were avenged by heavy levies and fines on the
inhabitants. Poor people, they had only defended their hearths and
homes.
My boy guide followed me through the streets, where drowsy lazy
Moors crouched, half asleep in their shops, waiting for purchasers.
The loveliest small boys and girls were lying about in the streets,
much to the obstruction of traffic, here conducted by means of small
donkeys and large mules.
Stepping into a little Moorish coffee-house, I found, to my
astonishment, that the interior resembled in construction an old
Byzantine basilica, its dome being supported on arches and pillars.
The whole was white-washed, but well preserved. The coffee-house
was named “el Kaunat el Kubba,” which may be translated Church
Café.[1] Nothing could be more artistic than the cooking utensils,
mats, and pottery scattered here and there about this very old
building.
At five o’clock it was dark. The stream of wayfarers diminished,
and the streets were deserted and empty. I dined at the Hotel de
France on the seashore, not far from the esplanade, and sat after
dinner reading my papers, till I heard a frightful noise outside, and,
peering out, saw a crowd of Arabs gathered behind an unfurled
banner. They shouted and yelled in measured time. One of them
said a few words which all the others repeated. I was told that they
were praying to Allah for rain. They halted a few paces from a kubba,
called Bab el Bahr, and the procession dispersed, the banner being
taken into the kubba.
I went for a turn on the seashore by the road which leads along
the walls to Bab el Jedir. The sun was melting hot. Against the walls
were built a number of mud huts and sheds, in which, amongst
carriages and carts, horses and donkeys were stabled.
Outside were piles of pottery, vessels of all shapes and sizes,
from the largest receptacles for wine or water—reminding one of
those found belonging to the Roman age—to cups and jars of spiral
or other strange forms, such as I have seen in the museum at
Carthage.

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Psychology Around Us 2nd Edition

Comer Test Bank

1. Which of the following can be classified as learning?

2. Behavioral scientists study learning by measuring changes in behavioral responses.

4. What does the data in a learning curve illustrate?

5. Differentiate between associative and non-associative learning.

7. Habituation refers to an increased response to a stimulus after it has been encountered

b) increase her ability to relax and fall asleep

c) have little impact on her sensitivity to her surroundings

8. Sensitization involves an increase in response to the presentation of a single cue.

9. Sensory habituation occurs outside of our awareness.

14. Name two major types of associative conditioning?

Ans: Classical and operant conditioning

19. How does associative learning differ from non-associative learning?

22. Does habituation differ from adaptation? If so, how?

26. Neuroscientists have studied non-associative learning among:

27. Which alternative below CORRECTLY identifies a sea slug’s behavior?

33. Ivan Pavlov was a Russian psychologist.

34. In classical conditioning, a previously __________ stimulus is associated with an

Ans: Not learned

38. Extinction does not represent “unlearning”.

Ans: spontaneous recovery

Ans: Spontaneous recovery

41. Describe how extinction occurs in the context of classical conditioning.

Ans: White rat

Ans: systematic desensitization

50. How do phobias develop?

Ans: Pregnant people and those undergoing chemotherapy

65. Which of the following scenarios exemplifies extinction?

66. Which of the following scenarios exemplifies spontaneous recovery?

According to the principles of classical conditioning, which of the forms of therapy

76. An exaggerated or irrational fear of a stimulus is termed a(n) ________. It is associated

78. Dr. Cortese conducts a neuroimaging study of patients undergoing systematic

84. Operant and instrumental conditioning refer to the same concept.

85. The majority of learning in our everyday life is active.

87. Describe Thorndike’s “puzzle box” experiment.

d) behaviorism and shaping

Explain the difference between punishment and negative reinforcement.

Ans: Punishment decreases the frequency of a behavioral response. Negative

Punishment is more effective when ______.

a) it occurs long after the misdeed

b) it is a clear consequence of a specific behavior

c) rewards of the misdeed outweigh the negativity of the punishment

d) the negative consequences of the punishment are weak

Four-year old Dylan receives a “time-out” at preschool for deliberately knocking

89. Negative punishment takes away something unpleasant.

90. Positive reinforcement is associated with the provision of a __________ stimulus.

Ans: Positive punishment

94. A ratio schedule of reinforcement is based on the number of behavioral responses.

Ans: fixed ratio

96. What reinforcement schedule is based on elapsed time?

dwellers of Southern Tunisia

Title: The cave dwellers of Southern Tunisia

Author: Daniel Bruun

Release date: September 7, 2023 [eBook #71585]

Original publication: United Kingdom: W. Thacker & Co, 1898

Credits: Galo Flordelis (This file was produced from images

*** START OF THE PROJECT GUTENBERG EBOOK THE CAVE

RECOLLECTIONS OF A SOJOURN WITH THE

TRANSLATED FROM THE DANISH OF

London: W. THACKER & CO., 2 Creed Lane, E.C.

My journey among the cave dwellers of Southern Tunisia was