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Student: ___________________________________________________________________________
1. Historically, how have behaviourists and ethologists differed in their study of learning?
2. Explain the concepts adaptive significance and fixed action pattern.
3. What role does the environment play in personal and species adaptation?
4. What is habituation and what is its adaptive significance?

5. How do you create a conditioned salivation response in a dog?
6. Under what circumstances are CRs typically acquired most quickly?
7. Explain the key factor in producing the extinction of a CR.
8. Explain the adaptive significance of stimulus generalization and discrimination.
9. Explain the process of higher-order conditioning.

10. How does classical conditioning explain fear acquisition?
11. How is classical conditioning used in society to increase and decrease our arousal/attraction to stimuli?
12. What is ANV and how does it develop?
13. How can classical conditioning boost immune system functioning?
14. What evidence led Thorndike to propose the "law of effect"?

15. What is operant conditioning? What is the difference between reinforcement and punishment?
16. Identify two key differences between classical and operant conditioning.
17. Why are antecedent stimuli important in operant conditioning?
18. How do secondary reinforcers become "reinforcers"?
19. How does negative reinforcement differ from positive reinforcement and punishment?
20. Explain how operant extinction, positive punishment, and negative punishment differ.
21. Describe some disadvantages of using positive punishment to control behaviour.
22. Define what is meant by the term "delay of gratification."
23. How might you shape a child who never cleans up his room to do so?
24. What are some examples of discriminative stimuli in your own life?
25. Describe four major schedules of partial reinforcement and their effects on behaviour.
26. Are variable or fixed schedules more resistant to extinction? Why?
27. Describe the role of negative reinforcement in escape and avoidance conditioning.
28. How has operant animal training helped humans?
29. In what broad ways has operant conditioning directly enhanced human welfare?
30. What is the purpose of each of the five major steps in a self-regulation program?
31. How do learned taste aversions illustrate the concept of preparedness?
32. How has knowledge of learned taste aversions been applied to help animals?
33. What evidence led the Brelands to propose the concept of instinctual drift?
34. How do biology and learning influence each other?

35. How do the concepts of "insight" and "cognitive maps" challenge the behaviourist view of learning?
36. Provide evidence that supports the "expectancy model" of classical conditioning.
37. What role does awareness play in operant conditioning?
38. How does latent learning challenge the behaviourist view of learning?
39. What is the adaptive significance of observational learning?

40. Explain how Bandura's experiment illustrates the distinction between learning and performance.
41. Evaluate the internal and external validity of the Lassie experiment.
42. Psychologists who focus on how organisms learn and assume that there are general laws of learning that
apply to virtually all organisms are called _____________________.
A. ethologists
B. behaviourists
C. neurobiologists
D. cognitivists
43. The notion of tabula rasa, or blank tablet upon which learning experiences were ascribed, is most closely
associated with which of the following schools of psychology?
A. ethology
B. cognitive-behaviourism
C. behaviourism
D. constructivism
44. The field of ethology attempts to study animal behaviour in ______________ settings.
A. conditioned
B. applied
C. controlled laboratory
D. naturalistic
45. A researcher argues that because of evolution, animals are biologically prepared to respond in particular
ways and thus are anything but "blank slates." This person's perspective is most closely associated with the
following perspectives:
A. behaviourism
B. ethology
C. cognitive-behaviourism
D. classical conditioning
46. Historically, behaviourists tended to study behaviour in highly controlled environments, while ethologists
typically chose to conduct their research in ___________ settings.
A. laboratory
B. artifical
C. naturalistic
D. conditioned
47. A factor common to both behaviourists and ethologists in their study of learning is that:
A. they both did most of their research with nonhuman species.
B. they both did most of their research with humans.
C. they conducted most of their research in controlled laboratory settings.
D. they conducted most of their research in naturalistic settings.
48. The influence of a behaviour on an organism's chances for survival and reproduction in its natural
environment is called the concept of _______________.
A. operant conditioning
B. heritability
C. survival value
D. adaptive significance
49. The term "adaptive significance" specifically refers to how a particular behaviour can affect
_______________.
A. the status of an organism within a group
B. the social interactions of an organism
C. an organism's chance for survival
D. evolutionary development
50. Newborn herring gulls immediately peck on the red mark of the mother's bill, which triggers the
regurgitation of food so that the young hatchlings can eat. This behaviour increases the likelihood of survival,
therefore it is deemed to have _______________ .
A. low spontaneous significance
B. high adaptive significance
C. low instinctual drift
D. high discrimination
51. Ethologists refer to an unlearned response that is triggered by a simple stimulus as a(n):
A. fixed action pattern
B. variable action pattern
C. instinctual pattern
D. conditioned response pattern
52. Interactions with immediate and past environments that occur through the laws of learning are called:
A. adaptive significance
B. species adaptation
C. personal adaptation
D. adaptive preparedness
53. The term "personal adaptation" is concerned with how:

A. the laws of learning and the environment shape the behaviour of organisms.
B. learning directly modifies the genes of a species.
C. adaptive significance affects species adaptation.
D. evolutionary factors operate through the environment to shape the biology of a species.
54. After becoming familiar with her local environment, a coyote learns to go to a specific stream for water
when she is thirsty. She also tends to go to a particular shady area when the temperature is hot. These
behaviours are best considered examples of:
A. stimulus generalization
B. personal adaptation
C. species adaptation
D. avoidance conditioning
55. The process of species adaptation refers to how:

A. genetically based features directly determine or modify the genes of an organism.
B. the laws of learning directly determine or modify the genes of a species.
C. genetically based features that enhance an organism's ability to survive are passed to the next generation.
D. the laws of learning and the past and present environments determine the behaviour of organisms.
56. A particular species of tree squirrel has developed a fur colouring that allows it to blend in more effectively
in its natural environment. As a result, these squirrels are more difficult to spot in the trees, are less likely to
become prey for local predators, and are thus more likely to survive and reproduce. This example best
demonstrates the process of:
A. classical conditioning
C. operant conditioning
D. species adaptation
57. Personal adaptation is most concerned with how the laws of learning influence behaviour, while species
adaptation focuses more on how ________________ contribute to behaviour.
A. evolutionary factors
B. immediate environments
C. past environments
D. environmental factors
58. A decreasing response to a repeated stimulus is called _______________.

A. extinction
B. latent learning
C. habituation
D. shaping
59. Learning NOT to respond to uneventful familiar stimuli so that the organism can conserve energy and
attend to more important stimuli is an example of:
A. a fixed action pattern.
B. generalization.
C. habituation.
D. operant generalization.
60. Which of the following provides the best definition of habituation?

A. Habituation is a continuous response to a discriminative stimulus.
B. Habituation is a decrease in the strength of response to a repeated stimulus.
C. Habituation is an increase in the strength of response to a changing stimulus.
D. Habituation is an extinction of response to an increasing stimulus.
61. You have just settled down to begin studying for your exam in this course when your roommate decides to
turn on some music. At first, the music distracts you from your studying, but after a short time, the music no
longer bothers you even though it continues to play. This example most clearly demonstrates the process of:
A. extinction.
B. negative reinforcement.
C. classical conditioning.
D. habituation.
62. Ahmen adopts a dog from the local animal shelter. When Ahmen's mother comes home that day, she runs to
the dog to pet her, but the dog cowers and puts her tail between her legs. The dog continues to exhibit this
response whenever Ahmen's mother approaches her. Eventually, after several weeks, the dog cowers less until
finally, Ahmen's mother is able to pet the dog. What the dog has learned is that Ahmen's mother will not harm
her; therefore, her response decreases with time. This is an example of:
A. reward and punishment
B. extinction
C. tabula rosa
D. habituation
63. This form of learning has strong adaptive significance because if we responded continuously to every
stimuli in the environment, we would quickly become fatigued and overwhelmed. This form of learning is
called:
A. habituation
B. one-trial learning
C. extinction
D. negative reinforcement
64. Habituation has strong adaptive significance because it allows organisms to learn not to respond to
_____________ stimuli.
A. changing
B. uneventful and familiar
C. novel
D. discriminative
65. A learning process in which the organism learns to associate two stimuli such that a previously neutral
stimulus comes to elicit a response is called:
B. modelling
C. classical conditioning
D. shaping
66. In a research study, a dog learned to salivate in response to a tone presented alone. In this case, the
salivation would technically be considered a(n):
A. unconditioned stimulus
B. conditioned stimulus
C. unconditioned response
D. conditioned response
67. Imagine that you wish to condition a dog to salivate in response to particular song that you play on your CD
player. Prior to beginning the learning trials, the song would be considered a(n) _________ stimulus
A. neutral
B. unconditioned
C. conditioned
D. discriminative
68. When Pavlov was conditioning his dogs to salivate in response to a tone, he first paired the tone with the
presentation of food until the tone alone could induce salivation. In his experiments, which of the following was
considered to be the unconditioned stimulus?
A. salivation in response to the food
B. the food
C. salivation in response to the tone
D. the tone
69. You are conducting an experiment in which you are trying to manipulate the immune response of rats by
using the principles of classical conditioning. First, for several days of an experiment, you give rats artificially
sweetened water with an immune system-enhancing drug in it. You later remove the drug and notice that the
immune systems of rats are boosted when they consume the sweetened water. In your experiment, what is the
unconditioned response (UCR)?
A. the sweetened water
B. the drug
C. the enhanced immune system functioning in response to the drug
D. the enhanced immune system functioning in response to the sweetened water
70. You are conducting an experiment in which you are trying to manipulate the immune response of rats by
using the principles of classical conditioning. First for several days of an experiment, you give rats artificially
sweetened water with an immune system–enhancing drug in it. You later remove the drug and notice that the
immune systems of rats are boosted when they consume the sweetened water. In your experiment, what is the
conditioned stimulus (CS)?
B. the drug
71. Shannon is absorbed in the latest novel and is surprised when she looks at the clock and sees that it is
dinnertime. Normally, Shannon starts feeling hungry about 5:30 pm every night but now it is 6:00 pm and her
stomach just started to rumble. On her way to the dining hall, Shannon starts feeling very hungry. In Shannon's
case, the unconditioned stimulus is:
A. The walk to the dining hall
B. The time on her clock
C. The novel she was reading
D. The food at the dining hall
72. Shannon is used to eating dinner every night about 7:00 pm, but now that she is away at college she eats
earlier because the dining hall is open from 4-6pm every night for dinner. Shannon eats dinner without feeling
hungry for several weeks. Then one day while walking to the dining hall, Shannon starts feeling very hungry.
Those first several weeks of eating early are considered the _________________ phase of her conditioned
response.
A. persistence
B. acquisition
C. shaping
D. extinction
73. Karen's boyfriend gets very excited whenever he smells pizza as he walks by the pizza place where she
works because whether Karen is working then or not, he still associates the place with Karen. Which of the
following correctly identify the unconditioned stimulus and the conditioned stimulus?
A. unconditioned stimulus = Karen; conditioned stimulus = pizza place
B. unconditioned stimulus = pizza place; conditioned stimulus = Karen
C. unconditioned stimulus = the pizza smell; conditioned stimulus = Karen
D. unconditioned stimulus = Karen; conditioned stimulus = excitement
74. Pavlov determined that a tone triggered salivation more quickly when the size of the _________ was more
intense or greater.
A. unconditioned response
B. unconditioned stimulus
C. conditioned response
D. conditioned stimulus
75. A child probably only needs to burn her hand on a hot stove once to learn to avoid doing this in the future.
Psychologists involved in classical conditioning would most likely consider this an example of:
A. extinction.
C. punishment.
D. one-trial learning.
76. All of the following are circumstances under which conditioned responses are typically acquired more
rapidly EXCEPT:
A. when the conditioned stimulus and the unconditioned stimulus are paired multiple times.
B. when the UCS is more intense.
C. when the conditioned stimulus is presented after the unconditioned stimulus.
D. when the UCS is aversive.
77. Under which of the following conditioned stimulus-unconditioned stimulus pairing conditions does learning
usually occur most quickly?
A. forward trace pairing
B. forward short-delay pairing
C. simultaneous pairing
D. backward pairing
78. Usually, learning through classical conditioning occurs more quickly with:
A. forward trace pairing of the conditioned stimulus and unconditioned stimulus.
B. simultaneous pairing of the conditioned stimulus and unconditioned stimulus.
C. forward trace pairing of the conditioned stimulus and conditioned response.
D. simultaneous pairing of the conditioned stimulus and conditioned response.
79. Learning is typically slowest under which of the following conditioned stimulus-unconditioned stimulus
pairings.
A. forward short-delay pairing
B. simultaneous pairing
C. forward trace pairing
D. backward pairing
80. A researcher in a classical conditioning experiment is attempting to condition a startle response to a green
light. To do this, she illuminates the light at the same time that she plays a very loud noise. This experiment is
utilizing what is called simultaneous pairing of the:
A. unconditioned stimulus and conditioned stimulus.
B. unconditioned stimulus and unconditioned response.
C. unconditioned response and conditioned stimulus.
D. unconditioned response and conditioned response.
81. In a classical conditioning experiment that is utilizing backward pairing, the conditioned stimulus is
presented after the _____________.
A. conditioned response
D. forward trace pairing
82. In classical conditioning experiments, learning is typically fastest when the unconditioned stimulus is
intense and the time interval between the conditioned stimulus and the unconditioned stimulus is _________.
A. very delayed
B. long
C. short
D. no amount of time
83. When the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the conditioned
response will gradually weaken in a process called:
A. negative reinforcement.
B. habituation.
C. discrimination.
D. extinction.
84. Susan is staying with some friends who have a dog. Each night, when she has turned off the TV and is
heading for bed, she gives the dog a treat. Soon the dog gets very excited whenever Susan turns of the TV at
night because he has learned what this signal means. When Susan eventually leaves her friends' house, the dog
continues to get excited when the owners turn off the TV, but since the owners don't give the dog a treat at this
time, the dog's behaviour soon returns to normal. The change in the dog's behaviour after Susan's departure best
illustrates the concept of:
A. habituation.
B. response cost.
C. extinction.
D. punishment.
85. The key factor in determining whether extinction will occur or not is:
A. the passage of time after a conditioned stimulus has been reinforced .
B. whether punishment has been used during the learning trials or not.
C. the use of a conditioned stimulus that lends itself readily to habituation.
D. repeated presentation of the conditioned stimulus without the unconditioned stimulus.
86. During the process of extinction, it is not uncommon for a conditioned response to recur if, after a period of
time has passed, the conditioned stimulus is presented again. This is known as:
A. secondary recovery.
B. spontaneous recovery.
C. automatic recovery.
D. natural recovery.
87. Pavlov observed that when he conditioned dogs to salivate to a particular tone, not only would they salivate
to this tone but also to other similar tones. This phenomenon is known as:
B. stimulus discrimination.
C. shaping.
D. stimulus generalization.
88. Stimulus generalization refers to the process where stimuli that are similar to the initial ______________
also elicit a conditioned response.
A. conditioned stimulus
D. unconditioned response
89. A child is bitten by a German Shepherd when he is young. When he grows up, the child develops a fear of
not just German Shepherds, but of all dogs and he refuses to go near them. The fact that this person now avoids
all dogs illustrates the process of:
A. punishment.
B. avoidance learning.
C. stimulus generalization.
D. negative reinforcement.
90. In classical conditioning, discrimination refers to how:

A. a conditioned response can be triggered by many different stimuli.
B. a conditioned response is triggered by one stimulus but not by others.
C. a conditioned response can fade when a conditioned stimulus is repeatedly presented without the
unconditioned stimulus.
D. a unconditioned stimulus can become a conditioned stimulus.
91. Stuart is afraid of public speaking, but only when he has to make speeches on the weekend. He is a
professor and has no trouble speaking in front of large groups of students, and he has made effective
presentations at conferences, as long as he presents on a weekday. The specificity of Stuart's fear mostly clearly
B. avoidance conditioning.
D. discrimination.
92. If a conditioned stimulus has high stimulus generalization, then it will be triggered by several different
stimuli, while if it has high discrimination, it will occur in response to ____________.
A. a single stimulus
B. a neutral stimulus
C. several different stimuli
D. a discriminative stimulus
93. The process in which a neutral stimulus becomes a conditioned stimulus after being paired with an
already-established conditioned stimulus is called:
A. latent learning
B. extinction
C. higher-order conditioning
D. shaping
94. Higher-order conditioning occurs when:

A. a conditioned stimulus becomes a neutral stimulus after being paired with an established conditioned
stimulus.
B. a neutral stimulus becomes a conditioned stimulus after being paired with an established conditioned
stimulus.
C. a conditioned stimulus is presented repeatedly without the unconditioned stimulus.
D. a neutral response becomes a conditioned response after being paired with an established conditioned
response.
95. A researcher in a classical conditioning experiment first conditions a dog to salivate in response to the
presentation of a red circle. After this response has been established, she presents a light immediately before she
displays the red circle and after several trials, the light comes to trigger the salivation response. This example
best demonstrates the process of:
A. discrimination.
B. stimulus generalization.
C. backward pairing of the conditioned stimulus and unconditioned stimulus
D. higher-order conditioning.
96. A smart political candidate becomes friends with a very popular professional baseball player because she
hopes that this will improve her popularity with the voters. With regard to classical conditioning principles, the
professional baseball player would be viewed as a(n):
A. neutral stimulus.
B. well-established conditioned stimulus.
C. conditioned response.
D. unconditioned response.
97. A smart political candidate becomes friends with a very popular professional baseball player because she
hopes that this will improve her popularity with the voters. With regard to classical conditioning principles, the
positive emotional reactions already evoked by the professional baseball player would be viewed as a(n):
A. conditioned response.
B. neutral stimulus.
C. unconditioned stimulus.
D. well-established conditioned stimulus.
98. Emily developed a phobia of snakes after a serious accident. According to classical conditioning, snakes
would be considered an example of a:
A. conditioned stimulus.
B. unconditioned stimulus.
D. neutral stimulus.
99. Emily developed a fear of python snakes after an accident. Using the principles of classical conditioning, the
accident would be considered the unconditioned stimulus. The fact that Emily was fearful of all snakes and not
just python snakes demonstrates ____________.
A. backward pairing of the conditioned stimulus and unconditioned stimulus
B. higher-order conditioning
C. discrimination
D. stimulus generalization
100. John Watson and Rosalie Rayner (1920) conducted experiments with an 11-month-old baby named Albert
to demonstrate how:
A. a neutral stimulus can become a conditioned stimulus by being paired with an established conditioned
stimulus.
B. the principles of classical conditioning can explain and can be used to create phobias.
C. the process of extinction is observable even in infants.
D. the key factor in classical conditioning is the perception of an association between the conditioned stimulus
and the unconditioned stimulus.
101. John Watson and Rosalie Rayner (1920) conducted experiments with an 11-month-old baby named Albert.
Knowing that Albert was afraid of loud noises, they conditioned him to fear a white rat by pairing the
presentation of the rat with a loud noise. Though he was initially unafraid of the rat, after several trials, he
would cry and become fearful when shown the rat. In this instance, the rat represented the:
A. unconditioned stimulus.
B. unconditioned response.
C. conditioned stimulus.
D. conditioned response.
102. John Watson and Rosalie Rayner (1920) conditioned an 11-month-old baby named Albert to fear a white
rat by pairing it with a loud noise. Albert already feared the loud noise. After the conditioning had taken place,
the researchers also found that Albert was afraid of furry white and grey objects, such as a rabbit and a Santa
Claus mask. The fact that Albert was afraid of these additional items demonstrated that:
A. stimulus generalization had occurred.
B. discrimination had occurred.
C. extinction had occurred.
D. higher-order conditioning had occurred.
103. The goal of exposure therapies is to expose a phobic person to the feared stimulus without the
unconditioned stimulus, so that the process of ___________ can occur.
A. habituation
B. discrimination
C. generalization
D. extinction
104. In aversion therapy, a stimulus that triggers an unwanted behaviour is paired with:
A. a pleasant stimulus.
B. a discriminative stimulus.
C. a noxious stimulus.
D. a conditioned stimulus.
105. Research on aversion therapy has yielded mixed results since the changes produced are often:
A. long term and generalizable.
B. long term and evoke insight.
C. short term, yet return after a period of time.
D. short term and extinguish over time.
106. In order to cure himself of smoking, a man regularly places his package of cigarettes next to a particularly
disturbing picture of two lungs that are black from a lifetime of smoking. After a week of this, the man can't
pick up his cigarettes without thinking of this intense image, and as a result he smokes less. In this example,
since the picture naturally inspires negative feelings for the man, the picture would be considered a(n):
B. conditioned stimulus.
C. unconditioned response.
107. A man becomes moderately aroused whenever his wife wears a particular red outfit. In terms of classical
conditioning principles, the red outfit represents a(n) ___________ that has become a(n) __________.
A. conditioned stimulus; unconditioned stimulus
B. previously neutral stimulus; conditioned stimulus
C. unconditioned stimulus; conditioned stimulus
D. unconditioned response; conditioned response
108. Ben nearly drowned as a child and has since developed a deep fear of not only swimming, but all water in
general. When Ben seeks help from Dr. Brown, the first thing Dr. Brown does is take Ben to a swimming pool
and force him to get into the water. Dr. Brown is using:
A. a flooding approach in therapy
B. systematic desensitization therapy
C. discrimination therapy
D. a cognitive therapy
109. A key principle in many therapies that treat phobias and fears is that the phobia or fear is learned and can
therefore be:
A. adaptive
B. unlearned
C. counterconditioned
D. habituated
110. Some chemotherapy and radiation therapy patients can become sick minutes or hours before they receive
their treatments. This is referred to as ___________________.
A. A fixed action response
B. Preparedness
C. Anticipatory nausea and vomiting
D. Negative reinforcement
111. In the anticipatory nausea and vomiting response that can occur with patients receiving cancer treatment,
initially neutral stimuli, such as needles, the hospital, or the treatment room, become _______ that trigger
sickness.
A. conditioned responses
B. conditioned stimuli
C. unconditioned responses
D. unconditioned stimuli
112. A patient starts chemotherapy and becomes ill each time after he receives it. After a few weeks of
treatment, he develops anticipatory nausea at the mere sight of the waiting room at the hospital. In this instance,
the unconditioned stimulus would be considered the __________________.
A. chemotherapy
B. waiting room
C. nausea induced by the chemotherapy
D. nausea induced by the waiting room
113. A patient starts chemotherapy and becomes ill each time after he receives it. After a few weeks of
the unconditioned response would be considered the ___________________..
A. chemotherapy
B. waiting room
114. A researcher conducted an experiment with rats in which she paired the administration of a drug that
boosted the immune system with sweet water. Later, when the drug was removed and the rats continued to
receive just the sweet water, the functioning of the rats' immune systems:
A. improved.
B. decreased.
C. showed evidence of stimulus generalization.
D. remained unchanged.
115. In a study designed to improve immune system functioning of rats, a researcher pairs a drug that
strengthens the immune system with sweet water. After several trials, the drug is removed, but when the rats
consume only the sweetened water, their immune system functioning improves. This example demonstrates a
potentially important application of:
A. the use of negative reinforcement.
B. the principles of classical conditioning.
C. the principles of operant conditioning.
D. evidence of stimulus generalization.
116. Research applying the principles of classical conditioning to boost or suppress the immune system has
found that:
A. only the immune systems of animals can be effectively manipulated by these techniques.
B. the functioning of the immune system can only be suppressed and not boosted.
C. these principles must be used in combination with operant conditioning to be effective.
D. the immune systems of both animals and humans can be boosted or suppressed.
117. There was a case of an 11-year-old girl who was suffering from a disease in which her own immune
system attacked her body. To treat her, researchers first paired cod liver oil with an immune-suppressant drug.
Later, when she only received pure cod liver oil (without the drug), her immune system still showed the
intended impairment. In this instance, the conditioned stimulus would be the:
A. immune system impairment triggered by the cod liver oil.
B. immune system impairment triggered by the drug.
C. cod liver oil.
D. immune-suppressant drug.
118. An 11-year-old girl with an overactive immune system that attacks her own body receives a treatment in
which cod liver oil is paired with an immune-suppressant drug. After these initial trials, she occasionally
receives only cod liver oil (without the drug), yet her body still shows the desired impairment of functioning.
According to the principles of classical conditioning, the immune suppressant drug would be considered the:
119. Edward Thorndike based his "law of effect" on which of the following observations?
A. With trial-and-error, hungry cats will eventually learn to press a lever in order to escape a puzzle box.
B. The immune systems of rats can be improved or impaired by pairing specific drugs with distinct tastes.
C. An 11-month old baby named Albert was conditioned to fear a white rat and other similar-looking animals.
D. Over time, dogs can be trained to salivate in response to a tone.
120. Edward Thorndike proposed that a response that was followed by a satisfying consequence was more
likely to occur. This was termed as Thorndike's law of____________.
A. instrumental learning
B. generalization
C. aversive conditioning
D. effect
121. Edward Thorndike assumed that animals were able to escape his puzzle box because:
A. they eventually gained insight into how to solve the problem.
B. they eventually were able to discriminate the conditioned stimulus sufficiently.
C. they used trial-and-error and slowly eliminated ineffective responses.
D. the response costs for ineffective action eventually became too high.
122. Thorndike's law of effect states that:

A. responses followed by unsatisfying consequences will become more likely to occur.
B. responses followed by unsatisfying consequences will become less likely to occur.
C. aversive consequences produce greater learning than do positive consequences.
D. positive consequences produce greater learning than do negative consequences.
123. A young child is hungry and wants a cookie but is too short to reach the table where the cookie jar is kept.
She tries various things to get the jar, such as jumping or throwing her teddy bear at the jar in hopes of knocking
it off the table, but to no avail. Eventually, almost by accident, she realizes that she can pull the tablecloth on
which the jar sits and is thus able to reach the jar. In the future, she will be more likely to try this technique
again since it was effective. This example best demonstrates:
A. Thorndike's law of effect.
C. the concept of shaping.
D. the use of partial reinforcement.
124. In operant conditioning, learning occurs because a behaviour is influenced by the:

A. extinction of a fixed action pattern.
B. generalization of the conditioned stimulus.
C. consequences it produces.
D. stimuli with which it is associated .
125. According to operant conditioning, when a consequence strengthens the behaviour it follows then
____________has occurred.
A. generalization
B. reinforcement
C. response cost punishment
D. aversive punishment
126. Jeff's parents want him to study more. To do this, they tell him that if he studies two hours per night during
the week, they will pay for him to go to the movies with a friend on the weekend. After a month, they notice
that Jeff is studying more often and more consistently. According to the principles of operant conditioning,
getting money to go to the movies would be a(n):
A. reinforcer.
B. punishment.
C. discriminative stimulus.
D. unconditioned stimulus.
127. In operant conditioning, to decrease the likelihood of a behaviour, punishment is applied as a

___________.
A. stimulus
B. response
C. consequence
D. reinforcer
128. Tommy is stealing money from his mother's purse. Tommy now has money for candy and his mother
doesn't seem to notice the missing money. His behaviour is influenced by the consequences of his actions. This
is an example of:
C. aversion conditioning
D. operant conditioning
129. Alex loves to see his girlfriend smile. When he stops on the way home from the office to pick up a little
gift for her, she gets the biggest smile on her face when he gives it to her. According to the principles of operant
conditioning, Alex stops to buy her gifts more and more frequently because:
A. her smile reinforces his behaviour.
B. if she doesn't smile he feels deflated.
C. it takes increasingly more gifts to make her smile.
D. he rewards her smiling with the gifts.
130. In classical conditioning, an organism learns an association between two stimuli while the type of learning
in which an association between a behaviour and its consequence is learned is called:
C. instrumental conditioning
131. Operant conditioning is most concerned with emitted behaviours, while classical conditioning focuses
more on ____________.
A. generalized stimuli
B. elicited behaviours
C. discriminative stimuli
D. antecedents
132. One of the key differences between classical and operant conditioning is that in classical conditioning
behaviour is triggered involuntarily like a reflex, while in operant conditioning behaviour is ___________.
A. under the physical control of the organism
B. triggered involuntarily like a reflex
C. is considered to be elicited
D. under the involuntary control of the organism
133. Classical conditioning is to operant conditioning as:

A. involuntarily elicited behaviour is to voluntarily emitted behaviour.
B. involuntarily emitted behaviour is to voluntarily elicited behaviour.
C. voluntarily elicited behaviour is to involuntarily emitted behaviour.
D. voluntarily emitted behaviour is to involuntarily elicited behaviour.
134. In operant conditioning, a stimulus that is present before the behaviour occurs is a(n) _____________ .
A. emitted stimulus
B. reinforcer
C. antecedent
D. elicited stimulus
135. Antecedents play a significant role in operant conditioning because they:

A. signal when the association between the conditioned stimulus and the unconditioned stimulus is in effect.
B. determine when punishment or reinforcement should be implemented.
C. provide signals to an organism that a given response will produce certain consequences.
D. permit greater generalization of the conditioned stimulus.
136. A stimulus that is present before a given behaviour has been displayed is a(n) ________________.
A. reinforcer
B. antecedent
D. punishment
137. Shelley has noticed that if her dad is in good mood, he will usually praise her for working on her
homework in the evening. If he isn't in a good mood, he doesn't do this. Based on the principles of operant
conditioning, the mood of Shelley's dad signals when he will praise her for her homework and this is considered
to be a(n) _________.
A. antecedent
B. punishment
C. conditioned stimulus
D. consequence
138. Joey likes to watch wrestling on TV, but his mother usually does not allow him to do this. However, Joey
has noticed that when his mom has a bad day at work and gets very tired, she usually doesn't mind if he watches
wrestling. As a result, Joey usually will only ask to watch wrestling if his mother has had a hard day at work. In
this instance, the kind of day that Joey's mother has at work would be considered a:
B. discriminative stimulus.
C. negative reinforcer.
D. consequence.
139. According to the principles of operant conditioning, natural stimuli such as food and water that an
organism naturally finds reinforcing are called:
A. secondary reinforcers.
B. conditioned reinforcers.
C. primary reinforcers.
D. discriminative reinforcers.
140. Other stimuli can become secondary reinforcers by being associated with:
A. conditioned stimuli.
B. discriminative stimuli.
C. positive reinforcers.
D. primary reinforcers.
141. Which of the following is an example of a primary reinforcer?

A. praise
B. food
C. money
D. grades
142. Research has determined that chimpanzees can learn to work for and value tokens that can be used in a
vending machine to obtain food. According to the principles of operant conditioning, the token would best be
considered an example of a:
A. secondary reinforcer.
B. conditioned response.
C. primary reinforcer.
D. discriminative stimulus.
143. When first training your dog, you say, "Good dog" and give her a doggie treat every time she lies down the
way you want her to. After several learning trials, your dog learns that there is an association between the
phrase "Good dog" and the appearance of a doggie treat and she will become excited and salivate each time you
use this phrase. In fact, this same phrase can be used without doggie treats to reinforce your dog for learning
other tricks. In this example, the phrase "Good dog" is both a:
A. primary reinforcer and a secondary reinforcer.
B. positive reinforcer and a negative reinforcer.
C. secondary reinforcer and a conditioned stimulus
D. primary reinforcer and a conditioned stimulus
144. A mother has been continually nagging her daughter about how messy her room is. Finally, the daughter
gets so tired of her mom's complaints that she cleans her room, thus stopping the nagging of her mother. Given
the fact that the withdrawal of the mother's nagging served to strengthen the daughter's room-cleaning
behaviour, the mother's nagging would be considered a(n):
A. negative reinforcer.
B. positive reinforcer.
C. positive punishment.
D. negative punishment.
145. Positive and negative reinforcers are similar in that both:

A. involve consequences that are aversive.
B. involve presentation of a stimulus following behaviour.
C. are used to strengthen or increase the likelihood of behaviours.
D. are used to weaken or decrease the likelihood of behaviours.
146. Punishment functions to decrease the likelihood of a behaviour, while negative reinforcement serves to
__________ a behaviour.
A. maintain
B. increase the likelihood of
C. weaken
D. strengthen
147. Seven-year old Pat does not like to eat broccoli and does not like to clean his room. Pat's mother tells him
that if he eats all his broccoli at dinner tonight then he will not have to clean his room tonight. In her effort to
have Pat eat broccoli, Pat's mother is attempting to apply the process of:
A. behaviour modification through shaping.
B. operant extinction.
C. negative reinforcement.
D. response cost learning.
148. Veronica suffers from very painful headaches so she takes her headache medication regularly, regardless
of whether she has a headache or not. As a function of taking her medication, she has no headaches. In operant
conditioning terms, Veronica's is using __________________.
A. positive reinforcement
B. negative reinforcement
C. avoidance therapy
D. extinction
149. When Richard had an accident in his parent's car, he had his license suspended for 6 months. This outcome
was intended to decrease his poor driving habits, therefore taking his license away is considered:
A. punishment
C. desensitization
D. positive reinforcement
150. The process by which a behaviour weakens and eventually disappears because it is no longer reinforced is
called:
C. classical extinction.
151. Operant extinction refers to the process in which a behaviour is:

A. weakened because it is no longer reinforced.
B. weakened because it is positively punished
C. weakened because of negative punishment.
D. strengthened because it is negatively reinforced.
152. Parents are interested in getting their son to play piano. In order to do this, they decide to reinforce him by
paying him $1.00 for every hour that he practices. Shortly after this, the son decides that he also wants to learn
how to play guitar and, since his parents are still paying him, he continues practicing both instruments. After a
couple of months, the parents decide that the important thing is that their son is involved in music and so they
quit paying him to practice the piano, whereupon the son gradually quits playing the piano and continues
playing the guitar. The weakening and disappearance of the son's piano-playing behaviour would best be
considered as an example of:
A. operant extinction.
C. positive reinforcement.
D. classical extinction.
153. Don's parents want to him to do more chores around the house so they decide to pay him a small amount
(50 cents) for each chore he does. Initially, this produces a large increase in the number of chores that Don does,
but his parents soon tire of paying him for his work and discontinue the monetary reward program. Don
continues his chores for a short while but once he realizes that he's no longer being paid, he stops doing them all
together. The discontinuing of Don's chore behaviour best illustrates the process of:
D. habituation.
154. Operant extinction, positive punishment, and negative punishment are similar in that they all:
A. serve to strengthen behaviour.
B. involve the manipulation of positive reinforcers.
C. involve the manipulation of negative reinforcers
D. serve to weaken behaviour.
155. It has been a long time since Karina stopped bullying other children at school. Her parents simply
explained to Karina that every time she bullies a child, she must pay a price for the bullying incident. Karina
loves music and has an extensive CD collection; therefore, the cost of a bullying incident is three CDs from her
collection. It did not take Karina long to determine that was too high of a price to pay for her behaviour, so the
bullying stopped. This response cost method of modifying behavior is a:
A. corporal punishment
B. positive reinforcement
C. punishment technique
156. Arousal of negative emotions such as fear and anger and can inspire the dislike or avoidance of the person
administering this consequence. This is a disadvantages of the consequence of _________.
A. negative reinforcement
C. punishment
D. secondary reinforcement
157. A teenager refrains from using profanity when she is around her parents, who ground her when she swears.
When her parents aren't around, she often uses "bad language." The suppression of the undesired behaviour
doesn't generalize to other relevant situations and this is an example of a limitation of _________________.
A. punishment
C. secondary reinforcement
D. antecedents
158. All of the following were mentioned as limitations of punishment EXCEPT:

A. Punishment may inspire dislike for and anger toward the person administering it.
B. Punishment of specific behaviours may not generalize to other relevant situations.
C. Punishment may suppress a behaviour but it doesn't make a person forget how to do it.
D. Punishment is not effective for preventing particularly dangerous behaviours.
159. Billy is offered five M&Ms and is told that if he can wait and not eat these M&Ms for ten minutes, he can
have 15 M&Ms. Unfortunately, after waiting for only a couple of minutes, the M&Ms start to look too
delicious, so Billy goes ahead and eats them. Based on this example, psychologists would most likely say that
Billy has yet to learn:
A. stimulus generalization.
B. delay of gratification.
C. stimulus discrimination.
D. effective modelling.
160. Another name for the process of shaping is:

A. higher-order conditioning.
C. the method of successive approximations.
D. variable ratio reinforcement.
161. Shaping is best defined as the process in which:
A. successive approximations of a desired behaviour are reinforced.
B. a behaviour is weakened by the removal of a consequence.
C. a neutral stimuli becomes a "reinforcer" because of its association with a primary reinforcer.
D. a behaviour is strengthened by the presentation of a consequence.
162. Anastasia wants to run and finish a marathon. Every day her trainer measures the distance she is able to run
and even though far short of the 26-mile distance of a marathon, Anastasia is praised for her daily runs. Her
trainer feels that if he starts with the basic running skill and rewards her smaller efforts, that Anastasia will
eventually run a successful marathon. Her trainer is addressing her running behaviour by using the principles of
___________.
A. approximation
B. delay of gratification
C. extinction
D. shaping
163. The reinforcement of successive approximations of a desired behaviour is called _________________.

A. Operant extinction
B. Classical extinction
C. Delay of gratification
D. Shaping
164. Bobby's parents are frustrated because he never cleans his room. In order to modify their son's behaviour,
they start reinforcing Bobby with 25 cents, every time he simply throws his clothes into a particular corner
instead of all around the room. After some time passes, they only reinforce him if he puts his clothes in the
hamper. As this process continues, Bobby's parents keep gradually changing the terms of reinforcement so that
Bobby has to do more and more of the tasks required to keep his room clean. After several months of this,
Bobby cleans his entire room for the same 25-cent reward. This example best demonstrates the process of:
A. extinction.
B. shaping.
C. higher-order reinforcement.
D. latent learning.
165. You are driving down the freeway rather quickly because you are late for a meeting, but you notice a
police car parked on the side of the freeway. You quickly apply the brakes and slow down to the speed limit. In
this instance, the police car represents a:
B. primary stimulus.
D. positive reinforcer.
166. When you tell your dog, "Sit," and she does, you almost always give her a small treat. In this example,
which of the following would be considered a discriminative stimulus?
A. the behaviour of sitting
B. the command "Sit"
C. the small treat
D. the association between sitting and the small treat
167. You are waiting at the crosswalk for the light to change. Finally the "WALK" sign illuminates and you
begin to cross the street. Even though you watch for traffic as you cross, you have learned that the appearance
of this light usually means that it is safe to cross the street. Thus, the "WALK" sign would be considered an
example of a:
A. discriminative stimulus.
B. response cost.
168. You are taking a shower in your dorm and you hear a toilet being flushed nearby. You briefly step out of
the flow of water because you have learned that the water becomes very hot for a few moments after this
happens. In this example, which of the following would be considered to be the discriminative stimulus?
A. the avoidance of hot water
B. the exposure to hot water
C. stepping out of the shower
D. the sound of the toilet being flushed
169. Assembly-line workers who receive $20.00 for every five toys that they assemble are working on a:
A. fixed interval schedule.
B. fixed ratio schedule.
C. variable interval schedule.
D. variable ratio schedule.
170. An instructor administers exams every 2 weeks throughout the term of her course. As a result, a sizeable
percentage of the students in her class study very hard every 2 weeks and do little studying in between. This
example is most similar to which partial reinforcement schedule?
A. fixed interval schedule
B. fixed ratio schedule
C. variable interval schedule
D. variable ratio schedule
171. Chris is a university student that has a summer job where she works 40 hours a week making a particular
kind of hockey stick. She usually can make 100 hockey sticks in two weeks. Her employer gave her the option
of being paid $400 every two weeks for the 80 hours she worked, or being paid $400 for every 100 hockey
sticks she made. Chris's pay options correspond to:
A. a variable-interval schedule or a variable-ratio schedule.
B. a fixed-interval schedule or a fixed-ratio schedule.
C. a variable-ratio schedule or a fixed-interval schedule.
D. a fixed-ratio schedule or a variable-interval schedule.
172. Giving athletes random drug tests and police officers setting up roadside speed traps are examples of the:
173. Animals placed on this schedule of reinforcement often show a pause briefly after being reinforced
possibly because they have learned that the next response is never reinforced. This animal behaviour is
indicative of the ____________ schedule of reinforcement.
A. fixed interval
B. fixed ratio
C. variable interval
D. variable ratio
174. Researchers in the field of operant conditioning have learned that partial reinforcement schedules are more
resistant to extinction than ___________ reinforcement schedules.
A. intermittent
B. interval
C. variable
D. continuous
175. Which of the following statements regarding operant extinction is true?

A. Variable schedules are more resistant to extinction than fixed schedules are.
B. Continuous schedules are more resistant to extinction than partial schedules are.
C. Variable and fixed schedules are equally resistant to extinction.
D. Fixed schedules are more resistant to extinction than variable schedules are.
176. Schedules of reinforcement that are more resistant to extinction because reinforcement has been
unpredictable in the past are called ____________schedules of reinforcement.
A. Fixed
B. Primary
C. Variable
D. Continuous
177. If a candy machine isn't working properly, in general, people usually do not continue to deposit coins into
the machine. It is easier for people to tell when they are not working properly because these machines are
supposed to operate on a _____________ schedule.
A. variable ratio
B. continuous
C. fixed interval
D. variable interval
178. Sharon works very hard at her job in order to earn attention and approval from her boss. She is responsible
for a weekly sales report draft and puts in tremendous effort to be sure she has it on his desk every Friday by
9:00am. Sometimes her boss is pleased at her promptness and rewards Sharon by treating her to lunch. Many
weeks this does not happen and her boss barely seems to notice the punctual delivery of the report. Even though
most weeks her boss ignores her extra efforts, Sharon ________________.
A. continues to work hard all of the time
B. works especially hard when she is ignored for several weeks
C. works more slowly after a free lunch because is not expecting two in a row
D. continues to fool everyone into thinking she works hard
179. This type of conditioning occurs when an organism learns to prevent exposure to an aversive stimulus
altogether. The is ___________ conditioning.
A. classical
B. escape
C. avoidance
D. higher-order
180. Imagine that you have a headache. You take two aspirin and notice that in a few minutes, your headache
starts to subside. Because the aspirin effectively eliminated your headache, you would probably be more likely
to take them again the next time you have a headache. This example best demonstrates the process of:
C. response cost punishment.
D. escape conditioning.
181. You stay inside on very hot days because you don't want to expose yourself to the heat. By doing so, you
don't subject yourself to such problems as sunburns or heatstroke. The learning that has taken place for you is
most similar to which of the following?
A. escape conditioning
B. a variable ratio schedule of reinforcement
C. avoidance conditioning
D. a fixed interval schedule of reinforcement
182. Escape conditioning and avoidance conditioning are maintained through:

A. operant generalization.
B. operant discrimination.
183. Which of the following statements about fear conditioning is FALSE?

A. It is associated with the development of schizophrenia.
B. It is associated with an over reactive right amygdala.
C. It is considered to be a conditioned emotional response.
D. It leads to activation of the sympathetic nervous system.
184. Some individuals appear to develop posttraumatic stress disorder following trauma while others do not.
This appears to be associated with:
A. differences in sympathetic nervous system response.
B. a loss of cortical control of the amygdala.
C. over reaction to a predictable conditioned stimulus.
D. perceived differences in genetic makeup.
185. Neuroimaging studies have shown that response to a stimulus that signals the absence of shock and does
not activate the amygdala is a certain type of stimulus. This is type of stimulus is ____________________.
A. negative conditioned stimulus
B. positive conditioned stimulus
C. positive unconditioned stimulus
D. negative unconditioned stimulus
186. Olag has severe symptoms of posttraumatic stress disorder. It is likely that neuroimaging studies will
show:
A. increased activation of the prefrontal cortex.
B. decreased activation of the right amygdala.
C. increased activation of the right amygdala.
D. decreased activation of the prefrontal cortex and the right amygdala.
187. Following the inappropriate pairing of a conditioned stimulus with an aversive unconditioned stimulus, an
individual is most likely to develop:
A. acute posttraumatic stress disorder.
B. chronic posttraumatic stress disorder.
C. generalized anxiety.
D. a phobia.
188. There are many examples of training animals to assist humans. Police dogs that are used to locate illegal
drugs and pigeons that can peck a signal button when they spot an orange life-jacket in the water both
demonstrate applications of the principles of _______________.
B. operant conditioning
C. observational learning
D. higher-order conditioning
189. A reinforcement system designed to reinforce desired behaviours that utilizes such items as points or chips
that can be redeemed later for tangible rewards is called:
A. a token economy.
B. shaping.
D. latent learning.
190. A field of study, which is also known as behaviour modification, that combines a behavioural approach
with the scientific method in order to solve individual and societal problems is called:
A. constructivism
B. applied behaviour analysis
C. psychosocial theory
D. psychometrics
191. Animals appear to be biologically prewired to easily learn behaviours that are related to their survival as a
species because of evolutionary forces. This is referred to as ______________ .
A. latent learning
B. operant extinction
C. preparedness
D. fixed action patterning
192. Pairing the smell of food with a toxin can produce conditioned taste aversions. This is an illustration of the
concept of:
A. personal adaptation.
B. fixed action patterns.
C. preparedness.
D. punishment.
193. When rats receive a shock that is paired with a light, a buzzer, and a sweet tasting food, in the future they
tend to avoid the buzzer and the light but will continue to consume the sweet tasting food. This finding best
demonstrates the concept of:
A. latent learning.
B. observational learning.
D. preparedness.
194. Tracy suffered from severe nausea for the first three months of her pregnancy. In order to make it easier on
his wife, her husband used to order Chinese take-out food three or four evenings each week. Tracy knew she
had to eat in order to nourish the baby so she forced herself to eat the take out food. When her child was six
years old, he wanted to celebrate his birthday at a Chinese restaurant and Tracy became ill at the thought of
eating Chinese food. For Tracy, the Chinese food had become so strongly associated with nausea that the
association remained all these years later. This taste aversion is an example of :
A. Biological preparedness
B. Classical conditioning
C. Avoidance conditioning
D. Operant conditioning
195. Snakes, closed spaces, wild animals, and airplanes are common sources of phobias for humans. Why might
it be that humans are less often treated for phobias involving rainbows, smiles, or cheerful people?
A. Positive events do not happen to us with negative stimuli.
B. Negative events do not happen to us with positive stimuli.
C. We are systematically exposed to more negative stimuli.
D. We are biologically and cognitively prepared to acquire certain fears.
196. The text discussed an experiment in which rats were exposed to x-rays that were paired with sweet water, a
light, and a buzzer. The x-rays made the rats ill and the researchers wanted to know which stimuli would
become associated with the illness. The results revealed that the rats avoided only the sweet water. The findings
from this experiment were used to demonstrate the concept of ___________.
A. punishment
B. preparedness
C. negative reinforcement
D. multiple conditioning
197. Which of the following best demonstrates how learned taste aversions can be used to help animals?
A. A dog receives obedience training so that he learns to stay away from hazards.
B. A dolphin is trained to patrol the waters around naval ships and search for intruders.
C. A police dog is trained to use her sense of smell to locate bombs and illegal drugs.
D. A coyote consumes sheep hide laced with nausea-inducing lithium chloride.
198. In order to prevent coyotes from killing ranchers' sheep, pieces of sheep flesh have been laced with lithium
chloride, a nausea-inducing drug. It is hoped that the coyote will then associate the nausea with the sheep and
become less likely to kill them. This applied research capitalizes on the phenomenon of:
A. fixed action patterns.
B. positive reinforcement.
C. preparedness.
199. The concept of instinctual drift refers to:

A. an unlearned response triggered by a simple stimulus.
B. the fact that an organism learns behaviours by observing mature organisms.
C. the ways in which instinctual behaviours can be modified to create unique conditioned responses.
D. the tendency for a conditioned response to regress towards instinctual behaviour.
200. Which of the following is most related to the concept of instinctual drift?
A. a chicken being trained to play baseball reacted to the ball as if it were food
B. rats that were shocked associated the shock with a buzzer and light but not a sweet taste
C. rats made ill by x-rays associated it with sweet water but not a light or buzzer
D. a coyote learns to avoid sheep because ranchers have paired sheep meat with lithium chloride
201. According to the concept of instinctual drift, which of the following statements would be true?
A. Training a pigeon to peck a button in order to obtain food is harder than training a pigeon to peck a button to
escape a shock.
B. Training a pigeon to flap its wings in order to escape a shock is equally as hard as training a pigeon to peck a
button in order to escape a shock.
C. Training a pigeon to peck a button in order to escape a shock is harder than training a pigeon to peck a button
in order to obtain food.
D. Training a pigeon to flap its wings in order to escape a shock is harder than training a pigeon to peck a button
in order to escape a shock.
202. Biological factors can influence learning as evidenced in the concepts of ___________________.
A. primary and secondary reinforcement
B. positive and negative reinforcement
C. escape and avoidance learning
D. preparedness and instinctual drift
203. When young animals are raised in "enriched" environments, they tend to have heavier brains with more
dendrites and synapses and have higher concentrations of various neurotransmitters. Instances like these most
clearly demonstrate how:
A. classical conditioning can influence learning.
B. learning can influence biology.
C. shaping can influence learning.
D. biology can influence learning.
204. Rats and human patients experience pleasure when the hypothalamus is stimulated and will act as if they
have just been ____________.
A. reinforced
B. punished
C. conditioned
D. adapted
205. The fact that exposure to stimulating environments seems to slow down the declines in cognitive
functioning that usually occur in late adulthood best demonstrates how ___________.
A. preparedness influences biology
B. shaping influences learning
C. learning influences biology
D. biology influences learning
206. The behavioural view of learning is both challenged and questioned by:
A. the results from avoidance conditioning experiments.
B. the fact that continuous reinforcement schedules produce faster learning.
C. the process of classical extinction.
D. the concepts of insight and cognitive maps.
207. Edward Tolman's research on how rats performed in mazes provided powerful evidence suggesting that:
A. the rats used insight to negotiate the maze.
B. positive reinforcement produced better performance in the maze than negative reinforcement did.
C. the rats had cognitive maps of the maze.
D. the rats' behaviour was explained by standard behavioural learning principles.
208. Which of the following provides the most direct evidence for the existence of cognitive maps in animals?
A. A rat takes the longer yet only the effective route out of a maze when his direct path is blocked.
B. A sea lion is able to retrieve a test missile that has been fired into the ocean.
C. A police dog locates a piece of luggage that contains illegal drugs.
D. A coyote develops an aversion to sheep after sheep meat has been paired with lithium chloride.
209. In classical conditioning, the key factor is not how often the conditioned stimulus is paired with the
unconditioned stimulus, but how well the conditioned stimulus predicts the appearance of the unconditioned
stimulus. This is referred to as:
A. insight
B. expectancy
C. latent learning
D. instinctual drift
210. The expectancy model was discussed in the context of classical conditioning and it asserted that the key
factor in learning is how well the ___________.
A. conditioned stimulus predicts the unconditioned stimulus
B. discriminative stimulus predicts the behavioural contingency
C. unconditioned stimulus predicts the conditioned stimulus
D. discriminative stimulus predicts the behavioural contingency
211. A researcher conducts an experiment in which rats in one group (Group 1) receive 10 learning trials in
which they receive a shock after a light is lit. Another group of rats (Group 2) receives the same 10 trials in
which the shock is paired with the light, but they also receive 10 additional random trials in which the light is
not followed by a shock. According to the expectancy model of classical conditioning, we would expect the
tone to become a conditioned stimulus for fear for the rats:
A. only in Group 1.
B. only in Group 2.
C. in both Group 1 and Group 2.
D. in neither Group 1 nor Group 2.
212. Cognitive learning theorists believe that the most important factor in learning through classical
conditioning is:
A. how often the conditioned stimulus and unconditioned stimulus are paired.
B. the time delay between the conditioned stimulus and the arrival of the unconditioned stimulus.
C. the order in which the conditioned stimulus and unconditioned stimulus are presented.
D. how reliably the conditioned stimulus signals the arrival of the unconditioned stimulus.
213. In explaining the effects of operant conditioning, which of the following is most likely to be emphasized
by a cognitive psychologist?
A. primary reinforcement
B. secondary reinforcement
C. awareness of contingencies
214. According to this perspective of operant conditioning, the best predictor of behaviour is the perceived
contingency between a behaviour and its consequences. This is the ___________ perspective of operant
conditioning.
A. traditional
B. social
C. behavioural
D. cognitive
215. From a cognitive learning perspective, superstitious behaviour can best be explained in terms of:
B. perceived contingency.
C. stimulus generalization
D. avoidance conditioning.
216. Edward Tolman's research demonstrating that rats in a maze appeared to develop cognitive maps of the
maze without receiving any reinforcement provided evidence most supportive of the concept of:
A. latent learning.
B. preparedness.
C. insight.
D. observational learning.
217. Which of the following is most difficult to explain using the behavioural perspective of learning?
A. avoidance learning
B. latent learning
D. higher-order learning
218. It is challenging for a traditional behaviourist, to explain this aspects of Tolman's latent learning research
with rats:
A. learning was happening without any discriminative stimuli.
B. learning was happening without any awareness of contingencies.
C. learning was happening without any insight.
D. learning was happening without any direct reinforcement.
219. Learning that occurs by watching the behaviour of a model is called ___________ learning.
A. avoidance
B. expectancy
C. observational
D. latent
220. Which of the following has the highest adaptive significance for humans in terms of its ability to save time
and effort and to reduce exposure to potentially dangerous trial-and-error processes?
A. observational learning
B. classical conditioning
C. higher order conditioning
221. A new skier who first watches and then copies his experienced friends is most likely making use of which
learning strategy?
A. insight
B. observational learning
C. positive reinforcement
222. Rats learned food aversions and preferences by watching other rats. This type of learning is called:
A. observational learning.
B. generalization.
C. chaining.
D. latent learning.
223. Edward Tolman's research on latent learning and Albert Bandura's work on modelling both demonstrate
that:
A. learning only occurs when an organism is able to actually perform a behaviour.
B. negative reinforcers appear to be most responsible for the creation of cognitive maps.
C. learning can occur at a specific time yet not be displayed until later.
D. classical and operant conditioning principles can be combined to explain behaviour.
224. Albert Bandura's modelling experiment with the "Bobo doll" demonstrated the important difference
between:
A. operant conditioning and classical conditioning.
B. insight and cognitive maps.
C. positive and negative reinforcement.
D. learning and performance.
225. The behavioural approach explains learning in terms of both directly observable events and mental events.
True False
226. The field of ethology focuses on animal behaviour within natural environments.
True False
227. Adaptive significance refers to how we learn and the processes by which our experiences influence our
behaviour.
True False
228. According to the text, the environment only plays a role in species adaptation, but not in personal
adaptation.
True False
229. In classical conditioning, a neutral stimulus eventually becomes an unconditioned stimulus.
True False
230. The UCR and CR differ in that the CR is learned and the UCR is unlearned.
True False
231. Extinction will usually occur if the CS is presented several times without the UCS.
True False
232. The most important ingredient in extinguishing a classically conditioned behaviour is the repeated
presentation of the CS without the CR.
True False
233. Discriminative conditioning is said to occur when a neutral stimulus is paired repeatedly with an already
established CS.
True False
234. Psychologists sometimes use aversion therapy in order to condition repulsion to a stimulus that triggers an
unwanted behaviour by pairing that stimulus with an aversive or noxious UCS.
True False
235. Though the techniques are powerful, research has failed to demonstrate how the principles of classical
conditioning can impact the functioning of the immune system.
True False
236. Punishment and negative reinforcement are similar in that they both serve to weaken behaviour or make it
less likely to occur in the future.
True False
237. Classical conditioning and operant conditioning are both types of association learning.
True False
238. In operant conditioning, a discriminative stimulus is one that signals when a particular response will
generate specific consequences.
True False
239. Secondary reinforcers become reinforcers by being associated with discriminative stimuli.
True False
240. Negative and positive reinforcement are different in that while positive reinforcement strengthens a
response, negative reinforcement weakens a response.
True False
241. A child who has her TV-watching privileges taken away because she lied to her parents is receiving a
response cost punishment.
True False
242. Using positive punishment to suppress behaviour can be disadvantageous because it can result in the
person being punished avoiding the punisher.
True False
243. When an operantly conditioned behaviour occurs in response to a new antecedent stimulus that is similar to
the original antecedent stimulus, that behaviour is said to be under stimulus control.
True False
244. B.F. Skinner found that the highest rates of responding were produced by fixed interval schedules of
reinforcement.
True False
245. Variable schedules of reinforcement have been shown to produce greater resistance to extinction compared
to fixed schedules of reinforcement.
True False
246. Escape and avoidance learning are thought to achieve their impacts on learning primarily through the
process of negative reinforcement.
True False
247. In a fourth-grade classroom, a teacher rewards his students for keeping their desks clean by awarding them
stars for every day they do this. At the end of the school year, the stars can be redeemed for prizes such as
colouring books or pencil sets. This teacher is using what is called a token economy.
True False
248. Learned taste aversions were discussed to demonstrate the concept of higher-order conditioning.
True False
249. The phenomenon of instinctual drift was introduced to illustrate a limitation of operant conditioning.
True False
250. While our biology affects our learning, our experiences and learning environments do not affect our
biological functioning.
True False
251. Research studies suggesting that animals use "insight" and have "cognitive maps" provide a strong
challenge to psychologists who take a cognitive perspective on learning.
True False
252. According to the cognitive expectancy model, the effectiveness of classical conditioning depends upon
how well the CS predicts the UCS.
True False
253. The results from Albert Bandura's classic "Bobo doll" experiment demonstrated the importance of the
distinction between primary and secondary reinforcers.
True False
254. The _____________________ of a behaviour refers to how the behaviour influences an organism's
chances for survival and reproduction in its natural environment.
________________________________________
255. Ethologists refer to an unlearned behavioural response that is triggered by a simple stimulus as a(n)
_________________.
________________________________________
256. When a reaction decreases in response to a constant stimulus it is called _______________.

________________________________________
257. Researchers have determined that classical conditioning occurs more rapidly when the ________ is more
intense or aversive.
________________________________________
258. When a CS is repeatedly presented by itself and eventually the CR weaken and disappears, __________ is
said to have occurred.
________________________________________
259. If stimuli that are similar to a CS also evoke a conditioned response, stimulus ____________ is said to
have occurred.
________________________________________
260. In _____________________ a neutral stimulus becomes a CS after being paired with an already
established CS.
________________________________________
261. A woman who is in a car crash develops a phobia of cars. Using the terminology associated with classical
conditioning, a car would be considered a(n) _____________.
________________________________________
262. In the phenomenon known as __________________, a chemotherapy patient can become ill merely at the
sight of such things as a needle or a hospital waiting room.
________________________________________
263. The use of learning through ___________ ___________ has been applied effectively to boost immune
system functioning.
________________________________________
264. Edward Thorndike's _____________ asserted that events followed by positive consequences will be more
likely to occur in the future, while events followed by negative consequences will be less likely to occur.
________________________________________
265. In _____________ conditioning, an organism learns an association between two stimuli, while in
_____________ conditioning, the organism learns an association between behaviour and its consequences.
________________________________________
266. In operant conditioning, a discriminative stimulus is a particular type of _______________, which is a

stimulus that is present before a given behaviour occurs.
________________________________________
267. ________ reinforcers are stimuli that are naturally reinforcing, while ____________ reinforcers are stimuli
that become reinforcing through learning.
________________________________________
268. In operant conditioning, ______________ increases the likelihood of a behaviour by removing an

unpleasant or aversive consequence.
________________________________________
269. With ________________ a response is weakened following the presentation of an aversive stimulus.
________________________________________
270. Negative side effects of using _____________ to control behaviour include that it evokes negative
emotions, it doesn't necessarily cause the organism to forget the undesired response, and it may serve to set an
unintentional example that such aggressive behaviour is acceptable.
________________________________________
271. An operant process called ___________ reinforces successive approximations of a desired behaviour.
________________________________________
272. A child has learned that when her mother is not home, she can sneak a cookie from the cookie jar and not
get caught. In this instance, the absence of the mother serves as a(n) _____________ stimulus.
________________________________________
273. ________ reinforcement schedules involve presentation of reinforcement after a consistent number of
responses or after a consistent time interval; ________ reinforcement schedules involve presentation of a
reinforcement after a random number of responses or differing time intervals, around an average.
________________________________________
274. Studies have determined that variable schedules of reinforcement are ________ resistant to extinction than
fixed schedules of reinforcement.
________________________________________
275. Escape and avoidance conditioning are often difficult to overcome because the behaviours created by these
types of conditioning are ____________ reinforced.
________________________________________
276. When the Navy trains visually acute pigeons to peck at the sight of orange (the colour of life preservers) in
order to have the pigeons assist with search and rescue missions, it is making use of the principles of
___________ conditioning.
________________________________________
277. An approach called ____________________ combines the laws of learning from the behavioural
perspective with the scientific method and uses them to solve individual and societal problems.
________________________________________
278. The term _____________, refers to the fact that many animals come "prewired" to easily learn specific
behaviours that are important for their survival.
________________________________________
279. When ranchers lace sheep meet with a nausea-inducing drug in hopes that wolves will avoid killing and
eating sheep in the future, they are using the principles of operant conditioning to capitalize on learned
_________________.
________________________________________
280. Keller and Marian Breland coined the term ________________ when they had trouble training animals to
perform certain behaviours.
________________________________________
281. Köhler used the term ______________ to describe the sudden perception of a useful relationship that
chimpanzees used to help solve a problem.
________________________________________
282. Though initially dominated by behaviourists, the utility of the expectancy model to explain the effects of
classical conditioning demonstrates that people associated with the ____________ perspective have also made
significant contributions to the study of learning.
________________________________________
283. Cognitive theorists emphasize that both humans and animals develop a(n) _______________ of the
relation between behaviours and their consequences, and that without this essential characteristic, learning will
not occur.
________________________________________
284. ____________ learning is defined as learning that is acquired but is not displayed until there is incentive to
do so.
________________________________________
285. A young boy who learns how to shoot a basketball by closely watching other kids in his neighbourhood is
making use of what is called ________________ learning
________________________________________
286. In the Lassie experiment discussed in the text, we could not tell if the positive impact of the prosocial
Lassie condition was due to the message of program or to the fact that there was a cute puppy featured in the
show. This confusion served to lower the __________ validity of the study.
________________________________________
287. How is the behavioural perspective on learning different from that of the ethological perspective? Give an
example that demonstrates each perspective's approach to learning
288. You are conducting a classical conditioning experiment in which you wish to train a dog to jump a fence in
response to the ringing of a bell. Assuming that you use electric shock to get the dog to jump, explain how you
would set up this experiment. Be sure to use the following labels: CS, CR, UCS, UCR.
289. In classical conditioning, what is the difference between generalization and discrimination? Using dog
phobias as a context, provide an example of each. What is higher-order conditioning and how are higher-order
CSs different from typical CSs in terms of strength and resistance to extinction?
290. What is anticipatory nausea and vomiting (ANV) and what kinds of stimuli can trigger this response in
chemotherapy patients? Using the principles of classical conditioning, explain how the phenomenon of
anticipatory nausea and vomiting is thought to occur. Be sure to label the appropriate UCS, UCR, CS, and CR.
291. Differentiate between the essential characteristics of classical conditioning and operant conditioning. Be
sure to mention elicited and emitted behaviours in your answer. Using an example of a snow phobia triggered
by being buried briefly in the snow as a child, explain how both learning theories can be combined to explain
the initial development and maintenance of avoidance behaviours.
292. Define, and provide examples for the following four operant conditioning terms: positive reinforcement,
negative reinforcement, positive punishment, negative punishment.
293. Reinforcements can differ in type and in terms of frequency of presentation. Explain the essential
differences between primary and secondary reinforcers and between continuous and intermittent reinforcement.
Include a brief statement regarding when reinforcement, to work effectively, should be administered.
294. What are the four types of partial reinforcement schedules? Give an example of each.
295. Define the constructs of preparedness and instinctual drift and provide an example of each. What do these
concepts suggest about the relationship between biology and learning?
296. What challenges has the cognitive perspective on learning provided for the standard behavioural
interpretation of learning? In your answer, be sure to discuss the relevance of research on animal insight,
cognitive maps, and latent learning.
297. Discuss the method and findings of Albert Bandura's classic "Bobo doll" experiment. What important
distinction did this experiment demonstrate?
298. What is aversion therapy and how effective are they? Outline how you might use aversion therapy to help
someone quit smoking.
299. Summarize Garcia's research on conditioned taste aversion. How does this research challenge some of the
basic assumptions of classical conditioning?
300. Discuss the evidence from Tolman's and Bandura's work that suggests that we should make a distinction
between learning and performance.
c7 Key
1. Historically, how have behaviourists and ethologists differed in their study of learning?
Answers will vary
Passer - Chapter 007 #1
2. Explain the concepts adaptive significance and fixed action pattern.
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3. What role does the environment play in personal and species adaptation?
Answers will vary
4. What is habituation and what is its adaptive significance?
Answers will vary
5. How do you create a conditioned salivation response in a dog?
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6. Under what circumstances are CRs typically acquired most quickly?
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7. Explain the key factor in producing the extinction of a CR.
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8. Explain the adaptive significance of stimulus generalization and discrimination.
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9. Explain the process of higher-order conditioning.
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10. How does classical conditioning explain fear acquisition?
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11. How is classical conditioning used in society to increase and decrease our arousal/attraction to stimuli?
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12. What is ANV and how does it develop?
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13. How can classical conditioning boost immune system functioning?
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14. What evidence led Thorndike to propose the "law of effect"?
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15. What is operant conditioning? What is the difference between reinforcement and punishment?
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16. Identify two key differences between classical and operant conditioning.
Answers will vary
17. Why are antecedent stimuli important in operant conditioning?
Answers will vary

18. How do secondary reinforcers become "reinforcers"?
Answers will vary
19. How does negative reinforcement differ from positive reinforcement and punishment?
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20. Explain how operant extinction, positive punishment, and negative punishment differ.
Answers will vary
21. Describe some disadvantages of using positive punishment to control behaviour.
Answers will vary
22. Define what is meant by the term "delay of gratification."
Answers will vary
23. How might you shape a child who never cleans up his room to do so?
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24. What are some examples of discriminative stimuli in your own life?
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25. Describe four major schedules of partial reinforcement and their effects on behaviour.
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26. Are variable or fixed schedules more resistant to extinction? Why?
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27. Describe the role of negative reinforcement in escape and avoidance conditioning.
Answers will vary
28. How has operant animal training helped humans?
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29. In what broad ways has operant conditioning directly enhanced human welfare?
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30. What is the purpose of each of the five major steps in a self-regulation program?
Answers will vary
31. How do learned taste aversions illustrate the concept of preparedness?
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32. How has knowledge of learned taste aversions been applied to help animals?
Answers will vary
33. What evidence led the Brelands to propose the concept of instinctual drift?
Answers will vary
34. How do biology and learning influence each other?
Answers will vary
35. How do the concepts of "insight" and "cognitive maps" challenge the behaviourist view of learning?
Answers will vary

36. Provide evidence that supports the "expectancy model" of classical conditioning.
Answers will vary
37. What role does awareness play in operant conditioning?
Answers will vary
38. How does latent learning challenge the behaviourist view of learning?
Answers will vary
39. What is the adaptive significance of observational learning?
Answers will vary
40. Explain how Bandura's experiment illustrates the distinction between learning and performance.
Answers will vary
41. Evaluate the internal and external validity of the Lassie experiment.
Answers will vary

42. (p. 266) Psychologists who focus on how organisms learn and assume that there are general laws of learning
that apply to virtually all organisms are called _____________________.
A. ethologists
B. behaviourists
C. neurobiologists
D. cognitivists
CL: K
Learning Objective: 7.2
43. (p. 267) The notion of tabula rasa, or blank tablet upon which learning experiences were ascribed, is most
closely associated with which of the following schools of psychology?
A. ethology
B. cognitive-behaviourism
C. behaviourism
D. constructivism
CL: K
44. (p. 267) The field of ethology attempts to study animal behaviour in ______________ settings.
A. conditioned
B. applied
C. controlled laboratory
D. naturalistic
CL: K
45. (p. 267) A researcher argues that because of evolution, animals are biologically prepared to respond in
particular ways and thus are anything but "blank slates." This person's perspective is most closely associated
with the following perspectives:
A. behaviourism
B. ethology
C. cognitive-behaviourism
D. classical conditioning
CL: K
46. (p. 267) Historically, behaviourists tended to study behaviour in highly controlled environments, while
ethologists typically chose to conduct their research in ___________ settings.
A. laboratory
B. artifical
C. naturalistic
D. conditioned
CL: K
47. (p. 266-267) A factor common to both behaviourists and ethologists in their study of learning is that:
A. they both did most of their research with nonhuman species.
B. they both did most of their research with humans.
C. they conducted most of their research in controlled laboratory settings.
D. they conducted most of their research in naturalistic settings.
CL: C
48. (p. 267) The influence of a behaviour on an organism's chances for survival and reproduction in its natural
environment is called the concept of _______________.
B. heritability
C. survival value
D. adaptive significance
CL: K
49. (p. 267) The term "adaptive significance" specifically refers to how a particular behaviour can affect
_______________.
A. the status of an organism within a group
B. the social interactions of an organism
C. an organism's chance for survival
D. evolutionary development
CL: K
50. (p. 267) Newborn herring gulls immediately peck on the red mark of the mother's bill, which triggers the
regurgitation of food so that the young hatchlings can eat. This behaviour increases the likelihood of survival,
therefore it is deemed to have _______________ .
A. low spontaneous significance
B. high adaptive significance
C. low instinctual drift
D. high discrimination
CL: AP
51. (p. 267) Ethologists refer to an unlearned response that is triggered by a simple stimulus as a(n):
A. fixed action pattern
B. variable action pattern
C. instinctual pattern
D. conditioned response pattern
CL: K
52. (p. 268) Interactions with immediate and past environments that occur through the laws of learning are called:
A. adaptive significance
B. species adaptation
C. personal adaptation
D. adaptive preparedness
CL: K
53. (p. 268) The term "personal adaptation" is concerned with how:
A. the laws of learning and the environment shape the behaviour of organisms.
B. learning directly modifies the genes of a species.
C. adaptive significance affects species adaptation.
D. evolutionary factors operate through the environment to shape the biology of a species.
CL: C
54. (p. 268) After becoming familiar with her local environment, a coyote learns to go to a specific stream for
water when she is thirsty. She also tends to go to a particular shady area when the temperature is hot. These
behaviours are best considered examples of:
A. stimulus generalization
C. species adaptation
D. avoidance conditioning
CL: AP
55. (p. 268) The process of species adaptation refers to how:

A. genetically based features directly determine or modify the genes of an organism.
B. the laws of learning directly determine or modify the genes of a species.
C. genetically based features that enhance an organism's ability to survive are passed to the next generation.
D. the laws of learning and the past and present environments determine the behaviour of organisms.
CL: C
56. (p. 268) A particular species of tree squirrel has developed a fur colouring that allows it to blend in more
effectively in its natural environment. As a result, these squirrels are more difficult to spot in the trees, are less
likely to become prey for local predators, and are thus more likely to survive and reproduce. This example best
C. operant conditioning
D. species adaptation
CL: AP
57. (p. 268) Personal adaptation is most concerned with how the laws of learning influence behaviour, while
species adaptation focuses more on how ________________ contribute to behaviour.
A. evolutionary factors
B. immediate environments
C. past environments
D. environmental factors
CL: C
58. (p. 269) A decreasing response to a repeated stimulus is called _______________.
A. extinction
B. latent learning
C. habituation
D. shaping
CL: K
59. (p. 269) Learning NOT to respond to uneventful familiar stimuli so that the organism can conserve energy and
attend to more important stimuli is an example of:
A. a fixed action pattern.
B. generalization.
C. habituation.
D. operant generalization.
CL: K
60. (p. 269) Which of the following provides the best definition of habituation?
A. Habituation is a continuous response to a discriminative stimulus.
B. Habituation is a decrease in the strength of response to a repeated stimulus.
C. Habituation is an increase in the strength of response to a changing stimulus.
D. Habituation is an extinction of response to an increasing stimulus.
CL: K
61. (p. 269) You have just settled down to begin studying for your exam in this course when your roommate
decides to turn on some music. At first, the music distracts you from your studying, but after a short time, the
music no longer bothers you even though it continues to play. This example most clearly demonstrates the
process of:
A. extinction.
D. habituation.
CL: AP
62. (p. 273) Ahmen adopts a dog from the local animal shelter. When Ahmen's mother comes home that day, she
runs to the dog to pet her, but the dog cowers and puts her tail between her legs. The dog continues to exhibit
this response whenever Ahmen's mother approaches her. Eventually, after several weeks, the dog cowers less
until finally, Ahmen's mother is able to pet the dog. What the dog has learned is that Ahmen's mother will not
harm her; therefore, her response decreases with time. This is an example of:
A. reward and punishment
B. extinction
C. tabula rosa
D. habituation
CL: AP
63. (p. 269) This form of learning has strong adaptive significance because if we responded continuously to every
stimuli in the environment, we would quickly become fatigued and overwhelmed. This form of learning is
called:
A. habituation
B. one-trial learning
C. extinction
CL: C
64. (p. 269) Habituation has strong adaptive significance because it allows organisms to learn not to respond to
_____________ stimuli.
A. changing
B. uneventful and familiar
C. novel
D. discriminative
CL: C
65. (p. 270) A learning process in which the organism learns to associate two stimuli such that a previously neutral
stimulus comes to elicit a response is called:
B. modelling
C. classical conditioning
D. shaping
CL: C
Learning Objective: none
66. (p. 270-271) In a research study, a dog learned to salivate in response to a tone presented alone. In this case, the
salivation would technically be considered a(n):
A. unconditioned stimulus
B. conditioned stimulus
D. conditioned response
CL: C
67. (p. 271) Imagine that you wish to condition a dog to salivate in response to particular song that you play on
your CD player. Prior to beginning the learning trials, the song would be considered a(n) _________ stimulus
A. neutral
B. unconditioned
C. conditioned
D. discriminative
CL: C
68. (p. 270-271) When Pavlov was conditioning his dogs to salivate in response to a tone, he first paired the tone
with the presentation of food until the tone alone could induce salivation. In his experiments, which of the
following was considered to be the unconditioned stimulus?
A. salivation in response to the food
B. the food
C. salivation in response to the tone
D. the tone
CL: C
69. (p. 271-272) You are conducting an experiment in which you are trying to manipulate the immune response of
rats by using the principles of classical conditioning. First, for several days of an experiment, you give rats
artificially sweetened water with an immune system-enhancing drug in it. You later remove the drug and notice
that the immune systems of rats are boosted when they consume the sweetened water. In your experiment, what
is the unconditioned response (UCR)?
B. the drug
CL: AN
70. (p. 271-272) You are conducting an experiment in which you are trying to manipulate the immune response of
rats by using the principles of classical conditioning. First for several days of an experiment, you give rats
artificially sweetened water with an immune system–enhancing drug in it. You later remove the drug and notice
that the immune systems of rats are boosted when they consume the sweetened water. In your experiment, what
is the conditioned stimulus (CS)?
B. the drug
CL: AN
71. (p. 271-272) Shannon is absorbed in the latest novel and is surprised when she looks at the clock and sees that it
is dinnertime. Normally, Shannon starts feeling hungry about 5:30 pm every night but now it is 6:00 pm and her
stomach just started to rumble. On her way to the dining hall, Shannon starts feeling very hungry. In Shannon's
case, the unconditioned stimulus is:
A. The walk to the dining hall
B. The time on her clock
C. The novel she was reading
D. The food at the dining hall
CL: AN
72. Shannon is used to eating dinner every night about 7:00 pm, but now that she is away at college she eats
earlier because the dining hall is open from 4-6pm every night for dinner. Shannon eats dinner without feeling
hungry for several weeks. Then one day while walking to the dining hall, Shannon starts feeling very hungry.
Those first several weeks of eating early are considered the _________________ phase of her conditioned
response.
A. persistence
B. acquisition
C. shaping
D. extinction
CL: AP
73. (p. 271-272) Karen's boyfriend gets very excited whenever he smells pizza as he walks by the pizza place where
she works because whether Karen is working then or not, he still associates the place with Karen. Which of the
following correctly identify the unconditioned stimulus and the conditioned stimulus?
A. unconditioned stimulus = Karen; conditioned stimulus = pizza place
B. unconditioned stimulus = pizza place; conditioned stimulus = Karen
C. unconditioned stimulus = the pizza smell; conditioned stimulus = Karen
D. unconditioned stimulus = Karen; conditioned stimulus = excitement
CL: AP
74. (p. 272) Pavlov determined that a tone triggered salivation more quickly when the size of the _________ was
more intense or greater.
A. unconditioned response
D. conditioned stimulus
CL: K
Learning Objective: 7.4 and 7.6
75. (p. 272) A child probably only needs to burn her hand on a hot stove once to learn to avoid doing this in the
future. Psychologists involved in classical conditioning would most likely consider this an example of:
A. extinction.
C. punishment.
D. one-trial learning.
CL: AP
76. (p. 272-273) All of the following are circumstances under which conditioned responses are typically acquired
more rapidly EXCEPT:
A. when the conditioned stimulus and the unconditioned stimulus are paired multiple times.
B. when the UCS is more intense.
C. when the conditioned stimulus is presented after the unconditioned stimulus.
D. when the UCS is aversive.
CL: K
77. (p. 273) Under which of the following conditioned stimulus-unconditioned stimulus pairing conditions does
learning usually occur most quickly?
A. forward trace pairing
B. forward short-delay pairing
C. simultaneous pairing
D. backward pairing
CL: K
78. (p. 273) Usually, learning through classical conditioning occurs more quickly with:
A. forward trace pairing of the conditioned stimulus and unconditioned stimulus.
B. simultaneous pairing of the conditioned stimulus and unconditioned stimulus.
C. forward trace pairing of the conditioned stimulus and conditioned response.
D. simultaneous pairing of the conditioned stimulus and conditioned response.
CL: K
79. (p. 273) Learning is typically slowest under which of the following conditioned stimulus-unconditioned
stimulus pairings.
A. forward short-delay pairing
B. simultaneous pairing
C. forward trace pairing
D. backward pairing
CL: K
80. (p. 273) A researcher in a classical conditioning experiment is attempting to condition a startle response to a
green light. To do this, she illuminates the light at the same time that she plays a very loud noise. This
experiment is utilizing what is called simultaneous pairing of the:
A. unconditioned stimulus and conditioned stimulus.
B. unconditioned stimulus and unconditioned response.
C. unconditioned response and conditioned stimulus.
D. unconditioned response and conditioned response.
CL: AP
81. (p. 273) In a classical conditioning experiment that is utilizing backward pairing, the conditioned stimulus is
presented after the _____________.
A. conditioned response
D. forward trace pairing
CL: K
82. (p. 273) In classical conditioning experiments, learning is typically fastest when the unconditioned stimulus is
intense and the time interval between the conditioned stimulus and the unconditioned stimulus is _________.
A. very delayed
B. long
C. short
D. no amount of time
CL: K
83. (p. 273) When the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the
conditioned response will gradually weaken in a process called:
B. habituation.
C. discrimination.
D. extinction.
CL: C
84. (p. 273) Susan is staying with some friends who have a dog. Each night, when she has turned off the TV and is
heading for bed, she gives the dog a treat. Soon the dog gets very excited whenever Susan turns of the TV at
night because he has learned what this signal means. When Susan eventually leaves her friends' house, the dog
continues to get excited when the owners turn off the TV, but since the owners don't give the dog a treat at this
time, the dog's behaviour soon returns to normal. The change in the dog's behaviour after Susan's departure best
illustrates the concept of:
A. habituation.
B. response cost.
C. extinction.
D. punishment.
CL: AP
85. (p. 274) The key factor in determining whether extinction will occur or not is:
A. the passage of time after a conditioned stimulus has been reinforced .
B. whether punishment has been used during the learning trials or not.
C. the use of a conditioned stimulus that lends itself readily to habituation.
D. repeated presentation of the conditioned stimulus without the unconditioned stimulus.
CL: K
86. (p. 274) During the process of extinction, it is not uncommon for a conditioned response to recur if, after a
period of time has passed, the conditioned stimulus is presented again. This is known as:
A. secondary recovery.
B. spontaneous recovery.
C. automatic recovery.
D. natural recovery.
CL: K
87. (p. 274) Pavlov observed that when he conditioned dogs to salivate to a particular tone, not only would they
salivate to this tone but also to other similar tones. This phenomenon is known as:
B. stimulus discrimination.
C. shaping.
CL: K
Learning Objective: 7.4 and 7.7
88. (p. 274) Stimulus generalization refers to the process where stimuli that are similar to the initial
______________ also elicit a conditioned response.
A. conditioned stimulus
D. unconditioned response
CL: K
89. (p. 274) A child is bitten by a German Shepherd when he is young. When he grows up, the child develops a
fear of not just German Shepherds, but of all dogs and he refuses to go near them. The fact that this person now
avoids all dogs illustrates the process of:
A. punishment.
B. avoidance learning.
CL: AP
90. (p. 274) In classical conditioning, discrimination refers to how:

A. a conditioned response can be triggered by many different stimuli.
B. a conditioned response is triggered by one stimulus but not by others.
C. a conditioned response can fade when a conditioned stimulus is repeatedly presented without the
unconditioned stimulus.
D. a unconditioned stimulus can become a conditioned stimulus.
CL: K
91. (p. 274) Stuart is afraid of public speaking, but only when he has to make speeches on the weekend. He is a
professor and has no trouble speaking in front of large groups of students, and he has made effective
presentations at conferences, as long as he presents on a weekday. The specificity of Stuart's fear mostly clearly
D. discrimination.
CL: AP
92. (p. 274) If a conditioned stimulus has high stimulus generalization, then it will be triggered by several different
stimuli, while if it has high discrimination, it will occur in response to ____________.
A. a single stimulus
B. a neutral stimulus
C. several different stimuli
D. a discriminative stimulus
CL: C
93. (p. 275) The process in which a neutral stimulus becomes a conditioned stimulus after being paired with an
already-established conditioned stimulus is called:
A. latent learning
B. extinction
C. higher-order conditioning
D. shaping
CL: K
94. (p. 275) Higher-order conditioning occurs when:
A. a conditioned stimulus becomes a neutral stimulus after being paired with an established conditioned
stimulus.
B. a neutral stimulus becomes a conditioned stimulus after being paired with an established conditioned
stimulus.
C. a conditioned stimulus is presented repeatedly without the unconditioned stimulus.
D. a neutral response becomes a conditioned response after being paired with an established conditioned
response.
CL: K
95. (p. 275) A researcher in a classical conditioning experiment first conditions a dog to salivate in response to the
presentation of a red circle. After this response has been established, she presents a light immediately before she
displays the red circle and after several trials, the light comes to trigger the salivation response. This example
best demonstrates the process of:
A. discrimination.
B. stimulus generalization.
C. backward pairing of the conditioned stimulus and unconditioned stimulus
D. higher-order conditioning.
CL: AP
96. (p. 275) A smart political candidate becomes friends with a very popular professional baseball player because
she hopes that this will improve her popularity with the voters. With regard to classical conditioning principles,
the professional baseball player would be viewed as a(n):
A. neutral stimulus.
B. well-established conditioned stimulus.
CL: C
97. (p. 275) A smart political candidate becomes friends with a very popular professional baseball player because
she hopes that this will improve her popularity with the voters. With regard to classical conditioning principles,
the positive emotional reactions already evoked by the professional baseball player would be viewed as a(n):
A. conditioned response.
B. neutral stimulus.
C. unconditioned stimulus.
D. well-established conditioned stimulus.
CL: C
98. (p. 272) Emily developed a phobia of snakes after a serious accident. According to classical conditioning,
snakes would be considered an example of a:
D. neutral stimulus.
CL: K
99. (p. 274) Emily developed a fear of python snakes after an accident. Using the principles of classical
conditioning, the accident would be considered the unconditioned stimulus. The fact that Emily was fearful of
all snakes and not just python snakes demonstrates ____________.
A. backward pairing of the conditioned stimulus and unconditioned stimulus
C. discrimination
CL: C
100. (p. 275) John Watson and Rosalie Rayner (1920) conducted experiments with an 11-month-old baby named
Albert to demonstrate how:
A. a neutral stimulus can become a conditioned stimulus by being paired with an established conditioned
stimulus.
B. the principles of classical conditioning can explain and can be used to create phobias.
C. the process of extinction is observable even in infants.
D. the key factor in classical conditioning is the perception of an association between the conditioned stimulus
and the unconditioned stimulus.
CL: C
101. (p. 275) John Watson and Rosalie Rayner (1920) conducted experiments with an 11-month-old baby named
Albert. Knowing that Albert was afraid of loud noises, they conditioned him to fear a white rat by pairing the
presentation of the rat with a loud noise. Though he was initially unafraid of the rat, after several trials, he
would cry and become fearful when shown the rat. In this instance, the rat represented the:
B. unconditioned response.
C. conditioned stimulus.
CL: C
102. (p. 276) John Watson and Rosalie Rayner (1920) conditioned an 11-month-old baby named Albert to fear a
white rat by pairing it with a loud noise. Albert already feared the loud noise. After the conditioning had taken
place, the researchers also found that Albert was afraid of furry white and grey objects, such as a rabbit and a
Santa Claus mask. The fact that Albert was afraid of these additional items demonstrated that:
A. stimulus generalization had occurred.
B. discrimination had occurred.
C. extinction had occurred.
D. higher-order conditioning had occurred.
CL: C
103. (p. 276) The goal of exposure therapies is to expose a phobic person to the feared stimulus without the
unconditioned stimulus, so that the process of ___________ can occur.
A. habituation
B. discrimination
C. generalization
D. extinction
CL: K
104. (p. 276) In aversion therapy, a stimulus that triggers an unwanted behaviour is paired with:
A. a pleasant stimulus.
B. a discriminative stimulus.
C. a noxious stimulus.
D. a conditioned stimulus.
CL: K
105. (p. 276) Research on aversion therapy has yielded mixed results since the changes produced are often:
A. long term and generalizable.
B. long term and evoke insight.
C. short term, yet return after a period of time.
D. short term and extinguish over time.
CL: K
106. (p. 276) In order to cure himself of smoking, a man regularly places his package of cigarettes next to a
particularly disturbing picture of two lungs that are black from a lifetime of smoking. After a week of this, the
man can't pick up his cigarettes without thinking of this intense image, and as a result he smokes less. In this
example, since the picture naturally inspires negative feelings for the man, the picture would be considered
a(n):
B. conditioned stimulus.
C. unconditioned response.
CL: AP
107. (p. 276) A man becomes moderately aroused whenever his wife wears a particular red outfit. In terms of
classical conditioning principles, the red outfit represents a(n) ___________ that has become a(n) __________.
A. conditioned stimulus; unconditioned stimulus
B. previously neutral stimulus; conditioned stimulus
C. unconditioned stimulus; conditioned stimulus
D. unconditioned response; conditioned response
CL: AP
108. (p. 276) Ben nearly drowned as a child and has since developed a deep fear of not only swimming, but all
water in general. When Ben seeks help from Dr. Brown, the first thing Dr. Brown does is take Ben to a
swimming pool and force him to get into the water. Dr. Brown is using:
A. a flooding approach in therapy
B. systematic desensitization therapy
C. discrimination therapy
D. a cognitive therapy
CL: AP
109. (p. 276) A key principle in many therapies that treat phobias and fears is that the phobia or fear is learned and
can therefore be:
A. adaptive
B. unlearned
C. counterconditioned
D. habituated
CL: K
110. (p. 279) Some chemotherapy and radiation therapy patients can become sick minutes or hours before they
receive their treatments. This is referred to as ___________________.
A. A fixed action response
B. Preparedness
C. Anticipatory nausea and vomiting
D. Negative reinforcement
CL: K
111. (p. 279) In the anticipatory nausea and vomiting response that can occur with patients receiving cancer
treatment, initially neutral stimuli, such as needles, the hospital, or the treatment room, become _______ that
trigger sickness.
A. conditioned responses
B. conditioned stimuli
C. unconditioned responses
D. unconditioned stimuli
CL: K
112. (p. 279) A patient starts chemotherapy and becomes ill each time after he receives it. After a few weeks of
the unconditioned stimulus would be considered the __________________.
A. chemotherapy
B. waiting room
CL: AN
113. (p. 279) A patient starts chemotherapy and becomes ill each time after he receives it. After a few weeks of
the unconditioned response would be considered the ___________________..
A. chemotherapy
B. waiting room
CL: AN
114. (p. 280) A researcher conducted an experiment with rats in which she paired the administration of a drug that
boosted the immune system with sweet water. Later, when the drug was removed and the rats continued to
receive just the sweet water, the functioning of the rats' immune systems:
A. improved.
B. decreased.
C. showed evidence of stimulus generalization.
D. remained unchanged.
CL: C
115. (p. 280) In a study designed to improve immune system functioning of rats, a researcher pairs a drug that
strengthens the immune system with sweet water. After several trials, the drug is removed, but when the rats
consume only the sweetened water, their immune system functioning improves. This example demonstrates a
potentially important application of:
A. the use of negative reinforcement.
C. the principles of operant conditioning.
D. evidence of stimulus generalization.
CL: C
116. (p. 280) Research applying the principles of classical conditioning to boost or suppress the immune system
has found that:
A. only the immune systems of animals can be effectively manipulated by these techniques.
B. the functioning of the immune system can only be suppressed and not boosted.
C. these principles must be used in combination with operant conditioning to be effective.
D. the immune systems of both animals and humans can be boosted or suppressed.
CL: C
117. (p. 280) There was a case of an 11-year-old girl who was suffering from a disease in which her own immune
system attacked her body. To treat her, researchers first paired cod liver oil with an immune-suppressant drug.
Later, when she only received pure cod liver oil (without the drug), her immune system still showed the
intended impairment. In this instance, the conditioned stimulus would be the:
A. immune system impairment triggered by the cod liver oil.
B. immune system impairment triggered by the drug.
C. cod liver oil.
D. immune-suppressant drug.
CL: C
118. (p. 280) An 11-year-old girl with an overactive immune system that attacks her own body receives a
treatment in which cod liver oil is paired with an immune-suppressant drug. After these initial trials, she
occasionally receives only cod liver oil (without the drug), yet her body still shows the desired impairment of
functioning. According to the principles of classical conditioning, the immune suppressant drug would be
considered the:
CL: C
119. (p. 281) Edward Thorndike based his "law of effect" on which of the following observations?
A. With trial-and-error, hungry cats will eventually learn to press a lever in order to escape a puzzle box.
B. The immune systems of rats can be improved or impaired by pairing specific drugs with distinct tastes.
C. An 11-month old baby named Albert was conditioned to fear a white rat and other similar-looking animals.
D. Over time, dogs can be trained to salivate in response to a tone.
CL: K
120. (p. 281) Edward Thorndike proposed that a response that was followed by a satisfying consequence was more
likely to occur. This was termed as Thorndike's law of____________.
A. instrumental learning
B. generalization
C. aversive conditioning
D. effect
CL: K
121. (p. 281) Edward Thorndike assumed that animals were able to escape his puzzle box because:
A. they eventually gained insight into how to solve the problem.
B. they eventually were able to discriminate the conditioned stimulus sufficiently.
C. they used trial-and-error and slowly eliminated ineffective responses.
D. the response costs for ineffective action eventually became too high.
CL: K
122. (p. 281-282) Thorndike's law of effect states that:

A. responses followed by unsatisfying consequences will become more likely to occur.
B. responses followed by unsatisfying consequences will become less likely to occur.
C. aversive consequences produce greater learning than do positive consequences.
D. positive consequences produce greater learning than do negative consequences.
CL: K
123. (p. 281) A young child is hungry and wants a cookie but is too short to reach the table where the cookie jar is
kept. She tries various things to get the jar, such as jumping or throwing her teddy bear at the jar in hopes of
knocking it off the table, but to no avail. Eventually, almost by accident, she realizes that she can pull the
tablecloth on which the jar sits and is thus able to reach the jar. In the future, she will be more likely to try this
technique again since it was effective. This example best demonstrates:
A. Thorndike's law of effect.
C. the concept of shaping.
D. the use of partial reinforcement.
CL: AP
124. (p. 282) In operant conditioning, learning occurs because a behaviour is influenced by the:
A. extinction of a fixed action pattern.
B. generalization of the conditioned stimulus.
C. consequences it produces.
D. stimuli with which it is associated .
CL: K
125. (p. 282) According to operant conditioning, when a consequence strengthens the behaviour it follows then
____________has occurred.
A. generalization
B. reinforcement
C. response cost punishment
D. aversive punishment
CL: K
126. (p. 282) Jeff's parents want him to study more. To do this, they tell him that if he studies two hours per night
during the week, they will pay for him to go to the movies with a friend on the weekend. After a month, they
notice that Jeff is studying more often and more consistently. According to the principles of operant
conditioning, getting money to go to the movies would be a(n):
A. reinforcer.
B. punishment.
D. unconditioned stimulus.
CL: AP
127. (p. 282) In operant conditioning, to decrease the likelihood of a behaviour, punishment is applied as a
___________.
A. stimulus
B. response
C. consequence
D. reinforcer
CL: C
128. (p. 282) Tommy is stealing money from his mother's purse. Tommy now has money for candy and his mother
doesn't seem to notice the missing money. His behaviour is influenced by the consequences of his actions. This
is an example of:
C. aversion conditioning
CL: AP
129. (p. 282) Alex loves to see his girlfriend smile. When he stops on the way home from the office to pick up a
little gift for her, she gets the biggest smile on her face when he gives it to her. According to the principles of
operant conditioning, Alex stops to buy her gifts more and more frequently because:
A. her smile reinforces his behaviour.
B. if she doesn't smile he feels deflated.
C. it takes increasingly more gifts to make her smile.
D. he rewards her smiling with the gifts.
CL: AN
130. (p. 283) In classical conditioning, an organism learns an association between two stimuli while the type of
learning in which an association between a behaviour and its consequence is learned is called:
C. instrumental conditioning
CL: K
131. (p. 283) Operant conditioning is most concerned with emitted behaviours, while classical conditioning
focuses more on ____________.
A. generalized stimuli
B. elicited behaviours
C. discriminative stimuli
D. antecedents
CL: K
132. (p. 283) One of the key differences between classical and operant conditioning is that in classical conditioning
behaviour is triggered involuntarily like a reflex, while in operant conditioning behaviour is ___________.
A. under the physical control of the organism
B. triggered involuntarily like a reflex
C. is considered to be elicited
D. under the involuntary control of the organism
CL: K
133. (p. 283) Classical conditioning is to operant conditioning as:

A. involuntarily elicited behaviour is to voluntarily emitted behaviour.
B. involuntarily emitted behaviour is to voluntarily elicited behaviour.
C. voluntarily elicited behaviour is to involuntarily emitted behaviour.
D. voluntarily emitted behaviour is to involuntarily elicited behaviour.
CL: AN
134. (p. 282) In operant conditioning, a stimulus that is present before the behaviour occurs is a(n) _____________
.
A. emitted stimulus
B. reinforcer
C. antecedent
D. elicited stimulus
CL: K
135. (p. 282) Antecedents play a significant role in operant conditioning because they:
A. signal when the association between the conditioned stimulus and the unconditioned stimulus is in effect.
B. determine when punishment or reinforcement should be implemented.
C. provide signals to an organism that a given response will produce certain consequences.
D. permit greater generalization of the conditioned stimulus.
CL: C
136. (p. 282) A stimulus that is present before a given behaviour has been displayed is a(n) ________________.
A. reinforcer
B. antecedent
D. punishment
CL: K
137. (p. 282) Shelley has noticed that if her dad is in good mood, he will usually praise her for working on her
homework in the evening. If he isn't in a good mood, he doesn't do this. Based on the principles of operant
conditioning, the mood of Shelley's dad signals when he will praise her for her homework and this is considered
to be a(n) _________.
A. antecedent
B. punishment
C. conditioned stimulus
D. consequence
CL: AP
138. (p. 283) Joey likes to watch wrestling on TV, but his mother usually does not allow him to do this. However,
Joey has noticed that when his mom has a bad day at work and gets very tired, she usually doesn't mind if he
watches wrestling. As a result, Joey usually will only ask to watch wrestling if his mother has had a hard day at
work. In this instance, the kind of day that Joey's mother has at work would be considered a:
B. discriminative stimulus.
D. consequence.
CL: AP
139. (p. 284) According to the principles of operant conditioning, natural stimuli such as food and water that an
organism naturally finds reinforcing are called:
A. secondary reinforcers.
B. conditioned reinforcers.
C. primary reinforcers.
D. discriminative reinforcers.
CL: K
140. (p. 284) Other stimuli can become secondary reinforcers by being associated with:
A. conditioned stimuli.
B. discriminative stimuli.
C. positive reinforcers.
D. primary reinforcers.
CL: K
141. (p. 284) Which of the following is an example of a primary reinforcer?

A. praise
B. food
C. money
D. grades
CL: K
142. (p. 284-285) Research has determined that chimpanzees can learn to work for and value tokens that can be used
in a vending machine to obtain food. According to the principles of operant conditioning, the token would best
be considered an example of a:
A. secondary reinforcer.
B. conditioned response.
C. primary reinforcer.
D. discriminative stimulus.
CL: K
143. (p. 285) When first training your dog, you say, "Good dog" and give her a doggie treat every time she lies
down the way you want her to. After several learning trials, your dog learns that there is an association between
the phrase "Good dog" and the appearance of a doggie treat and she will become excited and salivate each time
you use this phrase. In fact, this same phrase can be used without doggie treats to reinforce your dog for
learning other tricks. In this example, the phrase "Good dog" is both a:
A. primary reinforcer and a secondary reinforcer.
B. positive reinforcer and a negative reinforcer.
C. secondary reinforcer and a conditioned stimulus
D. primary reinforcer and a conditioned stimulus
CL: K
144. (p. 285) A mother has been continually nagging her daughter about how messy her room is. Finally, the
daughter gets so tired of her mom's complaints that she cleans her room, thus stopping the nagging of her
mother. Given the fact that the withdrawal of the mother's nagging served to strengthen the daughter's
room-cleaning behaviour, the mother's nagging would be considered a(n):
B. positive reinforcer.
C. positive punishment.
CL: K
145. (p. 285) Positive and negative reinforcers are similar in that both:
A. involve consequences that are aversive.
B. involve presentation of a stimulus following behaviour.
C. are used to strengthen or increase the likelihood of behaviours.
D. are used to weaken or decrease the likelihood of behaviours.
CL: K
146. (p. 285) Punishment functions to decrease the likelihood of a behaviour, while negative reinforcement serves
to __________ a behaviour.
A. maintain
B. increase the likelihood of
C. weaken
D. strengthen
CL: K
147. (p. 285) Seven-year old Pat does not like to eat broccoli and does not like to clean his room. Pat's mother tells
him that if he eats all his broccoli at dinner tonight then he will not have to clean his room tonight. In her effort
to have Pat eat broccoli, Pat's mother is attempting to apply the process of:
A. behaviour modification through shaping.
D. response cost learning.
CL: AP
148. (p. 285) Veronica suffers from very painful headaches so she takes her headache medication regularly,
regardless of whether she has a headache or not. As a function of taking her medication, she has no headaches.
In operant conditioning terms, Veronica's is using __________________.
A. positive reinforcement
C. avoidance therapy
D. extinction
CL: K
149. (p. 285) When Richard had an accident in his parent's car, he had his license suspended for 6 months. This
outcome was intended to decrease his poor driving habits, therefore taking his license away is considered:
A. punishment
C. desensitization
D. positive reinforcement
CL: AP
150. (p. 285) The process by which a behaviour weakens and eventually disappears because it is no longer
reinforced is called:
C. classical extinction.
CL: K
151. (p. 285) Operant extinction refers to the process in which a behaviour is:
A. weakened because it is no longer reinforced.
B. weakened because it is positively punished
C. weakened because of negative punishment.
D. strengthened because it is negatively reinforced.
CL: K
152. (p. 285) Parents are interested in getting their son to play piano. In order to do this, they decide to reinforce
him by paying him $1.00 for every hour that he practices. Shortly after this, the son decides that he also wants
to learn how to play guitar and, since his parents are still paying him, he continues practicing both instruments.
After a couple of months, the parents decide that the important thing is that their son is involved in music and so
they quit paying him to practice the piano, whereupon the son gradually quits playing the piano and continues
playing the guitar. The weakening and disappearance of the son's piano-playing behaviour would best be
considered as an example of:
A. operant extinction.
D. classical extinction.
CL: AP
153. (p. 285) Don's parents want to him to do more chores around the house so they decide to pay him a small
amount (50 cents) for each chore he does. Initially, this produces a large increase in the number of chores that
Don does, but his parents soon tire of paying him for his work and discontinue the monetary reward program.
Don continues his chores for a short while but once he realizes that he's no longer being paid, he stops doing
them all together. The discontinuing of Don's chore behaviour best illustrates the process of:
D. habituation.
CL: AP
154. (p. 285) Operant extinction, positive punishment, and negative punishment are similar in that they all:
A. serve to strengthen behaviour.
B. involve the manipulation of positive reinforcers.
C. involve the manipulation of negative reinforcers
D. serve to weaken behaviour.
CL: C
155. (p. 286) It has been a long time since Karina stopped bullying other children at school. Her parents simply
explained to Karina that every time she bullies a child, she must pay a price for the bullying incident. Karina
loves music and has an extensive CD collection; therefore, the cost of a bullying incident is three CDs from her
collection. It did not take Karina long to determine that was too high of a price to pay for her behaviour, so the
bullying stopped. This response cost method of modifying behavior is a:
A. corporal punishment
B. positive reinforcement
C. punishment technique
CL: AP
156. (p. 286) Arousal of negative emotions such as fear and anger and can inspire the dislike or avoidance of the
person administering this consequence. This is a disadvantages of the consequence of _________.
A. negative reinforcement
C. punishment
CL: K
157. (p. 286) A teenager refrains from using profanity when she is around her parents, who ground her when she
swears. When her parents aren't around, she often uses "bad language." The suppression of the undesired
behaviour doesn't generalize to other relevant situations and this is an example of a limitation of
_________________.
A. punishment
C. secondary reinforcement
D. antecedents
CL: K
158. (p. 286) All of the following were mentioned as limitations of punishment EXCEPT:
A. Punishment may inspire dislike for and anger toward the person administering it.
B. Punishment of specific behaviours may not generalize to other relevant situations.
C. Punishment may suppress a behaviour but it doesn't make a person forget how to do it.
D. Punishment is not effective for preventing particularly dangerous behaviours.
CL: K
159. (p. 287) Billy is offered five M&Ms and is told that if he can wait and not eat these M&Ms for ten minutes,
he can have 15 M&Ms. Unfortunately, after waiting for only a couple of minutes, the M&Ms start to look too
delicious, so Billy goes ahead and eats them. Based on this example, psychologists would most likely say that
Billy has yet to learn:
B. delay of gratification.
C. stimulus discrimination.
D. effective modelling.
CL: AP
160. (p. 288) Another name for the process of shaping is:
A. higher-order conditioning.
C. the method of successive approximations.
D. variable ratio reinforcement.
CL: K
161. (p. 288) Shaping is best defined as the process in which:

A. successive approximations of a desired behaviour are reinforced.
B. a behaviour is weakened by the removal of a consequence.
C. a neutral stimuli becomes a "reinforcer" because of its association with a primary reinforcer.
D. a behaviour is strengthened by the presentation of a consequence.
CL: K
162. (p. 288) Anastasia wants to run and finish a marathon. Every day her trainer measures the distance she is able
to run and even though far short of the 26-mile distance of a marathon, Anastasia is praised for her daily runs.
Her trainer feels that if he starts with the basic running skill and rewards her smaller efforts, that Anastasia will
eventually run a successful marathon. Her trainer is addressing her running behaviour by using the principles of
___________.
A. approximation
B. delay of gratification
C. extinction
D. shaping
CL: AP
163. (p. 288) The reinforcement of successive approximations of a desired behaviour is called
_________________.
A. Operant extinction
B. Classical extinction
C. Delay of gratification
D. Shaping
CL: K
164. (p. 288) Bobby's parents are frustrated because he never cleans his room. In order to modify their son's
behaviour, they start reinforcing Bobby with 25 cents, every time he simply throws his clothes into a particular
corner instead of all around the room. After some time passes, they only reinforce him if he puts his clothes in
the hamper. As this process continues, Bobby's parents keep gradually changing the terms of reinforcement so
that Bobby has to do more and more of the tasks required to keep his room clean. After several months of this,
Bobby cleans his entire room for the same 25-cent reward. This example best demonstrates the process of:
A. extinction.
B. shaping.
C. higher-order reinforcement.
D. latent learning.
CL: AP
165. (p. 289) You are driving down the freeway rather quickly because you are late for a meeting, but you notice a
police car parked on the side of the freeway. You quickly apply the brakes and slow down to the speed limit. In
this instance, the police car represents a:
B. primary stimulus.
CL: AP
166. (p. 289) When you tell your dog, "Sit," and she does, you almost always give her a small treat. In this
example, which of the following would be considered a discriminative stimulus?
A. the behaviour of sitting
B. the command "Sit"
C. the small treat
D. the association between sitting and the small treat
CL: AP
167. (p. 289) You are waiting at the crosswalk for the light to change. Finally the "WALK" sign illuminates and
you begin to cross the street. Even though you watch for traffic as you cross, you have learned that the
appearance of this light usually means that it is safe to cross the street. Thus, the "WALK" sign would be
considered an example of a:
A. discriminative stimulus.
B. response cost.
CL: AP
168. (p. 289) You are taking a shower in your dorm and you hear a toilet being flushed nearby. You briefly step
out of the flow of water because you have learned that the water becomes very hot for a few moments after this
happens. In this example, which of the following would be considered to be the discriminative stimulus?
A. the avoidance of hot water
B. the exposure to hot water
C. stepping out of the shower
D. the sound of the toilet being flushed
CL: AN
169. (p. 290) Assembly-line workers who receive $20.00 for every five toys that they assemble are working on a:
CL: AP
170. (p. 291) An instructor administers exams every 2 weeks throughout the term of her course. As a result, a
sizeable percentage of the students in her class study very hard every 2 weeks and do little studying in between.
This example is most similar to which partial reinforcement schedule?
A. fixed interval schedule
B. fixed ratio schedule
C. variable interval schedule
D. variable ratio schedule
CL: K
171. (p. 290-291) Chris is a university student that has a summer job where she works 40 hours a week making a
particular kind of hockey stick. She usually can make 100 hockey sticks in two weeks. Her employer gave her
the option of being paid $400 every two weeks for the 80 hours she worked, or being paid $400 for every 100
hockey sticks she made. Chris's pay options correspond to:
A. a variable-interval schedule or a variable-ratio schedule.
B. a fixed-interval schedule or a fixed-ratio schedule.
C. a variable-ratio schedule or a fixed-interval schedule.
D. a fixed-ratio schedule or a variable-interval schedule.
CL: AP
172. (p. 291) Giving athletes random drug tests and police officers setting up roadside speed traps are examples of
the:
CL: K
173. (p. 291) Animals placed on this schedule of reinforcement often show a pause briefly after being reinforced
possibly because they have learned that the next response is never reinforced. This animal behaviour is
indicative of the ____________ schedule of reinforcement.
A. fixed interval
B. fixed ratio
C. variable interval
D. variable ratio
CL: K
174. (p. 291) Researchers in the field of operant conditioning have learned that partial reinforcement schedules are
more resistant to extinction than ___________ reinforcement schedules.
A. intermittent
B. interval
C. variable
D. continuous
CL: K
175. (p. 291-292) Which of the following statements regarding operant extinction is true?
A. Variable schedules are more resistant to extinction than fixed schedules are.
B. Continuous schedules are more resistant to extinction than partial schedules are.
C. Variable and fixed schedules are equally resistant to extinction.
D. Fixed schedules are more resistant to extinction than variable schedules are.
CL: C
176. (p. 291-292) Schedules of reinforcement that are more resistant to extinction because reinforcement has been
unpredictable in the past are called ____________schedules of reinforcement.
A. Fixed
B. Primary
C. Variable
D. Continuous
CL: K
177. (p. 290-291) If a candy machine isn't working properly, in general, people usually do not continue to deposit
coins into the machine. It is easier for people to tell when they are not working properly because these machines
are supposed to operate on a _____________ schedule.
A. variable ratio
B. continuous
C. fixed interval
D. variable interval
CL: C
178. (p. 290-291) Sharon works very hard at her job in order to earn attention and approval from her boss. She is
responsible for a weekly sales report draft and puts in tremendous effort to be sure she has it on his desk every
Friday by 9:00am. Sometimes her boss is pleased at her promptness and rewards Sharon by treating her to
lunch. Many weeks this does not happen and her boss barely seems to notice the punctual delivery of the report.
Even though most weeks her boss ignores her extra efforts, Sharon ________________.
A. continues to work hard all of the time
B. works especially hard when she is ignored for several weeks
C. works more slowly after a free lunch because is not expecting two in a row
D. continues to fool everyone into thinking she works hard
CL: AN
179. (p. 292) This type of conditioning occurs when an organism learns to prevent exposure to an aversive
stimulus altogether. The is ___________ conditioning.
A. classical
B. escape
C. avoidance
D. higher-order
CL: K
180. (p. 292) Imagine that you have a headache. You take two aspirin and notice that in a few minutes, your
headache starts to subside. Because the aspirin effectively eliminated your headache, you would probably be
more likely to take them again the next time you have a headache. This example best demonstrates the process
of:
C. response cost punishment.
D. escape conditioning.
CL: K
181. (p. 292) You stay inside on very hot days because you don't want to expose yourself to the heat. By doing so,
you don't subject yourself to such problems as sunburns or heatstroke. The learning that has taken place for you
is most similar to which of the following?
A. escape conditioning
B. a variable ratio schedule of reinforcement
C. avoidance conditioning
D. a fixed interval schedule of reinforcement
CL: AP
182. (p. 292) Escape conditioning and avoidance conditioning are maintained through:
A. operant generalization.
B. operant discrimination.
CL: K
183. (p. 293-294) Which of the following statements about fear conditioning is FALSE?
A. It is associated with the development of schizophrenia.
B. It is associated with an over reactive right amygdala.
C. It is considered to be a conditioned emotional response.
D. It leads to activation of the sympathetic nervous system.
CL: C
184. (p. 294) Some individuals appear to develop posttraumatic stress disorder following trauma while others do
not. This appears to be associated with:
A. differences in sympathetic nervous system response.
B. a loss of cortical control of the amygdala.
C. over reaction to a predictable conditioned stimulus.
D. perceived differences in genetic makeup.
CL: K
185. (p. 293-294) Neuroimaging studies have shown that response to a stimulus that signals the absence of shock
and does not activate the amygdala is a certain type of stimulus. This is type of stimulus is
____________________.
A. negative conditioned stimulus
B. positive conditioned stimulus
C. positive unconditioned stimulus
D. negative unconditioned stimulus
CL: C
186. (p. 294) Olag has severe symptoms of posttraumatic stress disorder. It is likely that neuroimaging studies will
show:
A. increased activation of the prefrontal cortex.
B. decreased activation of the right amygdala.
C. increased activation of the right amygdala.
D. decreased activation of the prefrontal cortex and the right amygdala.
CL: C
187. (p. 294) Following the inappropriate pairing of a conditioned stimulus with an aversive unconditioned
stimulus, an individual is most likely to develop:
A. acute posttraumatic stress disorder.
B. chronic posttraumatic stress disorder.
C. generalized anxiety.
D. a phobia.
CL: K
188. (p. 295) There are many examples of training animals to assist humans. Police dogs that are used to locate
illegal drugs and pigeons that can peck a signal button when they spot an orange life-jacket in the water both
demonstrate applications of the principles of _______________.
B. operant conditioning
C. observational learning
D. higher-order conditioning
CL: K
189. (p. 296) A reinforcement system designed to reinforce desired behaviours that utilizes such items as points or
chips that can be redeemed later for tangible rewards is called:
A. a token economy.
B. shaping.
D. latent learning.
CL: K
190. (p. 296) A field of study, which is also known as behaviour modification, that combines a behavioural
approach with the scientific method in order to solve individual and societal problems is called:
A. constructivism
B. applied behaviour analysis
C. psychosocial theory
D. psychometrics
CL: K
191. (p. 297) Animals appear to be biologically prewired to easily learn behaviours that are related to their survival
as a species because of evolutionary forces. This is referred to as ______________ .
A. latent learning
B. operant extinction
C. preparedness
D. fixed action patterning
CL: K
192. (p. 297-298) Pairing the smell of food with a toxin can produce conditioned taste aversions. This is an
illustration of the concept of:
A. personal adaptation.
B. fixed action patterns.
C. preparedness.
D. punishment.
CL: K
193. (p. 298) When rats receive a shock that is paired with a light, a buzzer, and a sweet tasting food, in the future
they tend to avoid the buzzer and the light but will continue to consume the sweet tasting food. This finding best
demonstrates the concept of:
A. latent learning.
B. observational learning.
D. preparedness.
CL: K
194. (p. 297-298) Tracy suffered from severe nausea for the first three months of her pregnancy. In order to make it
easier on his wife, her husband used to order Chinese take-out food three or four evenings each week. Tracy
knew she had to eat in order to nourish the baby so she forced herself to eat the take out food. When her child
was six years old, he wanted to celebrate his birthday at a Chinese restaurant and Tracy became ill at the
thought of eating Chinese food. For Tracy, the Chinese food had become so strongly associated with nausea that
the association remained all these years later. This taste aversion is an example of :
A. Biological preparedness
B. Classical conditioning
C. Avoidance conditioning
D. Operant conditioning
CL: AP
195. (p. 299) Snakes, closed spaces, wild animals, and airplanes are common sources of phobias for humans. Why
might it be that humans are less often treated for phobias involving rainbows, smiles, or cheerful people?
A. Positive events do not happen to us with negative stimuli.
B. Negative events do not happen to us with positive stimuli.
C. We are systematically exposed to more negative stimuli.
D. We are biologically and cognitively prepared to acquire certain fears.
CL: C
196. (p. 298) The text discussed an experiment in which rats were exposed to x-rays that were paired with sweet
water, a light, and a buzzer. The x-rays made the rats ill and the researchers wanted to know which stimuli
would become associated with the illness. The results revealed that the rats avoided only the sweet water. The
findings from this experiment were used to demonstrate the concept of ___________.
A. punishment
B. preparedness
D. multiple conditioning
CL: K
197. (p. 298) Which of the following best demonstrates how learned taste aversions can be used to help animals?
A. A dog receives obedience training so that he learns to stay away from hazards.
B. A dolphin is trained to patrol the waters around naval ships and search for intruders.
C. A police dog is trained to use her sense of smell to locate bombs and illegal drugs.
D. A coyote consumes sheep hide laced with nausea-inducing lithium chloride.
CL: K
198. (p. 298) In order to prevent coyotes from killing ranchers' sheep, pieces of sheep flesh have been laced with
lithium chloride, a nausea-inducing drug. It is hoped that the coyote will then associate the nausea with the
sheep and become less likely to kill them. This applied research capitalizes on the phenomenon of:
A. fixed action patterns.
B. positive reinforcement.
C. preparedness.
CL: K
199. (p. 300) The concept of instinctual drift refers to:

A. an unlearned response triggered by a simple stimulus.
B. the fact that an organism learns behaviours by observing mature organisms.
C. the ways in which instinctual behaviours can be modified to create unique conditioned responses.
D. the tendency for a conditioned response to regress towards instinctual behaviour.
CL: K
200. (p. 300) Which of the following is most related to the concept of instinctual drift?
A. a chicken being trained to play baseball reacted to the ball as if it were food
B. rats that were shocked associated the shock with a buzzer and light but not a sweet taste
C. rats made ill by x-rays associated it with sweet water but not a light or buzzer
D. a coyote learns to avoid sheep because ranchers have paired sheep meat with lithium chloride
CL: K
201. (p. 300) According to the concept of instinctual drift, which of the following statements would be true?
A. Training a pigeon to peck a button in order to obtain food is harder than training a pigeon to peck a button to
escape a shock.
B. Training a pigeon to flap its wings in order to escape a shock is equally as hard as training a pigeon to peck a
button in order to escape a shock.
C. Training a pigeon to peck a button in order to escape a shock is harder than training a pigeon to peck a button
in order to obtain food.
D. Training a pigeon to flap its wings in order to escape a shock is harder than training a pigeon to peck a button
in order to escape a shock.
CL: C
202. (p. 300) Biological factors can influence learning as evidenced in the concepts of ___________________.
A. primary and secondary reinforcement
B. positive and negative reinforcement
C. escape and avoidance learning
D. preparedness and instinctual drift
CL: K
203. (p. 301) When young animals are raised in "enriched" environments, they tend to have heavier brains with
more dendrites and synapses and have higher concentrations of various neurotransmitters. Instances like these
most clearly demonstrate how:
A. classical conditioning can influence learning.
B. learning can influence biology.
C. shaping can influence learning.
D. biology can influence learning.
CL: C
204. (p. 300) Rats and human patients experience pleasure when the hypothalamus is stimulated and will act as if
they have just been ____________.
A. reinforced
B. punished
C. conditioned
D. adapted
CL: C
205. (p. 301) The fact that exposure to stimulating environments seems to slow down the declines in cognitive
functioning that usually occur in late adulthood best demonstrates how ___________.
A. preparedness influences biology
B. shaping influences learning
C. learning influences biology
D. biology influences learning
CL: K
206. (p. 302) The behavioural view of learning is both challenged and questioned by:
A. the results from avoidance conditioning experiments.
B. the fact that continuous reinforcement schedules produce faster learning.
C. the process of classical extinction.
D. the concepts of insight and cognitive maps.
CL: K
207. (p. 302) Edward Tolman's research on how rats performed in mazes provided powerful evidence suggesting
that:
A. the rats used insight to negotiate the maze.
B. positive reinforcement produced better performance in the maze than negative reinforcement did.
C. the rats had cognitive maps of the maze.
D. the rats' behaviour was explained by standard behavioural learning principles.
CL: K
208. (p. 302) Which of the following provides the most direct evidence for the existence of cognitive maps in
animals?
A. A rat takes the longer yet only the effective route out of a maze when his direct path is blocked.
B. A sea lion is able to retrieve a test missile that has been fired into the ocean.
C. A police dog locates a piece of luggage that contains illegal drugs.
D. A coyote develops an aversion to sheep after sheep meat has been paired with lithium chloride.
CL: C
209. (p. 302-303) In classical conditioning, the key factor is not how often the conditioned stimulus is paired with
the unconditioned stimulus, but how well the conditioned stimulus predicts the appearance of the unconditioned
stimulus. This is referred to as:
A. insight
B. expectancy
C. latent learning
D. instinctual drift
CL: K
210. (p. 302-303) The expectancy model was discussed in the context of classical conditioning and it asserted that
the key factor in learning is how well the ___________.
A. conditioned stimulus predicts the unconditioned stimulus
B. discriminative stimulus predicts the behavioural contingency
C. unconditioned stimulus predicts the conditioned stimulus
D. discriminative stimulus predicts the behavioural contingency
CL: K
211. (p. 303) A researcher conducts an experiment in which rats in one group (Group 1) receive 10 learning trials
in which they receive a shock after a light is lit. Another group of rats (Group 2) receives the same 10 trials in
which the shock is paired with the light, but they also receive 10 additional random trials in which the light is
not followed by a shock. According to the expectancy model of classical conditioning, we would expect the
tone to become a conditioned stimulus for fear for the rats:
A. only in Group 1.
B. only in Group 2.
C. in both Group 1 and Group 2.
D. in neither Group 1 nor Group 2.
CL: AN
212. (p. 303) Cognitive learning theorists believe that the most important factor in learning through classical
conditioning is:
A. how often the conditioned stimulus and unconditioned stimulus are paired.
B. the time delay between the conditioned stimulus and the arrival of the unconditioned stimulus.
C. the order in which the conditioned stimulus and unconditioned stimulus are presented.
D. how reliably the conditioned stimulus signals the arrival of the unconditioned stimulus.
CL: C
213. (p. 303-304) In explaining the effects of operant conditioning, which of the following is most likely to be
emphasized by a cognitive psychologist?
A. primary reinforcement
B. secondary reinforcement
C. awareness of contingencies
CL: AN
214. (p. 304) According to this perspective of operant conditioning, the best predictor of behaviour is the perceived
contingency between a behaviour and its consequences. This is the ___________ perspective of operant
conditioning.
A. traditional
B. social
C. behavioural
D. cognitive
CL: C
215. (p. 304) From a cognitive learning perspective, superstitious behaviour can best be explained in terms of:
B. perceived contingency.
C. stimulus generalization
D. avoidance conditioning.
CL: K
216. (p. 304-305) Edward Tolman's research demonstrating that rats in a maze appeared to develop cognitive maps
of the maze without receiving any reinforcement provided evidence most supportive of the concept of:
A. latent learning.
B. preparedness.
C. insight.
D. observational learning.
CL: C
217. (p. 305) Which of the following is most difficult to explain using the behavioural perspective of learning?
A. avoidance learning
B. latent learning
D. higher-order learning
CL: C
218. (p. 304-305) It is challenging for a traditional behaviourist, to explain this aspects of Tolman's latent learning
research with rats:
A. learning was happening without any discriminative stimuli.
B. learning was happening without any awareness of contingencies.
C. learning was happening without any insight.
D. learning was happening without any direct reinforcement.
CL: C
219. (p. 306) Learning that occurs by watching the behaviour of a model is called ___________ learning.
A. avoidance
B. expectancy
C. observational
D. latent
CL: K
220. (p. 306) Which of the following has the highest adaptive significance for humans in terms of its ability to save
time and effort and to reduce exposure to potentially dangerous trial-and-error processes?
A. observational learning
B. classical conditioning
C. higher order conditioning
CL: K
221. (p. 306) A new skier who first watches and then copies his experienced friends is most likely making use of
which learning strategy?
A. insight
B. observational learning
C. positive reinforcement
CL: AP
222. (p. 306) Rats learned food aversions and preferences by watching other rats. This type of learning is called:
A. observational learning.
B. generalization.
C. chaining.
D. latent learning.
CL: K
223. (p. 307) Edward Tolman's research on latent learning and Albert Bandura's work on modelling both
demonstrate that:
A. learning only occurs when an organism is able to actually perform a behaviour.
B. negative reinforcers appear to be most responsible for the creation of cognitive maps.
C. learning can occur at a specific time yet not be displayed until later.
D. classical and operant conditioning principles can be combined to explain behaviour.
CL: K
224. (p. 307) Albert Bandura's modelling experiment with the "Bobo doll" demonstrated the important difference
between:
A. operant conditioning and classical conditioning.
B. insight and cognitive maps.
C. positive and negative reinforcement.
D. learning and performance.
CL: K
225. (p. 267) The behavioural approach explains learning in terms of both directly observable events and mental
events.
FALSE

226. (p. 267) The field of ethology focuses on animal behaviour within natural environments.
TRUE

227. (p. 267) Adaptive significance refers to how we learn and the processes by which our experiences influence
our behaviour.
FALSE

228. (p. 268) According to the text, the environment only plays a role in species adaptation, but not in personal
adaptation.
FALSE

229. (p. 270) In classical conditioning, a neutral stimulus eventually becomes an unconditioned stimulus.
FALSE

230. (p. 271-272) The UCR and CR differ in that the CR is learned and the UCR is unlearned.
TRUE

231. (p. 273) Extinction will usually occur if the CS is presented several times without the UCS.
TRUE

232. (p. 274) The most important ingredient in extinguishing a classically conditioned behaviour is the repeated
presentation of the CS without the CR.
FALSE

233. (p. 283) Discriminative conditioning is said to occur when a neutral stimulus is paired repeatedly with an
already established CS.
FALSE

234. (p. 276) Psychologists sometimes use aversion therapy in order to condition repulsion to a stimulus that
triggers an unwanted behaviour by pairing that stimulus with an aversive or noxious UCS.
TRUE

235. (p. 279-280) Though the techniques are powerful, research has failed to demonstrate how the principles of
classical conditioning can impact the functioning of the immune system.
FALSE

236. (p. 285) Punishment and negative reinforcement are similar in that they both serve to weaken behaviour or
make it less likely to occur in the future.
FALSE

237. (p. 283) Classical conditioning and operant conditioning are both types of association learning.
TRUE

238. (p. 283) In operant conditioning, a discriminative stimulus is one that signals when a particular response will
generate specific consequences.
TRUE

239. (p. 284-285) Secondary reinforcers become reinforcers by being associated with discriminative stimuli.
FALSE

240. (p. 284-285) Negative and positive reinforcement are different in that while positive reinforcement strengthens
a response, negative reinforcement weakens a response.
FALSE

241. (p. 287) A child who has her TV-watching privileges taken away because she lied to her parents is receiving a
response cost punishment.
TRUE

242. (p. 286) Using positive punishment to suppress behaviour can be disadvantageous because it can result in the
person being punished avoiding the punisher.
TRUE

243. (p. 289) When an operantly conditioned behaviour occurs in response to a new antecedent stimulus that is
similar to the original antecedent stimulus, that behaviour is said to be under stimulus control.
FALSE

244. (p. 291-292) B.F. Skinner found that the highest rates of responding were produced by fixed interval schedules
of reinforcement.
FALSE

245. (p. 291) Variable schedules of reinforcement have been shown to produce greater resistance to extinction
compared to fixed schedules of reinforcement.
TRUE

246. (p. 292-293) Escape and avoidance learning are thought to achieve their impacts on learning primarily through
the process of negative reinforcement.
TRUE

247. (p. 296) In a fourth-grade classroom, a teacher rewards his students for keeping their desks clean by awarding
them stars for every day they do this. At the end of the school year, the stars can be redeemed for prizes such as
colouring books or pencil sets. This teacher is using what is called a token economy.
TRUE

248. (p. 279-280, 297-299) Learned taste aversions were discussed to demonstrate the concept of higher-order
conditioning.
FALSE

249. (p. 300) The phenomenon of instinctual drift was introduced to illustrate a limitation of operant conditioning.
TRUE

250. (p. 300-301) While our biology affects our learning, our experiences and learning environments do not affect
our biological functioning.
FALSE

251. (p. 302) Research studies suggesting that animals use "insight" and have "cognitive maps" provide a strong
challenge to psychologists who take a cognitive perspective on learning.
FALSE

252. (p. 302-303) According to the cognitive expectancy model, the effectiveness of classical conditioning depends
upon how well the CS predicts the UCS.
TRUE

253. (p. 307) The results from Albert Bandura's classic "Bobo doll" experiment demonstrated the importance of
the distinction between primary and secondary reinforcers.
FALSE

254. (p. 267) The _____________________ of a behaviour refers to how the behaviour influences an organism's
chances for survival and reproduction in its natural environment.
Adaptive significance

255. (p. 267) Ethologists refer to an unlearned behavioural response that is triggered by a simple stimulus as a(n)
_________________.
fixed action pattern

256. (p. 269) When a reaction decreases in response to a constant stimulus it is called _______________.
habituation

257. (p. 272) Researchers have determined that classical conditioning occurs more rapidly when the ________ is
more intense or aversive.
UCS or unconditioned stimulus

258. (p. 273) When a CS is repeatedly presented by itself and eventually the CR weaken and disappears,
__________ is said to have occurred.
extinction

259. (p. 274) If stimuli that are similar to a CS also evoke a conditioned response, stimulus ____________ is said
to have occurred.
generalization

260. (p. 275) In _____________________ a neutral stimulus becomes a CS after being paired with an already
established CS.
higher-order conditioning

261. (p. 272) A woman who is in a car crash develops a phobia of cars. Using the terminology associated with
classical conditioning, a car would be considered a(n) _____________.
CS or conditioned stimulus

262. (p. 279) In the phenomenon known as __________________, a chemotherapy patient can become ill merely
at the sight of such things as a needle or a hospital waiting room.
ANV or anticipatory nausea and vomiting

263. (p. 279-280) The use of learning through ___________ ___________ has been applied effectively to boost
immune system functioning.
Classical conditioning

264. (p. 281-282) Edward Thorndike's _____________ asserted that events followed by positive consequences will
be more likely to occur in the future, while events followed by negative consequences will be less likely to
occur.
law of effect

265. (p. 283) In _____________ conditioning, an organism learns an association between two stimuli, while in
_____________ conditioning, the organism learns an association between behaviour and its consequences.
Classical; operant

266. (p. 283) In operant conditioning, a discriminative stimulus is a particular type of _______________, which is
a stimulus that is present before a given behaviour occurs.
Antecedent

267. (p. 284-285) ________ reinforcers are stimuli that are naturally reinforcing, while ____________ reinforcers
are stimuli that become reinforcing through learning.
primary; secondary

268. (p. 285) In operant conditioning, ______________ increases the likelihood of a behaviour by removing an
unpleasant or aversive consequence.
negative reinforcement

269. (p. 286) With ________________ a response is weakened following the presentation of an aversive stimulus.
positive punishment
Learning Objective: 12
Learning Objective: 7
270. (p. 286) Negative side effects of using _____________ to control behaviour include that it evokes negative
emotions, it doesn't necessarily cause the organism to forget the undesired response, and it may serve to set an
unintentional example that such aggressive behaviour is acceptable.
positive punishment

271. (p. 288) An operant process called ___________ reinforces successive approximations of a desired
behaviour.
shaping

272. (p. 283) A child has learned that when her mother is not home, she can sneak a cookie from the cookie jar and
not get caught. In this instance, the absence of the mother serves as a(n) _____________ stimulus.
Discriminative

273. (p. 290-291) ________ reinforcement schedules involve presentation of reinforcement after a consistent
number of responses or after a consistent time interval; ________ reinforcement schedules involve presentation
of a reinforcement after a random number of responses or differing time intervals, around an average.
Fixed; variable

274. (p. 292) Studies have determined that variable schedules of reinforcement are ________ resistant to extinction
than fixed schedules of reinforcement.
more

275. (p. 292) Escape and avoidance conditioning are often difficult to overcome because the behaviours created by
these types of conditioning are ____________ reinforced.
negatively

276. (p. 295) When the Navy trains visually acute pigeons to peck at the sight of orange (the colour of life
preservers) in order to have the pigeons assist with search and rescue missions, it is making use of the principles
of ___________ conditioning.
operant

277. (p. 296) An approach called ____________________ combines the laws of learning from the behavioural
perspective with the scientific method and uses them to solve individual and societal problems.
Applied behaviour analysis

278. (p. 279) The term _____________, refers to the fact that many animals come "prewired" to easily learn
specific behaviours that are important for their survival.
preparedness

279. (p. 298) When ranchers lace sheep meet with a nausea-inducing drug in hopes that wolves will avoid killing
and eating sheep in the future, they are using the principles of operant conditioning to capitalize on learned
_________________.
taste aversions

280. (p. 300) Keller and Marian Breland coined the term ________________ when they had trouble training
animals to perform certain behaviours.
instinctive drift

281. (p. 302) Köhler used the term ______________ to describe the sudden perception of a useful relationship that
chimpanzees used to help solve a problem.
insight

282. (p. 302-303) Though initially dominated by behaviourists, the utility of the expectancy model to explain the
effects of classical conditioning demonstrates that people associated with the ____________ perspective have
also made significant contributions to the study of learning.
Cognitive

283. (p. 303-304) Cognitive theorists emphasize that both humans and animals develop a(n) _______________ of
the relation between behaviours and their consequences, and that without this essential characteristic, learning
will not occur.
Awareness or expectations

284. (p. 305) ____________ learning is defined as learning that is acquired but is not displayed until there is
incentive to do so.
Latent

285. (p. 306) A young boy who learns how to shoot a basketball by closely watching other kids in his
neighbourhood is making use of what is called ________________ learning
observational

286. (p. 308) In the Lassie experiment discussed in the text, we could not tell if the positive impact of the prosocial
Lassie condition was due to the message of program or to the fact that there was a cute puppy featured in the
show. This confusion served to lower the __________ validity of the study.
internal

287. (p. 266-267) How is the behavioural perspective on learning different from that of the ethological perspective?
Give an example that demonstrates each perspective's approach to learning
Behavioural: assumes universal laws of learning that apply to all organisms; organism (human or animal) as
"tabula rasa" or blank slate that is shaped by the environment. Example: conditioning a dog to salivate in
response to a bell. Ethological: organisms come into the world prepared to learn specific things. Concerned
with adaptive significance of behaviour (what survival advantage does it carry?) Example: indigo bunting
songbird navigates based on fixed star from birth.

288. (p. 271-272) You are conducting a classical conditioning experiment in which you wish to train a dog to jump a
fence in response to the ringing of a bell. Assuming that you use electric shock to get the dog to jump, explain
how you would set up this experiment. Be sure to use the following labels: CS, CR, UCS, UCR.
Initially the shock (UCS) will trigger the response of jumping the fence (UCR). Before shocking, ring bell (CS).
Dog will eventually learn the association between the bell and the shock and eventually when the bell alone is
rung, the dog will now jump the fence (CR).

289. (p. 274-275) In classical conditioning, what is the difference between generalization and discrimination? Using
dog phobias as a context, provide an example of each. What is higher-order conditioning and how are
higher-order CSs different from typical CSs in terms of strength and resistance to extinction?
Generalization: CR is evoked by stimuli that are similar to the original CS. Example: person bitten by poodle
develops phobia of all dogs. Discrimination: CR is evoked by only one particular CS. Example: person bitten by
poodle develops phobia of only poodles but is fine with other dogs. Higher order conditioning: pair new
stimulus with a preexisting CS such that new stimulus becomes as CS. Tend to be weaker and less resistant to
extinction than typical CSs.

290. (p. 279-280) What is anticipatory nausea and vomiting (ANV) and what kinds of stimuli can trigger this
response in chemotherapy patients? Using the principles of classical conditioning, explain how the phenomenon
of anticipatory nausea and vomiting is thought to occur. Be sure to label the appropriate UCS, UCR, CS, and
CR.
Patients get sick when they are exposed to stimuli that are associated with their chemotherapy treatments, such
as waiting rooms or needles. Initially, chemotherapy (UCS) triggers sickness (UCR). Over time, chemotherapy
may become associated with various other stimuli for the patient, such as a waiting room (CS). After repeated
pairings, exposure to the waiting room can evoke nausea (CR).

291. (p. 283) Differentiate between the essential characteristics of classical conditioning and operant conditioning.
Be sure to mention elicited and emitted behaviours in your answer. Using an example of a snow phobia
triggered by being buried briefly in the snow as a child, explain how both learning theories can be combined to
explain the initial development and maintenance of avoidance behaviours.
Classical conditioning: the organism learns associations between stimuli and focuses on elicited behaviours,
which are reflex-like and triggered by the stimuli that precede them. Operant conditions: the organism learns
association between behaviour and consequences and focuses on emitted behaviours, which are usually
voluntary. At first, being buried (UCS) would automatically trigger fear (UCR) in most kids and because being
buried was paired with the snow (CS), the snow now triggers the fear (CR). Assuming that the person avoids the
snow, the person's avoidance behaviour is negatively reinforced because avoiding the snow removes the
aversive stimulus (fear) and thus serves to strengthen the avoidance behaviour.

292. (p. 284-287) Define, and provide examples for the following four operant conditioning terms: positive
reinforcement, negative reinforcement, positive punishment, negative punishment.
Positive reinforcement: a response is strengthened by the subsequent presentation of a stimulus; example:

paying child to do chores should increase the likelihood of these behaviours. Negative reinforcement: a
response is strengthened by the subsequent removal of a stimulus; example: socially anxious person feels better
when she leaves the crowed party. Positive punishment: a response is weakened by the subsequent presentation
of a stimulus; example: boy spanked for stealing should be less likely to steal in the future. Negative
punishment: a response is weakened by the subsequent removal of a stimulus; example: boy who fails on a math
test is not able to watch TV for two weeks.

293. (p. 284, 290) Reinforcements can differ in type and in terms of frequency of presentation. Explain the essential
differences between primary and secondary reinforcers and between continuous and intermittent reinforcement.
Include a brief statement regarding when reinforcement, to work effectively, should be administered.
Primary reinforcers are stimuli like food and water that an organism naturally finds reinforcing. They satisfy
biological needs. In contrast, secondary reinforcers like money, tokens, or grades are stimuli that are
reinforcing because of their association with primary reinforcers. Both types of reinforcers can be administered
on a continuous or intermittent reinforcement schedule. That is, they can be administered after every instance of
a response (i.e., continuous schedule) or can be administered after only some responses (i.e., intermittent
schedule). Regardless of the type or schedule of reinforcement, any reinforcer is most effective when
administered immediately following the response it is intended to reinforce.

294. (p. 290-291) What are the four types of partial reinforcement schedules? Give an example of each.
Fixed ratio: reinforcement after a specific number of correct responses; example: assembly line work where a
person is paid $10 for every five toys they assemble. Variable ratio: reinforcement after an average number of
correct responses; example: Las Vegas slot machine pays off on average after every 20 pulls. Fixed interval:
reinforcement for first successful response after a specific period of time has passed; example: instructor who
gives exams every 2 weeks during the quarter or semester. Variable interval: reinforcement after for first
correct response after an average period of time has passed; example: Random "pop quizzes" given by an
instructor.

295. (p. 297-300) Define the constructs of preparedness and instinctual drift and provide an example of each. What
do these concepts suggest about the relationship between biology and learning?
Preparedness: because of evolution, organisms are prewired to learn specific behaviours that are related to
survival. Example: conditioned taste aversions: quickly learn associations between foods and illness.
Instinctual drift: when being operantly trained, behaviours may tend to move toward instinctual tendencies.
Example: a chicken chases and pecks a baseball it is being trained to hit because it thinks it is food. Indicate
that biology places certain limits or constraints on learning.

296. (p. 302-305) What challenges has the cognitive perspective on learning provided for the standard behavioural
interpretation of learning? In your answer, be sure to discuss the relevance of research on animal insight,
cognitive maps, and latent learning.
The typical behavioural model of classical conditioning assumes the S-R model; the cognitive perspective
assumes that the model is S-O-R, where O is the organism's mental representation of the world. Insight: chimps
can combine tools in novel ways without previous learning to reach food. Cognitive maps: rats reinforced in
mazes show evidence that a mental image of the maze helps them to negotiate it more quickly when specific
routes are blocked. Latent learning: rats learn the layout of mazes, even when they are not reinforced. All are
not easily explained by typical behavioural learning principles.

297. (p. 306-307) Discuss the method and findings of Albert Bandura's classic "Bobo doll" experiment. What
important distinction did this experiment demonstrate?
Experiment: kids watched video of model acting aggressively to an inflatable doll. Sometimes the model was
punished while other times he was rewarded. Later on in a free-play setting, children who saw the model being
rewarded showed more aggressive behaviour toward the doll than did children who saw the model being
punished. However, when given reinforcement, the children who saw the model being punished also
demonstrated the aggressive behaviour. The study demonstrated the importance of the distinction between
learning a behaviour and performing a behaviour when given proper incentives.

298. (p. 276-280) What is aversion therapy and how effective are they? Outline how you might use aversion therapy
to help someone quit smoking.
Aversion therapy is the attempt to classically condition an aversion (repulsion) to a stimulus that is associated
with an unwanted behaviour by pairing it with a noxious UCS. Aversion therapies have yielded mixed results
and often only produce short-term changes that extinguish over time. In an attempt to use aversion therapy to
help someone quit smoking you would need to pair a noxious stimulus (for example snapping an elastic band on
your wrist) with the unwanted behaviour of smoking. Thus, every time the individual reached for a cigarette,
he/she would snap the elastic band (creating pain). With repeated pairings the desire to smoke should decrease.

299. (p. 298-299) Summarize Garcia's research on conditioned taste aversion. How does this research challenge
some of the basic assumptions of classical conditioning?
In Garcia's research whenever rats licked a drinking tube they were simultaneously exposed to three neutral
stimuli: a bright light, a buzzer, and sweetened water. In one condition, half the rats were exposed to radiation
(UCS) which later made them ill (UCR). Results showed that rats only avoided the sweetened water and not
plain water that was associated with the light or the buzzer. These results suggest that the animals were
biologically prepared to form an association between the taste stimulus (the sweetened water) and the illness
response since they occur in nature. In a second study, the light, buzzer, and sweetened water were all paired
with an electric shock. In this study, the rats avoided the light and the buzzer but not the sweetened water. This
also suggests a biological predisposition to make an association between certain stimuli like sounds and lights
and certain responses. Garcia's research challenged two basic assumptions of classical conditioning: that there
had to be a relatively short time between the CS-UCS and that all stimuli could be equally conditioned.

300. (p. 307) Discuss the evidence from Tolman's and Bandura's work that suggests that we should make a
distinction between learning and performance.
Tolman's research on the latent learning of cognitive maps in rats suggests that while the rats had learned the
maze they did not demonstrate this learning until they were reinforced for it and thus had some incentive to
perform. Bandura's research also supports the distinction between learning and performance in that children
were able to reproduce the aggressive model's behaviour once they were offered attractive prizes.

c7 Summary
Category # of Questions
CL: AN 11
CL: AP 37
CL: C 41
CL: K 94
Learning Objective: 12 1
Learning Objective: 7 1
Learning Objective: 7.10 10
Learning Objective: 7.4 and 7.6 1
Learning Objective: 7.4 and 7.7 1
Learning Objective: none 4
Passer - Chapter 007 300
Another random document with
no related content on Scribd:
Jack-on-both-sides. 1 and 5.
21354 45132 52143 32514 23451 53421
23145 54312 25413 23541 32541 35412
32415 45321 52431 32451 23514 53142
34251 54231 25341 34215 32154 51324
43521 45213 52314 43125 31245 15234
34512 54123 25134 41352 13254
43152 51432 21543 14325 13524 15243
41325 15342 12534 14235 31542 51423
14352 12354 41253 35124
14532 15324 21345 42135 53214
41523 51234 23154 24315 35241
In this peal the bells always dodg both before and behind, till the
whole-hunt hindreth them; except when both the Hunts are together
either before or behind; for then the two farthest bells from the
Hunts do leave dodging for the next change onely which is always a
double made by the two Hunts and the two next bells to them. The
singles and extreams are made as in the Old Doubles.
Winwick Doubles. 1 and 3.
In this peal, first, the two hindmost bells dodg till the whole-
hunt hindreth them, till the first single is made: and then the two
formost bells dodg ’till the whole-hunt hindreth them, until there be
made another single, and so they continually dodg successively
throughout the whole peal. There are six singles which are made in
the same manner as in St. Dunstan’s Doubles, page 127.
21354 41532 31254 41523
23145 45123 32145 45132
32415 54213 23415 54312
34251 52431 32451 45321
43521 25341 23541 54231
45312 23514 32514 45213
54132 32154 23154 54123
51423 31245 21345 51432
15432 13254 12435 15342
14523 14253
13524 15324
Non-such. 1 and 2.
In this peal the bells always dodg both behind and before till the
whole-hunt hindreth them, except when both the Hunts are together
either behind or before: for then the bells omit dodging for the next
change, as in Jack-on-both-sides. There are four singles which are all
made in the 3d and 4th places every third time that the whole-hunt
leads.
21435 25134 32415 53214 54231 34521
24153 52314 23451 35241 45321 35412
42513 25341 32541 53421 43512 53142
24531 52431 23514 54312 34152 51324
42351 25413 32154 45132 31425 15342
24315 52143 31245 41523 13452
42135 51234 13254 14532 14325 15432
41253 15243 15423 41352
14235 12534 13524 51432 43125
12453 21354 31542 54123 34215
21543 23145 35124 45213 43251
Cambridg Delight. 2 and 4.
In this peal the two hindmost bells always dodg till the whole-
hunt hinders them. When the whole-hunt leaves the thirds place
hunting up, the two foremost bells dodg till the half-hunt hinders
them, whose course is the same with the course of the half-hunt in
Grandsire. There are two singles which are made by the same rule as
in Grandsire.
13254 15243 14235 45231
31524 12534 41325 42513
13542 21543 43152 24531
31452 25134 34512 25413
34125 52143 35421 52431
43215 51234 53241 54213
42351 15324 52314 45123
24315 51342 25341 41532
23451 15432 23514 14352
32415 14523 32541 13425
34251 41253 35214 31245
43521 42135 53124 32154
45312 24153 35142 23145
54132 21435 53412
51423 12453 54321 23154
Cambridg Delight, another way.
1 and 4.
21354 51234 31524

23145 52143 35142
32415 25413 53412
34251 24531 54321
43521 42351 45231
45312 43215 42513
54132 34125 24153
51423 31452 21435
15432 13425 12453
14523 14352 14235
41532 41325 41253
45123 43152 42135
54213 34512 24315
52431 35421 23451
25341 53241 32541
52314 35214 23514
25134 53124 32154
21543 51342 31245
12534 15324 13254
15243 13542
13245
hunt hinders, as in the former Peal. When the half-hunt leaves the
3ds place hunting up, the two foremost bells dodg till the whole-hunt
hinders. It differeth from the former peal in this; That whereas in
that the bells always begin to dodg before when the whole-hunt
leaves third’s place, and are parted by the half-hunt; in this they
begin to dodg before when the half-hunt leaves the third’s place, and
are parted as well before as behind by the whole-hunt. It differeth
also, in that the half-hunt in this peal always bobbeth behind on the
contrary stroke to what it doth in the former peal; there are two
singles, which are made as in the former peal.
The Dream, upon five bells. 1 and 2.
hunt hinders, except when the two Hunts are together before. Or it
may be rang by making the two foremost bells dodg always, except
the Hunts be together behind. There are six single changes which are
all behind every other time the whole-hunt leads, the half-hunt at
every single lying either in the 2d or 3ds places.
21435 51342 41235 53142
24153 53124 42153 35412
42513 35214 24513 34521
45231 32541 25431 43251
54321 23451 52341 42315
53412 24315 53214 24135
35142 42135 35124 21453
31524 41253 31542 12543
13542 14235 13524
15324 15342 12534
14253 51324 &c.
The Contention upon five bells. 1 and 2.
In this peal, the two hindmost bells dodg as in the former peal
till the Hunts are together before for twenty changes; and then for
the next twenty changes the two formost bells dodg, except the
Hunts are together behind. There are six singles which are made as
in the former peal.
21435 51342 41523 41235
24153 53124 45132 42153
42513 35214 54312 24513
45231 32541 53421 42531
54321 23451 35241 24351
53412 24315 53214 42315
35142 42135 35124 24135
31524 41253 31542 21453
13542 14235 13452 12543
15324 14325
14253 12534
&c.
The Cheat. 1 and 3.
In this peal the two hindmost bells always dodg ’till the whole-
hunt hinders, and the two foremost bells dodg ’till either the whole
or half-hunt hinders. Or on the contrary, the two foremost bells may
dodg ’till the whole-hunt hinder, and the two hindmost ’till either the
whole-hunt or half-hunt hinder. Or it may be rang a third way, by
joining both these courses together, ringing twenty changes of it one
way, and the next twenty changes the other way throughout the peal.
There are six singles which are all made behind, every second time
the whole-hunt leads; or at pleasure it may be rang with twelve
singles, which are likewise all made behind.
21354 41532 31542 51243
23145 45123 35124 52134
32415 54213 53214 25314
34251 45231 52341 23541
43521 54321 25431 32451
45312 53412 52413 34215
54132 35142 25143 43125
51423 31524 21534 41352
15432 13542 12543 14325
14523 15234
13524 14352
&c.
Topsie-turvie. 1 and 2.
21354 41532 31542 21453
23145 45123 35124 24135
32415 54213 53214 42315
34251 45231 35241 24351
43521 54321 53421 42531
45312 53412 35412 24513
54132 35142 53142 42153
51423 31524 51324 41235
15432 13542 15234 14325
14523 12543
13524 14352
&c.
Jumping Doubles dodging before.
12345 31254 54132 24513 53241 43521

21534 23145 45213 42351 35421 34215
52143 32514 54321 24531 53214 43152
25314 23451 45231 42315 35142 31425
52431 32541 54312 24153 51324 13254
25341 23415 45123 41235 15432
52413 32154 51432 14352 14523 13245
25134 21345 15243 13425 41352 &c.
51243 12453 12534 31542 34125
15324 14235 21453 53124 43512
13542 41523 42135 35412 34251
In this peal every change is a jumping change (in which one bell
leaps over two bells at once,) except when the Treble is either behind
or before, for then there is always a plain double change made, or
else a single at the end of each sixty changes. Treble is a perfect
Hunt; the two foremost bells always dodg until the Treble hinder.
When the Treble is hunting up, the jumping changes are all made by
the bell in the Tenor’s place, jumping into third’s, except only that
one when Treble goeth out of second’s place into third’s; for then the
bell in the 3ds place jumps into Trebles, where it dodgeth with the
bell in the 2ds place till Treble hinder. When Treble is hunting down
every jumping change is made by the bell in the 3ds place jumping
into Tenor’s, except when it goeth out of third’s place into second’s,
for then the bell in Treble’s place jumps into 3ds. And observe
always, that when Treble is going to lead the first time, the bell in
Tenor’s place jumps into third’s, and the next time the bell in the
third’s place into Tenor’s throughout the peal. There are two singles
which are made, as in Grandsire.
Jumping Doubles dodging behind.
In this peal Treble is a perfect Hunt, as in the former. The two
hindmost bells always dodg till Treble hinders. When Treble is
hunting up the bell in thirds place always jumps into Treble’s,
excepting only when Treble goeth out of third’s place into fourth’s;
for then the bell in Tenor’s place jumps into 3ds. And observe, that
every second time the Treble goeth out of 4th into 5ths place, the bell
in Treble’s place jumps into 3ds; whereas at other times at the same
change the bell in 3ds place jumps into Treble’s. When Treble leaves
the 5ths place hunting down, the bell in the 3ds place jumps into
Treble’s; when she leaves 4ths place the bell in 3ds place jumps into
Tenor’s. When she is either in the 2d or 3ds places hunting down, the
bell in the Treble’s place jumps into 3ds. There are two singles made,
as in the former Peal.
12345 31425 52143 24513 25341 34251
31254 43152 25314 45231 52431 23415
23145 34215 32541 54321 45213 32154
32514 42351 23451 35412 54132 21345
53241 24531 42315 53124 41523 13254
35421 52413 24153 31542 15432
43512 25134 41235 15324 14523 13245
34125 51243 12453 13542 51432 &c.
41352 12534 14235 51324 45123
13425 15243 21453 35142 54312
14352 21534 42135 53214 43521
Symphonie, upon six bells. 1. 2. and 3.
In this peal are 720 changes, all doubles except twelve singles,
which are made as in plain Trebles and Doubles on six bells. The two
hindmost bells always dodg till the whole-hunt hinders them, except
when a single is made in the 4th and 5th places. When the whole-
hunt leaves the 4ths place hunting up, the two foremost bells dodg
till it leaves the same place again hunting down: but it may be rang at
pleasure to make the bells dodg perpetually before as well as behind,
by making in every twelve changes two Trebles, one of them when
the whole-hunt leaves the 3ds place hunting up, and the other when
it leaves the 4ths place hunting down; so that there will be in the
whole peal Sixscore Treble-changes. When the whole-hunt is behind,
the four foremost bells dodg; when the whole-hunt is before, the four
hindmost dodg.
213465 316254 615342 514623 412536
231456 361245 651324 541632 421563
234165 362154 653142 546123 425136
324615 632514 563412 456213 245316
234651 362541 653421 546231 425361
326451 635241 564321 452631 243561
236415 365214 654312 542613 423516
326145 635124 564132 452163 243156
321654 631542 561423 451236 241365
312645 613524 516432 415263 214356
132654 163542 156423 145236 124365
136245 165324 154632 142563
124635
&c.
Grandsire upon Symphonie. 1. 2. and 6.
This peal of Symphonie may be rang with but two single or two
treble changes at the end of either Eighteenscore, by ringing it with
single and double bobs as in Grandsire Bob. The rule for calling the
bobs in this peal is the very same as in Grandsire Bob, but when the
bob-changes are to be made, the Hunts do not lie in the same order
as in Grandsire Bob; for in this peal at a single bob the whole-hunt
leads, the half-hunt in the 5th place, and the quarter-hunt in the 4th
place. And at the first bob of a double bob the half-huntis in Tenor’s
place, and quarter-hunt in 2ds place; and at the later bob the half-
hunt is in the 5th place, and quarter-hunt in 2ds place, just contrary
to what it is in Grandsire Bob. I have prickt this peal with two Treble
changes in every twelve; so that if you make two Trebles more at the
end of either Eighteenscore (which must be made when the whole-
hunt is going to lead just two changes sooner than if you should have
made a single) there will then be in the whole 720 just Sixscore and
two Treble changes.
213465 316254 316542 316425 612354
231456 361245 361524 361452 621345
324165 632154 635142 634125 263154
234615 362514 365412 364215 623514
324651 632541 635421 634251 263541
236451 365241 364521 362451 625341
326415 635214 634512 632415 265314
236145 365124 364152 362145 625134
321654 631542 631425 631254 261543
312645 613524 613452 613245 216534
132654 163542 163425 163254 126543
136245 162345 125634
136524 136452 &c.
Trebles and Doubles on six Bells with six
Singles. 1. 2. and 3.
214365 321456 153462 164352

241635 234165
426153 243615 135426 146532
462513 426351 145623
645231 462531 153246
654321 645213 152364 154263
563412 654123 152436
536142 561432 125634
351624 516342 126543 125346
315264 153624 sing.
132546 bob. 162453 125364
135264 135642 164235 &c.
312546
146325
bob.
This peal is taken out of the Dream upon five bells. Every time
the whole-hunt is before, there being two changes of that peal made
in this. Every bell is a perfect Hunt, when the whole-hunt is before
dodg on the four hindmost, except the half-hunt be either in the 5th
or Tenor’s place, then always bob as in Grandsire Bob, except the
quarter-hunt lieth next to the half-hunt, for then it is always to be a
dodg on the four hindmost. Every other time that the whole-hunt
and half-hunt come together before, there is single which is always
made behind.
A Twelvescore Trebles and Doubles. upon Six
Bells.
214365 234165 261453 156423
241356 324156 216435 165243
423165 231465 124653
243156 213456 214635 615234
421365 124365 126453 165324
412356 162435
143265 142635 614253 163542
142356 416253 612435 136452
413265 461235 164253
431256 642153 146235 316425
342165 641235 412653 136245
432156 462153 142563
341265 426135 132654
314256 241653 145236 123564
132465 421635 154326
134256 246153 213546
312465 264135 514362 123456
321456 621453 154632
624135
In this peal the four foremost bells go a four and twenty Doubles
and Singles, observing always, That for one Four and Twenty the bell
in the Treble’s place is the hunting bell, and for the next the bell in
the 4ths place throughout the peal, the two hindmost bells always
dodging till the end of the Twenty Four; at which time there is a
double made (if the bell in the Treble’s place was the Hunt in the
Twenty Four) on the four middlemost; but if the bell in the 4ths place
was the hunting bell, the double is to be made in Treble and 2d and
4th and 5th places.
Cambridg Bob.
123456 325416
214365 352146
123465 531264
214356 532146
241365 351264
423156 315246
421365 132564
243156 315264
234516 132546
325461 135264
324516 312546
235461 135246
324561 312564
235416 321546
234561 &c.
The Treble hath a constant dodging course; and when it leaves
the two hind bells, they dodg until it comes there again, except when
the Treble dodgeth before, and then they lie still. The two middle
bells always dodg until the Treble comes there. When the Treble
leaves dodging before, every bell leads twice, except when the Treble
lieth still behind, and then the two first bells make a dodg. Bobs are
made as in Grandsire Bob, and the warning for them the same also
with that.
Fourteen more Peals, composed at
Cambridge.
Doubles and Singles on five Bells.
The Parasite. 1 and 5.
In this peal the Bells behind always dodg, except the Treble
prevents them. When Treble is leaving the 3ds place hunting up, the
bells before dodg at whole pulls, if Tenor be not one of them, until it
parts them. The course of the bells in hunting is the same with
Tendring.
12345 35241 31524 42531
21354 35214 31542 42513
21345 53124 35124 24153
23154 53142 35142 24135
23145 51324 53412 21453
32415 51342 53421 21435
32451 15324 54312 12453
23415 15342 54321 12435
23451 13524 45231 14253
32541 13542 45213 14235
32514 &c.
The Tulip. 1 and 2.

21354 51423
21345 51432
23154 54123
23145 54132
32415 45312
32451 45321
23415 54312
23451 54321
32541 45231
32514 45213
23541 54231
23514 54213
32154 45123
32145 45132
31254 41523
31245 41532
13254 14523
13524 14253
15342 12435
15432
12453
&c.
In this peal Treble hunteth as in Tendring. When Treble is in
third’s place hunting up, the bells dodg before at whole-pulls, till it
comes and parts them. When it is in third’s place hunting down the
bells behind always dodg, except it leadeth, till it parts them. When
Treble is before there are four changes of twenty four doubles and
singles; whereof the first is brought in by the hunting of the bells. All
the singles in the Twenty four are made in the 3d and 4ths place,
except 1–2 before, then extream behind.
The Honey-suckle. 1 and 2.
In this peal every bell leads four times. While every bell but
Treble is leading, the bells behind always dodg: every 4th change is
made by the four foremost bells. When Treble is leading there are
four changes of Twenty four doubles and singles made as in the
former peal. The first change is on the four bells before.
21435 53421 51342 24351
21453 53412 51324 24315
24135 35142 53142 42135
24153 35124 53124 42153
42513 31542 35214 41235
42531 31524 35241 41253
45213 13254 32514 14523
45231 13524 32541 14253
54321 15342 23451 12435
54312 15432 23415
12453 &c.

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2. Explain the concepts adaptive significance and fixed action pattern.

4. What is habituation and what is its adaptive significance?

6. Under what circumstances are CRs typically acquired most quickly?

7. Explain the key factor in producing the extinction of a CR.

8. Explain the adaptive significance of stimulus generalization and discrimination.

9. Explain the process of higher-order conditioning.

12. What is ANV and how does it develop?

13. How can classical conditioning boost immune system functioning?

14. What evidence led Thorndike to propose the "law of effect"?

17. Why are antecedent stimuli important in operant conditioning?

18. How do secondary reinforcers become "reinforcers"?

21. Describe some disadvantages of using positive punishment to control behaviour.

22. Define what is meant by the term "delay of gratification."

26. Are variable or fixed schedules more resistant to extinction? Why?

28. How has operant animal training helped humans?

31. How do learned taste aversions illustrate the concept of preparedness?

34. How do biology and learning influence each other?

37. What role does awareness play in operant conditioning?

39. What is the adaptive significance of observational learning?

53. The term "personal adaptation" is concerned with how:

55. The process of species adaptation refers to how:

58. A decreasing response to a repeated stimulus is called _______________.

60. Which of the following provides the best definition of habituation?

90. In classical conditioning, discrimination refers to how:

94. Higher-order conditioning occurs when:

122. Thorndike's law of effect states that:

124. In operant conditioning, learning occurs because a behaviour is influenced by the:

127. In operant conditioning, to decrease the likelihood of a behaviour, punishment is applied as a

133. Classical conditioning is to operant conditioning as:

135. Antecedents play a significant role in operant conditioning because they:

141. Which of the following is an example of a primary reinforcer?

145. Positive and negative reinforcers are similar in that both:

151. Operant extinction refers to the process in which a behaviour is:

158. All of the following were mentioned as limitations of punishment EXCEPT:

160. Another name for the process of shaping is:

163. The reinforcement of successive approximations of a desired behaviour is called _________________.

175. Which of the following statements regarding operant extinction is true?

182. Escape conditioning and avoidance conditioning are maintained through:

183. Which of the following statements about fear conditioning is FALSE?

199. The concept of instinctual drift refers to:

256. When a reaction decreases in response to a constant stimulus it is called _______________.

266. In operant conditioning, a discriminative stimulus is a particular type of _______________, which is a

268. In operant conditioning, ______________ increases the likelihood of a behaviour by removing an

Answers will vary

Passer - Chapter 007 #1

2. Explain the concepts adaptive significance and fixed action pattern.

Answers will vary

Passer - Chapter 007 #2

Answers will vary

Passer - Chapter 007 #3

4. What is habituation and what is its adaptive significance?

Answers will vary

Passer - Chapter 007 #4

5. How do you create a conditioned salivation response in a dog?