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Friedman_Ch6_TB
Key: Answer, Page, Type, Learning Objective, Level
Type
A=Applied
C=Conceptual
F=Factual
Level
(1)=Easy; (2)=Moderate; (3)=Difficult
LO=Learning Objective
SG=Used in Study Guide
p=page
Friedman_Ch6_TB
Multiple Choice Single Select
M/C Question 1
In Pavlov’s early classical conditioning experiments, food was the __________, and a bell, which was originally
a neutral stimulus, became a(n) __________ when paired with the food.
a) unconditioned stimulus; conditioned response
b) conditioned stimulus; unconditioned stimulus
c) unconditioned stimulus; unconditioned response
d) conditioned stimulus; unconditioned response
e) unconditioned stimulus; conditioned stimulus
ANS: e
UUID_v5=ccfb1930-ddb0-5bfc-8557-9208c700212c, UUID_v4=b85f7cd9-a6a6-4e88-b59e-19b4398d40b6,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The Classical
Conditioning of Personality, module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01, CH=06,
ISBN=0205997937, Skill=Understanding, Difficulty=Easy
M/C Question 2
Pavlov’s studies of dogs were initially intended to
a) study the intellect of dogs.
b) study the effects of talking to animals.
c) learn about the physiology of digestion.
d) examine the friendliness of small versus big dogs.
ANS: c
UUID_v5=ea004ab5-0104-5e41-8480-5cb20cef55d9, UUID_v4=980953b8-7363-47b9-ab15-fa9a52c626ee,
chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W.
Schustack, M=c01, Skill=Understanding, Difficulty=Easy, module=The Classical Conditioning of Personality,
CH=06, ISBN=0205997937, Objective=LO 6.1: Interpret the classical conditioning approach of personality,
Topic=The Classical Conditioning of Personality
M/C Question 3
In the following scenario, what is the conditioned stimulus? “Miles is an extremely smart dog. His owner always
feeds him dog food from a can, which the owner opens using an electric can-opener. Whenever Miles hears the
sound of the electric can opener, he runs into the kitchen and over to his food bowl.”
a) The can of dog food
b) The sound of the can opener
c) The food bowl
d) Running to the food bowl
ANS: b
UUID_v5=621c4e23-a583-527d-bcf1-37561189503b, UUID_v4=2ef2737f-340e-47f3-b51d-fdef2c3cc5a0,
module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, M=c01, CH=06, ISBN=0205997937, Skill=Application, Topic=The Classical Conditioning of
Personality, Difficulty=Moderate, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.1:
Interpret the classical conditioning approach of personality
M/C Question 4
When a conditioned response occurs in response to a stimulus that is similar to the conditioned stimulus, this is
called
a) generalization.
b) reaction.
c) discrimination.
d) optimization.
e) lateralization.
ANS: a
UUID_v5=e9e88de8-aa5b-5e08-98de-c1b7b81167e6, UUID_v4=deeb02b9-473d-4336-8515-85a365f49161,
Schustack, M=c01, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.1: Interpret the classical
conditioning approach of personality, Topic=The Classical Conditioning of Personality, Difficulty=Easy,
module=The Classical Conditioning of Personality
M/C Question 5
When an individual is able to discern that a given stimulus is NOT the conditioned stimulus, and therefore does
not perform the conditioned response, this is called
a) generalization.
b) lateralization.
c) discrimination.
d) optimization.
e) reaction.
ANS: c
UUID_v5=63995244-2b00-5ebe-a0b8-2d065c621893, UUID_v4=365e77cd-88f9-4de8-bb99-3d12cb3b4b6c,
chapterTitle=Behaviorist and Learning Aspects of Personality, M=c01, CH=06, ISBN=0205997937,
Skill=Understanding, Objective=LO 6.1: Interpret the classical conditioning approach of personality,
Difficulty=Easy, module=The Classical Conditioning of Personality, bookAuthor=Howard S. Friedman; Miriam
W. Schustack, Topic=The Classical Conditioning of Personality
M/C Question 6
From the behaviorist perspective, the term “extinction” refers to
a) a species of animal dying out.
b) the decrease of a conditioned response when it is no longer paired with an unconditioned stimulus.
c) someone holding back from doing a behavior that he or she really wants to do.
d) the spreading of a conditioned response to multiple stimuli.
ANS: b
UUID_v5=7ae2e772-d301-5d66-bcaa-9a8576249439, UUID_v4=2f755489-1491-48cb-baa6-e7bd797cbf84,
Schustack, Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The Classical
Conditioning of Personality, Difficulty=Easy, module=The Classical Conditioning of Personality, M=c01,
CH=06, ISBN=0205997937, Skill=Understanding
M/C Question 7
In the dogs that he worked with, Pavlov was able to classically condition something similar to which personality
dimension?
a) Neuroticism
b) Friendliness
c) Agreeableness
d) Openness
e) Conscientiousness
ANS: a
UUID_v5=580f7104-5f62-50fc-aca4-e6b0fe3e288b, UUID_v4=c6096d3a-bad3-42fa-ac87-ac3e27e3aea3,
Topic=The Classical Conditioning of Personality, Difficulty=Easy, module=The Classical Conditioning of
Personality, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c01, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.1: Interpret
the classical conditioning approach of personality
M/C Question 8
The behaviorist movement rejected what practice of psychology?
a) Direct measurement of observable behavior
b) Introspection
c) Skinnerian principles of learning
d) Training by conditioning
ANS: b
UUID_v5=b7b89c20-ab8f-5219-bc4d-7739a422a767, UUID_v4=94e6a544-96be-406b-bb92-1911ecef2420,
module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
Skill=Understanding, Objective=LO 6.2: Examine the genesis of behaviorism, Difficulty=Easy,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c02, CH=06, ISBN=0205997937, Topic=Watson's
Behaviorism
M/C Question 9
After little Albert was conditioned to fear the rat, he
a) demonstrated an emotional reaction to a formerly neutral or positive stimulus (the rat).
b) showed fear of other furry objects like a rabbit and a fur coat.
c) cried at the sight of a rat.
d) generalized his fear of the rat to similar objects.
e) did all of the above
ANS: e
UUID_v5=258ffc39-d114-5f39-8d04-80b9409a04c1, UUID_v4=1db80d50-6762-4608-a559-f83324458f2a,
Schustack, M=c02, CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.2: Examine the genesis
of behaviorism, Topic=Watson's Behaviorism, Difficulty=Easy, module=Watson's Behaviorism
M/C Question 10
The researcher credited with applying behaviorist principles to elicit fear in a young child, “little Albert,” was
a) Jones.
b) Pavlov.
c) Watson.
d) Bandura.
e) Skinner.
ANS: c
UUID_v5=d8eed47e-27ef-56eb-9dee-dcbacfe013f8, UUID_v4=0f0b75b5-acdb-4b14-91b0-753df2a1c691,
M=c02, module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, CH=06, ISBN=0205997937, Skill=Understanding,
Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's Behaviorism, Difficulty=Easy
M/C Question 11
When Jones (1924) extinguished Peter’s fear of the rabbit by gradually bringing it closer and closer while
keeping Peter happy and relaxed, he demonstrated
a) flooding.
b) generalization.
c) systematic desensitization.
d) discrimination.
e) classical conditioning.
ANS: c
UUID_v5=525893a3-fce7-5ac9-b66e-4a2f212e7eec, UUID_v4=a31fa873-32fe-4da4-b4d1-04197b51ed37,
Schustack, Skill=Understanding, Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's
Behaviorism, Difficulty=Easy, module=Watson's Behaviorism, M=c02, CH=06, ISBN=0205997937
M/C Question 12
Who developed the concept of “classical conditioning”?
a) Pavlov
b) Jones
c) Skinner
d) Freud
e) Bandura
ANS: a
UUID_v5=f57e555a-44fa-5759-8502-67d8dc7d9090, UUID_v4=a076715a-0bc1-4ec5-a283-b4637ec234a4,
CH=06, ISBN=0205997937, module=The Classical Conditioning of Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01,
Skill=Understanding, Objective=LO 6.1: Interpret the classical conditioning approach of personality, Topic=The
Classical Conditioning of Personality, Difficulty=Easy
M/C Question 13
Who developed the concept of “operant conditioning”?
a) Skinner
b) Horney
c) Miller
d) Pavlov
e) Thorndike
ANS: a
UUID_v5=0a7e42d0-97c6-5318-878f-54f2c9377a24, UUID_v4=b1511dfa-7614-4fac-ba26-f2046deb424d,
ISBN=0205997937, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, CH=06,
Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The Radical
Behaviorism of B. F. Skinner, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner,
chapterTitle=Behaviorist and Learning Aspects of Personality
M/C Question 14
The central idea behind the concept of operant conditioning is that
a) classical conditioning works best when a single individual does the conditioning.
b) behavior functions parallel to consequences, but is not influenced by them.
c) once a behavior is learned, it can never be truly extinguished.
d) behavior can be encouraged, but it cannot be discouraged.
e) behavior is changed by manipulating its consequences.
ANS: e
UUID_v5=bfcb371f-9b8b-5bc9-aa67-83415b8eac69, UUID_v4=43871984-9473-4359-bf5d-afafd2315e26,
Topic=The Radical Behaviorism of B. F. Skinner, bookAuthor=Howard S. Friedman; Miriam W. Schustack,
CH=06, ISBN=0205997937, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist
approach, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist and
Learning Aspects of Personality, M=c03
M/C Question 15
Skinner’s novel Walden Two describes
a) individuals fighting the government for their freedom.
b) a life in which self-reliance is of paramount importance, and independence abounds.
c) a utopian community which operates on the principles of operant conditioning.
d) a peaceful and idyllic life in a cabin on Walden Pond.
e) a theoretical argument that although environments condition us, we are still free.
ANS: a
UUID_v5=5d033e19-62ea-5a6d-b0f0-adc6d8793000, UUID_v4=609da71f-3810-4e46-93de-21ab9484652e,
Schustack, ISBN=0205997937, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, M=c03,
CH=06, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The
Radical Behaviorism of B. F. Skinner
M/C Question 16
Walden Two is conceptualized as a problem-free place because
a) of the peacefulness found from living around a beautiful pond area.
b) religion is an important part of everyone’s day.
c) only happy and content people would become a part of a society like Walden Two.
d) the government uses only positive reinforcement.
e) there is no government.
ANS: d
UUID_v5=590bd635-87fd-5c7e-9521-e1d6187b9159, UUID_v4=f758fc32-ebc5-4f81-8d2a-2eb3101ef94e,
M=c03, CH=06, Difficulty=Easy, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist
and Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack,
ISBN=0205997937, Skill=Understanding, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner
M/C Question 17
According to Skinner, biology is important because
a) it determines an organism’s appearance.
b) it determines an organism’s range of potential responses.
c) most important behaviors of an organism are innate.
d) every type of organism is subject to a unique learning process.
e) the genetic contributions of the parents vary between organisms within a species
ANS: b
UUID_v5=2f55f976-e6b0-5321-b6e9-7db4ed2bb489, UUID_v4=f499ade3-5b45-473a-baa8-b5a9ba2c9a4b,
module=Applying Behaviorism, M=c04, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Applying
Behaviorism, Difficulty=Easy, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.4: Apply behaviorism to explain
personality differences
M/C Question 18
Radical determinism states that
a) the majority of behavior is caused by the environment.
b) only a small amount of behavior is caused by the environment.
c) approximately 50% of behavior is caused by the environment.
d) all behavior is caused and that free will does not exist.
e) no behavior is caused and free will determines all actions.
ANS: d
UUID_v5=4b91500e-de76-503b-a4fe-50a3b4d76fad, UUID_v4=a0822896-0eee-434b-b005-4dd29308619c,
module=Applying Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c04, ISBN=0205997937, Skill=Understanding,
Objective=LO 6.4: Apply behaviorism to explain personality differences, Topic=Applying Behaviorism,
Difficulty=Easy, CH=06
M/C Question 19
Although Hull believed in the importance of environmental reinforcements for learning, he
a) also believed that the internal state of the organism was important.
b) felt it was morally wrong to use environmental reinforcements to shape behavior.
c) chose not to study learning behavior.
d) believed that environmental reinforcements were unimportant in determining what behaviors would
actually be performed.
e) believed none of these.
ANS: a
UUID_v5=0f121e3b-f8b9-5794-b428-3c7ffe82fadb, UUID_v4=a6ede39e-5c4d-4984-a2a8-acdea91b4514,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.5: Probe the work done by some of
the other experimental psychologists of the 1930s and 1940s, chapterTitle=Behaviorist and Learning Aspects of
Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, module=Other Learning Approaches to Personality
M/C Question 20
__________ are credited with the creation of social learning theory.
a) Watson & Skinner
b) Dollard & Miller
c) Watson & Dollard
d) Dollard & Skinner
e) Miller & Skinner
ANS: b
UUID_v5=b7069d46-fa96-511a-8ad1-544a7677d062, UUID_v4=7d384e05-da51-4491-8822-197923b80818,
Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, module=Other Learning Approaches to Personality
M/C Question 21
A “habit hierarchy” describes
a) a small number of habitual responses that an individual will display in the vast majority of situations,
regardless of situational characteristics.
b) a hierarchy of punishments which are all possible outcomes of a behavior, and which vary along the
dimension of undesirability.
c) a learned hierarchy of likelihoods that a person will respond to a situation in a specific way, based on
predicted rewards.
d) a hierarchy of rewards which are all possible outcomes of a behavior, and which vary along the
dimension of desirability.
e) none of these.
ANS: c
UUID_v5=bd843905-fdc2-5fca-955f-9146ee05cc48, UUID_v4=07de07cf-a009-4268-b2d6-ede4aec870a8,
Objective=LO 6.5: Probe the work done by some of the other experimental psychologists of the 1930s and
1940s, Topic=Other Learning Approaches to Personality, module=Other Learning Approaches to Personality,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Difficulty=Easy
M/C Question 22
In his studies with rhesus monkeys, Harlow found that infant monkeys became attached to
a) the mothers that gave them food.
b) the wire mothers, regardless of whether these mothers provided food.
c) the cloth mothers, regardless of whether these mothers provided food.
d) whatever mother they were given.
e) all objects in their cages.
ANS: c
UUID_v5=7f64a319-116e-5054-bbae-e854f86bad48, UUID_v4=a43eabe1-2825-4874-9c1d-83dcb5d8f44f,
M/C Question 23
An ________ conflict describes a conflict between primary and secondary drives that occurs when a punishment
results in the conditioning of a fear response to a drive.
a) avoidance-frustration
b) approach-approach
c) approach-avoidance
d) avoidance-aggression
e) avoidance-avoidance
ANS: c
UUID_v5=f0fdaa3a-8cdd-5a8e-a5da-b96d481868b8, UUID_v4=31806d48-92fd-4610-9178-546f211c4b18,
M/C Question 24
Initially, Bob was supposed to go to a concert tonight with his friends, but then Sheila asked him to go to a
movie. He was really excited about the concert, but has had his eye on Sheila for more than a year now. Bob is
experiencing a(n) ________ conflict.
a) approach-frustration
b) multiple-offers
c) approach-approach
d) trust-mistrust
e) approach-avoidance
ANS: c
UUID_v5=9bc728a8-25c8-5797-94fb-cf7f711398b0, UUID_v4=27fb412d-6c0d-474b-9f65-1b2f44a96e75,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Application, Difficulty=Moderate
M/C Question 25
The frustration-aggression hypothesis is best illustrated by which of the following?
a) You are hungry, and so you get something from the refrigerator to eat.
b) You are hungry, and you decide to eat some leftovers from last night; when you go to the kitchen, you
see that your sister left them out all night and that they are now moldy, so you yell at her.
c) You are hungry, but you have planned a special dinner with your spouse, and so you decide not to snack
before dinner; instead, you watch TV.
d) You are hungry, but there is nothing good in the house to eat; you go to the store and purchase a frozen
dinner and some soda.
e) None of the above illustrates the frustration-aggression hypothesis.
ANS: b
UUID_v5=83db4b66-5589-5d3b-ad96-fccf172da973, UUID_v4=e940804c-726b-46f4-bbc7-1fd2bc540a27,
CH=06, ISBN=0205997937, Difficulty=Moderate, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Application, Objective=LO 6.5: Probe the work done by some of the other
experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to Personality
M/C Question 26
Sears described personality as “potentialities for action,” which included
a) environmental events produced by a behavior.
b) habit structure.
c) motivation.
d) expectations.
e) all of these
ANS: e
UUID_v5=e1e582f2-560d-52ce-85ab-8cefe4c1af19, UUID_v4=83793176-176b-42d5-8baf-3614c1d6cdd8,
CH=06, ISBN=0205997937, Difficulty=Easy, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
M/C Question 27
The studies of child-rearing precursors of dependency and aggression in children (as studied by Sears) showed
that
a) parents’ reports of how much they punished the child were related to the child’s friendliness.
b) child-rearing practices were completely unrelated to personality characteristics.
c) child-rearing practices were found to be highly related to all personality outcomes examined.
d) parents’ reports of how much they punished the child were related to the child’s dependency and
aggression.
e) parents’ reports of how much they punished the child were shown to be inaccurate when the parents
were actually observed with their children.
ANS: d
UUID_v5=70d627c2-cb8a-5849-a65e-3a9b6676446d, UUID_v4=97e01958-9ed1-48ef-9893-21084907a5e1,
M/C Question 28
The quote that behaviorism “has substituted for the erstwhile anthropomorphic view of the rat, a ratomorphic
view of man” implies that
a) a behavioristic view of personality is completely without merit.
b) behaviorism demeans our humanness with simple laws derived from rat studies.
c) it is better to study rats than humans because there are fewer ethical issues involved.
d) rats and humans are the same in terms of how they learn.
e) we should not try to draw comparisons between humans and rats.
ANS: b
UUID_v5=0b1c876c-3ca0-5095-b52e-d60c46b41813, UUID_v4=960dd2c4-dd6b-490e-bdef-3cc96d59d4df,
Objective=LO 6.6: Evaluate how theories on conditioning, reward, and extinction are relevant in current studies
of personality, Topic=Evaluation, module=Evaluation, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c06, CH=06, ISBN=0205997937,
Skill=Analysis, Difficulty=Moderate
M/C Question 29
When a person is faced with an approach-avoidance conflict, as described by Dollard and Miller, the inability to
satisfy these conflicts leads to
a) a lifetime of pain and rejection.
b) unawareness in one’s surroundings.
c) an epiphany.
d) neurotic behavior.
e) mental illness.
ANS: d
UUID_v5=345ad7cd-403d-5ff9-ad84-a2c66e8e4d52, UUID_v4=6149470e-3e8e-4bc3-b017-7c6aa386b4d3,
Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Analysis, Difficulty=Moderate
M/C Question 30
Harlow’s famous studies of rhesus monkeys in which infant monkeys were separated from their mothers was
designed to test the notion of
a) primary drives.
b) self-reinforcement.
c) the drives of “big bertha.”
d) secondary drives.
e) tertiary drives.
ANS: a
UUID_v5=6fa9a182-350d-5b78-85a3-7ff8fa8bf45a, UUID_v4=8f0f3a46-ad43-43ce-b9d8-2a585654c0c1,
CH=06, ISBN=0205997937, Difficulty=Easy, module=Other Learning Approaches to Personality,
Schustack, M=c05, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
M/C Question 31
Harlow’s studies of rhesus monkeys suggested that attachment between mothers and infants is due to
a) mothers’ tendency to feed infants.
b) the reinforcing nature of physical contact.
c) negative reinforcement offered by mothers.
d) mothers’ biological relatedness to infants.
e) fathers’ tendency to reinforce responsiveness less than mothers.
ANS: b
UUID_v5=86f6b65d-c45d-5467-b594-21b596ed36b9, UUID_v4=88765a86-80a3-4def-9085-63a55d6fd66c,
1940s, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Topic=Other Learning Approaches to Personality,
module=Other Learning Approaches to Personality, Skill=Understanding, Difficulty=Easy
M/C Question 32
Dollard and Miller’s learning theory explains neurotic behavior in terms of
a) self-reinforcement (masturbation).
b) approach-avoidance conflicts.
c) the example of “big bertha.”
d) tertiary drives and classical conditioning.
e) primary drives being repressed.
ANS: b
UUID_v5=6ca56732-62ce-537f-aa1b-d04c205c1737, UUID_v4=0fc168a8-bde6-4b27-9657-83f6824823c5,
module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.5: Probe the work done
by some of the other experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to
Personality, Difficulty=Easy, M=c05, CH=06, ISBN=0205997937, Skill=Understanding
M/C Question 33
When Jennifer first came home from the hospital as a baby, she had colic and often cried. Her parents were
terribly worried about her and became distressed whenever she would begin to sob. Although Jennifer is now
nearly four, and the colic has long since disappeared, her parents both experience a sense of restlessness and
anxiety whenever they hear a baby crying. In this situation, the parents’ anxiety is a(n)
a) unconditioned stimulus.
b) intergenerational stimulus.
c) conditioned stimulus.
d) condemnation response.
e) conditioned response.
ANS: e
UUID_v5=334401e6-18d9-56a7-9d1b-693470af4719, UUID_v4=e673ad61-076b-4f3d-bc4e-a7f24c296e38,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, chapterTitle=Behaviorist and
ISBN=0205997937, Topic=The Classical Conditioning of Personality, module=The Classical Conditioning of
Personality, Skill=Application, Difficulty=Moderate
M/C Question 34
If you suffered from arachnophobia (extreme fear of spiders), you might seek the help of a therapist in
overcoming your problem. Which of the following would be a legitimate method of treatment?
a) Trans-sensitizing
b) Systematic desensitization
c) Hurricaning
d) Flooding
e) Systematizing
ANS: b
UUID_v5=fde09ce7-1d0e-592b-b11c-fe5577c5153e, UUID_v4=a8bc75d2-c134-43d7-b1f6-b69473eea183,
module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.2: Examine the genesis of
behaviorism, Topic=Watson's Behaviorism, Difficulty=Moderate, M=c02, CH=06, ISBN=0205997937,
Skill=Application
M/C Question 35
Superstitious behaviors, such as wearing a lucky ring or eating special foods prior to an important event, are best
explained by
a) vicarious conditioning.
b) aversive conditioning
c) learning through reinforcement.
d) tertiary conditioning.
e) transference.
ANS: c
UUID_v5=dd5236b4-d433-584b-b40f-5127f241e685, UUID_v4=e4b24a95-315b-4789-9b17-9718a06adf7d,
Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, CH=06,
ISBN=0205997937, Topic=The Radical Behaviorism of B. F. Skinner, module=The Radical Behaviorism of B.
F. Skinner, Skill=Application, Difficulty=Moderate
M/C Question 36
According to Skinner, the motivations that Freud called the drives of the id are better understood as
a) the remote controls of the Skinner box.
b) biological reinforcers of the environment.
c) the reinforcements of old age.
d) the internalization of punishment.
e) the classical conditioning of intrinsic motivation.
ANS: b
UUID_v5=6cd688fe-96e8-5970-8696-1716889f3d7b, UUID_v4=bd26bfb5-5db5-4d21-9260-ed253349865d,
module=Evaluation, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S.
Friedman; Miriam W. Schustack, Objective=LO 6.6: Evaluate how theories on conditioning, reward, and
extinction are relevant in current studies of personality, Topic=Evaluation, Difficulty=Easy, M=c06, CH=06,
ISBN=0205997937, Skill=Understanding
M/C Question 37
Great-uncle Lyle seems to have lost all motivation to be active. He finds it hard to get to work and to enjoy
recreation. He often says that things “just aren’t worth doing.” Skinner would suggest that this behavior pattern
is a result of
a) negative reinforcement.
b) evolutionarily selected aging processes.
c) a behavioral deficit.
d) low self-esteem.
e) classically conditioned apathy.
ANS: c
UUID_v5=79577ce4-1246-5331-ba12-730f43bfde3b, UUID_v4=bd474037-f29e-4987-9cce-6882e0b655f0,
F. Skinner, Skill=Application, Difficulty=Moderate
M/C Question 38
Skinner asserted that his own personality
a) did not exist.
b) was caused by environmental events.
c) should have been the focus of scientific study in the laboratory.
d) was a series of collateral products of the process of self-actualization.
e) resulted from a conflict between id and superego.
ANS: b
UUID_v5=d98b41dc-6e61-5934-b24c-470149995ca9, UUID_v4=4bfa776f-d25d-4fa2-8c2d-a0a16a180317,
F. Skinner, Skill=Understanding, Difficulty=Easy
M/C Question 39
Skinner’s broad vision for the design of society
a) is utopian, communal, and behaviorally engineered.
b) is based on the principles of operant conditioning.
c) involves using environmental control technology to shape human behavior.
d) stand in precise opposition to individual freedom and self-fulfillment.
e) included all of these.
ANS: e
UUID_v5=97d429ad-fbb0-56ee-93be-3e94d2317b4e, UUID_v4=82b6748c-1f92-41f3-8d5b-4f8dec863702,
CH=06, ISBN=0205997937, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c03, Skill=Analysis, Objective=LO 6.3: Interpret
B. F. Skinner's behaviorist approach, Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate,
module=The Radical Behaviorism of B. F. Skinner
M/C Question 40
Skinner asserts that to address social and cultural problems, we should
a) each spend a long time alone, as Thoreau did in his book Walden.
b) manipulate the environment, which really controls behavior.
c) appeal more strongly to people’s feelings of guilt.
d) increase funding for social research.
e) convince people of their free will, emphasizing the consequent ability to choose to behave in more
socially constructive ways.
ANS: b
UUID_v5=aa00111f-8c7c-57d4-b1ef-b2bbca2936d1, UUID_v4=f3da2110-dfbd-4bd2-86d4-8f8f9c335cd0,
Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, M=c03, CH=06, ISBN=0205997937,
Topic=The Radical Behaviorism of B. F. Skinner, module=The Radical Behaviorism of B. F. Skinner,
Schustack, Skill=Analysis, Difficulty=Moderate
M/C Question 41
A client comes to a therapist complaining of a great fear (phobia) of heights. The therapist first has the
individual describe and think about increasingly high places. Next, he goes with the client to the first floor of a
tall building, all the while encouraging and reassuring. They spend time looking out the window until the client
is comfortable, then they go up one floor. Gradually, they work their way up to the top floor of a very high
skyscraper. The treatment method the therapist is employing is called
a) flooding.
b) deconditioning.
c) reconditioning.
d) systematic desensitization.
e) unconditioning.
ANS: d
UUID_v5=247f30a3-dd48-5e02-acaf-9f89bcf89879, UUID_v4=7f78df52-0f72-49b2-a964-24eb235aeeaf,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c02, CH=06, Objective=LO 6.2: Examine the
genesis of behaviorism, Topic=Watson's Behaviorism, Difficulty=Moderate, module=Watson's Behaviorism,
chapterTitle=Behaviorist and Learning Aspects of Personality, ISBN=0205997937, Skill=Application
M/C Question 42
Of the following reinforcement schedules, which is most effective in terms of creating a behavior that is resistant
to extinction?
a) Operant punishment
b) Continuous reinforcement
c) Partial reinforcement
d) Systematic desensitization
e) None of the above
ANS: c
UUID_v5=1f5c6f25-a15c-5d07-a2ef-461369d11d81, UUID_v4=2ea6dec8-5305-4c6f-b1c8-39cf42bbe3ae,
CH=06, ISBN=0205997937, Skill=Understanding, M=c05, Topic=Other Learning Approaches to Personality,
Personality, module=Other Learning Approaches to Personality, Difficulty=Easy
M/C Question 43
Learning theorists would treat drug addiction by
a) providing counseling so that an individual could talk about their addiction.
b) examining neural activity.
c) examining ego development.
d) trying to understand childhood experiences.
e) making the consequences of drug use very unpleasant.
ANS: e
UUID_v5=b35cacec-7c31-5434-85b5-cd837f11b688, UUID_v4=5ea2faf1-fa47-48d3-8c66-34b9fc74cbdd,
M=c03, CH=06, ISBN=0205997937, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate, module=The Radical Behaviorism of B.
F. Skinner, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, Skill=Application
M/C Question 44
Limits of the learning approach to understanding personality include
a) a tendency to view humans as objects to be trained.
b) dehumanization of unique human potentials by comparing people to rats.
c) a tendency to refuse any notion of enduring dispositions within individuals.
d) reluctance to incorporate insights gained from advances in cognitive and social psychology.
e) all of these.
ANS: e
UUID_v5=94937b94-be5a-5540-bd1c-8c7fd26bfc79, UUID_v4=67228470-d324-4dc5-a316-2fe51d5fd87f,
CH=06, ISBN=0205997937, Skill=Evaluation, M=c06, Topic=Evaluation, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, Objective=LO 6.6: Evaluate how theories on conditioning, reward, and extinction are
relevant in current studies of personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
module=Evaluation, Difficulty=Difficult
M/C Question 45
Which of the following is a difference between classical conditioning (as defined by Pavlov) and operant
condition (as defined by Skinner)?
a) Classical conditioning deals with the conditioning of existing responses to occur to new stimuli, but
operant conditioning deals with shaping new behavior by using consequences.
b) Classical conditioning uses punishment to create desirable behavior, but operant conditioning uses only
rewards.
c) Classical conditioning uses punishment to create desirable behavior, but operant conditioning uses
punishment to stop undesirable behavior.
d) Classical conditioning works only on animals, but operant conditioning applies to all organisms.
e) Classical conditioning can happen without deliberate intention, but operant conditioning only occurs
when the organism is making an effort to learn.
ANS: a
UUID_v5=7afa1906-6929-5990-aa38-56cb17881f26, UUID_v4=531be964-e8b1-414c-82ee-a2b05076928c,
CH=06, ISBN=0205997937, Skill=Analysis, M=c01, Topic=The Classical Conditioning of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Objective=LO 6.1: Interpret the classical conditioning
approach of personality, chapterTitle=Behaviorist and Learning Aspects of Personality, module=The Classical
Conditioning of Personality, Difficulty=Moderate
M/C Question 46
In the domain of conditioning, generalization refers to
a) a conditioned response occurring to stimuli similar to the conditioned stimulus.
b) a conditioned response only occurring in the presence of stimuli identical to the conditioned stimulus.
c) a conditioned response occurring to stimuli very different from the conditioned stimulus.
d) an individual organism’s general level of responsiveness to conditioning.
e) processes that are not related to conditioning.
ANS: a
UUID_v5=05031a6f-96d9-5212-9875-246faacb9c66, UUID_v4=c0e480f3-faa7-4c20-8afe-dcf75689c194,
M=c01, CH=06, ISBN=0205997937, Objective=LO 6.1: Interpret the classical conditioning approach of
personality, Topic=The Classical Conditioning of Personality, Difficulty=Easy, module=The Classical
Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, Skill=Understanding
M/C Question 47
Behaviorism rejects what information gathering technique?
a) Scientific experiments
b) Gathering background information
c) Working with children
d) Introspection
e) Working with animals
ANS: d
UUID_v5=ed7725b9-c985-59ab-b399-abfd28532c93, UUID_v4=c5633e97-a4ba-4bd0-b419-c1421330b333,
CH=06, ISBN=0205997937, Skill=Understanding, M=c02, Topic=Watson's Behaviorism, bookAuthor=Howard
S. Friedman; Miriam W. Schustack, Objective=LO 6.2: Examine the genesis of behaviorism,
chapterTitle=Behaviorist and Learning Aspects of Personality, module=Watson's Behaviorism, Difficulty=Easy
M/C Question 48
According to behaviorist principles, what would be a technique useful for overcoming phobias?
a) Generalization
b) Introspection
c) Psychoanalytic therapy
d) Systematic desensitization
e) Communication
ANS: d
UUID_v5=3521ee9e-0b57-5319-8245-93d6fe07562a, UUID_v4=26a9a36f-e850-42e0-aaa6-e2bb1183666b,
M=c02, CH=06, ISBN=0205997937, Objective=LO 6.2: Examine the genesis of behaviorism, Topic=Watson's
Behaviorism, Difficulty=Moderate, module=Watson's Behaviorism, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Skill=Application
M/C Question 49
According to Skinner, personality is result of what?
a) Ongoing internal struggles of the person which result in everyday behavior
b) A set of conditioned responses to the environment
c) A mix of conditioned responses and unconscious needs
d) Genetics and the environment
e) Spirituality
ANS: b
UUID_v5=ae44e657-a169-5ab9-bc75-cf12fdccfa16, UUID_v4=96525218-d3b3-4a6e-b9fb-f02987fcc270,
Skill=Understanding, module=The Radical Behaviorism of B. F. Skinner, chapterTitle=Behaviorist and
ISBN=0205997937, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach, Topic=The Radical
Behaviorism of B. F. Skinner, Difficulty=Easy
M/C Question 50
Social learning theory refers to what?
a) The theory that explains why people are apt to be social creatures
b) The theory that explains why all people learn better in casual social environments
c) The theory in rejection of behaviorist principals
d) The theory that explains why dogs (and other social animals) are different from humans
e) The theory that proposes that habits are built up in terms of a hierarchy of secondary drives
ANS: e
UUID_v5=665fe3e0-dad0-51f0-b800-760cc6632293, UUID_v4=18b7267d-46e6-4dbb-a7a3-b2e922da52f9,
Skill=Understanding, Difficulty=Easy, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Objective=LO
6.5: Probe the work done by some of the other experimental psychologists of the 1930s and 1940s, Topic=Other
Learning Approaches to Personality, module=Other Learning Approaches to Personality
M/C Question 51
Secondary drives are best explained as what?
a) Drives that are learned by the association with satisfaction of primary drives
b) The original feelings that lead to future behavior
c) Acquired responses to situations that are in no way similar to the original situation that induced a
certain feeling
d) Drives associated with adult preferences for sophistication in food, fashion, etc.
ANS: a
UUID_v5=4d0987cd-a527-5a50-9467-c1a1c83bb6fc, UUID_v4=02d7048e-6eb1-4e98-b5b7-405a155451aa,
M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Easy
M/C Question 52
Jane was mugged walking home late from work one evening. The event scared Jane so much that she never stays
late at work, always takes cabs when it is dark outside, and avoids the street on which she was mugged. This set
of responses that occurred after the mugging would be best described by Dollard and Miller as
a) Jane being a wimp and letting her fear rule her life.
b) Jane submitting herself to a preconceived category of “weak” persons and acting the part.
c) Jane’s habit hierarchy created after the mugging in situations that mirror the original.
d) Jane’s way of coping with the archetype of the villain.
e) Jane trying to repress a traumatic memory.
ANS: c
UUID_v5=3917d3e8-2c99-512e-aecb-c364ce38daa0, UUID_v4=1b19fe6b-0ea7-4a3c-8531-50ecc98d2268,
M=c05, CH=06, ISBN=0205997937, Skill=Application, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Moderate
M/C Question 53
Approach-approach conflict is best described as what?
a) A person is both driven away from and toward two equally attractive choices.
b) A person is equally driven toward two equally attractive choices.
c) A person is both driven away from and toward the same choice.
d) A person is driven more toward one attractive choice and less toward another attractive choice.
e) A person is equally driven away from two unappealing choices.
ANS: b
UUID_v5=4cc92be3-1f7a-54b2-9956-7968d1f416cb, UUID_v4=15012ebe-901e-4dc9-8416-5e84f49c18bd,
M=c05, CH=06, ISBN=0205997937, Skill=Understanding, Topic=Other Learning Approaches to Personality,
by some of the other experimental psychologists of the 1930s and 1940s, Difficulty=Easy
Essay
Essay Question 70
Briefly describe Pavlov’s conditioning of neurotic behavior in dogs. What kind of insight does this give us into
the way that neuroticism might be “conditioned” in humans?
UUID_v5=2164bb8a-8e39-5cd5-832c-fb1589177c3a, UUID_v4=d284eae1-7d57-4aba-a250-3154fa067125,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, chapterTitle=Behaviorist and
ISBN=0205997937, module=The Classical Conditioning of Personality, Skill=Understanding, Topic=The
Classical Conditioning of Personality, Difficulty=Easy
Essay Question 71
What can be done to “extinguish” classically conditioned fear responses? Which method seems to work best?
Why is it that classically conditioned fear responses are unlikely to be extinguished without some sort of
intervention?
UUID_v5=714baebd-b8c3-5f8a-ba0d-9ade8e25705d, UUID_v4=92baf7a7-fa5f-4ba8-9e43-af3d84054eac,
Objective=LO 6.1: Interpret the classical conditioning approach of personality, module=The Classical
Conditioning of Personality, chapterTitle=Behaviorist and Learning Aspects of Personality,
bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c01, CH=06, Topic=The Classical Conditioning
of Personality, Difficulty=Moderate, ISBN=0205997937, Skill=Application
Essay Question 72
Describe the basic tenets behind Skinner’s book Beyond Freedom and Dignity. Do you believe it would be
possible to create a society like this? Do you think it would be a good idea? Why?
UUID_v5=bf496d01-0a8c-5019-bb01-f07c50387dba, UUID_v4=41c21e8a-37e2-43fd-ab53-e311ccdbb642,
ISBN=0205997937, Skill=Application, Objective=LO 6.3: Interpret B. F. Skinner's behaviorist approach,
Topic=The Radical Behaviorism of B. F. Skinner, Difficulty=Moderate, module=The Radical Behaviorism of B.
F. Skinner, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c03, CH=06
Essay Question 73
What is the difference between a primary drive and a secondary drive? According to Dollard & Miller, how are
drives related to “habits”?
UUID_v5=3dbd9cb1-a182-5877-9d3b-f8dbbcaa92f0, UUID_v4=a374f164-128a-4683-b17d-1f75ea9472cd,
ISBN=0205997937, Skill=Understanding, Objective=LO 6.5: Probe the work done by some of the other
experimental psychologists of the 1930s and 1940s, Topic=Other Learning Approaches to Personality,
Difficulty=Easy, module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning
Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, M=c05, CH=06
Essay Question 74
How does the concept of reinforcement help to explain varying normative levels of personality “traits” in
different cultures?
UUID_v5=5be7dfcd-09a4-55e7-ae47-bc911df9114d, UUID_v4=b89adb19-1a5e-496d-831f-a3ab7d9cbbc7,
module=Other Learning Approaches to Personality, M=c05, CH=06, ISBN=0205997937, Skill=Understanding,
1940s, Topic=Other Learning Approaches to Personality, chapterTitle=Behaviorist and Learning Aspects of
Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, Difficulty=Easy
Essay Question 75
How did Dollard & Miller reconcile their theories with the Freudian school of thought?
UUID_v5=f9973f8f-f4bf-55c1-a736-dc747967c957, UUID_v4=28fef9a6-39fa-4af5-9d0c-f73c249c7e8a,
M=c05, Skill=Understanding, module=Other Learning Approaches to Personality, chapterTitle=Behaviorist and
Learning Aspects of Personality, bookAuthor=Howard S. Friedman; Miriam W. Schustack, CH=06,
ISBN=0205997937, Objective=LO 6.5: Probe the work done by some of the other experimental psychologists of
the 1930s and 1940s, Topic=Other Learning Approaches to Personality, Difficulty=Easy
Essay Question 76
Compare and contrast the main principles of classical conditioning and operant conditioning. Provide an
example of when classical conditioning may be useful. Provide an example when operant conditioning may be
useful.
UUID_v5=440968ad-430a-57e5-9b8c-6101e2a53109, UUID_v4=84cb38bd-80e6-4dc6-aad2-368cdf67663a,
Schustack, Difficulty=Moderate, module=The Classical Conditioning of Personality, M=c01, CH=06,
ISBN=0205997937, Skill=Application, Objective=LO 6.1: Interpret the classical conditioning approach of
personality, Topic=The Classical Conditioning of Personality
Essay Question 77
Describe three different situations in which a person would be subjected to each of the three conflicts described
by Dollard and Miller. In each situation use only one of the conflicts.
UUID_v5=4f0dce1a-f339-5a5e-982d-7aee77131bc0, UUID_v4=75c07fbc-b4f6-4c53-859a-f34d4774cf70,
1940s, chapterTitle=Behaviorist and Learning Aspects of Personality, bookAuthor=Howard S. Friedman;
Miriam W. Schustack, M=c05, CH=06, ISBN=0205997937, Skill=Application, Topic=Other Learning
Approaches to Personality, Difficulty=Moderate, module=Other Learning Approaches to Personality
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A Marianna da Rocha,
Por outro nome a Pellica,
A nenhum homem já dedica
A sua prata.
Não ha no Brazil mulata,

Que valha um recado só,
Mas Joanna Picaró
O Brazil todo.
Si em gostos não me accommodo,

Ao mais não haja disputa,
Cada um gabe a sua ...,
E haja socego.
Porque eu calo o meu emprego,

E o fiz adivinhação,
Com que tal veneração
Se lhe devia.
Fica-te embora, Bahia,

Que eu me vou por esse mundo,
Cortando pelo mar fundo
Numa barquinha.
Porque inda que és patria minha,

Sou segundo Scipião,
Que com dobrada razão
A minha idéa
Te diz: Non possidebis ossa mea.
OBSERVAÇÕES
CRITICAS SOBRE VARIAS MATERIAS POR OCCASIÃO DO
COMETA APPARECIDO EM 1680
Que esteja dando o francez

Camoezas ao romano,
Castanhas ao castelhano,
E ginjas ao portuguez?
E que estejam todos trez
Em uma scisma quieta
Reconhecendo esta treta
Tanto á vista, sem a ver?
Tudo será; mas a ser,
Effeitos são do cometa.
Que esteja o inglez mui quedo,

E o hollandez muito ufano,
Portugal cheio de engano,
Castella cheia de medo:
E que o turco viva ledo,
Vendo a Europa inquieta?
E que cada qual se metta
Em uma cova a tremer?
Tudo será, mas a ser,
Que esteja o francez zombando,
E a India padecendo,
Italia olhando e comendo,
Portugal rindo e chorando?
E que os esteja enganando
Quem sagaz os inquieta
Sem que nada lhe prometta?
Será; mas com mais razão,
Segundo a minha opinião,
Que esteja Angola de graça,

O Mazagão cahe, não cahe,
O Brazil feito Cambray,
Quando Hollanda feita caça?
E que jogue o =passa passa=
Comnosco o turco mahometa,
E que assim nos accommetta?
Será, pois é tão ladino;
Porém, segundo imagino,
Que venham os Franchinotes,

Com engano surrateiro,
A levar-nos o dinheiro
Por troca de assobiotes?
Que as patacas em pipotes
Nos levem á fiveleta,
Não sei si nisto me metta:
Porém sem metter-me em rodas,
Digo que estas cousas todas
Que venham homens extranhos
Ás direitas, e ás esquerdas,
Trazer-nos as suas perdas,
E levar os nossos ganhos:
E que sejamos tammanhos
Ignorantes, que nos metta
Sem debuxos a gazeta?
Será, que tudo é peior;
Mas porém seja o que for,
Que havendo tantas maldades,

Como experimentado temos,
Tantas novidades vemos,
Não havendo novidades?
E que estejam as cidades
Todas postas em dieta
Mau é; porém por directa
Permissão do mesmo Deus,
Si não são peccados meus,
Que se vejam, sem razão,

No extremo em que hoje se veem,
Um tostão feito um vintem,
E uma pataca um tostão?
E que estas mudanças vão
Fabricadas á curveta,
Sem que a ventura prometta
Nunca nenhuma melhora?
Será, que pois o céu chora,
Que o Reino em um estaleiro
Esteja, e nesta occasião
Haja pão, não haja pão,
Haja, não haja dinheiro:
E que se tome em Aveiro
Todo o ouro e prata invecta
Por certa via secreta?
Eu não sei como isto é:
Porém já que assim se vê,
Que haja no mundo quem tenha

Guizados para comer,
E traças para os haver,
Não tendo lume nem lenha:
E que sem renda mantenha
Carro, carroça, carreta,
E sem ter aonde os metta,
Dentro em si tanto accommode:
Póde ser, porém si póde,
Que andem os officiaes

Como fidalgos vestidos,
E que sejam presumidos
Os humildes como os mais:
E que não possam os taes
Cavalgar sem a maleta,
E que esteja tão quieta
A cidade e o povo mudo:
Será, mas sendo assim tudo,
Que se vejam por prazeres,
Sem repararem nas fomes,
As mulheres feitas homes,
E os homens feitos mulheres:
E que estejam os Misteres
Enfronhados na baeta,
Sem ouvirem a trombeta
Do povo, que é um clarim:
Será, porém sendo assim,
Que vista, quem rendas tem,

Galas vistosas por traça,
Supposto que bem mal faça,
Inda que mal fará bem:
Mas que as vista quem não tem
Mais que uma pobre saieta,
Que lhe vem pelo estafeta,
Por milagre nunca visto:
Será, mas sendo assim isto,
Que não veja o que ha de ver

Mal no bem, e bem no mal,
E se metta cada qual
No que se não ha de metter:
Que queira cada um ser
Capitão sem ter gineta,
Sendo ignorante propheta,
Sem ver quem foi, e quem é:
Será, mas pois si não vê,
Que o pobre e o rico namore,
E que com esta porfia,
O pobre alegre se ria
E o rico triste se chore:
E que o presumido more
Em palacio sem boleta,
E por não ter que lhe metta,
O tenha cheio de vento:
Póde ser; mas ao intento
Que ande o mundo como anda,

E que ao som do seu desvelo
Uns bailem ao saltarello,
E outros á sarabanda:
E que estando tudo á banda
Sendo eu um pobre poeta,
Que nestas cousas me metta
Sem ter licença de Apollo:
Será; porém si sou tolo,
A FOME
QUE HOUVE NA BAHIA NO ANNO DE 1691
Toda a cidade derrota

Esta fome universal,
E uns dão a culpa total
Á Camara, outros á frota;
A frota tudo abarrota
Dentro dos escotilhões,
A carne, o peixe, os feijões;
E si a Camara olha e ri,
Porque anda farta até aqui,
É cousa que me não toca:
Ponto em boca.
Si dizem que o marinheiro

Nos precede a toda a lei,
Porque é serviço do rei,
Concedo que está primeiro:
Mas tenho por mais inteiro
O Conselho que reparte,
Com egual mão e egual arte,
Por todos jantar e ceia;
Mas frota com tripa cheia,
E povo com pança ôca,
Ponto em boca.
A fome me tem já mudo,
Que é muda a boca esfaimada,
Mas si a frota não traz nada,
Porque razão leva tudo?
Que o povo por ser sisudo
Largue o ouro, largue a prata
A uma frota patarata,
Que entrando com véla cheia,
O lastro, que traz de areia,
Por lastro de assucar troca:
Ponto em boca.
Si quando vem para cá

Nenhum frete vem ganhar,
Quando para lá tornar
O mesmo não ganhará:
Quem o assucar lhe dá
Perde a caixa e paga o frete,
Porque o anno não promette
No negocio que o perder:
O frete por se dever
A caixa porque se choca.
Ponto em boca.
Elle tanto em seu abrigo,

E o povo todo faminto,
Elle chora, e eu não minto,
Si chorando vo-lo digo:
Tem-me cortado o embigo
Este nosso General,
Por isso de tanto mal
Lhe não ponho alguma culpa;
Mas si merece desculpa
O respeito, a que provoca,
Ponto em boca.
Com justiça pois me tórno
Á Camara nó Senhora,
Que pois me trespassa agora,
Agora leve o retorno.
Praza a Deus que o caldo morno,
Que a mim me fazem cear
Da má vacca do jantar,
Por falta do bom pescado,
Lhes seja em cristéis lançado;
Mas si a saude lhes toca,
Ponto em boca.
RETRATO
DO GOVERNADOR ANTONIO LUIS DA CAMARA COUTINHO
Vá de retrato
Por consoantes;
Que eu sou Timantes
De um nariz de tocano côr de pato.
Pelo cabello
Começa a obra,
Que o tempo sobra
Para pintar a giba do camello.
Causa-me engulho
O pêllo untado,
Que de molhado,
Parece que sae sempre de mergulho.
Não pinto as faltas

Dos olhos baios,
Que versos raios
Nunca ferem sinão em coisas altas.
Mas a fachada
Da sobrancelha
Se me assimelha
A uma negra vassoura esparramada.
Nariz de embono
Com tal sacada,
Que entra na escada
Duas horas primeiro que seu dono.
Nariz que falia
Longe do rosto,
Pois na Sé posto
Na Praça manda pôr a guarda em ala.
Membro de olfactos,
Mas tão quadrado
Que um rei coroado
O póde ter por copa de cem pratos.
Tão temerario
É o tal nariz,
Que por um triz
Não ficou cantareira de um armario.
Você perdôe,
Nariz nefando,
Que eu vou cortando
E inda fica nariz em que se assôe.
Ao pé da altura
Do naso oiteiro
Tem o sendeiro
O que boca nasceu e é rasgadura.
Na gargantona,
Membro do gosto,
Está composto
O orgão mui subtil da voz fanhona.
Vamos á giba:
Porém que intento,
Si não sou vento
Para poder subir lá tanto arriba?
Sempre eu insisto
Que no horizonte
D’esse alto monte
Foi tentar o diabo a Jesu-Christo.
Chamam-lhe auctores,
Por fallar fresco,
Dorsum burlesco,
No qual fabricaverunt peccatores.
Havendo apostas
Si é home’ ou féra,
Se assentou que era
Um caracol que traz a casa ás costas.
De grande arriba
Tanto se entona,
Que já blazona
Que engeitou ser canastra por ser giba.
Oh pico alçado!
Quem lá subira,
Para que vira
Si és Etna abrazador, si Alpe nevado.
Cousa pintada,
Sempre uma cousa,
Pois d’onde pousa
Sempre o vêm de bastão, sempre de espada.
Dos Sanctos Passos

Na bruta cinta
Uma cruz pinta;
A espada o pau da cruz, e elle os braços.
Vamos voltando
Para a dianteira,
Que na trazeira
O lhe vejo açoitado por nefando.
Si bem se infere
Outro fracaso,
Porque em tal caso
Só se açoita quem toma o miserere.
Pois que seria,

Si eu vi vergões?
Serão chupões
Que o bruxo do Ferreira lhe daria?
E a entezadeira
Do gram ...,
Que em sujo trapo
Se alimpa nos fundilhos do Ferreira.
Seguem-se as pernas,
Sigam-se embora,
Porque eu por ora
Não me quero embarcar em taes cavernas.
Si bem assento
Nos meus miolos,
Que são dois rôlos
De tabaco já podre e fedorento.
Os pés são figas

Á mór grandeza,
Por cuja empreza
Tomaram tanto pé tantas cantigas.
Velha coitada,
Cuja figura
Na architectura
Da pôpa da nau nova está entalhada.
Boa viagem,
Senhor Tocano,
Que para o anno
Vos espera a Bahia entre a bagagem.
MILAGRES DO BRAZIL
AO PADRE LOURENÇO RIBEIRO, HOMEM PARDO QUE FOI
VIGARIO DA FREGUEZIA DE PASSÉ
Lourenço Ribeiro, clerigo e prégador, natural da Bahia, e,

segundo se rosnava, mulato, dava-se muito a compor trovas,
que cantava nas sociedades ao som da cythara: este homem
teve a indiscrição de mofar e desdenhar publicamente dos
versos de Gregorio de Mattos. Chegou isto aos ouvidos do
poeta, que offendido da fatuidade do cabrito, resolveu logo
tirar a desforra, o que fez na seguinte satyra, á qual deu o
titulo acima.
Um branco muito encolhido,

Um mulato muito ousado,
Um branco todo coitado,
Um canaz todo atrevido;
O saber muito abatido,
A ignorancia e ignorante
Muito ufana e mui farfante,
Sem pena ou contradicção:
Milagres do Brazil são.
Que um cão revestido em padre.

Por culpa da Sancta Sé,
Seja tão ousado que
Contra um branco honrado ladre;
E que ésta ousadia quadre
Ao bispo, ao governador,
Ao cortezão, ao senhor,
Tendo naus e maranhão:
Si este tal podengo asneiro
O pae o esvanece já,
A mãe lhe lembro que está
Roendo em um tamoeiro:
Que importa um branco cueiro,
Si o .. é tão denegrido;
Mas si no mixto sentido
Se lhe esconde a negridão,
Prega o perro frandulario,

E como a licença o cega,
Cuida que em pulpito prega,
E ladra em um campanario:
Vão ouvi-lo de ordinario
Tios e tias do Congo,
E si, suando o mondongo,
Elles só o gabo lhe dão,
Que ha de prégar o cachorro,

Sendo uma vil creatura,
Que não sabe de escriptura
Mais que aquella que o pôz forro?
Quem lhe dá ajuda e soccorro
São quatro sermões antigos,
Que lhe vão dando os amigos;
E si amigos tem um cão,
Um cão é o timbre maior
Da ordem predicatoria,
Mas não acho em toda a historia
Que um cão fosse prégador,
Si nunca falta um senhor,
Que lhe alcance esta licença
De Lourenço por Lourença,
Que as pardas tudo farão,
Té em versos quer dar pennada,

E porque o genio desbroche,
Como é cão, a troche moche
Mette a unha e dá dentada:
O perro não sabe nada,
E si com pouca vergonha
Tudo abate, porque sonha
Que sabe alguma questão,
Do perro affirmam doutores

Que fez uma apologia
Ao Mestre da theologia,
Outra ao Sol dos prégadores:
Si da lua aos resplendores
Late um cão a noite inteira,
E ella, seguindo a carreira,
Luz com mais ostentação,
Que vos direi do mulato,
Que vos não tenha já dicto,
Si será amanhãa delicto
Fallar d’elle sem recato?
Não faltará um mentecapto,
Que como villão de encerro
Sinta que dêm no seu perro,
E se ponha como um cão:
Imaginais que o insensato

Do canzarrão falla tanto
Porque sabe tanto ou quanto?
Não, sinão por ser mulato;
Ter sangue de carrapato,
Seu estoraque de Congo,
Cheirar-lhe a roupa a mondongo,
É cifra de perfeição:
A UM HOMEM HUMILDE
QUE SE METTEU A FIDALGO
Cançado de ver pregar

Cultissimas prophecias,
Quero das cultinarias
Hoje o habito enforcar:
De que serve o rebentar
Por quem de mim não tem magua?
Verdades direi como agua,
Porque todos entendaes,
Os ladinos o os boçaes,
A Musa praguejadora.
Entendeis-me agora?
O fallar de intercadencia,
Entre silencio e palavra,
Crer que a testa se vos abra,
E encaixar-vos que é prudencia:
Alerta, homens de sciencia,
Que quer o Xisgaraviz
Que aquillo que vos não diz,
Por lh’o impedir a rudeza,
Avalieis madureza,
Sendo ignorancia traidora.
Entendeis-me agora?

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Multiple Choice Single Select

Não ha no Brazil mulata,

Si em gostos não me accommodo,

Porque eu calo o meu emprego,

Fica-te embora, Bahia,

Porque inda que és patria minha,

Que esteja dando o francez

Que esteja o inglez mui quedo,

Que esteja Angola de graça,

Que venham os Franchinotes,

Que havendo tantas maldades,

Que se vejam, sem razão,

Que haja no mundo quem tenha

Que andem os officiaes

Que vista, quem rendas tem,

Que não veja o que ha de ver

Que ande o mundo como anda,

Toda a cidade derrota

Si dizem que o marinheiro

Si quando vem para cá

Elle tanto em seu abrigo,

Não pinto as faltas

Dos Sanctos Passos

Pois que seria,

Os pés são figas

Lourenço Ribeiro, clerigo e prégador, natural da Bahia, e,

Um branco muito encolhido,

Que um cão revestido em padre.

Prega o perro frandulario,

Que ha de prégar o cachorro,

Té em versos quer dar pennada,

Do perro affirmam doutores

Imaginais que o insensato

Cançado de ver pregar

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