Multiple Choice
Identify the
letter of the choice that best completes the statement or answers the question.
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1.
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The
major difference between a CS and a UCS is a. | the order in which they are presented | b. | that one
reliably elicits the response of interest prior to conditioning while the other does
not | c. | that during
conditioning the response to one increases while the response to the other
decreases | d. | the strength of the response that each stimulus
elicits | | |
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2.
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One
Saturday, Lacey was sitting at home when the telephone rang. A local company was making promotional
calls and told Lacey she had just won a $1000 gift certificate. She felt a rush of excitement at the
thought of what she could do with $1000. Now Lacey finds that whenever she hears a telephone ring,
she feels a surge of excitement. In this example, the rush of excitement that Lacey felt when she
heard she had won the gift certificate is a. | the conditioned stimulus | b. | the
unconditioned stimulus | c. | the unconditioned response | d. | the conditioned
response | | |
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3.
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When
an individual has a phobia, the irrational fear and anxiety that the person experiences
is a. | a conditioned
response | b. | an unconditioned response | c. | a conditioned
stimulus | d. | an unconditioned stimulus | | |
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4.
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On
Tuesday morning, Chloe prepared her typical breakfast of corn flakes with milk and a cup of coffee.
However, instead of having grapefruit with her breakfast, she tried eating guava for the first time.
Later she became extremely ill. If her illness causes her to develop a conditioned response to one of
her breakfast items, the conditioned response will most likely be to a. | guava, because
it was a novel stimulus | b. | milk, because the milk may have been
sour | c. | grapefruit,
because that was the one thing missing from her typical breakfast | d. | coffee, because
coffee is a stimulant | | |
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5.
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The
phenomenon of spontaneous recovery suggests that a. | classical conditioning can only be used to condition
biologically meaningful responses | b. | even if a person is able to extinguish a conditioned response,
there is an excellent chance that it will reappear later | c. | once a
conditioned response has been extinguished, a person will also stop responding to other stimuli that
are similar | d. | when a conditioned response is extinguished, higher-order
responses replace the original response | | |
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6.
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If a
dog salivates to a blue light and not to a yellow light, the dog is showing evidence
of a. | spontaneous
recovery | b. | conditioned emotional reactions | c. | stimulus
generalization | d. | stimulus discrimination | | |
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7.
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April
wants to teach her cat not to claw at the arms of her couch. She will be most successful in reducing
the cat's scratching behavior if she uses a. | classical conditioning | b. | higher-order
conditioning | c. | observational learning | d. | operant
conditioning | | |
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8.
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The
process of selectively reinforcing responses that are closer and closer approximations of some
desired response is called a. | stimulus discrimination | b. | selection | c. | shaping | d. | step-wise
conditioning | | |
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9.
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Bart
used to go to his health club every day after work because he almost always saw Abigail there. For
two full weeks Abigail wasn't at the club when Bart went there for his workout, and now Bart has
stopped going to his health club. This example illustrates the operant conditioning process
of a. | extinction | b. | punishment | c. | avoidance | d. | resistance | | |
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10.
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Continuous reinforcement occurs when a. | reinforcement is
delivered continually, regardless of whether or not a response is made | b. | it is not known
in advance what responses will be reinforced | c. | every behavior
engaged in by the subject is reinforced | d. | every occurrence of the designated response is
reinforced | | |
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11.
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Henry
got a bad sunburn on his face when he was skiing last winter. Now, before he starts a day of skiing,
he uses a sunscreen on his face to prevent another sunburn. In this case, avoiding a sunburn
functions as a. | a negative
reinforcer for using a sunscreen | b. | a positive reinforcer for using a
sunscreen | c. | a conditioned stimulus for using a
sunscreen | d. | an unconditioned stimulus for using a
sunscreen | | |
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12.
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Brenda has learned to take an over-the-counter medication 30 minutes before she eats a
spicy meal. When she does this she is able to prevent the heartburn and indigestion that she would
experience otherwise. This is an example of a. | escape conditioning | b. | positive
reinforcement | c. | classical conditioning | d. | avoidance
conditioning | | |
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13.
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Typically, most people would a. | enjoy being negatively reinforced or
punished | b. | dislike being negatively reinforced or
punished | c. | enjoy being negatively reinforced and dislike being
punished | d. | enjoy being punished and dislike being negatively
reinforced | | |
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14.
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According to Rescorla, the single best way to ensure a strong CR is to arrange that
the CS a. | remains
constantly present throughout training | b. | be one that is well above the absolute threshold of the animal
being trained | c. | sometimes occurs when the UCS is not
present | d. | is the most predictive signal for the
UCS | | |
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15.
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Your
younger daughter watches your older daughter wash the breakfast dishes. Later, your younger daughter
attempts to wash some dishes. The older daughter has acted as a. | a noncontingent
reinforcer | b. | a negative reinforcer | c. | a positive
reinforcer | d. | a model | | |
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16.
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The
principles of learning and conditioning have a. | turned out to have little relevance to real-world
concerns | b. | been widely applied in education, business, and
industry | c. | attracted little interest outside of
psychology | d. | proven worthless when applied to humans as opposed to
animals | | |
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17.
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Taryn
was given a list of words as part of a memory test that included: "dog, pail, and hate."
Later, she recalled these words as: "pup, bucket, and loathe." Taryn's errors in recall
suggest that she had encoded the original word list a. | proactively | b. | semantically | c. | phonemically | d. | structurally | | |
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18.
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Naomi
is studying for her law exam. While she is studying, she is trying to think of as many examples as
she can to illustrate key ideas. In this case, Naomi is using a. | an efficient
study strategy, because examples should help her to recall key ideas | b. | an ineffective
study strategy that will probably cause her to confuse many of the key
ideas | c. | shallow processing that does not focus on the underlying
meaning of the material she is reading | d. | the linking method, to create a more complete semantic
network | | |
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19.
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A
1-800 number for a product Ronald was interested in flashed on the television screen. Unfortunately
the number disappeared before Ronald was able to write down the last three digits. However, Ronald
found he had a momentary mental image of the phone number, and he was able to complete it, even
though the number had disappeared. Ronald's experience best illustrates a. | cued
recall | b. | sensory memory | c. | procedural
memory | d. | a flashbulb memory | | |
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20.
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When
you mentally picture the road between your house and school, you are relying on which component of
working memory? a. | the visuospatial
sketchpad | b. | the conceptual hierarchy | c. | the rehearsal
loop | d. | the executive
control system | | |
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21.
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The
memory system that has an almost unlimited storage capacity is a. | time-based
memory | b. | long-term memory | c. | working
memory | d. | auditory sensory memory | | |
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22.
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Brock
was describing the inside of his doctor's office to one of his friends. In his description he
mentions that there were two diplomas on the wall, even though this doctor does not have any diplomas
displayed on the wall. Brock's error in recall illustrates a. | the role of
semantic networks in long-term memory | b. | the need for conceptual hierarchies in long-term
memory | c. | the need for a good executive control system in short-term
memory | d. | the role of schemas in long-term
memory | | |
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23.
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The
work of researchers like Loftus on errors in memory suggests that memory is best viewed
as a. | a tape
recording | b. | storage on a computer disc | c. | a literal record
of events | d. | a reconstruction of events or
materials | | |
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24.
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Decay
theory suggests that forgetting is due to a. | ineffective encoding | b. | impermanent
storage | c. | retrieval failure | d. | interference
effects | | |
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25.
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Isabella spent one hour studying American History prior to 1800, and then spent one
hour studying European History prior to 1800. Victor spent one hour studying American History prior
to 1800, and then spent one hour studying Calculus. In this example, it is likely
that a. | Victor will have
better recall of events in early American History | b. | Isabella will
have better recall of events in early American History | c. | both students
will have equivalent recall of events in early American History | d. | neither student
will have good recall of the material they studied during the second hour | | |
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26.
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You
meet a man at a party and carefully store his name along with an image of his face. The next day, he
calls you on the phone, but you can't remember his name. According to the encoding specificity
principle, this is because a. | the sound of his voice is an inappropriate retrieval
cue | b. | you never paid
attention to his name in the first place | c. | the name is no longer in your long-term
memory | d. | the name is in your sensory store
only | | |
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27.
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Trevor was in a car accident and hit his head on the dashboard. Later, when the police
question him about the events just prior to the accident, he draws a complete blank. Trevor's memory
difficulties are consistent with a. | retrograde amnesia | b. | anterograde
amnesia | c. | proactive interference | d. | pseudoforgetting | | |
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28.
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Natasha asks Oscar for directions to his house. When he tells her to turn on 4th
Street, she asks what color the house is on the corner where she turns. Oscar is surprised that he
actually knows the house is blue, since he never really thought about it. In this instance, it is
likely that the house color was stored in Oscar's a. | explicit memory | b. | procedural
memory | c. | implicit memory | d. | prospective
memory | | |
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29.
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Procedural memory a. | is memory for factual information | b. | is memory for
actions, skills, and operations | c. | is made up of chronological recollections of personal
experiences | d. | contains general knowledge that is not temporally
dated | | |
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30.
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Overlearning material will a. | not improve retention | b. | improve
retention | c. | improve retention for nonsense syllables, but not much
else | d. | result in
"burnout" | | |
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31.
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Distributed practice refers to learning a. | through several
different senses | b. | over several sessions | c. | all at
once | d. | from several
different sources | | |
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32.
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When
tested for their memory of general information, people tend to a. | overestimate
their accuracy | b. | underestimate their accuracy | c. | correctly
estimate their accuracy | d. | be influenced by the person doing the
testing | | |
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Essay
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33.
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I
attempted to use questions on this test that have one clear, best answer. Sometimes that doesn’t
happen, though. If you think that a question has multiple answers, indicate your thoughts below. You
can get credit if you convince me that you understand the material.
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Short Answer
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34.
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Would
you recommend using hypnosis to enhance the memories of witnesses in criminal trials? Explain your
answer.
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35.
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In
what circumstances does classical conditioning work to change attitudes toward products that are
advertised? When does it seem not to work?
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