Of the following, the statement that best illustrates the Premack principle is:

b. “As soon as you’ve finished your seat work, I’ll let you start on your art projects.”

a. “We are now five minutes into our lunch period. If you keep talking we’ll miss it

c. “Let’s run through our examples once more. What is 7 times 8?”

d. “That’s a good start, Steve. Now let’s try to finish the problem.”

Glen and Bill like to extort lunch money from some of the smaller kids in the class. One morning before school they caught Rick and said threateningly, “C’mon, wimp, hand it over,” as one stood on each side of him. Rick shook his head, no, but Glen and Bill started pushing him around. Finally, after repeated refusals, Rick handed them the money, and they left. The next week the same thing happened again. Rick refused and struggled briefly, but then handed them the money with a sigh, and they again left, giving each other “high fives.” Encountering Glen and Bill again later in the week, Rick faced the inevitable and just handed them his lunch money. The best explanation for why Rick gives up his lunch money is:

b. he is being negatively reinforced for giving it up.

a. he is being punished for giving it up.

c. giving up the money has become a conditioned response.

d. he has generalized, so he gives up the money.

Jason is a chronic talker in Mr. Ayala’s class. Mr. Ayala gave him a referral to the office near the end of the class on Monday, and he gave him another yesterday (Wednesday) about halfway through the class. Jason begins talking at the beginning of the period today, and Mr. Ayala immediately gives him a referral and Jason leaves for the office. The best explanation for Mr. Ayala’s behavior (giving referrals) is:

a. he is being negatively reinforced for giving referrals, since Jason is removed from the class.

b. he is being punished, because Jason is no longer learning.

c. he has developed giving referrals as a conditioned response.

d. he is giving referrals because Jason’s behavior is now extinct.

Mrs. Dean’s algebra students typically have a difficult time with word problems, often getting lost in the process. She wants to keep them from giving up, so when they first start doing them, she gives a point or two on the problem if they just manage to get the problem started. Later, she requires that they get the problem “set up” correctly in order to get any points. Mrs. Dean’s procedure is most precisely described as:

d. increasing a behavior through shaping

a. increasing a behavior through positive reinforcement.

b. increasing a behavior through negative reinforcement.

c. increasing a behavior through variable-ratio reinforcement.

Mrs. Green is working with Julia, a very shy and noncommunicative first grader. Every time Julia gives any sort of response in a class activity, Mrs. Green praises her liberally. Of the following, the best description of Mrs. Green’s technique would be called:

c. variable-ratio reinforcement.

d. variable-interval reinforcement.

Mrs. Thornton gives a quiz every Friday in her pre-algebra class. Of the following, for the students who do well on the quiz, the quiz best illustrates:

c. a fixed-interval schedule of reinforcement.

a. a form of continuous reinforcement.

d. a variable-ratio schedule of reinforcement.

Mrs. Johnson gives a quiz every Wednesday and Friday in her seventh-grade English class. For the students who do well on the quiz, this process best illustrates which of the following?

d. A fixed-interval schedule of reinforcement

a. A form of continuous reinforcement

b. A fixed-ratio schedule of reinforcement

c. A variable-interval schedule of reinforcement

Mrs. Preston collects homework three days a week, but the students don’t know which days she will collect it. Mrs. Gaston collects it on Mondays, Wednesdays, and Fridays. Both teachers score and return the homework each day after giving it. For the students who are successful in Mrs. Preston’s class, this practice best illustrates:

d. variable-interval reinforcement.

a. continuous-ratio reinforcement.

c. fixed-interval reinforcement.

Mrs. Preston collects homework three days a week, but the students don’t know which days she will collect it. Mrs. Gaston collects it on Mondays, Wednesdays, and Fridays. Both teachers score and return the homework each day after giving it. For the students who are successful in Mrs. Gaston’s class, this practice best illustrates:

c. fixed-interval reinforcement.

a. continuous-ratio reinforcement.

d. variable-interval reinforcement.

Mrs. Sussman has her ninth-grade government students respond to an essay item on each one of her tests. When students write a particularly clear response to an item, she often writes a note to them at the bottom of the page complimenting them on their good work. This practice best represents which of the following?

a. Implementing a variable-ratio form of reinforcement

b. Implementing a variable-interval form of reinforcement

c. Implementing a fixed-interval form of reinforcement

d. Implementing a fixed-ratio form of reinforcement

Mrs. French is implementing a system to encourage “on-task” behavior when her students are doing seat work. She has a timer that “beeps” every five minutes. If, each time the timer beeps, all the students are conscientiously working, the class is given free time to play games and work at the computer the last half hour of the day. Of the following, the best description of Mrs. French’s technique would be called:

b. fixed-interval reinforcement.

c. variable-interval reinforcement.

d. variable-ratio reinforcement.

Steve, a fourth grader, is working on a drill-and-practice activity with a computer. Suddenly the screen flashes: “Congratulations, Steve! You just solved the last four problems in a row without an error.” Steve smiles to himself and continues his work. A few minutes later the screen again flashes: “Terrific, Steve! You have done it again. You solved four more problems without an error.” In the absence of any other information, this example best illustrates:

b. variable-interval reinforcement.

c. variable-ratio reinforcement.

The second-grade team is concerned about the sloppy work their students are turning in, so they implement a reinforcement scheme to promote neater work. In the process, each time students turn in a neatly written paper, Mrs. Oakes gives them a star. Mrs. Barber gives stars after they turn in three neatly done assignments in a row. They implement this process for a month and then they both stop giving the stars. Research patterns indicate which of the following is most likely to be correct?

a. Neat work will appear sooner in Mrs. Oakes’s class but will also become sloppy again sooner.

b. Neat work will appear sooner in Mrs. Oakes’s class and will remain neat longer.

c. Neat work will appear sooner in Mrs. Barber’s class and will remain neat longer.

d. Neat work will appear at about the same time in both classes but will remain longer in Mrs.Barber’s class.

Karen, a fifth grader, waves her hand energetically, eager to answer Mr. Healy’s question. She continues her efforts, but Mr. Healy calls on another student each time. This process continues for the next two days with the same results. The third day Karen sits quietly, not raising her hand. Focusing on Karen’s behavior, the case study best illustrates:

b. nonreinforcement resulting in extinction of a behavior.

a. the negative reinforcement of a behavior.

c. the elimination of a behavior through classical conditioning.

d. the elimination of a behavior through removal punishment.

Sara, a seventh grader, is eager to respond to questions in class, and regularly raises her hand to respond. However, in spite of her efforts, Mr. Edwards calls on one of her classmates each time. This process continues for the next two days with the same results. The third day Sara sits quietly, not raising her hand. Focusing on Sara’s behavior, the case study best illustrates:

b. nonreinforcement resulting in extinction of a behavior.

a. the negative reinforcement of a behavior.

c. the elimination of a behavior through classical conditioning.

d. the elimination of a behavior through removal punishment.

Operant Conditioning (CH07)

Authored by Yihui Ma

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Operant conditioning relies most heavily on the events that:

a. occur most directly before an response.

b. initiate the response.

c. occur simultaneously with the response.

d. occur as a result of the response.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Of the following, the person most associated with operant conditioning is:

a. Bandura.

b. Pavlov.

c. Skinner.

d. Freud.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The term most closely associated with the idea of stimulus-response-consequence (S1-R-S2) is:

a. vicarious learning.

b. social cognitive theory.

c. classical conditioning.

d. operant conditioning.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

An increase in a behavior as the result of a consequence that follows the behavior best describes:

a. extinction.

b. punishment.

c. reinforcement.

d. generalization.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The process of increasing a behavior by providing a desired consequence is:

a. positive reinforcement.

b. negative reinforcement.

c. presentation punishment.

d. removal punishment.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Teachers consciously try to praise students for good work and desirable behavior. Praise is intended as:

a. contiguity.

b. a conditioned stimulus.

c. a positive reinforcer.

d. a form of modeling.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Robert continues to improve in spelling because he has been receiving happy-face stickers when his scores on spelling quizzes improve. Of the following, which is the best description of the happy-face stickers?

a. They are positive reinforcers.

b. They are negative reinforcers.

c. They are conditioned stimuli.

d. They are forms of response cost.

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Operant Conditioning (CH07)

Operant conditioning relies most heavily on the events that:

Of the following, the person most associated with operant conditioning is:

The term most closely associated with the idea of stimulus-response-consequence (S1-R-S2) is:

An increase in a behavior as the result of a consequence that follows the behavior best describes:

The process of increasing a behavior by providing a desired consequence is:

Teachers consciously try to praise students for good work and desirable behavior. Praise is intended as:

Robert continues to improve in spelling because he has been receiving happy-face stickers when his scores on spelling quizzes improve. Of the following, which is the best description of the happy-face stickers?

Schools often give certificates to students, which parents are encouraged to stick on the bumpers of their cars. The certificates typically say something such as: MY CHILD IS AN HONOR ROLL STUDENT AT WESTVIEW ELEMENTARY SCHOOL. The certificates are intended as:

Mr. Lynch has always used his “mean face” to stop undesirable behavior in his first graders. However, even though he looks at Tommy with this face each time Tommy talks out of turn, Tommy is talking more than ever now. For Tommy the “mean face” is apparently a:

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