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WorksheetsBehaviorism-Learning-Classical Conditioning
Total questions: 130
Worksheet time: 1hrs 5mins
Name
Class
Date
1.
Why did the participants choose purple pens over green in the experiment above?
a)
Because the pens were paired with pleasant sensations that motivated an unaware choice.
b)
Because purple is a more appealing color than green.
c)
Because the participants consciously preferred the color purple.
d)
Because green pens were not available in the experiment.
e)
Because a survey indicated a preference for purple.
2.
What year did the purple and green pen experiment take place?
a)
1982
b)
1975
c)
1990
d)
2001
e)
1968
3.
The principle on which this experiment was based is widely used today in what specific commercial medium?
a)
Television commercials
b)
Print advertisements
c)
Radio broadcasts
d)
Online social media ads
e)
Billboard campaigns
4.
What specifically motivates consumers to make a choice without awareness when a product is paired with pleasant sensations?
a)
Pleasant sensations
b)
Higher price
c)
Informational facts
d)
Product size
e)
Negative feelings
5.
What did Russian physiologist Ivan Pavlov call the process taking place in situations similar to the pen experiment?
a)
Conditioning
b)
Observation
c)
Cognition
d)
Habituation
e)
Introspection
6.
In classical conditioning, what happens to a person’s or animal’s old response?
a)
It becomes attached to a new stimulus.
b)
It is forgotten completely.
c)
It is replaced by a new, unrelated response.
d)
It is extinguished permanently.
e)
It only occurs with the original stimulus.
7.
What is an example of learning, according to the text?
a)
Classical conditioning
b)
Reflex action
c)
Instinctual behavior
d)
Genetic inheritance
e)
Random occurrence
8.
What specific question does the text ask about the definition of learning?
a)
What is learning?
b)
How does learning occur?
c)
When does learning stop?
d)
Where does learning happen?
e)
Is learning necessary?
9.
How is learning defined, in the context of behavioral change?
a)
A relatively permanent change in a behavioral tendency that results from experience.
b)
A momentary shift in attitude due to environmental factors.
c)
An innate, unchangeable pattern of behavior.
d)
A temporary increase in knowledge.
e)
A conscious decision to alter a behavior.
10.
How is Pavlov’s discovery of classical conditioning characterized in the text?
a)
Accidental
b)
Intentional
c)
Expected
d)
Planned
e)
Predicted
11.
Around the turn of the century, what physiological process had Pavlov been studying?
a)
Digestion
b)
Respiration
c)
Circulation
d)
Nervous system function
e)
Metabolism
12.
What did Pavlov want to understand about a dog’s stomach when something is placed in its mouth?
a)
How the stomach prepares to digest food.
b)
The exact amount of food it can hold.
c)
The chemical composition of the food.
d)
The physical movement of the stomach muscles.
e)
The temperature of the stomach contents.
13.
What visual or olfactory experience was enough to start a hungry dog salivating, according to Pavlov’s noticing?
a)
The mere sight or smell of food.
b)
The sound of the food container opening.
c)
The touch of a handler's hand.
d)
The presentation of a picture of food.
e)
The taste of a small sample.
14.
What aspects of the dog’s response—anticipating the food and salivation before food presentation—did Pavlov decide to investigate?
a)
How the dog anticipated the food and how salivation occurred before the food was presented.
b)
The type of food the dog preferred to eat.
c)
The time of day the dog was most hungry.
d)
The breed of dog used in the experiment.
e)
The general health of the dog.
15.
What specific actions did Pavlov perform at the start of his classical conditioning experiments?
a)
Ringing a tuning fork and then immediately placing some meat powder on the dog’s tongue.
b)
Presenting food and then ringing a tuning fork.
c)
Just ringing a tuning fork without any food.
d)
Giving the dog food and allowing it to digest.
e)
Measuring the dog’s heart rate.
16.
Why did Pavlov choose the tuning fork as a stimulus in his experiment?
a)
It was a neutral stimulus—one that had nothing to do with the response to meat (salivation) prior to conditioning.
b)
It was the loudest sound available in the lab.
c)
The dog already enjoyed the sound of the tuning fork.
d)
It was a very common sound in the dog’s environment.
e)
It could be precisely timed with the dog's action.
17.
After how many pairings of the tuning fork and meat powder did the dog start salivating as soon as it heard the sound?
a)
Only a few times
b)
Hundreds of times
c)
Exactly ten times
d)
Immediately upon first hearing the sound
e)
Never, the experiment failed
18.
Pavlov demonstrated that what type of stimulus (e.g., tuning fork or bell’s ring) can cause a formerly unrelated response?
a)
A neutral stimulus
b)
A negative stimulus
c)
A powerful stimulus
d)
A familiar stimulus
e)
A visual stimulus
19.
This unrelated response occurs if the neutral stimulus is presented regularly just before what type of stimulus that normally brings about the response?
a)
The stimulus (here, food) that normally brings about that response (here, salivation).
b)
An irrelevant stimulus (here, a flash of light).
c)
A conditioned response (here, salivation).
d)
An unconditioned response (here, a bark).
e)
A neutral stimulus (here, a tone).
20.
What term did Pavlov use to refer to stimuli and to the automatic, involuntary responses they caused?
a)
Unconditioned
b)
Conditioned
c)
Learned
d)
Reflexive
e)
Neutral
21.
What are some examples of the automatic, involuntary responses caused by unconditioned stimuli?
a)
Blushing, shivering, being startled, or salivating.
b)
Running, jumping, talking, or singing.
c)
Calculating, remembering, or reasoning.
d)
Writing, typing, or reading.
e)
Throwing, catching, or kicking.
22.
In the experiment, what specific item served as the unconditioned stimulus (UCS)?
a)
Food
b)
Tuning fork
c)
Salivation
d)
Bell
e)
Experimenter
23.
How is the unconditioned stimulus (UCS) defined?
a)
An event that leads to a certain, predictable response usually without any previous training.
b)
An event that requires extensive prior training.
c)
A response that occurs naturally and automatically.
d)
A neutral event with no prior effect.
e)
A planned, intentional action.
24.
What response does food normally cause in a dog?
a)
Salivation
b)
Running
c)
Barking
d)
Sleeping
e)
Jumping
25.
Regarding salivation when a dog smells meat, what does the text state the dog does not have to be taught?
a)
A dog does not have to be taught to salivate when it smells meat.
b)
A dog does not have to be taught to bark.
c)
A dog does not have to be taught to run fast.
d)
A dog does not have to be taught to eat.
e)
A dog does not have to be taught to sleep.
26.
What is an unconditioned response (UCR) defined as, specifically in relation to the unconditioned stimulus?
a)
A reaction that occurs naturally and automatically when the unconditioned stimulus is presented, in other words, a reflex.
b)
A reaction that is learned through repetition.
c)
A neutral event that precedes a predictable response.
d)
A voluntary action performed only by humans.
e)
An event that leads to an unpredictable response.
27.
Under what circumstances would the sound of a tuning fork not cause salivation?
a)
Under normal conditions
b)
After extensive training
c)
When the dog is hungry
d)
During spontaneous recovery
e)
If the food is present
28.
What was necessary for the dog to do regarding the sound of the tuning fork in association with food?
a)
The dog had to be taught, or conditioned, to associate this sound with food.
b)
The dog had to be taught to ignore the sound.
c)
The dog had to be born knowing the association.
d)
The dog had to see the food first.
e)
The dog had to eat the food first.
29.
What term is used for an ordinarily neutral event that, after training, leads to a response such as salivation?
a)
Conditioned stimulus (CS)
b)
Unconditioned stimulus (UCS)
c)
Unconditioned response (UCR)
d)
Neutral response (NR)
e)
Learned reflex (LR)
30.
What is the salivation caused by the conditioned stimulus termed?
a)
A conditioned response (CR)
b)
An unconditioned response (UCR)
c)
A neutral response (NR)
d)
A spontaneous recovery (SR)
e)
An unconditioned reflex (UCR)
31.
What is the fundamental nature of a conditioned response (CR)?
a)
It is learned.
b)
It is innate.
c)
It is automatic.
d)
It is permanent.
e)
It is always negative.
32.
What are some of the events that may serve as conditioned stimuli for salivation?
a)
The sight of food, an experimenter entering the room, the sound of a tone, or a flash of light.
b)
The color of the dog's fur or the temperature of the room.
c)
The dog's age or breed.
d)
The time of day or the weather outside.
e)
The general feeling of happiness.
33.
What can a number of different reflex responses that occur automatically following an unconditioned stimulus (UCS) be conditioned to do?
a)
Occur following the correct conditioned stimulus (CS).
b)
Disappear completely over time.
c)
Only occur when the dog is sleeping.
d)
Be replaced by a different reflex.
e)
Occur randomly and unpredictably.
34.
What benefit does classical conditioning provide to animals and humans regarding their environment?
a)
Classical conditioning helps animals and humans adapt to the environment.
b)
Classical conditioning slows down decision-making.
c)
Classical conditioning complicates social interactions.
d)
Classical conditioning reduces natural instincts.
e)
Classical conditioning makes behavior random.
35.
In addition to environmental adaptation, what other benefit does classical conditioning provide to humans and animals?
a)
It also helps humans and animals avoid danger.
b)
It enhances artistic ability.
c)
It improves physical strength.
d)
It decreases memory retention.
e)
It encourages risk-taking.
36.
What are psychologists investigating about classical conditioning to gain a greater understanding of its principles?
a)
Why and in what circumstances classical conditioning occurs.
b)
The political implications of classical conditioning.
c)
The economic cost of classical conditioning research.
d)
The historical origins of the tuning fork.
e)
The best color for conditioned stimuli.
37.
How does the acquisition of a classically conditioned response generally occur?
a)
Gradually
b)
Instantly
c)
Randomly
d)
Rarely
e)
Suddenly
38.
What happens to the conditioned response (CR) with each pairing of the conditioned stimulus (CS) and the unconditioned stimulus (UCS)?
a)
The conditioned response (CR)—or learned response—is strengthened.
b)
The conditioned response (CR) becomes weaker.
c)
The conditioned response (CR) disappears.
d)
The unconditioned stimulus (UCS) is weakened.
e)
The conditioned stimulus (CS) is ignored.
39.
In Pavlov’s experiment, what specific result occurred the more frequently the tuning fork was paired with the food?
a)
The more often the tone brought about salivation—the conditioned response.
b)
The dog began to bark less.
c)
The experimenter became bored.
d)
The food caused less salivation.
e)
The dog stopped responding to the tone.
40.
What is one factor that influences learning, specifically regarding the association between the conditioned stimulus and the unconditioned stimulus?
a)
The timing of the association.
b)
The size of the food portion.
c)
The loudness of the tuning fork.
d)
The dog's previous training history.
e)
The color of the lab walls.
41.
What was the variable that Pavlov manipulated in several different conditioning procedures?
a)
He varied the time between presenting the conditioned stimulus and the unconditioned stimulus.
b)
He varied the type of food used.
c)
He varied the type of sound used.
d)
He varied the lighting conditions.
e)
He varied the number of experimenters present.
42.
What condition did Pavlov find made classical conditioning most reliable and effective?
a)
When the conditioned stimulus was presented just before the unconditioned stimulus.
b)
When the two stimuli were presented simultaneously.
c)
When the unconditioned stimulus was presented first.
d)
When there was a long delay between the two stimuli.
e)
When the dog was completely asleep.
43.
What specific time interval between the conditioned stimulus (CS) and the unconditioned stimulus (UCS) yielded the strongest associations?
a)
About half a second before
b)
Exactly five seconds before
c)
Exactly one minute before
d)
After the UCS was presented
e)
Simultaneously with the UCS
44.
In the same set of experiments, what two processes did Pavlov also explore?
a)
Generalization and Discrimination
b)
Calculation and Estimation
c)
Hypothesis and Theory
d)
Observation and Conclusion
e)
Extinction and Recovery
45.
How does generalization occur regarding a second stimulus similar to the original CS?
a)
When an animal responds to a second stimulus similar to the original CS without prior training with the second stimulus.
b)
When an animal ignores the second stimulus completely.
c)
When the second stimulus is exactly the same as the original CS.
d)
When the animal requires extensive training with the second stimulus.
e)
When the animal responds only to the original CS.
46.
When Pavlov conditioned a dog to salivate at the sight of a circle (the CS), what similar shape did the dog also salivate at the sight of?
a)
An oval
b)
A square
c)
A triangle
d)
A pentagon
e)
A line
47.
What specific action did the dog take, indicating it had generalized its response?
a)
The dog had generalized its response to include a similar stimulus.
b)
The dog had forgotten its original response.
c)
The dog had stopped salivating completely.
d)
The dog started barking at the oval.
e)
The dog showed fear of the oval.
48.
How was Pavlov later able to teach the dog to respond only to the circle and not the oval?
a)
By always pairing meat powder with the circle but never pairing it with the oval.
b)
By presenting the oval only when the dog was asleep.
c)
By punishing the dog for responding to the oval.
d)
By making the circle a different color.
e)
By only using the oval for a week.
49.
What is the ability to respond differently to different stimuli termed?
a)
Discrimination
b)
Generalization
c)
Adaptation
d)
Acquisition
e)
Extinction
50.
What type of processes are generalization and discrimination considered?
a)
Complementary processes
b)
Conflicting processes
c)
Permanent processes
d)
Irrelevant processes
e)
Rare processes
51.
Generalization and discrimination are described as being a part of what aspect of human experience?
a)
Your everyday life
b)
Scientific laboratory work
c)
Theoretical debates
d)
Political campaigns
e)
Astronomical observations
52.
What are two potential ways that generalization and discrimination may occur in some situations?
a)
Both may occur spontaneously in some situations, and both can be taught in others.
b)
Both only occur in a laboratory setting.
c)
Both are strictly genetic and cannot be taught.
d)
Both are permanent and cannot be changed.
e)
Both are always random and unpredictable.
53.
What specific fearful reaction (CR) might a friend associate with the sound of a dentist’s drill (CS)?
a)
A fearful reaction
b)
A feeling of hunger
c)
A sense of calmness
d)
A feeling of joy
e)
A desire to sleep
54.
After several exposures to a dentist’s drill, what uncomfortable feeling may your friend have generalized to?
a)
The sound of other, nondental drills.
b)
The sight of a tooth brush.
c)
The smell of dental floss.
d)
The taste of mint toothpaste.
e)
The color of the dentist’s uniform.
55.
What may your friend later learn to do regarding the sound of a dentist’s drill and other drills?
a)
Learn to discriminate between the sound of a dentist’s drill and other drills.
b)
Learn to love the sound of all drills.
c)
Learn to only fear nondental drills.
d)
Learn to only hear the sound when tired.
e)
Learn to ignore all drill sounds entirely.
56.
What must Pavlov stop doing with the food to cause a classically conditioned response to change?
a)
Stop presenting food after the sound of the tuning fork.
b)
Start presenting the food before the tuning fork.
c)
Start presenting a different type of food.
d)
Increase the amount of food given.
e)
Only present food when the dog barks.
57.
After Pavlov stopped presenting food, what happened to the sound's effect on the dog?
a)
The sound gradually lost its effect on the dog.
b)
The sound's effect became stronger.
c)
The sound started causing a different response.
d)
The dog only responded to the sound.
e)
The sound had an immediate, permanent effect.
58.
What specific loss of association occurred after Pavlov repeatedly struck the tuning fork without giving food?
a)
The dog no longer associated the sound with the arrival of food.
b)
The dog no longer associated food with salivation.
c)
The dog no longer associated the experimenter with the sound.
d)
The dog no longer associated the food with the room.
e)
The dog no longer associated the bell with the tuning fork.
59.
What specific response no longer occurred when the tuning fork was sounded without food?
a)
The sound of the tuning fork no longer caused the salivation response.
b)
The sound of the tuning fork no longer caused barking.
c)
The sound of the tuning fork no longer caused running.
d)
The sound of the tuning fork no longer caused hunger.
e)
The sound of the tuning fork no longer caused fear.
60.
What term did Pavlov use for the effect when the conditioned response (CR) had gradually died out?
a)
Extinction
b)
Generalization
c)
Discrimination
d)
Acquisition
e)
Spontaneous Recovery
61.
What does the extinction of a classically conditioned response not mean has happened?
a)
That the CR has been completely unlearned.
b)
That the CR is subject to change.
c)
That the CR has disappeared.
d)
That the CR can return.
e)
That the dog is no longer trainable.
62.
What might happen to the conditioned response (CR) if a rest period is given following extinction, and the CS is presented again without the UCS?
a)
The CR may reappear.
b)
The CR will never reappear.
c)
The CR will be stronger than before.
d)
The UCS will return to its original strength.
e)
The CS will become an UCS.
63.
What is the reappearance of the CR after a rest period following extinction called?
a)
Spontaneous recovery
b)
Conditioned response
c)
Unconditioned response
d)
Generalization
e)
Discrimination
64.
How does the strength of the CR after spontaneous recovery compare to its original conditioning?
a)
Spontaneous recovery does not bring the CR back to original strength, however.
b)
Spontaneous recovery brings the CR back stronger than original.
c)
Spontaneous recovery has no effect on CR strength.
d)
Spontaneous recovery only occurs if the UCS is presented.
e)
Spontaneous recovery is the same as the original acquisition.
65.
What was the volume of saliva produced by Pavlov’s dogs during spontaneous recovery compared to the end of their original conditioning?
a)
Much less saliva
b)
Much more saliva
c)
The exact same amount of saliva
d)
A completely different type of fluid
e)
Water, not saliva
66.
What resulted from alternating lengthy rest periods and the tone without food?
a)
Caused more rapid loss of salivation each time and less recovery the next time the CS was presented.
b)
Caused the salivation to become permanent.
c)
Caused the dogs to become aggressive.
d)
Caused the dogs to stop hearing the tone.
e)
Caused the dogs to start barking.
67.
What situation is given as a good example of extinction and spontaneous recovery regarding driving?
a)
Being involved in a car accident.
b)
Buying a brand new car.
c)
Getting a driver's license for the first time.
d)
Taking a long road trip.
e)
Learning to change a flat tire.
68.
Immediately following the car accident, what specific action might be difficult to perform?
a)
Drive again
b)
Cook a meal
c)
Read a book
d)
Talk to friends
e)
Walk to the store
69.
What physical reaction might you experience as you approach the car after an accident?
a)
Your hands begin to shake and your knees get shaky as well.
b)
You begin to feel sleepy.
c)
You suddenly feel very hungry.
d)
Your hands become completely steady.
e)
Your knees feel very strong.
70.
What other physiological change increases as you get nearer to the car?
a)
Your heartbeat even increases as you get nearer.
b)
Your heart rate slows down dramatically.
c)
Your body temperature drops quickly.
d)
Your breathing becomes very shallow.
e)
Your sense of smell is reduced.
71.
After how long might the actions of opening the door and getting into the car stop bothering you as much?
a)
After a few days
b)
After several years
c)
After a few minutes
d)
After a single attempt
e)
After eating a large meal
72.
What has happened to the fears of the car and the accident after several months go by?
a)
The fears of the car and the accident have been extinguished.
b)
The fears have become stronger and more intense.
c)
The fears have been replaced by anger.
d)
The fears have only temporarily disappeared.
e)
The fears have turned into happiness.
73.
What event occurs one day, several months later, as you begin to approach the car?
a)
Your heart begins to race and your knees and hands begin to shake.
b)
You suddenly find a large sum of money.
c)
You realize you no longer need the car.
d)
You feel completely relaxed and calm.
e)
Your heart rate decreases to a resting state.
74.
What specific phenomenon have you experienced with the return of the fear reaction?
a)
A spontaneous recovery of the fear reaction.
b)
A complete extinction of the fear reaction.
c)
A complete lack of any reaction.
d)
A conscious choice to be afraid.
e)
A new conditioned stimulus.
75.
Who used conditioning on a human infant named Little Albert?
a)
John B. Watson and Rosalie Rayner (1920)
b)
Ivan Pavlov and his assistants
c)
O. Hobart and Mollie Mowrer
d)
John Garcia and R.A. Koelling
e)
B.F. Skinner and E.L. Thorndike
76.
What specific type of response in children did Watson question the role that conditioning played in the development of?
a)
Emotional responses
b)
Motor skills
c)
Language acquisition
d)
Mathematical ability
e)
Memory retention
77.
What was the specific goal of Watson and Rayner's attempt with the 11-month-old infant named Albert?
a)
To condition Albert to fear laboratory rats.
b)
To condition Albert to love laboratory rats.
c)
To teach Albert how to speak.
d)
To teach Albert how to walk.
e)
To test Albert’s vision.
78.
How did Albert initially react to playing with the rats?
a)
Happily played with the rats.
b)
Cried uncontrollably.
c)
Immediately showed fear.
d)
Tried to run away from them.
e)
Ignored the rats entirely.
79.
What action by Watson caused Albert to begin to display a fear response?
a)
Watson struck a steel bar with a hammer to produce a loud sound.
b)
Watson showed Albert a picture of a snake.
c)
Watson gave Albert a small electric shock.
d)
Watson yelled loudly at Albert.
e)
Watson turned off the lights in the room.
80.
What happened eventually, even though the loud sound was not repeated?
a)
Albert showed fear each time he saw the rat.
b)
Albert completely ignored the rat.
c)
Albert started laughing when he saw the rat.
d)
Albert only showed fear when he heard the sound.
e)
Albert fell asleep when he saw the rat.
81.
Why is the demonstration with Little Albert now viewed as unethical?
a)
Because the researchers taught Little Albert to fear things that he previously had no fear of.
b)
Because the researchers used a rat.
c)
Because the researchers failed to achieve conditioning.
d)
Because the experiment took too long to complete.
e)
Because the steel bar was too heavy to lift.
82.
What evidence did the Little Albert demonstration provide?
a)
That emotional responses can be classically conditioned in humans.
b)
That rats cannot be used in psychological experiments.
c)
That infants are born without any fears.
d)
That all fears are genetically determined.
e)
That conditioning only works on animals.
83.
In the Little Albert case, what element is considered the Unconditioned Stimulus (UCS)?
a)
The loud noise
b)
Fear
c)
The rat
d)
Albert
e)
Crying
84.
In the Little Albert case, what element is considered the Unconditioned Response (UCR)?
a)
Fear
b)
The loud noise
c)
The rat
d)
Albert
e)
Crying
85.
In the Little Albert case, what element is considered the Conditioned Stimulus (CS)?
a)
The rat
b)
Fear
c)
The loud noise
d)
Albert
e)
Crying
86.
In the Little Albert case, what element is considered the Conditioned Response (CR)?
a)
Fear
b)
The rat
c)
The loud noise
d)
Albert
e)
Crying
87.
Who discovered a practical solution to the problem of bed-wetting using the principle of classical conditioning?
a)
O. Hobart and Mollie Mowrer (1938)
b)
John B. Watson and Rosalie Rayner
c)
Ivan Pavlov
d)
John Garcia and R.A. Koelling
e)
B.F. Skinner
88.
What is one reason bed-wetting occurs, according to the text?
a)
Children do not wake up during the night to body signals that they have a full bladder.
b)
Children drink too much water before bed.
c)
Children are too lazy to get out of bed.
d)
Children have weak bladder muscles.
e)
Children are afraid of the dark.
89.
What specific device did the Mowrers develop to address the problem of bed-wetting?
a)
A device known as the bell and pad.
b)
A special type of mattress.
c)
A mild sedative pill.
d)
A soothing bedtime story.
e)
A complex electrical generator.
90.
What are the key components of the bell and pad device?
a)
Two metallic sheets perforated with small holes and wired to a battery-run alarm.
b)
A soft cloth blanket and a simple clock.
c)
A large plastic container and a sensor.
d)
A small whistle and a light switch.
e)
A digital screen and a computer.
91.
Where are the thin, metal sheets—wrapped in insulation or padding—placed?
a)
Under the child’s bedsheets.
b)
On the child’s bedside table.
c)
Inside the child's pajamas.
d)
Attached to the bedroom door.
e)
In the child's closet.
92.
What causes the circuit to close and the alarm to go off?
a)
When the sleeping child moistens the sheet with the first drops of urine.
b)
When the child rolls over in bed.
c)
When the child makes a loud noise.
d)
When the child begins to dream.
e)
When the sun rises in the morning.
93.
After the alarm wakes the child, what subsequent action can the child then perform?
a)
The child can then use the bathroom.
b)
The child can then fall back asleep immediately.
c)
The child can then read a book.
d)
The child can then play a game.
e)
The child can then eat a snack.
94.
In the bed-wetting solution, what component is the unconditioned stimulus that produces the unconditioned response of waking up?
a)
The alarm
b)
The sensation of a full bladder
c)
The urine
d)
The bedsheets
e)
The child
95.
In the bed-wetting solution, what is the conditioned stimulus that, before conditioning, did not produce wakefulness?
a)
The sensation of a full bladder
b)
The alarm
c)
The urine
d)
The bedsheets
e)
The child
96.
After several pairings of the full bladder (CS) and the alarm (UCS), what is the child able to do without the alarm?
a)
Awaken to the sensation of a full bladder without the help of the alarm.
b)
Sleep soundly through the night.
c)
Completely stop drinking before bed.
d)
Dream about using the bathroom.
e)
Only respond to the alarm sound.
97.
How effective has this classical conditioning technique proven to be in treating bed-wetting problems?
a)
A very effective way
b)
A completely ineffective way
c)
A rarely used approach
d)
A very complicated and costly way
e)
A method that only works for adults
98.
What specific expensive appetizer might you try at a fancy restaurant, as given in the example?
a)
Snails
b)
Steak
c)
Salad
d)
Shrimp
e)
Lobster
99.
What happens to you after dinner, following the consumption of the new appetizer?
a)
You go to a concert and become violently ill.
b)
You feel completely fine and energized.
c)
You meet a famous musician.
d)
You win a large prize.
e)
You immediately go home and sleep.
100.
What type of conditioned response will you probably develop after becoming violently ill?
a)
A taste aversion
b)
An increased appetite
c)
A pleasant memory
d)
A craving for more snails
e)
A fear of concerts
101.
What may you never be able to look at again without becoming at least a little nauseated?
a)
Another snail
b)
The concert hall
c)
The restaurant
d)
The color purple
e)
The dinner plate
102.
What type of conditioning is your nausea reaction to snails considered to be?
a)
Another example of classical conditioning.
b)
An example of operant conditioning.
c)
An example of instinctive behavior.
d)
A purely physiological reaction.
e)
A cognitive learning process.
103.
What specific aspect of taste aversion conditioning is interesting to learning theorists regarding the timing of the illness?
a)
When people or other animals become ill, they seem to decide, “It must have been something I ate,” even if they have not eaten for several hours.
b)
The illness must occur immediately after eating.
c)
The illness is only triggered by smells.
d)
The illness has no connection to what was eaten.
e)
The illness only occurs after a long period of time.
104.
What is unlikely to become the conditioned stimulus in the taste aversion example?
a)
The concert hall in which you were sick.
b)
The new food you ate.
c)
The feeling of nausea.
d)
The sight of the food.
e)
The memory of the meal.
105.
What are some of the other restaurant stimuli that will likely not become the conditioned stimulus?
a)
The wallpaper pattern or the type of china used.
b)
The taste of the snails.
c)
The smell of the food.
d)
The sight of the waiter.
e)
The sound of the music.
106.
Regarding your meal, what can psychologists predict about which part will be the CS?
a)
You will probably blame a new food.
b)
You will probably blame the water.
c)
You will probably blame the oldest food.
d)
You will probably blame the dessert.
e)
You will probably blame the silverware.
107.
If you get sick after a meal of salad, steak, and snails, which item will you probably learn to hate?
a)
Snails
b)
Salad
c)
Steak
d)
Water
e)
The waiter
108.
Who first demonstrated the taste aversion phenomenon with rats?
a)
John Garcia and R.A. Koelling (1966)
b)
Ivan Pavlov and his assistants
c)
O. Hobart and Mollie Mowrer
d)
John B. Watson and Rosalie Rayner
e)
B.F. Skinner
109.
Where were the animals placed, and what did the cage contain in the rats' taste aversion experiment?
a)
In a cage with a tube containing flavored water.
b)
In a large open field with a food bowl.
c)
In a small room with a television.
d)
In a dark space with a water dish.
e)
In a complex maze.
110.
What two sensory events flashed and sounded whenever a rat took a drink of the flavored water?
a)
Lights flashed and clicks sounded.
b)
Bells rang and doors slammed.
c)
Music played and a fan turned on.
d)
Smells were released and a gong struck.
e)
The floor vibrated and a light dimmed.
111.
What adverse event were some of the rats given after they drank the flavored water?
a)
An electric shock
b)
A loud clap
c)
A bitter taste
d)
A cold spray of water
e)
A sudden movement of the cage
112.
What was the result for the rats that were given an electric shock after they drank?
a)
All these rats showed traditional classical conditioning—the lights and the sounds became conditioned stimuli, and the rats tried to avoid them in order to avoid a shock.
b)
They only avoided the flavored water.
c)
They avoided the flavored water and the lights and sounds.
d)
They avoided the shock but not the lights and sounds.
e)
They immediately drank more water.
113.
What was injected into the other group of rats after they drank and the lights and sounds occurred?
a)
A drug that made them sick
b)
Pure water
c)
A mild stimulant
d)
A sugary solution
e)
A numbing agent
114.
What aversion did the rats injected with the sickness-inducing drug develop?
a)
An aversion not to the lights or the sounds but only to the taste of the flavored water.
b)
An aversion to the cage they were in.
c)
An aversion to all liquids.
d)
An aversion only to the lights and sounds.
e)
An aversion to the experimenter.
115.
What application was this special relationship between food and illness used for?
a)
To make coyotes avoid sheep by giving them a drug to make them sick when they ate sheep (Gustavson et al., 1974).
b)
To make coyotes eat more sheep.
c)
To teach coyotes to bark at sheep.
d)
To train sheep to avoid coyotes.
e)
To test the coyotes' visual acuity.
116.
What two opposing viewpoints exist regarding the elimination of coyotes that threaten sheep flocks in the western United States?
a)
Sheep farmers would like to eliminate the coyotes, while naturalists are opposed to killing the coyotes.
b)
Sheep farmers want more coyotes, while naturalists want fewer.
c)
Both groups agree on eliminating the coyotes.
d)
Both groups agree on protecting the coyotes.
e)
The groups are concerned about different types of animals.
117.
What did the psychologists realize could be done to solve the conflict between farmers and naturalists?
a)
Coyotes could be trained to eat other kinds of meat and thus learn to coexist peacefully with sheep.
b)
Coyotes could be taught to herd the sheep.
c)
Coyotes could be captured and sent elsewhere.
d)
Coyotes could be trained to ignore all meat.
e)
Coyotes could be replaced by a different animal.
118.
In summary, what does classical conditioning help animals and humans predict?
a)
What is going to happen.
b)
The color of the next object.
c)
The outcome of a lottery.
d)
The exact time of day.
e)
The thoughts of other people.
119.
What information does classical conditioning provide that may be helpful to survival?
a)
Information that may be helpful to their survival.
b)
Information about past historical events.
c)
Information about future scientific discoveries.
d)
Information about abstract concepts.
e)
Information about random chance.
120.
What two specific benefits associated with classical conditioning are mentioned regarding animals and humans?
a)
Learning associated with classical conditioning may aid animals in finding food or help humans avoid pain or injury.
b)
It may help them communicate abstract ideas.
c)
It may help them learn to play musical instruments.
d)
It may help them master complex mathematical equations.
e)
It may help them win at board games.
121.
What is the specific danger that parents may condition an infant to avoid by shouting “NO!” and startling the infant?
a)
Electrical outlets
b)
Loud noises
c)
Bright lights
d)
Unfamiliar people
e)
Sweet foods
122.
What specific sound does the infant fear, and what eventually may the infant fear even without the shout?
a)
The infant fears the shouts of the parents, and eventually the infant may fear the outlet even when the parents do not shout.
b)
The infant fears the outlet, and eventually the infant fears the parents.
c)
The infant fears the parents, and eventually the infant fears all loud noises.
d)
The infant fears the "NO!", and eventually the infant fears all words.
e)
The infant fears all objects that are plugged in.
123.
What specific type of theory is classical conditioning an example of?
a)
A behaviorist theory
b)
A cognitive theory
c)
A humanistic theory
d)
A psychoanalytic theory
e)
A biological theory
124.
What is the attempt to understand behavior in terms of relationships between observable stimuli and observable responses called?
a)
Behaviorism
b)
Cognitivism
c)
Psychoanalysis
d)
Structuralism
e)
Functionalism
125.
What do behaviorists, who are psychologists, study?
a)
Only those behaviors that they can observe and measure.
b)
Unobservable mental processes exclusively.
c)
Subjective personal experiences.
d)
The unconscious mind and dreams.
e)
Genetic predispositions only.
126.
With what aspect of the mind are behaviorists not concerned?
a)
Unobservable mental processes
b)
Observable actions
c)
Measurable responses
d)
Environmental stimuli
e)
The relationship between stimuli and responses
127.
What do behaviorists emphasize over thoughts?
a)
Actions
b)
Emotions
c)
Intentions
d)
Motivations
e)
Beliefs
128.
What other behaviorist learning theory will be discussed in the next section?
a)
Operant conditioning
b)
Observational learning
c)
Insight learning
d)
Latent learning
e)
Cognitive mapping
129.
How is classical conditioning defined in terms of stimulus and response?
a)
A process by which a stimulus that previously did not elicit a response comes to elicit a response after it is paired with a stimulus that naturally elicits a response.
b)
A process by which a response is strengthened by its consequences.
c)
A process by which individuals learn by watching others.
d)
A process involving internal mental representations.
e)
A process limited only to human learning.
130.
In contrast to classical conditioning, what specific factor affects the likelihood that a response will occur again in operant conditioning?
a)
The consequences of a response
b)
A neutral stimulus
c)
An unconditioned stimulus
d)
A conditioned stimulus
e)
The time of day
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