WorksheetsBehaviorism: Operant Conditioning
Total questions: 176
Worksheet time: 59mins
Name
Class
Date
1.
Use the reading from yesterday and answer these questions. When a dog is wandering the neighborhood, what is it looking for, in addition to trees and garbage cans?
a)
The dog is looking for a squirrel to chase
b)
The dog is looking for another dog to meet
c)
The dog is looking for a nice car to inspect
d)
The dog is looking for a specific house to guard
2.
What does a kind neighbor do when they see the wandering dog?
a)
The neighbor tosses a bone out the kitchen door to the dog
b)
The neighbor calls the owner to report the dog's location
c)
The neighbor invites the dog inside their garage to play
d)
The neighbor offers a toy out the window of their car
3.
The next day, what will the dog likely do on its neighborhood rounds?
a)
The dog is likely to stop at the same neighbor’s door
b)
The dog is likely to investigate a different neighbor’s yard
c)
The dog is likely to avoid all the neighborhood doors
d)
The dog is likely to spend time at the front gate alone
4.
What does the neighbor produce for the dog another day and again the day after that?
a)
Your neighbor produces another bone and continues for a day
b)
Your neighbor produces a dish of water and a new bowl
c)
Your neighbor produces a small leash and a dog collar
d)
Your neighbor produces a large toy and a comfy new blanket
5.
After these repeated actions, what does your dog become at the neighbor’s house?
a)
Your dog becomes a very regular visitor at the neighbor’s house
b)
Your dog becomes a very nervous dog when it sees the neighbor
c)
Your dog becomes a very aggressive animal to the new bone
d)
Your dog becomes a very shy animal and will not go near
6.
The two stories about the woman and the dog are examples of what type of conditioning?
a)
Both stories are examples of the operant style of conditioning
b)
Both stories are examples of the observational type of learning
c)
Both stories are examples of the classical method of training
d)
Both stories are examples of the instrumental type of learning
7.
Why is the term operant used to describe this specific form of learning?
a)
Operant is used because the subject operates to change environment
b)
Operant is used because the subject is performing an action
c)
Operant is used because the subject is not acting spontaneously
d)
Operant is used because the subject is causing a reaction
8.
What does the production of a result influence in the subject’s future behavior?
a)
This result influences whether the subject will respond later
b)
This result influences when the subject will be reinforced again
c)
This result influences how long the subject can avoid the change
d)
This result influences which subject is operating on the system
9.
What does the learner do with their behaviors based on the effect of the operant behaviors?
a)
The learner will either repeat or eliminate these behaviors
b)
The learner will either initiate or modify those behaviors
c)
The learner will either question or forget those behaviors
d)
The learner will either study or review those behaviors
10.
What is the question posed about the two forms of conditioning?
a)
The question is how operant conditioning differs from classical
b)
The question is what kind of conditioning is better for dogs
c)
The question is why operant conditioning is used so often
d)
The question is when classical conditioning is most effective
11.
What is one specific difference between classical and operant conditioning?
a)
One difference is how the experimenter conducts the experiment
b)
One difference is how the subject understands the difference
c)
One difference is how the participants react to the stimuli
d)
One difference is how the behavior is classified by research
12.
In classical conditioning, the experimenter presents the CS and UCS independent of what factor?
a)
The experimenter presents stimuli independent of the participant's behavior
b)
The experimenter presents stimuli independent of the subject's reactions
c)
The experimenter presents stimuli independent of the expected results
d)
The experimenter presents stimuli independent of the response being studied
13.
What specific kind of response is directly elicited in classical conditioning?
a)
The specific kind of response that is directly elicited is the UCR
b)
The specific kind of response that is directly elicited is the CR
c)
The specific kind of response that is directly elicited is the CS
d)
The specific kind of response that is directly elicited is the NS
14.
After the initial response in classical conditioning, what is then observed by the researcher?
a)
The researcher then observes reactions to the conditioned stimulus
b)
The researcher then observes reactions to the unconditioned stimulus
c)
The researcher then observes reactions to the neutral stimulus
d)
The researcher then observes reactions to the elicited response
15.
What is required of the participant in operant conditioning for the programmed outcome to occur?
a)
The participant must engage in a behavior for the outcome
b)
The participant must be aware of the exact programmed outcome
c)
The participant must already be conditioned to the behavior
d)
The participant must ignore the other possible outcomes
16.
What specific type of behavior is affected by its consequences in operant conditioning?
a)
Operant conditioning studies how voluntary behavior is affected by results
b)
Operant conditioning studies how involuntary behavior is affected by time
c)
Operant conditioning studies how reflexive behavior is affected by stimuli
d)
Operant conditioning studies how elicited behavior is affected by control
17.
Which psychologist has been most closely associated with operant conditioning?
a)
Burrhus Frederic Skinner has been most closely associated with operant
b)
Ivan Pavlov has been most closely associated with classical learning
c)
John Watson has been most closely associated with emotional study
d)
Edward Thorndike has been most closely associated with trial and error
18.
What did Skinner believe most behavior is influenced by in a person?
a)
He believed that most behavior is influenced by a history of rewards and costs
b)
He believed that most behavior is influenced by a person’s genetic history
c)
He believed that most behavior is influenced by an observational learning style
d)
He believed that most behavior is influenced by a cognitive development
19.
What did Skinner train or shape rats to respond to in a special enclosure?
a)
Skinner trained rats to respond to lights and sounds in a Skinner box
b)
Skinner trained rats to respond to smells and tastes in a maze design
c)
Skinner trained rats to respond to textures and motions on a floor
d)
Skinner trained rats to respond to images and colors in a small room
20.
What is the first step in conducting Skinner's specific experiment?
a)
To conduct this experiment a rat is placed inside of the box structure
b)
To conduct this experiment a rat is trained to follow simple directions
c)
To conduct this experiment a rat is fed many types of food inside
d)
To conduct this experiment a rat is taught the main rules of the box
21.
What must the rat learn how to solve in order to get a reward inside the special enclosure?
a)
The rat must learn how to get food to appear inside the provided cup
b)
The rat must learn how to get lights to flash inside the enclosure
c)
The rat must learn how to get sounds to stop inside the structure
d)
The rat must learn how to get water to appear from the wall
22.
What does the rat do first after being placed inside of the experimental box?
a)
The rat first explores all of the walls and the floor of the box area
b)
The rat first tries to escape from the cage as fast as possible
c)
The rat first tries to make contact with the experimenter outside
d)
The rat first tries to go directly to the food cup to check
23.
What action does the experimenter take when the rat moves toward the bar?
a)
The experimenter drops food directly into the small cup for the rat
b)
The experimenter drops water directly onto the bar for the rat
c)
The experimenter makes a loud sound close to the rat quickly
d)
The experimenter makes a flashing light appear near the food
24.
What makes the food so important to the animal in the experimental setting?
a)
The food is important because the rat has been made hungry recently
b)
The food is important because the rat has been trained to want it
c)
The food is important because the rat has been deprived of water
d)
The food is important because the rat is very tired right now
25.
What change does the experimenter make after the rat approaches the cup consistently?
a)
The experimenter only drops food if the rat specifically presses the bar
b)
The experimenter only drops food if the rat makes a specific sound
c)
The experimenter only drops food if the rat looks directly at the bar
d)
The experimenter only drops food if the rat is facing the food cup
26.
What does the rat eventually do to get food when it experiences hunger?
a)
The rat will press the bar on the wall to get the food to appear
b)
The rat will wait by the food cup until the food is dropped inside
c)
The rat will start to move near the door of the experimental box
d)
The rat will start to sniff all of the objects on the floor carefully
27.
What is the term for the food that appears in the cup during this experimental procedure?
a)
The food that appears in the cup is called a reinforcer in the study
b)
The food that appears in the cup is called a positive punisher item
c)
The food that appears in the cup is called an unconditioned stimulus
d)
The food that appears in the cup is called a conditioned response
28.
How is the concept of reinforcement specifically defined in the text?
a)
Reinforcement is an event that increases the likelihood behavior repeats
b)
Reinforcement is an event that decreases the chance a behavior occurs
c)
Reinforcement is an event that signals a new behavior is about to occur
d)
Reinforcement is an event that neutralizes the response that precedes it
29.
What specific factor determines whether a particular stimulus will be a reinforcement?
a)
Reinforcement depends on the effect the stimulus has on the learner
b)
Reinforcement depends on the intensity of the stimulus being used
c)
Reinforcement depends on the cost of the stimulus to the experimenter
d)
Reinforcement depends on the schedule the stimulus is presented on
30.
What are examples of reinforcers that people usually respond to in their daily lives?
a)
People usually respond to social approval, money, and extra privileges
b)
People usually respond to loud noises, bright lights, and sudden shock
c)
People usually respond to bitter tastes, cold temperatures, and darkness
d)
People usually respond to complicated puzzles, riddles, and memory games
31.
What action is supposed to be taught to the dog in the presented hypothetical example?
a)
The action that is supposed to be taught to the dog is shaking hands
b)
The action that is supposed to be taught to the dog is fetching a stick
c)
The action that is supposed to be taught to the dog is rolling over
d)
The action that is supposed to be taught to the dog is staying quiet
32.
What is one way proposed to teach the dog the requested action?
a)
The way to teach the dog is to give the animal a treat for lifting its paw
b)
The way to teach the dog is to pull the animal’s paw up with your hand
c)
The way to teach the dog is to say the word 'shake' before giving the treat
d)
The way to teach the dog is to hold the dog’s favorite toy in your hand
33.
What is the treat given to the dog called within the context of operant conditioning?
a)
The specific treat given to the dog is called a positive reinforcer type
b)
The specific treat given to the dog is called a primary punisher type
c)
The specific treat given to the dog is called an unconditioned response type
d)
The specific treat given to the dog is called a conditioned stimulus type
34.
What will the dog eventually learn to do in this example to get the reward?
a)
The dog will eventually learn to shake hands to obtain a tasty reward
b)
The dog will eventually learn to jump up to obtain the tasty reward
c)
The dog will eventually learn to bark loudly for the tasty reward
d)
The dog will eventually learn to sit still for the tasty reward
35.
Under what condition will your dog stop performing the shaking hands trick?
a)
Your dog will stop shaking hands when you forget to provide a reward
b)
Your dog will stop shaking hands when you change the location of the trick
c)
Your dog will stop shaking hands when the dog is feeling very tired out
d)
Your dog will stop shaking hands when the dog meets a new owner
36.
What term describes the eventual disappearance of the dog's behavior?
a)
Extinction will occur because the reinforcement is being withheld for a time
b)
Generalization will occur because the reinforcement is being stopped entirely
c)
Discrimination will occur because the reinforcement is being changed now
d)
Spontaneous recovery will occur because the reinforcement is delayed slightly
37.
What is likely to happen for a while after the experimenter stops rewarding the dog?
a)
The dog will likely become impatient, bark, and paw more insistently than before
b)
The dog will likely become confused, whine, and hide under the table for a while
c)
The dog will likely become aggressive, growl, and try to bite the experimenter
d)
The dog will likely become sad, stop eating, and refuse to do any other tricks
38.
What term is indicated when the dog eventually tries to shake hands again after extinction?
a)
The action indicates that spontaneous recovery has already occurred for the dog
b)
The action indicates that stimulus generalization has already occurred for the dog
c)
The action indicates that a higher order conditioning has already occurred for the dog
d)
The action indicates that a learned helplessness behavior has already occurred for the dog
39.
How does negative reinforcement differ from positive reinforcement in the context of the example?
a)
Negative reinforcement is when something unpleasant is taken away for an action
b)
Negative reinforcement is when something good is given after an action
c)
Negative reinforcement is when a consequence is added after an action
d)
Negative reinforcement is when an unpleasant stimulus is presented consistently
40.
How is the variety of reinforcers described in the provided text?
a)
The reinforcers are described as coming in a variety of different types
b)
The reinforcers are described as being difficult to find for the scientist
c)
The reinforcers are described as being only used for special animals
d)
The reinforcers are described as being the same in all situations
41.
What are the two main types into which reinforcers are categorized?
a)
Some reinforcers are classified as primary and some are secondary in kind
b)
Some reinforcers are classified as natural and some are artificial in kind
c)
Some reinforcers are classified as positive and some are negative in kind
d)
Some reinforcers are classified as weak and some are strong in kind
42.
What does a primary reinforcer satisfy to be classified as that specific type?
a)
A primary reinforcer satisfies a biological need such as hunger or thirst
b)
A primary reinforcer satisfies a social need such as status or approval
c)
A primary reinforcer satisfies a learned want such as money or toys
d)
A primary reinforcer satisfies a specific desire such as a good book
43.
What must a secondary reinforcer have been paired with to acquire its value?
a)
A secondary reinforcer has been paired with a primary reinforcer and value
b)
A secondary reinforcer has been paired with a neutral stimulus and value
c)
A secondary reinforcer has been paired with a conditioned response and value
d)
A secondary reinforcer has been paired with a conditioned stimulus and value
44.
After the process of conditioning, what can acquire value and become a secondary reinforcer?
a)
Almost any stimulus can acquire value and become a secondary reinforcer
b)
Only a highly specific group of stimuli can become a secondary reinforcer
c)
Only a biological stimulus can acquire value and become a secondary reinforcer
d)
Only a negative stimulus can acquire value and become a secondary reinforcer
45.
What species did one experimenter, Wolfe in 1936, demonstrate this concept with in his study?
a)
The experimenter demonstrated this concept specifically with chimpanzees
b)
The experimenter demonstrated this concept specifically with small monkeys
c)
The experimenter demonstrated this concept specifically with house cats
d)
The experimenter demonstrated this concept specifically with very large dogs
46.
Why do poker chips have no inherent value for the chimpanzees?
a)
Poker chips are not edible and they are not fun to play games with
b)
Poker chips are too small for the chimps to hold easily or correctly
c)
Poker chips are very hard to see inside of the cage or enclosure
d)
Poker chips are too easily taken from the other chimps present
47.
What specific kind of conditioning did Wolfe use to teach the chimps to value poker chips?
a)
The experimenter used both operant and classical conditioning processes
b)
The experimenter used only the classical method of conditioning training
c)
The experimenter used only the operant procedure for learning to occur
d)
The experimenter used only the systematic desensitization method
48.
What did the experimenter provide the animals with that dispensed primary reinforcers?
a)
He provided the animals with a specific machine that dispensed peanuts and bananas
b)
He provided the animals with a specific container that dispensed cool water
c)
He provided the animals with a specific device that dispensed sweet apples
d)
He provided the animals with a specific apparatus that dispensed clean blankets
49.
What did the chimps have to do to obtain poker chips from the weighted bar?
a)
The chimps had to pull down on the heavily weighted bar, then insert chips in a slot
b)
The chimps had to climb up to the top of the weighted bar and push a button
c)
The chimps had to put the chips into the slot before they pulled the heavy bar
d)
The chimps had to make a specific sound before they could pull the heavy bar
50.
With repetition, what did the poker chips specifically become for the chimps?
a)
With repetition, the poker chips became strong conditioned reinforcers
b)
With repetition, the poker chips became weak unconditioned stimuli
c)
With repetition, the poker chips became neutral conditioned stimuli
d)
With repetition, the poker chips became effective primary reinforcers
51.
What three behaviors showed the evident value of the poker chips for the chimpanzees?
a)
They would work for them, save them, and try to steal them from others
b)
They would inspect them, chew on them, and then discard them quickly
c)
They would avoid them, fear them, and run away from them fast
d)
They would ignore them, hide them, and refuse to use them when hungry
52.
Money is the best example of what type of reinforcer in the entirety of human society?
a)
The best example of a secondary reinforcer in human society is money itself
b)
The best example of a primary reinforcer in human society is a good meal
c)
The best example of a positive punisher in human society is social status
d)
The best example of a neutral stimulus in human society is a printed book
53.
What is getting money specifically associated with in terms of human learned value?
a)
Getting money is associated with buying food or other material things available
b)
Getting money is associated with being able to make friends easily for a person
c)
Getting money is associated with being a very important person in a group
d)
Getting money is associated with having a lot of time to relax and rest
54.
What are other specific examples of secondary reinforcers in addition to money?
a)
Other examples include praise, status, and prestige given by others
b)
Other examples include food, water, and shelter for basic survival
c)
Other examples include sleep, air, and proper blood circulation for health
d)
Other examples include toys, games, and enjoyable entertainment options
55.
What do all of these secondary reinforcer items have in common and what do they do?
a)
All items are associated with a primary reinforcer and have acquired value to reinforce
b)
All items are associated with a negative stimulus and have acquired value to punish
c)
All items are associated with a neutral stimulus and have acquired value to condition
d)
All items are associated with a secondary reinforcer and have acquired value to sustain
56.
What is one very important factor in operant conditioning for the overall effectiveness?
a)
One important factor is the timing and the frequency of the reinforcement used
b)
One important factor is the loudness and the color of the stimulus presented
c)
One important factor is the size and the weight of the apparatus being used
d)
One important factor is the location and the brightness of the room setting
57.
What type of schedule is behavior on if it is reinforced every single time it occurs?
a)
The behavior is said to be on a continuous schedule of reinforcement always
b)
The behavior is said to be on a variable schedule of reinforcement often
c)
The behavior is said to be on a fixed schedule of reinforcement sometimes
d)
The behavior is said to be on a partial schedule of reinforcement rarely
58.
What might you suppose is the best way that a behavior would be easily maintained?
a)
You might suppose that reinforcing every single response would maintain the behavior
b)
You might suppose that reinforcing only a few of the responses would maintain the behavior
c)
You might suppose that punishing every single response would maintain the behavior
d)
You might suppose that ignoring every single response would maintain the behavior
59.
How do responses generally change when positive reinforcement occurs only intermittently?
a)
The responses are generally more stable and they also last for longer after learning
b)
The responses are generally more quickly extinguished and are forgotten more easily
c)
The responses are generally less intense and they will not occur as often after learning
d)
The responses are generally slower to start and they will not be repeated as much
60.
How does a person or animal that is continuously reinforced maintain that specific behavior?
a)
They maintain that behavior only when the reinforcement is being given to them
b)
They maintain that behavior even when the reinforcement is completely stopped
c)
They maintain that behavior only when the reinforcement is slightly delayed
d)
They maintain that behavior only when the reinforcement is changed to another type
61.
What happens to the continuously reinforced behavior if the reinforcement completely stops?
a)
If the reinforcement stops, the specific behavior quickly undergoes extinction
b)
If the reinforcement stops, the specific behavior quickly increases in frequency
c)
If the reinforcement stops, the specific behavior quickly undergoes spontaneous recovery
d)
If the reinforcement stops, the specific behavior quickly generalizes to others
62.
When does a rat learn to press a bar most rapidly, according to the provided example?
a)
A rat learns to press a bar most rapidly when it gets food each time it does
b)
A rat learns to press a bar most rapidly when it gets food only sometimes
c)
A rat learns to press a bar most rapidly when it gets shocked each time it does
d)
A rat learns to press a bar most rapidly when it gets water each time it does
63.
What happens when the rat stops receiving food each time it presses the bar?
a)
It quickly stops the bar-pressing behavior after receiving no food each time
b)
It quickly increases the bar-pressing behavior until it receives a reward
c)
It quickly generalizes the behavior to other objects inside the experimental box
d)
It quickly starts to explore the other objects near the bar for food to appear
64.
How are behaviors acquired on partial schedules of reinforcement described?
a)
Behaviors acquired on partial schedules are slower but are much more persistent over time
b)
Behaviors acquired on partial schedules are faster but are much less persistent over time
c)
Behaviors acquired on partial schedules are less intense but are much more predictable
d)
Behaviors acquired on partial schedules are more complex but are much less variable
65.
What will a rat that is only sometimes rewarded with food for pressing a bar continue to do?
a)
A rat will continue to press the bar even though no food may be appearing now
b)
A rat will continue to try to escape the box even though the food is not appearing
c)
A rat will continue to ignore the bar even though the food is about to appear
d)
A rat will continue to groom itself even though the food is not appearing now
66.
Why do rats and humans who are reinforced on partial schedules learn to be more persistent?
a)
They cannot always predict when the next reinforcement will possibly occur
b)
They cannot always predict what the next reinforcement will definitely be
c)
They cannot always predict who the next experimenter will possibly be
d)
They cannot always predict where the next reinforcement will possibly appear
67.
How did Skinner discover the immense strength of the partial reinforcement schedule?
a)
Skinner discovered its strength when his experimental apparatus kept breaking down often
b)
Skinner discovered its strength when he deliberately reinforced the rats randomly
c)
Skinner discovered its strength when he compared the results to Pavlov's studies
d)
Skinner discovered its strength when he accidentally forgot to feed the rats one time
68.
What did Skinner observe about the rats even though they were reinforced randomly?
a)
Skinner found that the rats kept responding even when reinforced randomly
b)
Skinner found that the rats eventually gave up when reinforced randomly
c)
Skinner found that the rats became aggressive when reinforced randomly
d)
Skinner found that the rats changed behaviors when reinforced randomly
69.
In fact, how did the rats specifically respond to the random reinforcement schedule?
a)
The rats responded with even greater amounts of endurance and effort
b)
The rats responded with much lower amounts of endurance and effort
c)
The rats responded with the same amount of endurance and effort as before
d)
The rats responded with a much more varied amount of endurance and effort
70.
How many basic methods or schedules of intermittent reinforcement have been studied in the laboratory?
a)
Four basic methods or schedules have been studied extensively in the lab
b)
Two basic methods or schedules have been studied only briefly in the lab
c)
Three basic methods or schedules have been studied very rarely in the lab
d)
Six basic methods or schedules have been studied very consistently in the lab
71.
What are the two factors on which schedules of partial reinforcement can be based?
a)
Schedules can be based on the number of correct responses or on the time elapsed
b)
Schedules can be based on the quality of the response or on the type of reinforcer
c)
Schedules can be based on the intensity of the response or on the location given
d)
Schedules can be based on the speed of the response or on the motivation level
72.
What two specific ways can reinforcement appear for both the ratio and interval schedules?
a)
Reinforcement may appear on a fixed or a variable schedule of presentation
b)
Reinforcement may appear on a primary or a secondary schedule of presentation
c)
Reinforcement may appear on a continuous or a partial schedule of presentation
d)
Reinforcement may appear on a planned or a spontaneous schedule of presentation
73.
What specific action creates the four basic types of reinforcement schedules?
a)
The four basic schedules result from the combination of these four possibilities
b)
The four basic schedules result from the division of the two main possibilities
c)
The four basic schedules result from the selection of the best two possibilities
d)
The four basic schedules result from the isolation of the one possibility
74.
What observation is made about how people and animals react to each type of schedule?
a)
People and animals are observed to respond differently to each specific type
b)
People and animals are observed to respond identically to each specific type
c)
People and animals are observed to respond predictably to each specific type
d)
People and animals are observed to respond similarly to each specific type
75.
In a fixed-ratio schedule, what does reinforcement specifically depend upon?
a)
Reinforcement depends on a specified quantity of correct responses being made
b)
Reinforcement depends on a specified amount of time that has elapsed now
c)
Reinforcement depends on an unpredictable number of correct responses being made
d)
Reinforcement depends on an unpredictable amount of time that has elapsed now
76.
What two occupations or roles are provided as examples of fixed-ratio schedules?
a)
A typist paid by pages completed and a student getting a good grade for work
b)
A teacher giving a quiz every Friday and a fisherman catching fish on the ocean
c)
A slot machine paying off randomly and a telephone survey worker getting a sale
d)
A scientist working in the lab and a factory worker getting paid hourly wages
77.
How do people generally tend to work or respond when placed on fixed-ratio schedules?
a)
People generally tend to work very hard and very consistently on these schedules
b)
People generally tend to work slowly and only right before the reinforcement
c)
People generally tend to work with a lot of bursts of effort and then long pauses
d)
People generally tend to work very fast right after the reinforcement is given
78.
What specific occupation is provided as another example of an effective fixed-ratio schedule?
a)
Another example would be dentists who get paid for each cavity repaired
b)
Another example would be waiters who get a random tip for each table served
c)
Another example would be factory workers who get paid for each hour worked
d)
Another example would be fishermen who get paid for each boat trip taken
79.
In contrast to the fixed-ratio schedule, what is not required in a variable-ratio schedule?
a)
A variable-ratio schedule does not require a fixed or set number of responses always
b)
A variable-ratio schedule does not require the response to be correct or appropriate
c)
A variable-ratio schedule does not require a specified amount of time to pass by
d)
A variable-ratio schedule does not require the reinforcement to be a primary type
80.
What changes specifically from one time to the next for the variable-ratio schedule?
a)
The number of responses needed for a reinforcement changes from one time to the next
b)
The specific size of the reward changes from one time to the next occurrence
c)
The amount of effort needed to make the response changes from one time to the next
d)
The experimenter's location changes from one time to the next opportunity
81.
What is a very good example given in the text of a common variable-ratio schedule?
a)
Slot machines are a very good example of a variable-ratio schedule being used
b)
Classroom quizzes are a very good example of a variable-ratio schedule being used
c)
Dentist appointments are a very good example of a variable-ratio schedule being used
d)
Fishing trips are a very good example of a variable-ratio schedule being used
82.
How are slot machines specifically set to pay off the players involved?
a)
They are set to pay off after a varying number of attempts at pulling the handle
b)
They are set to pay off after a fixed number of attempts at pulling the handle
c)
They are set to pay off after a varying amount of time has elapsed inside
d)
They are set to pay off only when a specific picture sequence is correctly matched
83.
In general, what is the usual work or response rate for animals on variable-ratio schedules?
a)
Animals tend to respond at a steady, high rate on the variable-ratio schedules
b)
Animals tend to respond at a steady, slow rate on the variable-ratio schedules
c)
Animals tend to respond with a quick burst and then a long pause on the schedule
d)
Animals tend to respond with a very inconsistent rate on the variable schedules
84.
Why is there typically no pause immediately after a reward is given in this type of schedule?
a)
Because the very next response could possibly result in another reward
b)
Because the reward is usually very small and does not satisfy the individual
c)
Because the next response is almost always going to be the correct answer
d)
Because the individual knows exactly when the next reward will be given to them
85.
What are two occupations provided as examples of people operating on variable-ratio schedules?
a)
Door-to-door salespeople and individuals who complete telephone surveys for work
b)
Factory workers who get paid per product and students who get paid per good grade
c)
Bus drivers who get paid for each completed route and police officers on patrol
d)
Assembly line workers who get paid per hour and doctors who get paid for each visit
86.
What specific factor is reinforced in a fixed-interval schedule?
a)
The first correct response made after a specified amount of time is reinforced
b)
The total number of correct responses made during a time period is reinforced
c)
The very last correct response made before the time period is reinforced
d)
The total amount of effort used to make the response during a time period is reinforced
87.
What is always the same or unchanging in a fixed-interval schedule of reinforcement?
a)
The time interval that must elapse between two rewards is always the same length
b)
The specific number of responses that must be made for the reward is always the same
c)
The type of reinforcer that is used for the behavior is always the same one
d)
The individual who is giving the reinforcement is always the same person
88.
What do animals do with their response rates once they gain experience with a fixed-interval schedule?
a)
Once experienced, animals adjust the specific rates of their response accordingly
b)
Once experienced, animals completely stop the production of the response behavior
c)
Once experienced, animals start to respond more often right after the reward is given
d)
Once experienced, animals start to respond randomly throughout the entire time period
89.
Why do the animals learn to stop responding immediately after the reinforcement is given?
a)
Because no reinforcement occurs for a period of time no matter what the behavior is
b)
Because the animals are full from the food and do not want any more rewards right now
c)
Because the animals are confused about when the next reward is going to be presented
d)
Because the animals believe the experiment is over and they can relax for a while
90.
What is the typical result of the response pattern for a fixed-interval schedule?
a)
The result is regular periods of inactivity followed by short bursts of responding activity
b)
The result is a high and steady rate of responding for the entire time interval
c)
The result is a slow and steady rate of responding for the entire time interval
d)
The result is completely random periods of responding and then long periods of rest
91.
What is a common example of a fixed-interval schedule often used by your teachers?
a)
Teachers often give quizzes or tests on a specific fixed-interval schedule of time
b)
Teachers often give pop quizzes or tests on a specific variable-interval schedule
c)
Teachers often give extra credit points on a specific fixed-ratio schedule of tasks
d)
Teachers often give extra homework on a specific variable-ratio schedule of assignments
92.
What is likely to happen with your study habits the day before a test is scheduled?
a)
You will likely study feverishly the day before the test and much less right after
b)
You will likely study consistently every single day before and right after the test
c)
You will likely not study at all the day before the test and only right before class
d)
You will likely study very little right before the test and only after the test is done
93.
On a variable-interval schedule, what is the specific factor that is constantly changing?
a)
On a variable-interval schedule, the time at which the reinforcement is given changes
b)
On a variable-interval schedule, the correct response that is needed is changing constantly
c)
On a variable-interval schedule, the specific type of reinforcer that is used is changing
d)
On a variable-interval schedule, the individual giving the reinforcement is constantly changing
94.
If you are attempting to contact a friend but their phone line is busy, what do you continue to do?
a)
You keep trying to call the friend back until you can connect with them
b)
You keep trying to text the friend until you can connect with them
c)
You give up trying to call the friend back until the next day
d)
You wait for the friend to call you back when they are finally free
95.
What is the main action the person continues to perform while trying to reach the friend?
a)
The person continues to try to dial the phone repeatedly for a connection
b)
The person continues to wait by the phone for the friend to call back
c)
The person continues to go about their day and ignore the busy signal
d)
The person continues to write a letter to the friend and mail it out
96.
When will the reinforcer be gained, but you do not know the exact timing?
a)
The reinforcer is gained the first time you dial after your friend has already hung up
b)
The reinforcer is gained after you dial the number successfully ten times in a row
c)
The reinforcer is gained if you wait for exactly ten minutes before dialing again
d)
The reinforcer is gained only if the friend calls you back instead of you calling them
97.
How is the usual response rate described on a variable-interval schedule?
a)
The usual response rate is slow, but steady, and slower than any other partial schedule
b)
The usual response rate is fast, but steady, and faster than any other partial schedule
c)
The usual response rate is fast, with pauses, and the same as a fixed-ratio schedule
d)
The usual response rate is slow, with pauses, and the same as a fixed-interval schedule
98.
What will your eagerness to reach your friend probably determine roughly?
a)
Eagerness will determine roughly how often you try to dial the phone again
b)
Eagerness will determine roughly how long you talk to the friend when connected
c)
Eagerness will determine roughly how much money you spend on the phone call
d)
Eagerness will determine roughly how upset you are about the busy signal
99.
In summary, on what factors are ratio schedules based, and on what are interval schedules based?
a)
Ratio schedules are based on the numbers of responses, and interval schedules are based on time
b)
Ratio schedules are based on the amount of effort, and interval schedules are based on distance
c)
Ratio schedules are based on the type of reinforcer, and interval schedules are based on motivation
d)
Ratio schedules are based on the speed of response, and interval schedules are based on location
100.
What type of reinforcement schedule makes responses more resistant to extinction over time?
a)
Responses are more resistant when reinforced on a variable rather than a fixed schedule
b)
Responses are more resistant when reinforced on a fixed rather than a variable schedule
c)
Responses are more resistant when reinforced on a continuous rather than a partial schedule
d)
Responses are more resistant when reinforced on a primary rather than a secondary schedule
101.
For reinforcement to be most effective, what must it be consistent for?
a)
Reinforcement must be consistent for the same specific type of behavior always
b)
Reinforcement must be consistent for the same specific individual being studied
c)
Reinforcement must be consistent for the same specific type of reinforcement used
d)
Reinforcement must be consistent for the same specific time of day every day
102.
What characteristic of human behavior suggests that most reinforcers in relationships are on a variable schedule?
a)
The high complexity of our behavior means most reinforcers are on a variable schedule
b)
The simple nature of our behavior means most reinforcers are on a continuous schedule
c)
The emotional intensity of our behavior means most reinforcers are on a fixed schedule
d)
The predictable quality of our behavior means most reinforcers are on a ratio schedule
103.
What is difficult to predict concerning how people will react in various situations?
a)
How people will react to a specific variable schedule cannot always be predicted
b)
How animals will react to a specific fixed schedule cannot always be predicted
c)
What food people will eat at a specific time cannot always be predicted
d)
Which person will choose the correct answer cannot always be predicted
104.
What is the capacity of operant conditioning concerning the complexity of behaviors?
a)
Operant conditioning is not limited to only very simple or easy behaviors
b)
Operant conditioning is always limited to only very simple or easy behaviors
c)
Operant conditioning is limited to only very complex or difficult behaviors
d)
Operant conditioning is limited to only behaviors that are involuntary and quick
105.
When acquiring a complex skill, what do you learn more than just a single new stimulus-response relationship?
a)
You learn more than just a single new stimulus-response relationship for the skill
b)
You learn less than a single new stimulus-response relationship for the skill
c)
You learn only the one new stimulus-response relationship for the skill
d)
You learn a completely new conditioned response for the skill
106.
What do you learn to put together into a large, smooth-flowing unit for the complex skill?
a)
You learn to put together a large number of the learned responses into a unit
b)
You learn to put together a small number of the learned responses into a unit
c)
You learn to put together a variety of different stimuli into a unit
d)
You learn to put together the unconditioned stimuli into a unit
107.
What is the process called in which reinforcement is used to sculpt new responses out of old ones?
a)
The process is called shaping in which reinforcement sculpts new responses from old
b)
The process is called chaining in which reinforcement links new responses together
c)
The process is called modeling in which reinforcement copies new responses exactly
d)
The process is called fading in which reinforcement slowly stops the old responses
108.
What can an experimenter use this shaping method to teach a rat to do?
a)
The experimenter can use this method to teach a rat to do a new, never-done action
b)
The experimenter can use this method to teach a rat to do a quick, very natural action
c)
The experimenter can use this method to teach a rat to perform an old, forgotten action
d)
The experimenter can use this method to teach a rat to eliminate a bad, old action
109.
What is one specific example provided of a miniature action a rat can be shaped to perform?
a)
He or she can shape the rat to successfully raise a miniature flag in the enclosure
b)
He or she can shape the rat to successfully push a miniature car across the floor
c)
He or she can shape the rat to successfully hide a miniature object very quickly
d)
He or she can shape the rat to successfully climb a miniature set of stairs
110.
What is the rat physically capable of doing with its body and mouth concerning the flag-raising cord?
a)
The rat is capable of standing on hind legs and using its mouth to pull the cord
b)
The rat is capable of sitting on the floor and using its mouth to push the cord
c)
The rat is capable of lying on its side and using its paw to pull the cord
d)
The rat is capable of running away and using its tail to push the cord
111.
How does the experimenter begin the shaping process since the rat won't perform the unusual action accidentally?
a)
The experimenter rewards the rat for any action similar to the desired response
b)
The experimenter rewards the rat only when it performs the final, desired response
c)
The experimenter rewards the rat for avoiding any action that is similar to the response
d)
The experimenter rewards the rat for exploring the entire enclosure randomly
112.
What is the rat doing in the imagined scenario on the table with the flag apparatus?
a)
The rat is roaming around on the table near the flag apparatus in the middle
b)
The rat is hiding underneath the table far away from the flag apparatus in the middle
c)
The rat is aggressively attacking the table and the flag apparatus in the middle
d)
The rat is ignoring the table and trying to escape the flag apparatus in the middle
113.
What is the rat doing when it inspects everything and finally focuses on the flagpole?
a)
The rat finally sniffs at the base of the flagpole and apparatus
b)
The rat finally climbs to the top of the flagpole and apparatus
c)
The rat finally bites at the edge of the flagpole and apparatus
d)
The rat finally runs away from the flagpole and apparatus
114.
What does the experimenter immediately do after the rat performs the first reinforced response?
a)
The experimenter immediately reinforces this response by giving the rat a food pellet
b)
The experimenter immediately punishes this response by giving the rat a small shock
c)
The experimenter immediately ignores this response by turning away from the rat
d)
The experimenter immediately tries to generalize the response to another object
115.
After the rat frequently sniffs the flagpole, what does the experimenter wait for before giving another reward?
a)
The experimenter waits until the rat actually lifts a paw before giving the reward
b)
The experimenter waits until the rat actually turns away before giving the reward
c)
The experimenter waits until the rat actually looks at the food before giving the reward
d)
The experimenter waits until the rat actually makes a loud noise before giving the reward
116.
How does this reinforcement process continue with the experimenter's actions?
a)
The experimenter reinforces close responses and waits for even closer ones later
b)
The experimenter reinforces only the one correct response and ignores others later
c)
The experimenter punishes the close responses and waits for even closer ones later
d)
The experimenter ignores the close responses and only rewards the perfect ones later
117.
What is the rat doing eventually when the experimenter has it on its hind legs?
a)
Eventually, the rat is on its hind legs while nibbling at the flag-raising cord
b)
Eventually, the rat is on its hind legs while running away from the flag-raising cord
c)
Eventually, the rat is on its hind legs while smelling the flagpole apparatus
d)
Eventually, the rat is on its hind legs while trying to scratch the flag-raising cord
118.
What specific actions does the rat perform suddenly to complete the flag-raising behavior?
a)
Suddenly the rat seizes the cord in its teeth and yanks it downward quickly
b)
Suddenly the rat pushes the cord away with its paw and ignores it quickly
c)
Suddenly the rat smells the cord with its nose and walks away quickly
d)
Suddenly the rat puts the cord inside the food cup and waits quickly
119.
What happens to the rat immediately after it successfully yanks the cord, and what does it begin doing?
a)
Immediately the rat is rewarded, and it begins pulling rapidly on the cord
b)
Immediately the rat is ignored, and it begins running rapidly around the box
c)
Immediately the rat is shocked, and it begins chewing rapidly on the cord
d)
Immediately the rat is punished, and it begins to hide rapidly under the table
120.
What has been the final result of this entire detailed process with the rat?
a)
A completely new response has been successfully shaped in the animal subject
b)
The old response has been successfully eliminated in the animal subject
c)
The unconditioned response has been successfully generalized in the animal subject
d)
The conditioned stimulus has been successfully discriminated by the animal subject
121.
What specific application is mentioned for the use of the shaping process with animals?
a)
Shaping has been successfully used to teach many animals specific tricks
b)
Shaping has been successfully used to make many animals feel very comfortable
c)
Shaping has been successfully used to keep many animals completely still and calm
d)
Shaping has been successfully used to force many animals to stop moving completely
122.
What should we remember if a television character points to the ground and her dog immediately lies down?
a)
We need to remember that shaping was involved in the specific dog's behavior
b)
We need to remember that a primary reinforcer was involved in the dog's behavior
c)
We need to remember that a variable-ratio schedule was used for the dog's behavior
d)
We need to remember that classical conditioning was involved in the dog's behavior
123.
What is the conclusion about the potential of teaching unusual tricks to animals using shaping?
a)
If shaping is done properly, almost any animal can learn a few unusual tricks
b)
If shaping is done properly, only very few specific animals can learn unusual tricks
c)
If shaping is done improperly, only highly intelligent animals can learn the tricks
d)
If shaping is done improperly, no animal is able to learn any unusual tricks
124.
What must a person be able to do in order to successfully learn a new skill effectively?
a)
A person must be able to put various new responses together in a sequence
b)
A person must be able to focus only on a single new response for a long time
c)
A person must be able to eliminate all the old responses from their memory
d)
A person must be able to understand the theory behind the specific new skill
125.
Responses that consistently follow one another in a specific sequence are combined into what?
a)
The sequential responses are combined into what are known as response chains
b)
The sequential responses are combined into what are known as conditioned stimuli
c)
The sequential responses are combined into what are known as random behaviors
d)
The sequential responses are combined into what are known as learned helplessness
126.
What does each response produce to signal the person or animal to make the next one?
a)
Each response produces the specific signal that is necessary for the next one
b)
Each response produces the reinforcement that is necessary for the next one
c)
Each response produces the punishment that is necessary for the next one
d)
Each response produces the negative reinforcer that is necessary for the next one
127.
In the process of learning, how are the chains of various responses specifically organized?
a)
The chains of responses are organized into larger response patterns over time
b)
The chains of responses are organized into much smaller response patterns over time
c)
The chains of responses are organized into random response patterns over time
d)
The chains of responses are organized into a continuous schedule over time
128.
What are the three major chains combined to make up the complex skill of swimming?
a)
The three chains are arm-stroking, a breathing chain, and a leg-kicking chain
b)
The three chains are arm-stroking, a jumping chain, and a leg-kicking chain
c)
The three chains are a swimming chain, a floating chain, and a diving chain
d)
The three chains are a breathing chain, a floating chain, and a resting chain
129.
After much successful practice, what do you no longer have to specifically think about during the skill?
a)
You no longer have to think about the different simple steps that are involved
b)
You no longer have to think about the final goal of the complex skill activity
c)
You no longer have to think about the type of reward that you will receive
d)
You no longer have to think about the number of times you will complete the skill
130.
What happens to the behavior as the chains of responses flow naturally once you dive into the water?
a)
The behavior successfully takes on a very natural rhythm of its own performance
b)
The behavior successfully takes on a fixed schedule for its completion performance
c)
The behavior successfully takes on a variable schedule for its completion performance
d)
The behavior successfully takes on a completely random pattern of performance
131.
What is often considered necessary to learn before being able to master the complex pattern of a skill?
a)
It is necessary to learn simple responses before mastering the complex pattern
b)
It is necessary to eliminate all the simple responses before mastering the complex pattern
c)
It is necessary to generalize the simple responses before mastering the complex pattern
d)
It is necessary to discriminate the simple responses before mastering the complex pattern
132.
The inability to hit a nail with a hammer means you certainly cannot perform what related complex task?
a)
The inability to hit a nail with a hammer means you cannot successfully build a house
b)
The inability to hit a nail with a hammer means you cannot successfully cook a meal
c)
The inability to hit a nail with a hammer means you cannot successfully drive a car
d)
The inability to hit a nail with a hammer means you cannot successfully ride a bike
133.
Before a person can learn to perform a particular skill, what must he or she first learn?
a)
He or she must learn all the lower skills that make the larger skill possibly successful
b)
He or she must learn the precise theoretical explanation for why the skill is necessary
c)
He or she must learn all the names of the people who have already mastered the skill
d)
He or she must learn to ignore all the simple skills that are not necessary for the larger skill
134.
What does reinforcement refer to in the most general definition provided?
a)
Reinforcement refers to anything that increases the frequency of a preceding behavior
b)
Reinforcement refers to anything that decreases the frequency of a preceding behavior
c)
Reinforcement refers to anything that prevents the occurrence of a preceding behavior
d)
Reinforcement refers to anything that causes the repetition of a preceding behavior
135.
What kind of consequences are said to influence much of our everyday human behavior?
a)
Aversive, or unpleasant, consequences influence much of our everyday human behavior
b)
Neutral, or unnoticed, consequences influence much of our everyday human behavior
c)
Positive, or enjoyable, consequences influence much of our everyday human behavior
d)
Primary, or biological, consequences influence much of our everyday human behavior
136.
What specific term refers to the type of conditioning or learning influenced by unpleasant consequences?
a)
The specific term that refers to this conditioning is called aversive control
b)
The specific term that refers to this conditioning is called positive reinforcement
c)
The specific term that refers to this conditioning is called classical conditioning
d)
The specific term that refers to this conditioning is called higher-order conditioning
137.
What are the two distinct ways that unpleasant events can affect an individual's behavior?
a)
Unpleasant events can affect behavior as negative reinforcers or as punishers
b)
Unpleasant events can affect behavior as positive reinforcers or as neutral stimuli
c)
Unpleasant events can affect behavior as conditioned stimuli or as punishers
d)
Unpleasant events can affect behavior as primary reinforcers or as secondary stimuli
138.
In the process of negative reinforcement, what is specifically removed from the situation?
a)
In negative reinforcement, a painful or unpleasant stimulus is successfully removed
b)
In negative reinforcement, a pleasant or desired stimulus is successfully removed
c)
In negative reinforcement, a painful or unpleasant stimulus is successfully added
d)
In negative reinforcement, a pleasant or desired stimulus is successfully added
139.
What specific action does the removal of unpleasant consequences lead to for the behavior?
a)
The removal of unpleasant consequences increases the specific frequency of a behavior
b)
The removal of unpleasant consequences decreases the specific frequency of a behavior
c)
The removal of unpleasant consequences neutralizes the specific frequency of a behavior
d)
The removal of unpleasant consequences prevents the specific occurrence of a behavior
140.
Remembering that it follows and negates an aversive stimulus may help you understand what?
a)
It may help you understand the concept of negative reinforcement and its function
b)
It may help you understand the concept of positive reinforcement and its function
c)
It may help you understand the concept of classical conditioning and its function
d)
It may help you understand the concept of observational learning and its function
141.
What is the behavior that B.F. Skinner provided an example of, concerning walking with a stone in your shoe?
a)
Removing the stone allows you to walk without pain, an example of negative reinforcement
b)
Putting the stone in your shoe causes you to limp, an example of positive punishment
c)
Walking with the stone causes you to limp, an example of escape conditioning
d)
Avoiding the stone allows you to walk normally, an example of a fixed-ratio schedule
142.
What are two specific other examples of negative reinforcers besides removing a stone from a shoe?
a)
Other examples are fear and experiencing disapproval of unwelcome or inappropriate behavior
b)
Other examples are food and experiencing social approval of welcome or appropriate behavior
c)
Other examples are money and experiencing material rewards for new appropriate behavior
d)
Other examples are pain and experiencing physical consequences for inappropriate behavior
143.
What are the two specific uses of negative reinforcement that psychologists have studied in great detail?
a)
They have studied escape conditioning and avoidance conditioning extensively in detail
b)
They have studied positive reinforcement and positive punishment extensively in detail
c)
They have studied primary reinforcement and secondary reinforcement extensively in detail
d)
They have studied shaping and chaining for the acquisition of new skills in detail
144.
In the use of escape conditioning, what does a person's specific behavior successfully cause to occur?
a)
A person's behavior successfully causes an unpleasant event to completely stop occurring
b)
A person's behavior successfully causes a pleasant event to completely stop occurring
c)
A person's behavior successfully causes an unpleasant event to immediately start occurring
d)
A person's behavior successfully causes a pleasant event to immediately start occurring
145.
What is the hypothetical situation presented as an example of escape conditioning?
a)
The case is about a child who hates liver and is served it for the dinner meal
b)
The case is about an adult who loves vegetables and is served a large amount
c)
The case is about a child who enjoys sweets and is served a very small portion
d)
The case is about an adult who hates loud noises and is served a quiet meal
146.
What two specific things does the child do concerning the food that is served for dinner?
a)
She whines about the food on her plate and gags while attempting to eat it
b)
She eats the food very slowly and cries while sitting at the dinner table
c)
She screams about the food on her plate and throws it directly at the wall
d)
She smells the food on her plate and runs away from the dinner table quickly
147.
At the specific point when the child whines and gags, what action does her father take?
a)
At this point, her father takes the liver away and removes it from the table
b)
At this point, her father yells at her to eat the food and ignores her crying
c)
At this point, her father adds more food to her plate and tells her to eat
d)
At this point, her father spanks her for the behavior and sends her to her room
148.
How has the child's whining and gagging behavior been specifically reinforced in this situation?
a)
The specific behavior has been thus negatively reinforced by the father's action
b)
The specific behavior has been thus positively reinforced by the father's action
c)
The specific behavior has been thus positively punished by the father's action
d)
The specific behavior has been thus spontaneously recovered by the father's action
149.
Why is this specific kind of learning appropriately named escape conditioning in the text?
a)
It is called escape conditioning because the behavior allowed her to escape the liver
b)
It is called escape conditioning because the behavior allowed her to escape the father
c)
It is called escape conditioning because the behavior allowed her to escape the table
d)
It is called escape conditioning because the behavior allowed her to escape the room
150.
In the use of avoidance conditioning, what does the person's behavior successfully prevent from happening?
a)
A person's behavior successfully prevents an unpleasant situation from occurring
b)
A person's behavior successfully prevents a pleasant situation from occurring
c)
A person's behavior successfully prevents a neutral situation from occurring
d)
A person's behavior successfully prevents a natural situation from occurring
151.
If the child starts whining and gagging when the father removes the liver to cook, what is the situation identified as?
a)
The situation is identified as avoidance conditioning because the child avoided the negative consequences
b)
The situation is identified as escape conditioning because the child stopped the negative event
c)
The situation is identified as positive punishment because the child received an unpleasant event
d)
The situation is identified as negative punishment because the child lost a pleasant reward
152.
In the avoidance conditioning example, what is the specific reinforcer for the child's behavior?
a)
The reinforcer is the reduction of the child's disgust from not having to eat liver
b)
The reinforcer is the negative attention from the father concerning the child's disgust
c)
The reinforcer is the reduction of the child's hunger from not having to eat dinner
d)
The reinforcer is the positive attention from the father concerning the child's disgust
153.
What is considered to be the most obvious and common form of aversive control?
a)
The most obvious and common form of aversive control is considered to be punishment
b)
The most obvious and common form of aversive control is considered to be shaping
c)
The most obvious and common form of aversive control is considered to be chaining
d)
The most obvious and common form of aversive control is considered to be reinforcement
154.
In the process of punishment, what occurs, and what does it do to the frequency of the behavior?
a)
An unpleasant consequence occurs and decreases the frequency of the behavior produced
b)
An unpleasant consequence occurs and increases the frequency of the behavior produced
c)
A pleasant consequence occurs and decreases the frequency of the behavior produced
d)
A pleasant consequence occurs and increases the frequency of the behavior produced
155.
How do negative reinforcement and punishment specifically operate in relation to one another?
a)
Negative reinforcement and punishment specifically operate in opposite ways usually
b)
Negative reinforcement and punishment specifically operate in similar ways usually
c)
Negative reinforcement and punishment specifically operate in the same way usually
d)
Negative reinforcement and punishment specifically operate in a complementary way usually
156.
What happens to escape or avoidance behavior in the specific process of negative reinforcement?
a)
Escape or avoidance behavior is repeated and increases in the frequency of occurrence
b)
Escape or avoidance behavior is stopped and decreases in the frequency of occurrence
c)
Escape or avoidance behavior is learned, but does not change its frequency of occurrence
d)
Escape or avoidance behavior is eliminated and is not repeated in the future occurrence
157.
What happens to the behavior in the specific process of punishment?
a)
Behavior that is punished decreases in frequency or is not successfully repeated at all
b)
Behavior that is punished increases in frequency or is successfully repeated over time
c)
Behavior that is punished is successfully maintained in frequency for a long period of time
d)
Behavior that is punished is successfully generalized to other similar situations easily
158.
If you want to stop a dog from pawing at you for attention, what should you loudly say and do?
a)
You should loudly say, "NO!" and reprimand the dog when it consistently paws at you
b)
You should loudly say, "GOOD!" and reward the dog when it consistently paws at you
c)
You should loudly say, "COME!" and ignore the dog when it consistently paws at you
d)
You should loudly say, "SIT!" and reward the dog when it consistently paws at you
159.
What are the actions such as saying "NO!" and reprimanding the dog specifically called?
a)
Such aversive actions are commonly referred to as effective punishers of behavior
b)
Such aversive actions are commonly referred to as effective reinforcers of behavior
c)
Such aversive actions are commonly referred to as neutral stimuli for behavior
d)
Such aversive actions are commonly referred to as conditioned responses for behavior
160.
What specific factor determines the events or actions that will serve as effective punishers?
a)
Punishers depend on the effect the action or event has on the specific learner
b)
Punishers depend on the intensity of the action or event used by the individual
c)
Punishers depend on the cost of the action or event to the experimenter involved
d)
Punishers depend on the frequency the action or event is used in the situation
161.
What may happen if a young child in a large family specifically seeks extra attention from the parents?
a)
The young child in the large family may purposely misbehave to get the attention
b)
The young child in the large family may purposely clean their room to get the attention
c)
The young child in the large family may purposely help the parents to get the attention
d)
The young child in the large family may purposely ignore the parents to get the attention
162.
In response to the child's misbehavior, what action do the parents take to try to punish the child?
a)
In response, the parents punish the child by directly reprimanding her for the behavior
b)
In response, the parents reward the child by directly giving her the extra attention
c)
In response, the parents ignore the child by directly walking away from the behavior
d)
In response, the parents explain the correct behavior to her and model the actions
163.
What is the parents' specific intention for using the reprimands on the misbehaving child?
a)
The reprimands are specifically meant by the parents to be effective punishers of behavior
b)
The reprimands are specifically meant by the parents to be effective reinforcers of behavior
c)
The reprimands are specifically meant by the parents to be neutral stimuli for behavior
d)
The reprimands are specifically meant by the parents to be unconditioned stimuli for behavior
164.
For a child who specifically wants attention, what may the parents' reprimands actually serve as?
a)
The reprimands may actually serve as effective reinforcers for the child seeking attention
b)
The reprimands may actually serve as effective punishers for the child seeking attention
c)
The reprimands may actually serve as neutral stimuli for the child seeking attention
d)
The reprimands may actually serve as negative reinforcers for the child seeking attention
165.
What would have been an appropriate punisher for the misbehaving child, according to the example?
a)
Sending her to her room every time she misbehaved would have been appropriate
b)
Giving her a treat every time she misbehaved would have been appropriate
c)
Ignoring her every time she misbehaved would have been appropriate
d)
Yelling at her every time she misbehaved would have been appropriate
166.
What have psychologists successfully found concerning the use of aversive stimuli to change behavior?
a)
Psychologists found several disadvantages in using aversive stimuli as punishment
b)
Psychologists found several advantages in using aversive stimuli as punishment
c)
Psychologists found a neutral effect in using aversive stimuli as punishment
d)
Psychologists found no effect in using aversive stimuli as a form of punishment
167.
What is one specific problem or unwanted side effect that aversive stimuli can successfully produce?
a)
Aversive stimuli can produce unwanted side effects such as rage, aggression, and fear
b)
Aversive stimuli can produce unwanted side effects such as happiness, calm, and joy
c)
Aversive stimuli can produce unwanted side effects such as focus, attention, and rest
d)
Aversive stimuli can produce unwanted side effects such as fatigue, hunger, and thirst
168.
What is the consequence of aversive stimuli producing more than one problem behavior?
a)
Instead of only one problem, there may now be two or more problems to address
b)
Instead of only one problem, there may now be less than one problem to address
c)
Instead of only one problem, the initial problem is always completely eliminated
d)
Instead of only one problem, the situation usually becomes much easier to deal with
169.
What is an example of an increased problem for children whose parents rely on spanking for disobedience?
a)
The children may have to deal with increased aggressiveness toward other children easily
b)
The children may have to deal with increased attention toward other children easily
c)
The children may have to deal with decreased friendliness toward other children easily
d)
The children may have to deal with decreased compliance toward other children easily
170.
What is a second specific problem concerning the use of punishment for changing behavior?
a)
People learn to successfully avoid the person delivering the aversive consequences
b)
People learn to successfully approach the person delivering the aversive consequences
c)
People learn to successfully ignore the person delivering the aversive consequences
d)
People learn to successfully engage with the person delivering the aversive consequences
171.
What specific consequence do children learn concerning parents or teachers who often punish them?
a)
Children learn to consistently stay away from parents or teachers who punish them
b)
Children learn to consistently stay close to parents or teachers who punish them
c)
Children learn to consistently ignore the parents or teachers who punish them
d)
Children learn to consistently challenge the parents or teachers who punish them
172.
What is one consequence of children avoiding parents and teachers who often punish them?
a)
Such parents and teachers have less opportunity to successfully correct the behavior
b)
Such parents and teachers have more opportunity to successfully correct the behavior
c)
Such parents and teachers have less need to successfully correct the behavior
d)
Such parents and teachers have more reinforcement to successfully correct the behavior
173.
In addition to avoidance, what is punishment likely to do instead of eliminating the behavior?
a)
Punishment is likely to merely suppress but not entirely eliminate the behavior completely
b)
Punishment is likely to merely strengthen but not entirely eliminate the behavior completely
c)
Punishment is likely to merely generalize but not entirely eliminate the behavior completely
d)
Punishment is likely to merely reinforce but not entirely eliminate the behavior completely
174.
What is likely to occur regarding the punished behavior at some other point in time or location?
a)
The punished behavior is likely to successfully occur at some other time or another place
b)
The punished behavior is likely to successfully occur at the exact same time and place
c)
The punished behavior is likely to be completely forgotten at some other time or another place
d)
The punished behavior is likely to be completely reinforced at some other time or another place
175.
What specific action does punishment alone fail to teach the individual learner?
a)
Punishment alone does not teach appropriate and acceptable behavior consistently
b)
Punishment alone does not teach avoidance and aggressive behavior consistently
c)
Punishment alone does not teach learned helplessness behavior consistently
d)
Punishment alone does not teach emotional suppression behavior consistently
176.
Without positive coaching and modeling, what may the child never learn or successfully understand?
a)
The child may never learn the correct behavior or understand what is acceptable in a situation
b)
The child may never learn the negative consequences or understand what is aversive in a situation
c)
The child may never learn the positive reinforcement or understand what is desired in a situation
d)
The child may never learn the appropriate punisher or understand what is painful in a situation
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