Font size
S
M
L
XL
Worksheets9.3 Social Learning Continued
Total questions: 126
Worksheet time: 1hrs 3mins
Name
Class
Date
1.
A cognitive map is a mental picture of a place, such as the maze. How is a cognitive map defined in this context?
a)
A mental representation of an environment or location.
b)
A physical drawing made by the rat of the maze layout.
c)
A list of instructions for navigating the maze.
d)
A set of automatic, unthinking responses to stimuli.
e)
A psychological disorder involving spatial confusion.
2.
The rats had developed a cognitive map of the maze when allowed to explore the maze on their own. According to the text, when did the rats form their cognitive map of the maze?
a)
When they were permitted to explore the maze independently.
b)
Only after they received a food reward for their behavior.
c)
Immediately upon being placed into the maze for the first time.
d)
While being instructed by the experimenter on the maze layout.
e)
After the shortest path was blocked for the first time.
3.
Tolman called the type of learning demonstrated by the rat latent learning. What term did Tolman use for the form of learning the rat exhibited?
a)
Latent learning.
b)
Observational learning.
c)
Classical conditioning.
d)
Learned laziness.
e)
Cognitive mapping.
4.
Latent learning is not demonstrated by an immediately observable change in behavior at the time of the learning. What is a key characteristic of latent learning regarding its demonstration?
a)
It does not result in an immediate, visible change in behavior when it occurs.
b)
It always leads to immediate, strong behavioral changes.
c)
It only occurs when the learner is actively trying to learn.
d)
It is a type of learning that only occurs in animals, not humans.
e)
It requires continuous reinforcement to be successful.
5.
Although the learning typically occurs in the absence of a reinforcer, it may not be demonstrated until a reinforcer appears. When is latent learning typically not demonstrated, and when might it finally be shown?
a)
It's not demonstrated until a reinforcer appears, even though the learning usually happens without one.
b)
It is always demonstrated immediately after the learning takes place.
c)
It is only demonstrated when the behavior is punished.
d)
It only occurs when a reinforcer is constantly present during the learning phase.
e)
It is demonstrated regardless of whether a reinforcer appears or not.
6.
For example, have you ever had to locate a building or street in a section of your city or town that you were unfamiliar with? This sentence introduces:
a)
A common, relatable example to illustrate the concept of latent learning.
b)
A complex mathematical problem for the reader to solve.
c)
A new, unrelated topic about urban planning.
d)
A challenge to the reader's spatial awareness abilities.
e)
An instruction to immediately go out and find a building.
7.
You may have been through that section of town before and remembered details such as an unusual sign or large parking lot. What sort of details might someone recall from a previous, casual exposure to an unfamiliar area?
a)
Specific, notable details like an unusual sign or a large parking lot.
b)
The exact street addresses and names of every business.
c)
A complete, detailed historical account of the neighborhood.
d)
The names and phone numbers of the residents who live there.
e)
The exact time and date of their previous visit to the area.
8.
Remembering these details may have helped you find the building or street you were looking for. What did recalling the previously mentioned details help the individual achieve?
a)
The ability to locate the desired building or street.
b)
The ability to redesign the city's infrastructure.
c)
The ability to forget their current location entirely.
d)
The ability to win a trivia contest about the town.
e)
The ability to explain the concept of classical conditioning.
9.
You had learned some details without intending to do so. What is the key characteristic of the learning in this example?
a)
The learning of details occurred unintentionally.
b)
The individual only learned what they consciously set out to learn.
c)
The learning required a great deal of purposeful effort and practice.
d)
The individual only learned due to a strong external reward.
e)
The learning was entirely forgotten the next day.
10.
Learned Helplessness What is the sole purpose of this heading?
a)
To introduce the next major concept to be defined and discussed.
b)
To provide a definition for the previously discussed concept.
c)
To summarize the findings of the Bobo doll experiment.
d)
To conclude the section on latent learning.
e)
To offer a critique of Tolman's research methods.
11.
Psychologists have shown that general learning strategies can affect a person’s relationship to the environment. What is one general finding psychologists have established regarding learning strategies?
a)
They have an impact on how a person interacts with their surroundings.
b)
They are completely irrelevant to a person's life experiences.
c)
They primarily influence physical health, not mental state.
d)
They are innate and cannot be modified or changed.
e)
They are uniform across all people and situations.
12.
For example, if a person has numerous experiences in which his or her actions have no effect, he or she may learn a general strategy of helplessness or laziness. A consistent lack of effect from a person's actions can lead to the learning of what general strategy?
a)
Helplessness or laziness.
b)
Aggressive modeling.
c)
Cognitive mapping.
d)
Latent learning.
e)
High self-esteem.
13.
In the first stage of one study (Hiroto, 1974), one group of college students were able to turn off an unpleasant loud noise, while another group had no control over the noise. What was the key difference between the two groups of college students in the initial stage of the 1974 Hiroto study?
a)
One group had control over an unpleasant loud noise, and the other did not.
b)
One group was given a cash reward, and the other was not.
c)
One group was asked to solve complex math problems, and the other was not.
d)
One group watched an aggressive model, and the other did not.
e)
One group was allowed to leave the experiment early, and the other was not.
14.
Later, all were placed in a situation in which they merely had to move a lever to stop a similar noise. What was the second-stage task for all participants in the Hiroto study?
a)
Moving a lever to easily stop a similar unpleasant noise.
b)
Solving the same complex puzzle that was given in the first stage.
c)
Writing an essay about their experience with the loud noise.
d)
Being exposed to a much louder, uncontrollable noise.
e)
Watching a demonstration of how to stop the noise.
15.
Only the ones who had control over the noise in the first place learned to turn it off. Which group demonstrated the ability to stop the noise in the second stage of the experiment?
a)
The students who had been able to control the noise initially.
b)
The students who had no control over the noise initially.
c)
The students who were offered a large monetary reward.
d)
The students who had a low sense of self-esteem.
e)
The students who had never heard a loud noise before.
16.
The others did not even try! What was the reaction of the group that had no control over the noise in the first stage, when presented with the easy solution in the second stage?
a)
They made no attempt to solve the problem.
b)
They tried repeatedly and eventually succeeded.
c)
They sought help from the experimenter.
d)
They immediately assumed the noise was controllable.
e)
They became violent and broke the lever mechanism.
17.
It is not hard to see how these results can apply to everyday situations. The preceding sentence serves as a transition to discuss what aspect of the study's findings?
a)
The real-world relevance and application of the experimental results.
b)
The technical difficulties encountered during the study.
c)
The ethical concerns related to the use of loud noises.
d)
The statistical methods used to analyze the data.
e)
The historical context of psychological research in 1974.
18.
In order to be able to try hard and to be full of energy, people must learn that their actions do make a difference. What fundamental belief must people have in order to be motivated to put forth effort?
a)
That their efforts and actions produce tangible results.
b)
That luck and chance are the only factors determining success.
c)
That external factors, not their actions, control outcomes.
d)
That they should rely entirely on others to solve their problems.
e)
That energy levels are fixed and cannot be changed by learning.
19.
If rewards come without effort, a person never learns to work (learned laziness). What is the outcome when a person receives rewards without needing to exert effort?
a)
They develop learned laziness and fail to acquire a work ethic.
b)
They become overly ambitious and work too hard.
c)
They immediately volunteer to help others with their tasks.
d)
They develop a strong sense of internal control.
e)
They apply the principles of classical conditioning effectively.
20.
If pain comes no matter how hard one tries, a person gives up. This occurrence is called learned helplessness. What is the definition provided for the term "learned helplessness"?
a)
The tendency to quit trying when negative outcomes occur regardless of effort.
b)
The ability to quickly solve difficult, painful problems.
c)
The act of using pain to reinforce a specific behavior.
d)
The belief that all outcomes are determined by fate.
e)
The process of developing a cognitive map in a painful environment.
21.
Martin Seligman believes that learned helplessness is one major cause of depression. What psychological condition does Martin Seligman propose is significantly caused by learned helplessness?
a)
Depression.
b)
Schizophrenia.
c)
Obsessive-Compulsive Disorder (OCD).
d)
Bipolar Disorder.
e)
Generalized Anxiety Disorder (GAD).
22.
He reasons that when people are unable to control events in their lives, they generally respond in one of the following ways: What is the main condition under which people are said to respond in certain predictable ways, according to Seligman?
a)
When they perceive a lack of control over life events.
b)
When they receive an unexpected, large monetary reward.
c)
When they have successfully mastered a complex skill.
d)
When they are actively modeling the behavior of others.
e)
When they are exposed to pleasant, predictable stimuli.
23.
(1) they may be less motivated to act and thus stop trying; (2) they may experience a lowered sense of self-esteem and think negatively about themselves; or (3) they may feel depressed (see Figure 9.12). Which of the following is NOT listed as a potential response to a lack of control over life events?
a)
They become overly motivated and try harder.
b)
They stop trying due to reduced motivation.
c)
They have a lowered sense of self-esteem.
d)
They think negatively about themselves.
e)
They may feel depressed.
24.
Seligman identified three important elements of learned helplessness: stability, globality, and internality. What are the three crucial factors Seligman associated with learned helplessness?
a)
Stability, globality, and internality.
b)
Reinforcement, punishment, and modeling.
c)
Stimulus, response, and consequence.
d)
Learning, memory, and perception.
e)
Control, effort, and reward.
25.
Stability refers to the person’s belief that the state of helplessness results from a permanent characteristic. How is the element of stability defined in the context of learned helplessness?
a)
The belief that the cause of helplessness is a permanent personal trait.
b)
The constant, unchanging physical environment of the person.
c)
The ability to maintain a consistent emotional state.
d)
The degree to which the person avoids all change.
e)
The belief that the state of helplessness is entirely temporary.
26.
For example, a student who fails a math test can decide that the problem is either temporary (“I did poorly on this math test because I was sick”) or stable (“I never have done well on math tests and never will”). The failure on a math test is used to exemplify the difference between which two belief types?
a)
Temporary (unstable) versus stable belief in the cause of failure.
b)
Internal versus external causes of failure.
c)
Specific versus global causes of failure.
d)
Behavioral versus cognitive reactions to failure.
e)
Learned versus unlearned responses to failure.
27.
Similarly, the person can decide that the problem is either specific (“I’m no good at math tests”) or global (“I’m just dumb”). What two attribution styles are contrasted using the example of the math test failure in this sentence?
a)
Specific versus global attribution styles.
b)
External versus internal attribution styles.
c)
Stable versus unstable attribution styles.
d)
Cognitive versus behavioral attribution styles.
e)
Controlled versus uncontrollable attribution styles.
28.
Both stability and globality focus on the student—on internal reasons for failure. Stability and globality, as discussed, both place the focus of the failure on what type of reasons?
a)
Internal reasons stemming from the student themselves.
b)
External reasons entirely outside of the student's control.
c)
Temporary reasons related to the situation.
d)
Specific reasons related to the test design.
e)
Environmental reasons related to the classroom.
29.
The student could have decided that the problem was external (“This was a bad math test”) instead of internal. What is the contrasting perspective to attributing the problem to an internal cause, as illustrated by the example?
a)
Attributing the problem to an external cause.
b)
Attributing the problem to a stable cause.
c)
Attributing the problem to a specific cause.
d)
Attributing the problem to a global cause.
e)
Attributing the problem to a lack of motivation.
30.
People who attribute an undesirable outcome to their own inadequacies will probably experience depression along with guilt and self-blame. What is the likely emotional consequence for people who blame their failures on their own shortcomings?
a)
Depression, accompanied by guilt and self-blame.
b)
A strong feeling of external control and motivation.
c)
A sudden surge of self-esteem and pride.
d)
The application of classical conditioning principles.
e)
The development of learned laziness.
31.
MODELING What is the function of this short heading?
a)
To introduce the second, main type of social learning.
b)
To provide a concluding thought on learned helplessness.
c)
To describe the experimental procedure in the Bobo doll study.
d)
To explain the concept of cognitive maps.
e)
To list the incorrect answers for the previous question.
32.
The second type of social learning is modeling. What is the second category of social learning mentioned in the text?
a)
Modeling.
b)
Cognitive learning.
c)
Classical conditioning.
d)
Operant conditioning.
e)
Latent learning.
33.
When you go to a concert for the first time, you may be very hesitant about where to go, when to enter (especially if you are late), when to clap, how to get a better seat after the first intermission, and so on. This sentence presents a scenario to illustrate what kind of feeling or state?
a)
A feeling of being hesitant and unsure due to unfamiliarity with a situation.
b)
A feeling of complete confidence and mastery over a new environment.
c)
A feeling of extreme boredom with a common activity.
d)
A scenario where a strong external reward is expected.
e)
An example of classical conditioning principles.
34.
So you observe others, follow them, and soon you are an “old hand.” What is the key action a person takes to overcome their initial hesitation in the concert example?
a)
They watch and imitate the behavior of others.
b)
They stop trying and leave the concert immediately.
c)
They ask the performer for explicit instructions.
d)
They rely only on their own pre-existing knowledge.
e)
They read a detailed instruction manual during the show.
35.
This illustrates a third type of learning—observation and imitation. The concert example is used to introduce the general idea of learning through what dual process?
a)
Observation and imitation.
b)
Reinforcement and punishment.
c)
Trial and error.
d)
Stimulus and response.
e)
Stability and globality.
36.
The general term for this kind of learning is modeling. What is the general term given for learning that occurs through observation and imitation?
a)
Modeling.
b)
Conditioning.
c)
Latent learning.
d)
Helplessness.
e)
Internalization.
37.
It includes three different types of effects. How many different categories of effects does modeling encompass?
a)
Three.
b)
Two.
c)
One.
d)
Four.
e)
Five.
38.
In the simplest case—the first type of modeling—the behavior of others simply increases the chances that we will do the same thing. In the simplest form of modeling, what effect does the behavior of others have on a person's own actions?
a)
It makes it more likely that the person will perform the same existing behavior.
b)
It results in the immediate acquisition of an entirely new response.
c)
It causes the person to completely stop their current behavior.
d)
It leads to the person criticizing the actions of the model.
e)
It permanently reduces the chances of performing that behavior.
39.
We clap when others do, look up at a building if everyone else is looking there, and copy the styles and verbal expressions of our peers. Which of the following is NOT presented as an example of the first type of modeling?
a)
Creating an entirely new dance move that no one has seen before.
b)
Clapping because other people are clapping.
c)
Looking up at something when others are doing so.
d)
Imitating the clothing styles of one's peers.
e)
Copying the way others talk and express themselves.
40.
No learning occurs in this case, in the sense of acquiring new responses. What key aspect of learning is described as not occurring in the first, simplest type of modeling?
a)
The acquisition of new responses.
b)
The ability to perceive stimuli.
c)
The capacity to remember old responses.
d)
The experience of external reinforcement.
e)
The performance of any behavior at all.
41.
We simply perform old responses that we otherwise might not be using at the time. In the simplest case of modeling, what is the ultimate result regarding the responses performed?
a)
The performance of existing behaviors that were previously dormant.
b)
The permanent abandonment of all previous behavioral responses.
c)
The acquisition of responses that were impossible before.
d)
The automatic, involuntary reaction to a negative stimulus.
e)
The development of an entirely new cognitive map.
42.
The second type of modeling is usually called observational learning, or imitation. What are the two interchangeable names given to the second type of modeling?
a)
Observational learning, or imitation.
b)
Latent learning, or cognitive mapping.
c)
Classical conditioning, or operant conditioning.
d)
Learned helplessness, or learned laziness.
e)
Stability, globality, or internality.
43.
In this sort of learning an observer watches someone perform a behavior and is later able to reproduce it closely, though the observer was unable to do this before observing the model. What is the defining characteristic of this second type of modeling (observational learning)?
a)
The observer acquires the ability to reproduce a new behavior after watching a model perform it.
b)
The observer performs an old response they were already capable of doing.
c)
The observer is directly rewarded for their effort by the model.
d)
The observer loses the ability to perform a complex task.
e)
The observer is only capable of learning through punishment.
44.
An example is watching someone else do an unfamiliar dance step and afterward being able to do the dance step yourself. What specific action is given as an illustration of the second type of modeling?
a)
Learning a new dance step after watching someone else perform it.
b)
Clapping at a concert when others are clapping.
c)
Suddenly remembering the location of a building while driving.
d)
Giving up on a task because of previous failures.
e)
Receiving a reward for a simple, mechanical response.
45.
Have you ever noticed that some children seem to behave in a manner similar to their parents? This question serves to connect the discussion of modeling to what common, real-world example?
a)
Children's behavioral similarities to their parents.
b)
The difficulty of learning to dance at an early age.
c)
The complexity of navigating unfamiliar cities.
d)
The negative effects of loud, unpleasant noises.
e)
The use of rewards in classroom settings.
46.
Albert Bandura suggested that we watch models perform and then imitate the models’ behavior. What did Albert Bandura propose as the mechanism through which people adopt the behaviors of models?
a)
Watching and then imitating the models' behavior.
b)
Being consistently punished for not imitating the models.
c)
Developing a stable, internal belief about the models.
d)
Creating a cognitive map of the models' environment.
e)
Engaging in automatic, mechanical responses to the models.
47.
Bandura and his colleagues demonstrated observational learning by using a Bobo doll (see Exploring Psychology on page 259). What experimental tool did Bandura and his team utilize to illustrate observational learning?
a)
A Bobo doll.
b)
A rat in a maze.
c)
A computer-assisted instruction program.
d)
A series of complex math problems.
e)
A loud noise machine.
48.
The experimenters found that children were more likely to act aggressively after they had observed aggressive behavior. What was the central finding of Bandura's Bobo doll experiment regarding the children's aggressive behavior?
a)
Observing aggressive behavior increased the likelihood of the children acting aggressively.
b)
Observing aggressive behavior caused the children to act very passively.
c)
Observing aggressive behavior had no noticeable effect on the children.
d)
The children were only aggressive if they were given a specific reward.
e)
The children were more likely to exhibit learned helplessness.
49.
Individual differences in personality may help to explain why people act differently when shown the same movie containing violent material. What factor is suggested to explain the varied reactions of people who view identical violent media?
a)
Individual differences in personality.
b)
The consistency of the external reinforcement.
c)
The stability of the environmental stimuli.
d)
The exact number of previous aggressive acts they have committed.
e)
The type of doll used in the experiment.
50.
The American Psychological Association (APA) Commission on Violence and Youth (1993) reported that personal qualities do play a role. What organization's 1993 report confirmed the significance of personal qualities in the context of violence and youth?
a)
The American Psychological Association (APA) Commission on Violence and Youth.
b)
The National Institute of Mental Health (NIMH).
c)
The Centers for Disease Control and Prevention (CDC).
d)
The World Health Organization (WHO).
e)
The National Training School (NTS).
51.
One child may learn that violence is right and another child may view violence as pitiful. This sentence exemplifies the potential for different children to develop what in response to the same observation of violence?
a)
Different moral interpretations or views of the observed violence.
b)
An identical, predictable, mechanical response to the violence.
c)
A strong desire to seek out a loud, unpleasant noise.
d)
A shared inability to locate a building in a new city.
e)
An automatic, non-cognitive response to the stimuli.
52.
Others have found that more aggressive children seek out violent television and are also more affected by it. What is the two-part finding regarding children who are already more aggressive?
a)
They are both more likely to watch violent TV and more impacted by it.
b)
They are less likely to watch violent TV and less affected by it.
c)
They only watch violent TV if a powerful reinforcer is present.
d)
They exclusively seek out non-violent, educational content.
e)
They are entirely immune to the effects of violent media.
53.
A third type of modeling involves disinhibition. What term is used to identify the third form of modeling described?
a)
Disinhibition.
b)
Observational learning.
c)
Latent learning.
d)
Learned helplessness.
e)
Classical conditioning.
54.
When an observer watches someone else engage in a threatening activity without being punished, the observer may find it easier to engage in that behavior later. According to the text, what might observing an unpunished threatening activity make it easier for the observer to do later?
a)
To perform the same threatening behavior themselves.
b)
To completely forget the observed behavior.
c)
To immediately develop an irrational phobia of the activity.
d)
To require a strong external reward to try the activity.
e)
To attribute the outcome to a stable, internal cause.
55.
For example, someone with a snake phobia may watch another person handling snakes. Such observation may help alleviate the phobia. What specific phobia is used as an example where observational modeling might be beneficial?
a)
A snake phobia (fear of snakes).
b)
A fear of heights (acrophobia).
c)
A fear of open spaces (agoraphobia).
d)
A fear of the number 13 (triskaidekaphobia).
e)
A fear of loud, unpleasant noises.
56.
This procedure is used in clinical work as we will see in the chapter on therapies (Chapter 17). The observational procedure for phobia alleviation is primarily used in what practical setting?
a)
Clinical work (therapy).
b)
Elementary school classrooms.
c)
Computer-assisted instruction programs.
d)
Market research and advertising.
e)
Animal training and conditioning.
57.
BEHAVIOR MODIFICATION What is the function of this short heading?
a)
To introduce the topic of systematically changing people's behavior.
b)
To conclude the section on modeling and imitation.
c)
To explain how to overcome a learned phobia.
d)
To provide a complex definition of operant conditioning.
e)
To summarize the history of psychological research.
58.
The term behavior modification often appears in magazine articles describing research on changing people’s behavior through drugs, “mind control,” or even brain surgery. In what types of sources and contexts is the term "behavior modification" frequently found?
a)
In magazine articles discussing changes in behavior through drugs, mind control, or surgery.
b)
In academic journals focusing exclusively on classical conditioning.
c)
In textbooks that only discuss the Bobo doll experiment.
d)
In government documents detailing military strategy.
e)
In cookbooks and culinary instruction guides.
59.
In fact, it is none of these things. What is the purpose of this short sentence?
a)
To directly contradict the common, often sensationalized, media portrayals of behavior modification.
b)
To confirm that behavior modification only involves brain surgery.
c)
To state that behavior modification is actually a type of "mind control."
d)
To introduce a list of various unrelated psychological concepts.
e)
To provide a clear, positive definition of the term.
60.
Behavior modification refers to the systematic application of learning principles (classical conditioning, operant conditioning, and social learning) to change people’s actions and feelings. What is the formal definition of behavior modification, including the principles it uses?
a)
The systematic application of learning principles to change behavior and feelings.
b)
The random use of punishment to control undesirable actions.
c)
The automatic, non-purposeful response to a loud noise.
d)
The process of developing a stable, internal attribution style.
e)
A form of psychotherapy that only uses talking and discussion.
61.
When you give your little brother a quarter to leave you alone, that is very much like behavior modification. What is this simple act used as an illustration of?
a)
A real-world example of behavior modification.
b)
A complex principle of classical conditioning.
c)
An example of learned helplessness in siblings.
d)
A type of latent learning involving money.
e)
A form of observational learning that is unintentional.
62.
Behavior modification involves a series of well-defined steps to change behavior. What is a key characteristic of the process used in behavior modification to alter behavior?
a)
It is a structured process involving a clear sequence of steps.
b)
It is a spontaneous process that happens by chance.
c)
It is a one-time event with no need for repetition.
d)
It is a theoretical concept that has never been applied.
e)
It is a process that only relies on internal mental thoughts.
63.
The success of each step is carefully evaluated to find the best solution for a given situation. What is done to determine the effectiveness of the steps in a behavior modification program?
a)
The success of each step is thoroughly assessed to tailor the optimal solution.
b)
Each step is implemented blindly without any form of assessment.
c)
Only the final outcome is considered, regardless of the intermediate steps.
d)
The steps are designed to be too complex to be evaluated.
e)
The evaluation is done only by the person whose behavior is being modified.
64.
The behavior modifier usually begins by defining a problem in concrete terms. What is the typical first action taken by a behavior modifier?
a)
Defining the problem in specific, measurable, and objective terms.
b)
Asking the client to speculate about the origins of the problem.
c)
Designing a complex reward system with no clear goals.
d)
Immediately applying a punishment without discussion.
e)
Encouraging the client to ignore the problem entirely.
65.
For example, Johnnie’s mother might complain that her son is messy. What common complaint is used to introduce an example of defining a problem for behavior modification?
a)
A mother complaining that her son is messy.
b)
A student complaining that a test was too difficult.
c)
A rat complaining that a maze is too complex.
d)
An experimenter complaining about loud noises.
e)
A concert attendee complaining about the music volume.
66.
If she used behavior modification to reform the child, she would first have to define “messy” in objective terms. What would the mother need to do as the first step if she employed behavior modification to change her son's behavior?
a)
Translate the vague term "messy" into specific, observable behaviors.
b)
Tell the child that he is lazy and messy.
c)
Immediately give the child a monetary reward.
d)
Send the child to therapy to discuss his feelings.
e)
Encourage the child to develop learned helplessness.
67.
For example, he does not make his bed in the morning, he drops his coat on the couch when he comes inside, and so on. This sentence provides examples of how the vague problem "messy" can be defined as what?
a)
Specific, observable, and concrete behaviors.
b)
Deep-seated psychological issues requiring extensive therapy.
c)
Uncontrollable, random events caused by external forces.
d)
Behaviors that are impossible to change or modify.
e)
Examples of learned helplessness and globality.
68.
She would not worry about where his bad habits come from. Rather, she would work out a system of rewards and punishments aimed at getting Johnnie to make his bed, hang up his coat, and do other straightening-up tasks. What is the behavior modifier's focus, as opposed to worrying about the origins of the bad habits?
a)
Creating a system of rewards and punishments to directly change the targeted tasks.
b)
Conducting extensive interviews with Johnnie about his childhood.
c)
Analyzing Johnnie's unconscious motivations and internal conflicts.
d)
Asking Johnnie to create a cognitive map of his room.
e)
Applying classical conditioning to an unrelated, neutral stimulus.
69.
Modeling, operant conditioning, and classical conditioning principles have been used in behavior modification. What are the three learning principles mentioned as being utilized in behavior modification?
a)
Modeling, operant conditioning, and classical conditioning.
b)
Latent learning, learned helplessness, and cognitive mapping.
c)
Stability, globality, and internality.
d)
Observation, imitation, and disinhibition.
e)
Reinforcement, punishment, and response chain.
70.
Classical conditioning principles are particularly useful in helping people to overcome fears, and we shall discuss them when we consider the problem of treating psychological disorders (Chapter 17). What specific type of psychological problem are classical conditioning principles noted to be especially effective for addressing?
a)
Overcoming fears (phobias).
b)
Developing positive self-esteem.
c)
Solving complex math problems.
d)
Navigating physical environments.
e)
Understanding abstract social concepts.
71.
Modeling is often used to teach desired behaviors. For what purpose is the principle of modeling commonly employed in behavior modification?
a)
To instruct individuals on how to perform appropriate or desired behaviors.
b)
To eliminate existing fears and phobias.
c)
To punish undesirable behaviors effectively.
d)
To define the problem in concrete terms.
e)
To create a comprehensive cognitive map.
72.
In addition, as you will see in the following examples, operant conditioning principles have also been applied to everyday problems. The text indicates that the upcoming examples will demonstrate the application of what learning principles?
a)
Operant conditioning principles to common, daily issues.
b)
Classical conditioning principles to phobias.
c)
Modeling principles to academic tasks.
d)
Cognitive mapping principles to physical movement.
e)
Social learning principles to economic theory.
73.
Computer-Assisted Instruction What is the subject of this subheading?
a)
Computer-Assisted Instruction (CAI).
b)
The history of instructional technology.
c)
The development of new software applications.
d)
The process of using a mouse and keyboard.
e)
The economic principles of a token economy.
74.
Some instructors teach their students by a conversational method very similar to what computer-assisted instruction (CAI) is using today. What older teaching method is described as being comparable to the current approach of Computer-Assisted Instruction?
a)
A conversational method of instruction.
b)
Rote memorization of flashcards.
c)
Punishing students who answer incorrectly.
d)
Allowing students to explore information randomly.
e)
The lecture method without any student interaction.
75.
CAI is a refinement of the concept of programmed instruction that was introduced by S.L. Pressey (1933) and refined by B.F. Skinner in the 1950s. Computer-Assisted Instruction (CAI) is described as a more advanced version of what earlier instructional concept, and who were the two psychologists associated with it?
a)
Programmed instruction, introduced by S.L. Pressey and refined by B.F. Skinner.
b)
Observational learning, demonstrated by Albert Bandura.
c)
Latent learning, argued for by Edward Tolman.
d)
Learned helplessness, studied by Hiroto and Seligman.
e)
Behavior modification, used by Johnnie’s mother.
76.
The essential concept of programmed instruction is based on operant conditioning. The foundational idea of programmed instruction is derived from what specific learning theory?
a)
Operant conditioning.
b)
Classical conditioning.
c)
Social learning theory.
d)
Cognitive learning theory.
e)
Latent learning theory.
77.
The material to be learned is broken down into simpler units called frames. In programmed instruction, what are the smaller components into which the learning material is divided?
a)
Frames.
b)
Punishments.
c)
Reinforcers.
d)
Self-deprecating remarks.
e)
Cognitive maps.
78.
Each time the student shows that she or he has learned the information in a frame, the student is given positive reinforcement in the form of new information, choices, or point rewards similar to those used in video games. What is provided to the student as positive reinforcement after they successfully demonstrate learning a frame?
a)
New information, choices, or video-game-like point rewards.
b)
A loud, unpleasant noise that is turned off.
c)
A behavioral contract to stop a bad habit.
d)
A critique of their current learning strategy.
e)
An opportunity to watch an aggressive model.
79.
Each question, or prompt, builds on information already mastered. What is a key characteristic of the instructional questions or prompts in programmed instruction?
a)
They require the student to use previously learned information as a foundation.
b)
They introduce entirely new, unrelated content every time.
c)
They are designed to be impossible to answer correctly.
d)
They are administered as a form of non-contingent punishment.
e)
They encourage the student to develop learned helplessness.
80.
The computer retains (as does the student) exactly what the learner understands on the basis of the student’s answers to questions. What information is kept track of by both the computer and the student in CAI?
a)
The specific content the learner has demonstrated they understand.
b)
The student's long-term career goals and aspirations.
c)
The personal qualities and personality of the student.
d)
The physical appearance and attire of the student.
e)
The time elapsed since the student's last snack break.
81.
Several principles of learning are being applied in CAI. This sentence primarily indicates that the discussion will now focus on what aspect of CAI?
a)
The various learning principles incorporated into the CAI design.
b)
The limitations and flaws of the CAI system.
c)
The cost and technological requirements of CAI.
d)
The history of the individuals who developed CAI.
e)
The ethical concerns related to the use of computers.
82.
The student is learning complex material through a response chain. What mechanism is used by the student to acquire complex material in CAI?
a)
A response chain (a sequence of learned responses).
b)
A single, automatic, mechanical response.
c)
Unconscious, unintentional latent learning.
d)
A system of internal, stable attributions.
e)
A sudden, unreinforced insight.
83.
She or he is reinforced constantly. What is a key characteristic of the reinforcement schedule for the student in CAI?
a)
They are provided with continuous reinforcement.
b)
They are never reinforced, regardless of their performance.
c)
They are only reinforced after showing a high degree of globality.
d)
They are only reinforced for incorrect answers.
e)
They receive an extremely variable and unpredictable reward.
84.
Knowledge is being shaped in a systematic and predictable way. What is the process by which knowledge is developed in CAI?
a)
It is systematically and predictably shaped.
b)
It is acquired randomly and chaotically.
c)
It is entirely dependent on the student's personal will.
d)
It is only acquired through direct punishment.
e)
It is a stable, unchangeable attribute of the learner.
85.
The student is able to have a dialogue with the instructor on every point, which is often impossible for a class of students in a conventional setting. What advantage does CAI offer over a conventional classroom, regarding student-instructor interaction?
a)
The ability to have an interaction on every learning point, unlike in a large class.
b)
The complete elimination of any communication with the instructor.
c)
The use of loud, unpleasant noises for instructional feedback.
d)
The ability to model the instructor's behavior perfectly.
e)
The opportunity to learn only through latent, unconscious means.
86.
Token Economies What is the function of this short heading?
a)
To introduce a new, specific application of operant conditioning.
b)
To conclude the discussion on Computer-Assisted Instruction.
c)
To explain a new theory of social learning.
d)
To provide a definition for learned helplessness.
e)
To describe the structure of a classroom setting.
87.
Psychologists tried an experiment with a group of extremely troubled boys in Washington, D.C. What was the subject group and location of the experiment described in this section?
a)
A group of very troubled boys in Washington, D.C.
b)
College students exposed to loud noises in a lab.
c)
Rats navigating a maze in a psychology department.
d)
Children observing a model with a Bobo doll.
e)
A group of students improving their study habits.
88.
In fact, the boys had been labeled “uneducable” and placed in the National Training School. What was the label given to the boys, and where were they housed?
a)
Labeled "uneducable" and placed in the National Training School.
b)
Labeled "aggressive" and placed in a therapeutic clinic.
c)
Labeled "gifted" and placed in an advanced school.
d)
Labeled "lazy" and placed in a general classroom.
e)
Labeled "phobia-ridden" and placed in a clinical setting.
89.
The experimenters used what is known as a token economy to motivate the boys. What specific system did the experimenters utilize to encourage the boys' motivation?
a)
A token economy.
b)
Computer-assisted instruction.
c)
Classical conditioning.
d)
Learned helplessness training.
e)
A cognitive mapping exercise.
90.
The youngsters received points—or secondary reinforcers—for good grades on tests. What did the boys receive for achieving good grades on tests, and what is the technical term for this?
a)
Points, which are secondary reinforcers.
b)
Direct cash payments, which are primary reinforcers.
c)
Immediate social praise from the model.
d)
Unpleasant, loud noises that were removed.
e)
A new, complex math problem to solve.
91.
They could cash in these points for such rewards as snacks, lounge privileges, or items in a mail-order catalog. What was the function of the accumulated points for the boys?
a)
They could be exchanged for desirable items like snacks or privileges.
b)
They were merely a tally of their past failures.
c)
They were used to determine their internal attribution style.
d)
They served as a form of non-contingent punishment.
e)
They represented the degree of learned helplessness they experienced.
92.
Within a few months, a majority of the students showed a significant increase in IQ scores (an average gain of twelve-and-a-half points). What significant measurable improvement was observed in the majority of the students within a few months?
a)
A substantial increase in IQ scores (average gain of 12.5 points).
b)
A complete cessation of all aggressive behavior.
c)
A universal development of latent learning abilities.
d)
A severe decline in their general motivation levels.
e)
A shift from internal to global attribution styles.
93.
The boys continued to improve in the months that followed, showing that they were, indeed, educable (Cohen & Filipczak, 1971). The long-term continued improvement demonstrated what about the boys, and what source is cited for this finding?
a)
That they were, in fact, educable (Cohen & Filipczak, 1971).
b)
That they were naturally lazy and resistant to all learning.
c)
That token economies only work for a very short period of time.
d)
That they had developed a permanent sense of learned helplessness.
e)
That they had mastered the principles of classical conditioning.
94.
In token economies, people are systematically paid to act appropriately. What is the fundamental mechanism of motivation in a token economy?
a)
People are systematically rewarded for behaving in desirable ways.
b)
People are randomly punished for any undesirable behavior.
c)
People are given rewards regardless of their actions or effort.
d)
People are forced to observe a model acting appropriately.
e)
People are asked to define their own problems in concrete terms.
95.
In the real world, behaviorists argue, the rewards are just as real; they are simply less systematic. How do behaviorists compare rewards in the "real world" to those in a token economy?
a)
They are equally real, but less organized or systematic.
b)
They are completely artificial and have no real value.
c)
They are much more powerful and always lead to positive outcomes.
d)
They are only effective when they involve money.
e)
They are primarily based on classical conditioning principles.
96.
In overcrowded mental hospitals, for example, the only way some patients can get attention is by acting out. What undesirable behavior might a patient in an overcrowded hospital resort to in order to gain attention?
a)
Acting out (engaging in disruptive or inappropriate behavior).
b)
Writing a detailed behavioral contract with the staff.
c)
Engaging in quiet, cooperative, and compliant behavior.
d)
Developing a complex cognitive map of the hospital.
e)
Seeking out and observing a positive behavioral model.
97.
Overworked staff members simply do not have time to bother with people who are not causing trouble. What is the reason given for why staff may ignore patients who are not causing problems?
a)
The staff is too busy and overworked to attend to quiet patients.
b)
The staff only likes patients who are disruptive and loud.
c)
The staff members are actively modeling inappropriate behavior.
d)
The staff has not been trained in any form of behavior modification.
e)
The staff believes only in classical conditioning principles.
98.
Since attention from the staff is reinforcing for these patients, people are rewarded for undesirable behavior. What unintended consequence occurs when patients are only given attention for acting out?
a)
The attention serves as a reinforcer, inadvertently rewarding the undesirable behavior.
b)
The patients immediately stop acting out to receive the reward.
c)
The patients develop a strong sense of internal self-control.
d)
The patients quickly develop latent learning for cooperative behavior.
e)
The patients begin to attribute all outcomes to external factors.
99.
By systematically rewarding only desirable behavior, token economies have improved conditions in prisons, mental hospitals, halfway houses, and classrooms. Token economies have successfully enhanced conditions in what four types of institutions?
a)
Prisons, mental hospitals, halfway houses, and classrooms.
b)
Kitchens, concert halls, large cities, and math classrooms.
c)
Military bases, space stations, corporate offices, and gardens.
d)
Mazes, computer programs, academic journals, and magazine articles.
e)
Private homes, luxury resorts, commercial airlines, and sports stadiums.
100.
Self-Control What is the function of this short heading?
a)
To introduce a type of behavior modification where individuals manage their own behavior.
b)
To criticize the idea of external reinforcement.
c)
To explain a new type of cognitive learning.
d)
To describe the steps of classical conditioning.
e)
To summarize the findings on token economies.
101.
One of the most important features in behavior modification is an emphasis on asking people to set up personal systems of rewards and punishments to shape their own thoughts and actions—this is a self-control program. What is the main focus of a self-control program within behavior modification?
a)
Individuals creating their own reward and punishment systems to change their behavior.
b)
A therapist establishing an external system of control for the client.
c)
The spontaneous, unreinforced change of behavior by the individual.
d)
The sole use of cognitive mapping to achieve personal goals.
e)
The application of classical conditioning principles to daily life.
102.
As in any application of behavior modification, the first step in self-control is to define the problem. What is the required first step for any self-control program?
a)
The concrete definition of the problem behavior.
b)
The immediate application of a reward or punishment.
c)
The collection of irrelevant background information.
d)
The development of an aggressive modeling behavior.
e)
The attribution of the problem to a stable, global internal cause.
103.
People who smoke too much would be encouraged to actually count how many cigarettes they smoked every hour of the day and note what kinds of situations led them to smoke. What specific actions are recommended for a person attempting to reduce excessive smoking?
a)
Systematically counting cigarettes smoked and noting the situations that triggered the behavior.
b)
Immediately quitting cold turkey without any tracking or planning.
c)
Seeking out others who are smoking heavily to observe their behavior.
d)
Developing learned helplessness about their ability to quit.
e)
Blaming their smoking on an external, uncontrollable force.
104.
(After a meal? When talking to friends? Driving to work?) The questions in parentheses are examples of the types of situations a person should note regarding which habit?
a)
Smoking.
b)
Organizing a room.
c)
Navigating a maze.
d)
Doing a new dance step.
e)
Solving a complex math problem.
105.
Similarly, people who have a very poor opinion of themselves would have to define the problem more concretely. What general group of people is used to provide a second example of the need to define a problem concretely?
a)
People with low self-esteem or a very poor opinion of themselves.
b)
People who are exceptionally confident and successful.
c)
People who demonstrate aggressive behavior towards others.
d)
People who are receiving a continuous supply of rewards.
e)
People who are attempting to implement a token economy.
106.
They might begin by counting the number of self-deprecating remarks they make and thoughts they have. What concrete behaviors are suggested for people with a poor self-opinion to track?
a)
The frequency of their negative self-talk (remarks and thoughts).
b)
The number of positive compliments they receive from others.
c)
The total number of hours they spend exercising each week.
d)
The number of times they attempt to model a professional athlete.
e)
The complexity of the cognitive maps they have developed.
107.
Researchers have found that just keeping track of behavior in this way often leads a person to start changing it. What unexpected, positive effect has research discovered from the simple act of monitoring or keeping track of one's own behavior?
a)
The tracking process itself can often initiate a change in the behavior.
b)
The tracking process always leads to a sudden, deep depression.
c)
The tracking process proves that all behavior is entirely random.
d)
The tracking process is highly ineffective and a waste of time.
e)
The tracking process is a form of classical conditioning.
108.
The next step may be to set up a behavioral contract. What is the potential next step after a person has defined and tracked their problem behavior?
a)
Establishing a behavioral contract.
b)
Forgetting all the information they have collected.
c)
Engaging in disinhibited, threatening behavior.
d)
Attributing the problem to a stable, internal, global cause.
e)
Immediately seeking a monetary reward from an external source.
109.
A behavioral contract simply involves choosing a reinforcer (buying a new shirt, watching a favorite TV program) and making it depend on some less desirable but necessary act such as getting to work on time or washing the kitchen floor. How is a behavioral contract structured, according to the text?
a)
A chosen reward is made contingent upon the performance of a less desired but necessary behavior.
b)
A punishment is randomly assigned regardless of the person's behavior.
c)
A person is forced to observe a model performing the desired act.
d)
A person is required to develop a cognitive map of their own room.
e)
A person is trained to respond mechanically to an unrelated stimulus.
110.
One soda lover who had trouble studying decided that she would allow herself a soda only after she studied for half an hour. What was the contingency set up in the example of the student struggling with studying?
a)
She could have a soda only after studying for thirty minutes.
b)
She was required to drink a soda before attempting to study.
c)
She was punished by having her soda taken away if she studied too much.
d)
She had to watch a model drinking a soda while studying.
e)
She only studied if she failed a test on the material first.
111.
Her soda addiction remained strong, but her study time increased dramatically under this system. What was the two-fold outcome of the soda lover's behavioral contract system?
a)
The desire for soda remained, but the time spent studying significantly increased.
b)
She completely overcame her soda addiction and stopped studying.
c)
Her soda addiction worsened, and her study time decreased.
d)
She developed learned helplessness about her ability to study.
e)
She began to use classical conditioning to associate soda with studying.
112.
Improving Your Study Habits What is the subject of this subheading?
a)
A description of a program designed to help students enhance their study skills.
b)
A guide on how to build a token economy for a university.
c)
An essay about the history of standardized testing.
d)
A critique of the use of computers in instruction.
e)
A complex formula for calculating the optimal study break length.
113.
One psychologist designed a program to help students improve their study habits. What did a psychologist create to assist students with their academic behavior?
a)
A structured program for better study habits.
b)
A token economy in the university library.
c)
A computer-assisted instruction course on learning theories.
d)
A study demonstrating learned helplessness in students.
e)
A complex maze for students to navigate before exams.
114.
A group of student volunteers were told to set a time when they would go to a small room in the library they had not used before. What were the student volunteers instructed to do regarding their study location and time?
a)
Choose a specific time to study in a small, previously unused library room.
b)
Study whenever they felt like it, regardless of the time or place.
c)
Study in a large, familiar, and highly distracting location.
d)
Study only with a group of friends who were actively modeling distraction.
e)
Set up a token economy for the library staff members.
115.
They were then to work only as long as they remained interested. As soon as they found themselves fidgeting, daydreaming, or becoming bored, they were to read one more page before they left. What was the instruction for how long they should work, and what should they do immediately upon feeling distracted?
a)
Work until interested, then read one more page before leaving when distracted.
b)
Work continuously for a set, long period, ignoring all distractions.
c)
Stop working immediately upon the first sign of boredom.
d)
Leave the library immediately after the first hour of studying.
e)
Find a model to observe who is also fidgeting and daydreaming.
116.
The next day they were asked to repeat the same procedure, adding a second page to the amount they read between the time they decided to leave and the time they actually left the library. What was the minor change to the study procedure for the second day?
a)
They had to read two pages instead of one after feeling bored before leaving.
b)
They had to change to a completely different location for studying.
c)
They were instructed to read only one-half of a page before leaving.
d)
They were told to stop working without reading any additional pages.
e)
They had to skip a day of studying before repeating the procedure.
117.
The third day they added a third page, and so on. What pattern of increase was established for the additional reading requirement on the third day and thereafter?
a)
They increased the page requirement by one more page each subsequent day.
b)
They stopped adding pages after the second day of the program.
c)
They dramatically reduced the number of pages they had to read.
d)
They randomly chose a number of pages to read each day.
e)
They continued to read only one additional page before leaving.
118.
Students who followed this procedure found that in time they were able to study more efficiently and for longer periods. What was the long-term positive result for the students who adhered to this systematic study procedure?
a)
They increased both the efficiency and duration of their study periods.
b)
They quickly developed learned helplessness and stopped studying entirely.
c)
They realized that classical conditioning was completely ineffective.
d)
They returned to their old, inefficient study habits immediately.
e)
They developed a stable, global internal attribution style for failure.
119.
Why did this procedure work? This question signals that the following text will provide what?
a)
An explanation of the psychological reasons for the procedure's success.
b)
A list of alternative study methods that did not work as well.
c)
A summary of the total hours the students spent studying.
d)
An argument for why the procedure was actually a failure.
e)
A personal anecdote from the psychologist who designed the program.
120.
Requiring students to leave as soon as they felt distracted helped to reduce the negative emotions associated with studying. What was the benefit of instructing students to depart immediately upon feeling distracted?
a)
It helped to decrease the negative feelings linked with the act of studying.
b)
It encouraged the students to develop learned helplessness.
c)
It served as a powerful positive reinforcer for the desired behavior.
d)
It caused the student to create a cognitive map of the library.
e)
It applied the principles of disinhibition to their study habits.
121.
Studying in a new place removed the conditioned aversive stimulus. The choice of a new study location served what purpose in relation to the students' previous habits?
a)
It eliminated the negative stimulus that had been associated with the act of studying.
b)
It created a new, powerfully negative conditioned response.
c)
It served as a neutral stimulus that was completely ignored.
d)
It provided a continuous flow of positive social reinforcement.
e)
It was an example of latent learning in a physical environment.
122.
Thus, aversive responses were not conditioned to the subject matter or the room, as they are when students force themselves to work. What negative conditioning was prevented by avoiding the act of forcing themselves to work in the old environment?
a)
The development of negative emotional responses associated with the subject matter or the study room itself.
b)
The creation of a strong, stable internal attribution for success.
c)
The acquisition of new, complex behavioral responses through modeling.
d)
The use of a behavioral contract with an external reinforcer.
e)
The application of a token economy to a large group of people.
123.
The procedure also made use of successive approximations. What key operant conditioning technique was utilized in this study habit improvement procedure?
a)
Successive approximations (or shaping).
b)
Non-contingent punishment.
c)
Classical conditioning of a neutral stimulus.
d)
Global attribution of failure.
e)
The creation of a detailed cognitive map.
124.
The students began by reading just one more page after they became bored and only gradually increased the assignment. How does this sentence illustrate the technique of successive approximations?
a)
By showing the behavior was changed in small, incremental steps.
b)
By demonstrating that the entire goal was achieved in one huge leap.
c)
By proving that no rewards or punishments were involved at all.
d)
By showing that the students attributed their success to external forces.
e)
By indicating that the students only learned through observation.
125.
In conclusion, it is important to note that classical and operant conditioning and social learning do not operate independently in our lives. What is the final, concluding point the author makes about the three main forms of learning discussed?
a)
They are all interconnected and do not function in isolation in a person's life.
b)
They are completely separate and should be studied individually only.
c)
Only classical conditioning is relevant to everyday human experience.
d)
Only social learning is a true form of learning and the others are not.
e)
They are all examples of learned helplessness and lack control.
126.
All three forms of learning interact in a complex way to determine what and how we learn. What is the ultimate effect of the complex interaction among the three forms of learning?
a)
They determine the content and process of a person's learning.
b)
They prevent a person from ever learning anything new.
c)
They cause a person to develop an internal, stable attribution for all failures.
d)
They lead to the total rejection of all behavioral contracts.
e)
They simplify all learning into a single, unchangeable process.
Reset
