All questions from the chapter 6 test over learning from AP psychology, vocab included.
Pearson - Psychology AP* Edition
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| 290787235 | E) omission training | Negative punishment is sometimes referred to as ______. A) negative reinforcement B) an aversive stimulus C) positive reinforcement D) premack principle E) omission training | |
| 290787236 | D) produces resistance to extinction. | Intermittent reinforcement is particularly effective for maintaining behavior because such reinforcement A) has popularity and generosity. B) has discriminability and consistency. C) has predictability and physicality. D) produces resistance to extinction. E) has frequency and generalizability. | |
| 290787237 | D) the smell of smoke | In deciding whether there is a fire in your classroom building, which of the following provides the best early information as to whether there is a fire? A) the appearance of greenish flames B) the appearance of a fireman in your classroom C) the flicker of flames D) the smell of smoke E) the sound of an alarm bell | |
| 290787238 | A) counterconditioning. | You had an intense fear of high spaces and were asked to climb to the top of a high tower. As you ascended your therapist told you to relax and gave you positive feedback on how you were doing, eventually you made it to the top. This therapeutic technique is known as A) counterconditioning. B) classical conditioning. C) flooding. D) operant conditioning. E) aversive conditioning. | |
| 290787239 | B) the perception of familiar objects in new forms or relationships. | Insight learning involves A) the developments of abstract concepts. B) the perception of familiar objects in new forms or relationships. C) the integration of unfamiliar objects into familiar patterns. D) a strategy of vicarious trial-and-error. E) the process of assimilation. | |
| 290787240 | E) All of the above. | A dog rattles a chain by the door to indicate that he wants to go out, his owner is thrilled and thinks that her dog is brilliant. The dog, however, has not yet proven learning because A) he may have accidentally bumped into the chain. B) he must demonstrate that he has associated the chain with going out through prior experience. C) he must repeat the behavior. D) the change must be lasting. E) All of the above. | |
| 290787241 | E) limbic system; dopamine | Damage to neurons within the ______ that use the transmitter ______ would be expected to diminish the experience of reward. A) cerebrum; acetylcholine B) parietal cortex; epinephrine C) medulla; serotonin D) cerebellum; GABA E) limbic system; dopamine | |
| 290787242 | B) variable interval | Your family goes on a fishing trip for vacation. While you are fishing you are working on a ______ schedule of reinforcement. A) variable ratio B) variable interval C) fixed ratio D) continuous E) fixed interval | |
| 290787243 | E) aversive conditioning; conditioned stimulus | Just has cancer and is receiving chemotherapy at a local hospital. Her parents notice that she now rejects food that she willingly ate last week (before chemotherapy). Through the process of ______, the food is now acting as ______. A) appetitive conditioning; conditioned stimulus B) conditioned reinforcement; unconditioned response C) operant conditioning; negative reinforcer D) negative reinforcement; conditioned stimulus E) aversive conditioning; conditioned stimulus | |
| 290787244 | A) the electrical outlet | If you learned to fear electrical outlets after getting a painful shock, what would be the CS? A) the electrical outlet B) the time period between seeing the outlet and getting the shock C) the fear response D) the light E) the painful shock | |
| 290787245 | E) food | Which of the following would be most likely to be the unconditioned stimulus (UCS) involved in classical conditioning? A) a flashing light B) music C) praise D) money E) food | |
| 290787246 | A) decreases; increases | A punisher ______ the probability of a response while a negative reinforcer ______ the probability of a response. A) decreases; increases B) does not alter; decreases C) increases; increases D) decreases; decreases E) increases; decreases | |
| 290787247 | A) most people cannot be easily categorized into a single category. | Research regarding the learning styles have found that A) most people cannot be easily categorized into a single category. B) most people are kinesthetic learners. C) most people are visual learners. D) most people are spatial learners. E) the research has incredibly high scientific validity. | |
| 290787248 | D) neutral stimulus; conditioned stimulus | Burt had never been afraid of spiders. but at camp last summer he woke up and there was a spider on his face. Since this event, he cries in fear every time he sees a multilegged creature. For Burt, before the incident spiders had been a ______, after the incident, spiders are a ______. A) neutral stimulus; conditioned response B) unconditioned stimulus; unconditioned response C) conditioned stimulus; unconditioned stimulus D) neutral stimulus; conditioned stimulus E) conditioned stimulus; conditioned response | |
| 290787249 | B) long-term potentiation. | The notion that learning produces physical changes in the synapses of the brain is consistent with A) hemispheric lateralization. B) long-term potentiation. C) spatial mapping. D) brain imaging. E) myelinization of neurons. | |
| 290787250 | D) conditioned stimulus; conditioned response | After having some bad barbecue pork in the cafeteria, your stomach gets a bit woozy each time you enter. The cafeteria is the ______ and your stomach feeling woozy is the ______. A) conditioned response; conditioned stimulus B) conditioned stimulus; unconditioned response C) unconditioned stimulus; unconditioned response D) conditioned stimulus; conditioned response E) unconditioned response; unconditioned stimulus | |
| 290787251 | D) Edward Thorndike. | Much of B.F. Skinner's early work was inspired by the "Law of Effect" which was created by A) John Watson. B) Ivan Pavlov. C) Mary Cover Jones. D) Edward Thorndike. E) Albert Bandura. | |
| 290787252 | D) after the behavior. | Operant conditioning, in contrast with classical conditioning, emphasizes events (such as rewards and punishments) the occur A) at the same time as another stimulus. B) before the behavior. C) the timing is not important in operant conditioning. D) after the behavior. E) during the behavior. | |
| 290787253 | D) have children watch videos of aggressive children who are not being reinforced for their aggressive behavior. | If you were going to use Bandura's findings in developing a program to prevent violence among middle school children, you might A) punish children for aggressive acts performed at school. B) reward children for non-aggressive acts. C) have children role-play aggressive solutions to interpersonal problems. D) have children watch videos of aggressive children who are not being reinforced for their aggressive behavior. E) have children punch a "BoBo" doll to get the aggression out of their system. | |
| 290787254 | B) part of our biological make-up | The fact that taste aversions ______ poses a problem for classical conditioning theory. A) are difficult to measure B) are part of our biological make-up C) are generalizable D) are not consistent E) are learned through observation | |
| 290787255 | OC | (Write 'CC' if the statement relates to Classical Conditioning, and 'OC' of the statement relates to Operant Conditioning.) Often involves reward or punishment. | |
| 290787256 | CC | (Write 'CC' if the statement relates to Classical Conditioning, and 'OC' of the statement relates to Operant Conditioning.) Learner is passive -- responses are involuntary or they are reflexes. | |
| 290787257 | OC | (Write 'CC' if the statement relates to Classical Conditioning, and 'OC' of the statement relates to Operant Conditioning.) Extinction is produced by withholding reinforcement. | |
| 290787258 | CC | (Write 'CC' if the statement relates to Classical Conditioning, and 'OC' of the statement relates to Operant Conditioning.) Behavior is controlled by stimuli that precede the response. | |
| 290787259 | CL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Learning as information processing: The learner seeks useful information from stimuli. | |
| 290787260 | BL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Big names: Pavlov, Thorndike, Watson, Skinner | |
| 290787261 | CL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Big names: Kohler, Tolman, Bandura, Rescorla | |
| 290787262 | BL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Focuses on observable events (stimuli and responses) only. | |
| 290787263 | CL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Learning also involves insight, observational learning, cognitive maps, and other more complex forms of learning. | |
| 290787264 | CL | (Write 'BL' if the statement is about Behavioral Learning ((classical or operant conditioning)) and write 'CL' if the statement is about Cognitive Learning.) Makes inferences about mental processes that are not directly observable. | |
| 290787265 | Classical conditioning | A form of behavioral learning in which a previously neutral stimulus acquires the power to elicit the same innate reflex produced by another stimulus. | |
| 290787266 | Habituation | Learning not to respond to the repeated presentation of a stimulus. | |
| 290787267 | Unconditioned response (UCR) | In classical conditioning, the response elicited by an unconditioned stimulus without prior learning. | |
| 290787268 | Extinction | The weakening of a conditioned response in the absence of an unconditioned stimulus. | |
| 290787269 | Experimental neurosis | A pattern of erratic behavior resulting from a demanding discrimination learning task, typically one that involves aversive stimuli. | |
| 290787270 | Learning | A lasting change in behavior or mental processes that results from experience. | |
| 290787271 | Mere exposure effect | A learned preference for stimuli to which we have been previously exposed. | |
| 290787272 | Acquisition | The initial learning stage in classical conditioning, during which the conditioned response comes tp be elicited by the conditioned stimulus. | |
| 290787273 | Spontaneous recovery | The reappearance of an extinguished conditioned response after a time delay. | |
| 290787274 | Taste-aversion learning | A biological tendency in which an organism learns, after a single experience, to avoid a food with a certain taste, if eating it is followed by illness. | |
| 290787275 | Reinforcer | A condition (involving either the presentation or removal of a stimulus) that occurs after a response and strengthens that response. | |
| 290787276 | Extinction (in operant conditioning) | A process by which a response that has been learned is weakened by the absence or removal of reinforcement. | |
| 290787277 | Punishment | An aversive stimulus which, occurring after a response, diminishes the strength of that response. | |
| 290787278 | Premack principle | The concept that a more-preferred activity can be used to reinforce a less-preferred activity. | |
| 290787279 | Operant chamber | A boxlike apparatus that can be programmed to deliver reinforcers and punishers contingent on an animal's behavior. This is often called a "Skinner box." | |
| 290787280 | Operant conditioning | A form of behavioral learning in which the probability of a response is changed by its consequences -- that is, by the stimuli that follow the response. | |
| 290787281 | Positive punishment | The application of an aversive stimulus after a response. | |
| 290787282 | Token economy | A therapeutic method, based on operant conditioning, by which individuals are rewarded with tokens, which act as secondary reinforcers. The tokens can be redeemed for a variety of rewards and privileges. | |
| 290787283 | Law of effect | The idea that responses that produced desirable results would be learned, or "stamped" into the organism. |
