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PSY304 Operant learning
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Questions in this quiz (40)
1A desired stimulus that, when added, elicits an increase in behaviour.
- ANegative reinforcer (p. 134).
- BPositive reinforcer (p. 133).
- CPrimary reinforcer (p. 138).
- DContrived reinforcer (p. 141).
2An undesired stimulus that, when removed, elicits an increase in behaviour.
- APrimary reinforcer (p. 138).
- BPositive reinforcer (p. 133).
- CNegative reinforcer (p. 134).
- DPunishment (p. 232).
3Behaviour that has been reinforced many times is more likely to persist when “obstructed” in some way.
- APositive reinforcement (p. 133).
- BBehavioural momentum (p. 135).
- CNegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
- DExtinction (p. 204).
4Events that follow spontaneously from a behaviour.
- ANatural reinforcer (p. 140).
- BContrived reinforcer (p. 141).
- CPrimary reinforcer (p. 138).
- DSecondary reinforcer (p. 139).
5Any reinforcer that has acquired its reinforcing properties through its association with other reinforcers.
- APrimary reinforcer (p. 138).
- BSecondary reinforcer (p. 139).
- CNatural reinforcer (p. 140).
- DContrived reinforcer (p. 141).
6Any reinforcer that is provided by someone for the purpose of changing behaviour.
- ANatural reinforcer (p. 140).
- BContrived reinforcer (p. 141).
- CPositive reinforcer (p. 133).
- DNegative reinforcer (p. 134).
7A procedure causing a decrease in the strength of a behaviour due to its consequences.
- APunishment (p. 232).
- BReinforcement (p. 133).
- CBehavioural momentum (p. 135).
- DNegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
8Addition of an undesired stimulus to decrease a behaviour.
- APositive punishment (p. 232).
- BNegative Punishment or Penalty Training (p. 232).
- CPositive reinforcement (p. 133).
- DNegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
9Removal of a desired stimulus to decrease a behaviour.
- APositive punishment (p. 232).
- BNegative Punishment or Penalty Training (p. 232).
- CPositive reinforcement (p. 133).
- DNegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
10Removal of an undesired stimulus to increase a behaviour.
- ANegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
- BPositive reinforcement (p. 133).
- CPositive punishment (p. 232).
- DNegative Punishment or Penalty Training (p. 232).
11Addition of a desired stimulus to increase a behaviour.
- APositive reinforcement (p. 133).
- BNegative Reinforcement, Escape Learning, or Escape-Avoidance Learning (p. 134).
- CPositive punishment (p. 232).
- DNegative Punishment or Penalty Training (p. 232).
12Reinforcers that appear to be innately effective, and are not dependent on learning experiences.
- APrimary reinforcer (p. 138)
- BSecondary reinforcer (p. 139)
- CNatural reinforcer (p. 140).
- DContrived reinforcer (p. 141).
13The degree of correlation between a behaviour and its consequence.
- AContingency (p. 142)
- BContiguity (p. 144)
- CReinforcer characteristics (p. 146)
- DBehaviour characteristics (p. 147)
14The gap in time between a behaviour and its reinforcing consequence.
- AContiguity (p. 144)
- BContingency (p. 142)
- CReinforcer characteristics (p. 146)
- DBehaviour characteristics (p. 147)
15Reinforcers are not all alike; some work better than others.
- AReinforcer characteristics (p. 146)
- BContingency (p. 142)
- CContiguity (p. 144)
- DBehaviour characteristics (p. 147)
16Certain qualities of the behaviour being reinforced affect the ease with which it can be strengthened.
- ABehaviour characteristics (p. 147)
- BReinforcer characteristics (p. 146)
- CContiguity (p. 144)
- DContingency (p. 142)
17An area of the brain that, when stimulated, reinforces behaviour. Also called reward centre or reward circuit. It is thought to be key to the neurological basis of reinforcement.
- AReward pathway (p. 151)
- BDopamine (p. 151)
- CSeptal region
- DDrive (p. 154)
18A neurotransmitter that produces a natural “high” and is thought to play a major role in reinforcement.
- AReward pathway (p. 151)
- BDopamine (p. 151)
- CSeptal region
- DDrive (p. 154)
19Anything that increases the effectiveness of a consequence.
- AEstablishing operations (p. 148)
- BAbolishing operations (p. 148)
- CMotivating operations (p. 148)
- DEnhancing operation
20Anything that decreases the effectiveness of a consequence.
- AAbolishing operations (p. 148)
- BEstablishing operations (p. 148)
- CMotivating operations (p. 148)
- DInhibiting operation
21Theory that a reinforcer is an event that reduces one or more drives.
- AHull’s Drive-Reduction Theory (p. 154)
- BRelative Value Theory (p. 155)
- CResponse-Deprivation Theory/ Equilibrium theory or Response-restriction theory (p. 157)
- DTwo-Process Theory (p. 159)
22Theory that different kinds of behaviour have different values, relative to one another, at any given moment; and that these relative values determine the reinforcing properties of behaviour.
- ARelative Value Theory (p. 155)
- BResponse-Deprivation Theory/ Equilibrium theory or Response-restriction theory (p. 157)
- CTwo-Process Theory (p. 159)
- DOne-Process Theory (p. 163)
23The observation that high-probability behaviour reinforces low-probability behaviour.
- APremack Principle (p. 156)
- BHull’s Drive-Reduction Theory (p. 154)
- CTwo-Process Theory (p. 159)
- DRelative Value Theory (p. 155)
24Theory which posits that behaviour becomes reinforcing when the individual is prevented from engaging in the behaviour at its normal frequency.
- AResponse-Deprivation Theory/ Equilibrium theory or Response-restriction theory (p. 157)
- BHull’s Drive-Reduction Theory (p. 154)
- CPremack Principle (p. 156)
- DTwo-Process Theory (p. 159)
25Theory which posits that both classical and operant learning experiences compose avoidance learning.
- ATwo-Process Theory (p. 159)
- BOne-Process Theory (p. 163)
- CRelative Value Theory (p. 155)
- DPremack Principle (p. 156)
26Theory which posits that avoidance involves only operant learning, suggesting both escape and avoidance behaviours are reinforced by a reduction in aversive stimulation.
- AOne-Process Theory (p. 163)
- BTwo-Process Theory (p. 159)
- CPremack Principle (p. 156)
- DHull’s Drive-Reduction Theory (p. 154)
27The reinforcement of successive approximations of a desired behaviour.
- AShaping (p. 169)
- BChaining (p. 174)
- CTask analysis (p. 174)
- DSuperstitious behaviour (p. 184)
28A series of related behaviours, the last of which produces reinforcement.
- ABehaviour chain (p. 173)
- BChaining (p. 174)
- CForward chaining (p. 174)
- DBackward chaining (p. 174)
29The procedure of establishing a behaviour chain.
- AChaining (p. 174)
- BBehaviour chain (p. 173)
- CForward chaining (p. 174)
- DBackward chaining (p. 174)
30The procedure of identifying the component elements of a behaviour chain. This is the first step in chaining, which see.
- ATask analysis (p. 174)
- BShaping (p. 169)
- CProblem (p. 176)
- DSuperstitious behaviour (p. 184)
31A chaining procedure in which training begins with the first link in the chain and adds subsequent links in order.
- AForward chaining (p. 174)
- BBackward chaining (p. 174)
- CBehaviour chain (p. 173)
- DChaining (p. 174)
32A chaining procedure in which training begins with the last link in the chain and adds preceding links in reverse order.
- ABackward chaining (p. 174)
- BForward chaining (p. 174)
- CBehaviour chain (p. 173)
- DChaining (p. 174)
33A situation in which reinforcement is available but the behaviour necessary to produce it is not.
- AProblem (p. 176)
- BSuperstitious behaviour (p. 184)
- CTask analysis (p. 174)
- DLearned Helplessness (p. 188)
34Any behaviour that occurs repeatedly even though it does not produce the reinforcers that maintain it.
- ASuperstitious behaviour (p. 184)
- BProblem (p. 176)
- CBehaviour chain (p. 173)
- DLearned Helplessness (p. 188)
35The tendency to give up on a problem as a result of previous exposure to insoluble problems. In experiments the problem typically involves escape learning.
- ALearned Helplessness (p. 188)
- BSuperstitious behaviour (p. 184)
- COne-Process Theory (p. 163)
- DNegative Reinforcement/ Escape learning (p. 134)
36Reinforcing a high level of effort and persistence despite difficulties to increase the tendency to work hard at difficult tasks for a prolonged period.
- ALearned Industriousness (p. 189)
- BLearned Helplessness (p. 188)
- CSuperstitious Behaviour (p. 184)
- DMotivating Operation (p. 148)
37Reinforcers that have been paired with many different kinds of reinforcers can be used in a wide variety of situations.
- AGeneralized Reinforcers (p. 140)
- BContrived Reinforcers (p. 141)
- CBehaviour Chain (p. 173)
- DLearned Industriousness (p. 189)
38Primary reinforcers that lose their effectiveness rather quickly.
- AContrived Reinforcers (p. 141)
- BSecondary Reinforcers or Conditioned Reinforcers (p. 139)
- CSatiation (p. 139)
- DPositive Punishment (p. 232)
39Situational behaviour responses producing satisfying results increase behaviour reproduction likelihood in similar future situations, while dissatisfying behaviour results decrease a behaviour’s likelihood.
- AOperant Learning or Instrumental Learning (p. 131)
- BPremack Principle (p. 156)
- CLaw of Effect (p. 130)
- DRelative Value Theory (p. 155)
40Experiences whereby behaviour is strengthened or weakened by its consequences.
- APunishment (p. 232)
- BPositive Punishment (p. 232)
- COperant Learning or Instrumental Learning (p. 131)
- DNegative Punishment or Penalty Training (p. 232)
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- Learning and Behaviour Quiz on PSY304 Operant learning, created by S E on 06/11/2019.
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- S E
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