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Learning Exam 1: Practice Problems and Essays
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1Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the conditioned stimulus.
- AThe Attack
- BPain/Fear Reflex
- CSeeing the pit bull
- DCrying
2Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the unconditioned stimulus.
- ASeeing the pit bull
- BCrying
- CPain/Fear Reflex
- DAttack
3Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the unconditioned response.
- ASeeing the pit bull
- BAttack
- CCrying
- DPain/Fear (reflexive)
4Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the conditioned response.
- ASeeing the pit bull
- BAttack
- CPain/Fear (reflexive)
- DCrying
5Robert is a policeman who was called to the airport to assist with rescue efforts when a plane crashed. Now, whenever he hears a low-flying plane, his stomach becomes upset and he breaks out into a cold sweat. Identify the conditioned stimulus.
- APlane Crash
- BAnxiety (Upset Stomach)
- CLow-Flying Plane
- DBreaks out into a cold sweat.
6Robert is a policeman who was called to the airport to assist with rescue efforts when a plane crashed. Now, whenever he hears a low-flying plane, his stomach becomes upset and he breaks out into a cold sweat. Identify the unconditioned stimulus.
- APlane Crash
- BBreaks out into a cold sweat
- CAnxiety (Stomach Upset)
- DLow-Flying Plane
7Robert is a policeman who was called to the airport to assist with rescue efforts when a plane crashed. Now, whenever he hears a low-flying plane, his stomach becomes upset and he breaks out into a cold sweat. Identify the unconditioned response.
- APlane Crash
- BAnxiety (Stomach Upset)
- CBreaks out into a Cold Sweat
- DLow-Flying Plane
8Robert is a policeman who was called to the airport to assist with rescue efforts when a plane crashed. Now, whenever he hears a low-flying plane, his stomach becomes upset and he breaks out into a cold sweat. Identify the conditioned response.
- ALow-Flying Plane
- BAnxiety (Stomach Upset)
- CBreaks out into a cold sweat
- DPlane Crash
9Every afternoon at 2:30 Kelly takes a break from her work and brews a cup of tea. Yesterday, she had a series of phone calls and was unable to have her tea. Even so, she felt very alert and refreshed, not unlike how she feels after the daily tea. Identify the conditioned stimulus.
- AAlert
- BThe time, 2:30
- CTea (Caffeine)
- DFeeling Refreshed
10Every afternoon at 2:30 Kelly takes a break from her work and brews a cup of tea. Yesterday, she had a series of phone calls and was unable to have her tea. Even so, she felt very alert and refreshed, not unlike how she feels after the daily tea. Identify the unconditioned stimulus.
- AThe Time, 2:30
- BThe Tea (Caffeine)
- CFeeling Refreshed
- DAlert
11Every afternoon at 2:30 Kelly takes a break from her work and brews a cup of tea. Yesterday, she had a series of phone calls and was unable to have her tea. Even so, she felt very alert and refreshed, not unlike how she feels after the daily tea. Identify the unconditioned response.
- AThe Time; 2:30
- BThe Tea (Caffeine)
- CFeeling Refreshed
- DAlert
12Every afternoon at 2:30 Kelly takes a break from her work and brews a cup of tea. Yesterday, she had a series of phone calls and was unable to have her tea. Even so, she felt very alert and refreshed, not unlike how she feels after the daily tea. Identify the conditioned response.
- AThe Time; 2:30
- BThe Tea (Caffeine)
- CFeeling Refreshed
- DAlert
13Tom has been drinking regular coffee for 20 years. Lately, the staff in his office has switched to decaffeinated coffee. He finds that the decaffeinated coffee wakes him up the same way that regular coffee does. Unfortunately, this effect doesn't last for more than one week. Identify the conditioned stimulus.
- ACoffee (Smell, Taste)
- BCaffeine
- CAlert
- DWake Up
14Tom has been drinking regular coffee for 20 years. Lately, the staff in his office has switched to decaffeinated coffee. He finds that the decaffeinated coffee wakes him up the same way that regular coffee does. Unfortunately, this effect doesn't last for more than one week. Identify the unconditioned stimulus.
- ACoffee (Taste, Smell)
- BCaffeine
- CAlert
- DWake Up
15Tom has been drinking regular coffee for 20 years. Lately, the staff in his office has switched to decaffeinated coffee. He finds that the decaffeinated coffee wakes him up the same way that regular coffee does. Unfortunately, this effect doesn't last for more than one week. Identify the unconditioned response.
- ACaffeine
- BAlert
- CWake Up
- DCoffee (Taste/Smell)
16Tom has been drinking regular coffee for 20 years. Lately, the staff in his office has switched to decaffeinated coffee. He finds that the decaffeinated coffee wakes him up the same way that regular coffee does. Unfortunately, this effect doesn't last for more than one week. Identify the conditioned response.
- ACaffeine
- BAlert
- CWake Up
- DCoffee (Taste and Smell)
17Todd was watching "I Know What You Did Last Summer" at home alone late Saturday night. When a car backfired outside of his house, he jumped out of his chair, spilling his popcorn. Identify the conditioned stimulus.
- ACar Backfire
- BMovie
- CAnxious
- DSpilled his Popcorn (Reflex)
18Todd was watching "I Know What You Did Last Summer" at home alone late Saturday night. When a car backfired outside of his house, he jumped out of his chair, spilling his popcorn. Identify the unconditioned stimulus.
- ACar Backfire
- BMovie
- CAnxious
- DSpilling Popcorn (Reflex)
19Todd was watching "I Know What You Did Last Summer" at home alone late Saturday night. When a car backfired outside of his house, he jumped out of his chair, spilling his popcorn. Identify the unconditioned response.
- ASpilled Popcorn (Reflex)
- BCar Backfire
- CMovie
- DAnxious
20Todd was watching "I Know What You Did Last Summer" at home alone late Saturday night. When a car backfired outside of his house, he jumped out of his chair, spilling his popcorn. Identify the conditioned response.
- AMovie
- BCar Backfire
- CSpilled Popcorn (reflex)
- DAnxious
21Todd was watching "I Know What You Did Last Summer" at home alone late Saturday night. When a car backfired outside of his house, he jumped out of his chair, spilling his popcorn. Identify which type of classical conditioning is involved.
- AAppetitive
- BDelayed
- CAversive
- DTrace
- ESimultaneous
- FTemporal
- GBackward
22Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the kind of classical conditioning.
- AAversive
- BAppetitive
- CDelayed
- DTrace
- ESimultaneous
- FBackward
23Alex was playing in his backyard when his neighbor's pit bull attacked him. Now whenever he sees any dog, he runs away crying. Identify the kind of classical conditioning and if there are any other Pavlovian principles.
- AAversive
- BAppetitive
- CDelayed
- DTrace
- ESimultaneous
- FBackward
- GTemporal
- HDiscrimination
- IGeneralization
24Robert is a policeman who was called to the airport to assist with rescue efforts when a plane crashed. Now, whenever he hears a low-flying plane, his stomach becomes upset and he breaks out into a cold sweat. Identify the type of Classical Conditioning and any other Pavlovian principles.
- AAversive
- BAppetitive
- CDelayed
- DTrace
- ESimultaneous
- FBackward
- GTemporal
- HGeneralization
- IDiscrimination
25Every afternoon at 2:30 Kelly takes a break from her work and brews a cup of tea. Yesterday, she had a series of phone calls and was unable to have her tea. Even so, she felt very alert and refreshed, not unlike how she feels after the daily tea. Identify the type of classical conditioning and any other Pavlovian principles.
- AAversive
- BAppetitive
- CDelayed
- DTrace
- ETemporal
- FBackwards
- GSimultaneous
- HGeneralization
- IExtinction
26Tom has been drinking regular coffee for 20 years. Lately, the staff in his office has switched to decaffeinated coffee. He finds that the decaffeinated coffee wakes him up the same way that regular coffee does. Unfortunately, this effect doesn't last for more than one week. Identify the type of classical conditioning and other Pavlovian principles.
- AAversive
- BAppetitive
- CTrace
- DDelayed
- ETemporal
- FBackward
- GSimultaneous
- HGeneralization
- IExtinction
27What is Learning?
Learning is a [blank_start]relatively[blank_end] [blank_start]permanent[blank_end] [blank_start]change[blank_end] in [blank_start]behavior[blank_end] that results from some type of [blank_start]experience[blank_end].
The dictionary describes learning is the manner: “Learning is the acquisition of knowledge or skills through experience, study, or by being taught.” However, according to Logan, “Learning is a relatively permanent change in behavior that results from some type of experience.” The text utilizes the reading of the textbook as an example to this, reading the text is an example of a [blank_start]behavior[blank_end], and any lasting [blank_start]change[blank_end] in your behavior as a result of reading the text (i.e. a change in your ability to speak knowledgeably about the subject matter) is an example of [blank_start]learning[blank_end].
Additionally, according to Hilgard and Bower, “…change in a subject’s behavior to a situation brought about by his repeated experiences in that situation…” Most importantly, there are three key components to understanding the definition of learning; [blank_start]Change[blank_end], [blank_start]Practice[blank_end] or [blank_start]Experience[blank_end], and Relatively [blank_start]Permanent[blank_end].
What is Change? Without change, learning hasn’t moved you.
What is Practice? Repetition.
What is Relatively Permanent? The absence of regression, which is how you know that learning has taken place.- Arelatively
- Bpermanent
- Cchange
- Dbehavior
- Eexperience
- Fbehavior
- Gchange
- Hlearning
- IChange
- JPractice
- KExperience
- LPermanent
28How do we know it when we see it?
When it is relatively [blank_start]permanent[blank_end]. The absence of [blank_start]regression[blank_end] is how you can know that learning has taken place.- Apermanent
- Bregression
29Given an example of a behavior; why might it be considered a learned behavior?
A young child saying the word, “Dadda” for the first time might be considered a [blank_start]learned[blank_end] behavior because it shows that a [blank_start]change[blank_end] has occurred [blank_start]linguistically[blank_end]. Furthermore, for that behavior to have developed, that child probably began uttering intangible sounds, and through [blank_start]practice[blank_end] and experience (and [blank_start]operant[blank_end] conditioning and [blank_start]social[blank_end] learning) said the word. Additionally, as long as there is no intellectual [blank_start]regression[blank_end], the behavior of saying the word will be relatively [blank_start]permanent[blank_end].- Alinguistically
- Blearned
- Cchange
- Doperant
- Esocial
- Fpractice
- Gregression
- Hpermanent
30Why might it be considered an innate (genetically determined) behavior?
A young child saying, “Dadda” for the first time might be considered an [blank_start]innate[blank_end] behavior because the child is preprogram [blank_start]biologically[blank_end] to (Broca's area) be capable of [blank_start]producing[blank_end] and [blank_start]comprehending[blank_end] language. Therefore, this behavior is actually [blank_start]genetically[blank_end] determined.- Ainnate
- Bbiologically
- Cproducing
- Dcomprehending
- Egenetically
31Watson, Hull, Tolman, Bandura, and Skinner are all considered to be behaviorists. Why?
All of the aforementioned psychologists studied the [blank_start]environmental[blank_end] influences on [blank_start]observable[blank_end] behavior. Behaviorists said they could construct a psychology entirely from [blank_start]visible[blank_end], [blank_start]measurable[blank_end] events – the causally connected [blank_start]stimulus[blank_end]-[blank_start]response[blank_end] units of which, they maintained, the whole range of animal and human behavior was assembled.- Aenvironmental
- Bobservable
- Cvisible
- Dmeasurable
- Estimulus
- Fresponse
32What is common to all their approaches to learning?
Assumes [blank_start]observable[blank_end] behavior is a [blank_start]function[blank_end] of its [blank_start]consequences[blank_end].- Aobservable
- Bconsequences
- Cfunction
33Methodological Behaviorism. In the methodological behaviorism, [blank_start]internal[blank_end] events, such as consciously perceived [blank_start]thoughts[blank_end] and [blank_start]feelings[blank_end] and unconscious [blank_start]drives[blank_end] and [blank_start]motives[blank_end], are excluded from the analysis of behavior. Instead, one studies the [blank_start]direct[blank_end] relationship between changes in the [blank_start]environment[blank_end] and changes in [blank_start]observable[blank_end] data. Only if internal events can be directly measured can they be included in scientific analysis. Watson’s view was [blank_start]mechanistic[blank_end]. Drawing from Pavlov, Watson believed that all behavior was [blank_start]reflexive[blank_end]. He also believed that learning involves the development of a [blank_start]simple[blank_end] connection between an environmental [blank_start]event[blank_end] (stimulus) and a specific [blank_start]behavior[blank_end] (response). Watson’s theory of learning is therefore regarded as a type of [blank_start]S[blank_end]-[blank_start]R[blank_end] Theory, in which learning is believed to involve the establishment of a connection between a specific [blank_start]stimulus[blank_end] and a specific [blank_start]response[blank_end].
- Ainternal
- Bdrives
- Cmotives
- Dfeelings
- Ethoughts
- Fdirect
- Genvironment
- Hobservable
- Imechanistic
- Jreflexive
- Ksimple
- Levent
- Mbehavior
- NS
- OR
- Pstimulus
- Qresponse
34Neobehaviorism. Clark Hull challenged Watson’s Methodological behaviorism. Hull claimed that the [blank_start]rejection[blank_end] of [blank_start]unobservable[blank_end] events was scientifically unsound. Hull believed that it might likewise for psychologists to infer the existence of internal events that might [blank_start]mediate[blank_end] (draw a connection) between the [blank_start]environment[blank_end] and [blank_start]behavior[blank_end]. Hull incorporated [blank_start]physiological[blank_end]-type reactions (hunger drive). These mediating events are formally called [blank_start]intervening[blank_end] variables, meaning they intervene between a [blank_start]cause[blank_end] (food deprivation and an effect of running speed towards food). Hull’s branch of behaviorism, Neobehaviorism, which utilizes intervening variables in the form of hypothesized physiological processes, to help explain behavior. Hull did not support a move back to mentalism. Hull’s theory was also S-R [blank_start]theory[blank_end] because it assumed that learning consists of the establishment of connections between specific stimuli and specific responses. Thus, like Watson, he viewed behavior [blank_start]mechanistically[blank_end].
- Arejection
- Bunobservable
- Cmediate
- Denvironment
- Ebehavior
- Fphysiological
- Gintervening
- Hcause
- Imechanistically
- Jtheory
35Tolman disagreed with Hull. Tolman believed that it would be more useful to analyze behavior on a [blank_start]molar[blank_end] level (broader). Tolman believed that behavior was more than just a [blank_start]chain[blank_end] of discrete [blank_start]responses[blank_end] attached to discrete [blank_start]stimuli[blank_end]. It was instead an overall [blank_start]pattern[blank_end] of behavior directed toward particular outcomes, and it can be properly analyzed on that level. Tolman did agree that intervening [blank_start]variables[blank_end] may be useful in a theory of [blank_start]learning[blank_end]; however while Hull’s intervening variables were physiological-type processes like hunger and fatigue, Tolman’s were more [blank_start]mentalistic[blank_end]. Tolman believed that animals were not simply motivated by [blank_start]drives[blank_end] and [blank_start]habits[blank_end] but also had “[blank_start]expectations[blank_end]” and “[blank_start]hypotheses[blank_end]”. Tolman’s cognitive behaviorism utilizes intervening variables usually in the form of hypothesized cognitive processes, to help explain behavior. This may be seen as a partial return to mentalism.
- Amolar
- Bchain
- Cresponses
- Dstimuli
- Epattern
- Fvariables
- Glearning
- Hmentalistic
- Idrives
- Jhabits
- Kexpectations
- Lhypotheses
36Social Learning Theory is an even stronger step towards [blank_start]mentalism[blank_end]. The roots of this theory may be traced back to Hull’s [blank_start]Neobehaviorism[blank_end] in that Bandura had considerable exposure to Hullian training. Bandura was interested in [blank_start]imitation[blank_end], which he referred to as [blank_start]observational[blank_end] learning. Bandura was more closely aligned with Tolman. Bandura focused on [blank_start]broad[blank_end] behavior patterns and emphasizes the distinction between [blank_start]learning[blank_end] and [blank_start]performance[blank_end]. Bandura does not dismiss the value of introspectively observed [blank_start]subjective[blank_end] experience in explaining behavior. Social Learning Theory is a [blank_start]cognitive[blank_end]-behavioral approach that strongly emphasizes the importance of observational [blank_start]learning[blank_end] and cognitive variables in explaining human behavior. The graph below depicts [blank_start]reciprocal[blank_end] determinism.
- Amentalism
- BNeobehaviorism
- Cimitation
- Dobservational
- Ebroad
- Flearning
- Gperformance
- Hsubjective
- Icognitive
- Jlearning
- Kreciprocal
37While there was an increasing use of [blank_start]internal[blank_end] events used to help explain behavior from Watson to Bandura, Skinner did not. Skinner’s view was [blank_start]radical[blank_end] behaviorism, which emphasizes the influence of the environment on observable [blank_start](overt[blank_end]) behavior, rejects the use of internal [blank_start]events[blank_end] to explain behavior, and views thoughts and feelings as behaviors themselves need to be [blank_start]explained[blank_end]. Unlike Watson’s methodological behaviorism, radical behaviorism does not completely [blank_start]reject[blank_end] the inclusion of internal events in a science of behavior; it merely rejects the use of these events as [blank_start]explanations[blank_end] for behavior. Skinner might be seen agreeing with some aspects of Bandura’s notion of reciprocal determinism, in the sense that environmental events, internal events, and observable behavior are seen as capable of interacting with each other. However, Skinner believes that the [blank_start]environment[blank_end] ultimately determines both [blank_start]external[blank_end] behavior and [blank_start]internal[blank_end] events.
- Ainternal
- Bradical
- Covert
- Devents
- Eexplained
- Freject
- Gexplanations
- Henvironment
- Iexternal
- Jinternal
38What is Skinner’s view of internal events?
Skinner’s view of internal events is that they should [blank_start]not[blank_end] be used to [blank_start]explain[blank_end] [blank_start]behavior[blank_end].- Anot
- Bexplain
- Cbehavior
39What is his rationale for this position?
Skinner’s rationale for this position was that they were [blank_start]epiphenomenon[blank_end] (pseudo). Skinner did not believe that internal events were [blank_start]needed[blank_end] to explain behavior, they were redundant. He further believed that they are difficult to [blank_start]measure[blank_end] and are [blank_start]unreliable[blank_end]. He also believed that internal events were difficult to determine the [blank_start]relationships[blank_end] between [blank_start]thoughts[blank_end], [blank_start]feelings[blank_end], and [blank_start]behaviors[blank_end]. Additionally, internal events could not be changed [blank_start]directly[blank_end]. Furthermore, Skinner believed that they may just be [blank_start]physiological[blank_end] functions- Aepiphenomenon
- Bneeded
- Cmeasure
- Dunreliable
- Erelationships
- Fbehaviors
- Gdirectly
- Hphysiological
- Ithoughts
- Jfeelings
40Name and describe two types of descriptive research methods.
1. [blank_start]Naturalistic[blank_end] Observation. [blank_start]Naturalistic[blank_end] observation is a research method used to get the [blank_start]overall[blank_end] view of something. There is not [blank_start]manipulation[blank_end]. The researcher is [blank_start]immersed[blank_end] in the [blank_start]environment[blank_end]; however, [blank_start]hidden[blank_end] as to not skew the data. This involves the [blank_start]systematic[blank_end] observation and [blank_start]recording[blank_end] of behavior in its [blank_start]natural[blank_end] environment.
2. [blank_start]Case[blank_end] Studies. [blank_start]Case[blank_end] studies are also used to get an [blank_start]overall[blank_end] view of something. There is not manipulation involved here either. However, it does involve [blank_start]intensive[blank_end] examination of [blank_start]one[blank_end] or a few individuals.- ANaturalistic
- BNaturalistic
- Coverall
- Dmanipulation
- Eimmersed
- Fenvironment
- Ghidden
- Hsystematic
- Irecording
- Jnatural
- KCase
- LCase
- Moverall
- Nintensive
- Oone
41What is the major limitation of these types of research methods?
Along with researcher [blank_start]bias[blank_end], the major limitation of these types of research methods is that they do [blank_start]not[blank_end] allow researchers to draw [blank_start]firm[blank_end] [blank_start]conclusions[blank_end] about the [blank_start]causes[blank_end] of a behavior.- Abias
- Bnot
- Cfirm
- Dconclusions
- Ecauses
42Describe the simplest form of a control group design.
The simplest form of a control group design is where individuals are [blank_start]randomly[blank_end] assigned to either an [blank_start]experimental[blank_end] or [blank_start]treatment[blank_end] group or a [blank_start]control[blank_end] group. In other words, individuals are either [blank_start]exposed[blank_end] to a manipulation or treatment, whereas the control group is not. After [blank_start]manipulating[blank_end] the independent variable, or maintaining the control group, the [blank_start]dependent[blank_end] variable is measured to evaluate whether the individuals experienced a difference from the manipulation ([blank_start]comparing[blank_end] results from the control group).- Arandomly
- Bexperimental
- Ctreatment
- Dcontrol
- Eexposed
- Fmanipulating
- Gdependent
- Hcomparing
43How are subjects assigned to the different conditions and why is this done?
The subjects are assigned to different conditions at [blank_start]random[blank_end]. This is done so that each group will look [blank_start]roughly[blank_end] the [blank_start]same[blank_end]. This lessens the chance that any [blank_start]bias[blank_end] will develop.- Arandom
- Broughly
- Csame
- Dbias
44Describe a reversal design.
A reversal design ([blank_start]ABA[blank_end] or [blank_start]ABAB[blank_end] Design). The reversal design is a type of [blank_start]single[blank_end]-[blank_start]subject[blank_end] design that involves repeated [blank_start]alternations[blank_end] between a [blank_start]baseline[blank_end] period and a [blank_start]treatment[blank_end] period. This type of design allows for researchers to see whether the treatment is having an [blank_start]effect[blank_end] on the behavior (which is acknowledged at baseline).- AABA
- BABAB
- Csingle
- Dsubject
- Ealternations
- Fbaseline
- Gtreatment
- Heffect
45What are the drawbacks to this type of design?
The drawbacks of this type of design are that it may be [blank_start]unethical[blank_end]. If the subject is indeed [blank_start]improving[blank_end] from receiving the treatment, then it would seem unjust to remove it. Furthermore, if the behavior doesn’t [blank_start]revert[blank_end] to its original baseline level when the treatment is withdrawn, we will be left wondering if the treatment was [blank_start]effective[blank_end]. Additionally, this type of design would not be appropriate to use if the desired result was necessary to be [blank_start]long[blank_end]-lasting. It would not be appropriate for assessing the effect of certain interventions as the [blank_start]improvement[blank_end] should remain evident long after the [blank_start]intervention[blank_end] has ended.- Aunethical
- Bimproving
- Crevert
- Deffective
- Elong
- Fimprovement
- Gintervention
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- Quiz on Learning Exam 1: Practice Problems and Essays, created by S. Hodge on 05/10/2015.
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