front 1 Two years ago, the de Castellane Manufacturing Company included its employees in a profit-sharing plan in which workers receive semiannual bonuses based on the company's profits. Since this plan was initiated, worker productivity at de castellane has nearly doubled. This productivity increase is best explained in terms of a. Classical Conditioning b. Spontaneous Recovery c. Discrimination d. Operant Conditioning | back 1 d. Operant Conditioning |
front 2 A child's learned fear at the sight of a hypodermic needle is a(n) a. Conditioned Stimulus b. Unconditioned Response c. Conditioned Response d. Unconditioned Response | back 2 c. Conditioned Response |
front 3 Dan and Joel, both 4 years old, have been watching reruns of "Superman" on television. Joel's mother recently found the boys standing on the garage roof, ready to try flying. What best accounts for the boys' behavior? a. Immediate Reinforcement b. Classical Conditioning c. Delayed Reinforcement d. Observational Learning | back 3 d. Observational Learning |
front 4 Receiving delicious food is to escaping electric shock as _____________ is to ____________. a. Positive Reinforcer, Negative Reinforcer b. Primary Reinforcer, Delayed Reinforcer c. Immediate Reinforcer, Delayed Reinforcer d. Reinforcement, Punishment | back 4 a. Positive Reinforcer, Negative Reinforcer |
front 5 Just after they taste a sweet liquid, mice are injected with a drug that produces an immune response. Later, the taste of the sweet liquid triggers an immune response. This best illustrates a. Classical Conditioning b. Observational Learning c. Operant Conditioning d. Cognitive Learning | back 5 a. Classical Conditioning |
front 6 When evidence for memory is based on how long it takes to master information a second time in comparison to how long it took the first time, this is called? a. Recognition b. Reignition c. Relearning d. Recall | back 6 c. Relearning |
front 7 On the first day of kindergarten, Mandy tells her class about her pet frog. The other kids laugh and say she is gross. Julie decides not to tell the class about her pet spider at all, and Mandy won't answer any of the teacher's questions about her frog. What type of learning has been learned from Mandy's perspective? a. Cranial Insertion b. Operant Conditioning c. Observational Learning d. Classical Conditioning | back 7 b. Operant Conditioning |
front 8 On the first day of kindergarten, Mandy tells her class about her pet frog. The other kids laugh and say she is gross. Julie decides not to tell the class about her pet spider at all, and Mandy won't answer any of the teacher's questions about her frog. What type of learning has occurred from Julie's perspective? a. Cranial Insertion b. Operant Conditioning c. Observational Learning d. Classical Conditioning | back 8 c. Observational Learning |
front 9 On the first day of kindergarten, Mandy tells her class about her pet frog. The other kids laugh and say she is gross. Julie decides not to tell the class about her pet spider at all, and Mandy won't answer any of the teacher's questions about her frog. From Julie's perspective, Mandy is a(n) a. Model b. Conditioned Stimulus c. Mental Schema d. Unconditioned response | back 9 a. Model |
front 10 On the first day of kindergarten, Mandy tells her class about her pet frog. The other kids laugh and say she is gross. Julie decides not to tell the class about her pet spider at all, and Mandy won't answer any of the teacher's questions about her frog. The laughing is most likely serving as a(n) a. Unconditioned Stimulus b. Positive Reinforcer c. Positive Punisher d. Negative Reinforcer | back 10 c. Positive Punisher |
front 11 Innately satisfying stimuli that satisfy biological needs are called ________. a. Continuous b. Fixed c. Primary d. Positve | back 11 c. Primary |
front 12 If a bell causes a dog to salivate because it has regularly been associated with the presentation of food, the bell is a(n) a. Unconditioned Stimulus b. Immediate Reinforcer c. Primary Reinforcer d. Conditioned Stimulus | back 12 d. Conditioned Stimulus |
front 13 Toddlers taught to fear speeding cars may also begin to fear speeding trucks and motorcycles. This best illustrates: a. Generalization b. Shaping c. Latent Learning d. Secondary Reinforcement e. Spontaneous Recovery | back 13 a. Generalization |
front 14 Human memory is a. Easily Distorted b. An Incomplete Record c. All of these d. Shaped By Attention | back 14 c. All of these (Easily distorted, An incomplete record, Shaped by attention) |
front 15 The researcher most closely associated with the study of classical conditioning is: a. Skinner b. Pavlov c. Bandura d. Wundt | back 15 b. Pavlov |
front 16 What explains always calling your colleague Jack Jones by the name Jim Jones even though Jim Jones was your college roommate? a. Miss-attribution b. Proactive Interference c. Intrusion d. Retroactive Interference | back 16 b. Proactive Interference |
front 17 _________ is best known for working with operant conditioning while _________ is associated with the concepts of observational learning. a. Skinner; Bandura b. Bandura; Skinner c. Freud; Bandura d. Skinner; Pavlov | back 17 a. Skinner; Bandura |
front 18 Our ability to learn by witnessing and imitating the behavior of others best illustrates: a. Respondent Behavior b. Prosocial Behavior c. Operant Conditioning d. Observational Learning | back 18 d. Observational Learning |
front 19 Donna is six months old. In the car, an air conditioner vent is pointed at her face. Whenever the car starts, air blows into her eyes 2 seconds after the key is turned. Air blowing in Donna's eyes makes her blink automatically. After 3 weeks of riding in the car, Donna's eyes blink automatically when she hears the sound of the key turning. The sound of the key turning is a(n) a. Conditioned Stimulus b. Negative Reinforcer c. Unconditioned Stimulus d. Positive Reinforcer | back 19 a. Conditioned Stimulus |
front 20 Donna is six months old. In the car, an air conditioner vent is pointed at her face. Whenever the car starts, air blows into her eyes 2 seconds after the key is turned. Air blowing in Donna's eyes makes her blink automatically. After 3 weeks of riding in the car, Donna's eyes blink automatically when she hears the sound of the key turning. The air blowing in Donna's face is a(n) a. Positive Punisher b. Unconditioned Stimulus c. Negative Punisher d. Conditioned Stimulus | back 20 b. Unconditioned Stimulus |
front 21 Donna is six months old. In the car, an air conditioner vent is pointed at her face. Whenever the car starts, air blows into her eyes 2 seconds after the key is turned. Air blowing in Donna's eyes makes her blink automatically. After 3 weeks of riding in the car, Donna's eyes blink automatically when she hears the sound of the key turning. Donna blinking is a(n) a. Operant Behavior b. Conditioned Response c. Unconditioned Response d. There is not enough information to decide | back 21 d. There is not enough information to decide |
front 22 Donna is six months old. In the car, an air conditioner vent is pointed at her face. Whenever the car starts, air blows into her eyes 2 seconds after the key is turned. Air blowing in Donna's eyes makes her blink automatically. After 3 weeks of riding in the car, Donna's eyes blink automatically when she hears the sound of the key turning. This scenario demonstrates a. Operant Conditioning b. Social Conditioning c. Classical Conditioning d. Cognitive Development | back 22 c. Classical Conditioning |
front 23 Memory failure that results from our brain filling in gaps and from our own biases is a. Absent Mindedness b. Distortion c. Intrusion d. Forgetting | back 23 b. Distortion |
front 24 At first it is easiest to remember information studied ____ but later it is easier to remember information studied _____. a. In the middle; first b. Last; in the middle c. Last; First d. First; Last | back 24 c. Last; First |
front 25 When activating memories leads to an indirect activation of a related memory it is called a. Profusing b. Conditioning c. Priming d. Expediting | back 25 c. Priming |
front 26 When you can't stop thinking of something that is a. Persistence b. Transience c. Insertion d. Cohesion | back 26 a. Persistence |
front 27 It is more efficient to study a. In large single blocks b. Only the day before the exam c. In small blocks spread over several days or weeks d. All of these are equal | back 27 c. In small blocks spread over several days or weeks |
front 28 Being able to describe a bicycle is ________, but being able to ride a bicycle is ______. a. Procedural Memory; declarative memory b. Implicit Memory; explicit memory c. Explicit memory; implicit memory d. Short term memory; long term memory | back 28 c. Explicit memory; implicit memory |
front 29 Which of the following is false? a. Not everything we have experienced is in our long term memories b. Short term memory capacity is 7+/- 2 chunks c. Stress increases accurate memory of normal events d. Capacity and duration of long term memory are both indefinite | back 29 c. Stress increases accurate memory of normal events |
front 30 Which part of memory has the shortest duration? a. Sensory b. Small c. Long Term d. Short Term | back 30 a. Sensory |
front 31 Operant Conditioning | back 31 Organisms associate their own actions with consequences. Actions followed by reinforcers increase; those followed by punishers often decrease. Behavior that operates on the environment to produce rewarding or punishing stimuli is caller operant behavior |
front 32 Conditioned Response (CR) | back 32 Salvation in response to a tone, however, is learned. Because it is conditional upon the dog's associating the tone and the food. In classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus. |
front 33 Neutral Stimuli (NS) | back 33 Events the dogs could see or hear but did not associate with food. In classical conditioning, a stimulus that elicits no response before conditioning. |
front 34 Unconditioned Response (UR) | back 34 A dog does not learn to salivate in response to food in its mouth. Food in the mouth automatically, unconditionally, triggers a dog's salivary reflex. So the drooling is the UR. In classical conditioning, an unlearned, naturally occurring response (such as salvation) to an unconditioned stimulus (US) (such as food in the mouth) |
front 35 Unconditioned Stimulus (US) | back 35 The dog food is the US A stimulus that unconditionally-naturally and automatically- triggers a response (UR) |
front 36 Conditioned Stimulus (CS) | back 36 The stimulus that used to be neutral (in this case, a previously meaningless tone that now triggers that salivation) is the CS An originally irrelevant stimulus that, after association with an unconditioned stimulus that, after association with an unconditioned stimulus(US), comes to trigger a conditioned response (CR) |
front 37 Generalization | back 37 The tendency to respond likewise to stimuli similar to the Conditioned Stimuli |
front 38 Reinforcement | back 38 Any event that strengthens (increases frequency of) a preceding response. |
front 39 Shaping | back 39 Gradually guiding the subjects actions toward the desired behavior. |
front 40 Positive Reinforcement | back 40 Strengthens a response by presenting a typically pleasurable stimulus after a response. example: pet a dog that comes when you call it; pay the person who paints your house. |
front 41 Negative Reinforcement | back 41 Strengthens a response by reducing a removing something negative example: Take painkillers to end the pain; fasten seatbelt to end loud beeping noise |
front 42 Primary Reinforcers | back 42 are unlearned, getting food when hungry or having a painful headache go away |
front 43 Conditioned Reinforcers | back 43 Get their power through learned association with primary reinforcers |
front 44 Punishment | back 44 Any consequence that decreases the frequency of a preceding behavior |
front 45 Negative Punishment | back 45 withdraw of a rewarding stimulus |
front 46 Positive Punishment | back 46 administering an aversive stimulus |
front 47 Latent Learning | back 47 learn from experience |
front 48 Intrinsic Motivation | back 48 The desire to perform a behavior effectively for its own sake. |
front 49 Extrinsic Motivation | back 49 Behaving a certain ways to gain external rewards or avoid threatened punishment. |
front 50 Observational Learning | back 50 learn without direct experience |
front 51 Modeling | back 51 learn native languages and various other specific behaviors by observing and imitating others Attractiveness , meaning being okay/wanting to trade places with the model and Similarity, meaning orientation and size and age. |
front 52 Mirror Neurons | back 52 frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy. |
front 53 Prosocial Behavior | back 53 positive, constructive, helpful behavior. The opposite of antisocial behavior |
front 54 Memory | back 54 The persistence of learning over time through the storage and retrieval of information. |
front 55 Recall | back 55 a measure of memory in which the person must retrieve information learned earlier, as on a fill in the blank test. |
front 56 Recognition | back 56 a measure of memory in which the person need only identify items previously learned, as on a multiple choice test. |
front 57 Relearning | back 57 a measure of memory that assesses the amount of time saved when learning material again. |
front 58 Encoding | back 58 The processing of information into the memory system-for example, by extracting meaning. |
front 59 Storage | back 59 The retention of encoded information over time. |
front 60 Retrieval | back 60 The process of getting information out of memory storage. |
front 61 Sensory Memory | back 61 The immediate, very brief recording of sensory information in the memory system. |
front 62 Short-Term Memory | back 62 Activated memory that holds a few items briefly, such as seven digits of a phone number while dialing, before the information is stored or forgotten. |
front 63 Long-Term Memory | back 63 The relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. |
front 64 Working Memory | back 64 A newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. |
front 65 Explicit Memory | back 65 Memory of facts and experiences that one can consciously know and "declare". |
front 66 Implicit Memory | back 66 Retention independent of conscious recollection. |
front 67 Chunking | back 67 Organizing items into familiar, manageable units; often occurs automatically. |
front 68 Spacing Effect | back 68 The tendency for distributed study or practice to yield better long-term retention than is achieved through massed study or practice. |
front 69 Hippocampus | back 69 A neural center located in the limbic system; helps process explicit memories for storage. |
front 70 Flashbulb Memory | back 70 A clear memory of an emotionally significant moment or event. |
front 71 Priming | back 71 The activation, often unconsciously, of particular association in memory. |
front 72 Learning | back 72 The process of acquiring through experience new and relatively enduring information or behaviors. |
front 73 Associative Learning | back 73 Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning) |
front 74 Stimulus | back 74 Any event or situation that evokes a response. |
front 75 Cognitive Learning | back 75 The Acquisition of mental information, whether by observing events, by watching others, or through language. |
front 76 Classical Conditioning | back 76 A type of learning in which one learns to link two or more stimuli and anticipate events. |
front 77 Albert Bandura | back 77 The Bobo Doll experiment, modeling |
front 78 B.F. Skinner | back 78 Behavorists, rewarded behavior, rat box experiment |
front 79 Pavlov | back 79 The dog experiement, stimulus and responses. |