Question 1

Why have learning psychologists attempted to use models of conditioning to explain category and causal learning?

Accepted Answer

Both category learning and causal learni

Question 2

Is compound potentiation a counterintuitive result?

Accepted Answer

A)  Yes, a less salient odor CS should block a more salient taste CS when both are presented in compound. 
B)  No, a less salient odor CS enhances learning about a highly salient light CS when both are presented in compound. 
C)  Yes, a more salient taste CS should overshadow a less salient odor CS when both are presented in compound. 
D)  Sometimes, more salient taste CS acts as an occasion-setter, allowing the subject to determine whether or not the odor CS will predict illness. 
A)  Yes, a less salient odor CS should block a more salient taste CS when both are presented in compound. 
B)  No, a less salient odor CS enhances learning about a highly salient light CS when both are presented in compound. 
C)  Yes, a more salient taste CS should overshadow a less salient odor CS when both are presented in compound. 
D)  Sometimes, more salient taste CS acts as an occasion-setter, allowing the subject to determine whether or not the odor CS will predict illness.

Question 3

Research has shown that learned safety to taste cues is analogous to

Accepted Answer

A)  conditioned inhibition, because a safe cue can partially nullify a dangerous one. 
B)  conditioned excitation, because safety is an active process that induces drinking. 
C)  latent inhibition, because it is difficult to make a latently inhibited flavor dangerous. 
D)  habituation, because a safe cue has to be one that was once dangerous. 
A)  conditioned inhibition, because a safe cue can partially nullify a dangerous one. 
B)  conditioned excitation, because safety is an active process that induces drinking. 
C)  latent inhibition, because it is difficult to make a latently inhibited flavor dangerous. 
D)  habituation, because a safe cue has to be one that was once dangerous.

Question 4

An example of an analogous trait is the

Accepted Answer

A)  wing of a bird wing and the wing of a bat. 
B)  flipper of a seal and the wing of a bat. 
C)  leg and paw of a dog and the leg and foot of a human. 
D)  talons of a hawk and the claws of a bear. 
A)  wing of a bird wing and the wing of a bat. 
B)  flipper of a seal and the wing of a bat. 
C)  leg and paw of a dog and the leg and foot of a human. 
D)  talons of a hawk and the claws of a bear.

Question 5

In taste aversion learning studies, which training procedures are likely to produce learned safety and which are likely to produce latent inhibition? Indicate how you could demonstrate whether learned safety or latent inhibition occurred in a taste aversion study.

Accepted Answer

Latent inhibition will be observed if th

Question 6

Taste aversion research has led to significant changes in learning theory. Which area has not been influenced substantially by insights resulting from studying the supposedly unique qualities of taste aversion?

Accepted Answer

A)  The influence of evolution on learned behaviors 
B)  The role of stimulus relevance on learning 
C)  The role of contextual interference on learning 
D)  The functional role of conditioning as an adaptation process 
A)  The influence of evolution on learned behaviors 
B)  The role of stimulus relevance on learning 
C)  The role of contextual interference on learning 
D)  The functional role of conditioning as an adaptation process

Question 7

Hedonic shift refers to

Accepted Answer

A)  a change in the type of outcome associated with a CS (e.g., aversive to appetitive) during discrimination training. 
B)  a change in the value or appeal of a taste as a result of its being paired with a pleasant or unpleasant outcome. 
C)  the reduction in preference for a given taste that occurs from extensive exposure to that taste and no opportunity to experience other tastes. 
D)  response interaction or competition that occurs when appetitive and aversive motivation is used in the same group of subjects. 
A)  a change in the type of outcome associated with a CS (e.g., aversive to appetitive) during discrimination training. 
B)  a change in the value or appeal of a taste as a result of its being paired with a pleasant or unpleasant outcome. 
C)  the reduction in preference for a given taste that occurs from extensive exposure to that taste and no opportunity to experience other tastes. 
D)  response interaction or competition that occurs when appetitive and aversive motivation is used in the same group of subjects.

Question 8

Compound potentiation observed with tastes and odors is not truly unique. Which statement best supports that assertion?

Accepted Answer

A)  Odor cues are distal stimuli and part of the skin defense system, whereas tastes are proximal cues and part of the gut defense system; thus the two cues do not interfere or compete with each other. 
B)  A standard within-compound association forms between odor and taste, just like with other stimuli outside the taste aversion paradigm. 
C)  As a result of evolution and the way organisms' sensory systems integrate input, organisms are "prepared" to learn odor-taste aversions. 
D)  Any relevant cue is more likely to show potentiation effects when it is very nonsalient and presented in compound with a strongly salient cue. 
A)  Odor cues are distal stimuli and part of the skin defense system, whereas tastes are proximal cues and part of the gut defense system; thus the two cues do not interfere or compete with each other. 
B)  A standard within-compound association forms between odor and taste, just like with other stimuli outside the taste aversion paradigm. 
C)  As a result of evolution and the way organisms' sensory systems integrate input, organisms are "prepared" to learn odor-taste aversions. 
D)  Any relevant cue is more likely to show potentiation effects when it is very nonsalient and presented in compound with a strongly salient cue.

Question 9

Which statement about compound potentiation studies is true?

Accepted Answer

A)  The observation that distal odor versus proximal taste cues activate noncompeting defense systems cannot explain potentiation. 
B)  Standard within-compound associations explain why potentiation occurs while overshadowing occurs at other times. 
C)  Potentiation is unique to taste-odor combinations. 
D)  Salience differences of cues and their differential susceptibility to potentiation indicates that taste aversion learning is unique, as first suspected. 
A)  The observation that distal odor versus proximal taste cues activate noncompeting defense systems cannot explain potentiation. 
B)  Standard within-compound associations explain why potentiation occurs while overshadowing occurs at other times. 
C)  Potentiation is unique to taste-odor combinations. 
D)  Salience differences of cues and their differential susceptibility to potentiation indicates that taste aversion learning is unique, as first suspected.

Question 10

If a bitter taste becomes a conditioned inhibitor then

Accepted Answer

A)  it could enhance drinking of a flavor to which an aversion is conditioned. 
B)  bitter tastes will be much less preferred compared to water. 
C)  it will still taste hedonically bad. 
D)  it will be neither preferred nor aversive compared to water. 
A)  it could enhance drinking of a flavor to which an aversion is conditioned. 
B)  bitter tastes will be much less preferred compared to water. 
C)  it will still taste hedonically bad. 
D)  it will be neither preferred nor aversive compared to water.

Question 11

Which of the following does not characterize a module?

Accepted Answer

A)  A module is developed as a result of an organism's experience with the environment. 
B)  A module is relatively encapsulated, as it tends to be unaffected by other modules. 
C)  A module is an inherited specialization to deal with a functional incompatibility. 
D)  A module is an example of a prepared behavior. 
A)  A module is developed as a result of an organism's experience with the environment. 
B)  A module is relatively encapsulated, as it tends to be unaffected by other modules. 
C)  A module is an inherited specialization to deal with a functional incompatibility. 
D)  A module is an example of a prepared behavior.

Question 12

Analyzing the classical stereotype of young ladies stating that they like clean-cut, well- mannered men, yet actually date the "bad boy," shows it to be most similar to

Accepted Answer

A)  backward blocking. 
B)  taste-odor potentiation. 
C)  Perruchet effect. 
D)  category learning. 
A)  backward blocking. 
B)  taste-odor potentiation. 
C)  Perruchet effect. 
D)  category learning.

Question 13

In compound potentiation studies, the weaker CS gains _______ associative strength when paired with a second, _______ salient CS.

Accepted Answer

A)  more; more 
B)  less; more 
C)  more; less 
D)  less; less 
A)  more; more 
B)  less; more 
C)  more; less 
D)  less; less

Question 14

In general, research examining the special characteristics of taste aversion learning have demonstrated that

Accepted Answer

A)  it is most likely to occur when a familiar flavor is paired with illness. 
B)  it is more likely to occur as the interval between the exposure to a flavor and the onset of illness increases. 
C)  though acquired especially rapidly, the learning involved in taste aversions is similar to other forms of learning with highly salient and intense stimuli (e.g., fear). 
D)  unlike other forms of learning, taste aversions show no spontaneous recovery following extinction. 
A)  it is most likely to occur when a familiar flavor is paired with illness. 
B)  it is more likely to occur as the interval between the exposure to a flavor and the onset of illness increases. 
C)  though acquired especially rapidly, the learning involved in taste aversions is similar to other forms of learning with highly salient and intense stimuli (e.g., fear). 
D)  unlike other forms of learning, taste aversions show no spontaneous recovery following extinction.

Question 15

Describe three characteristics of taste aversion learning that caused researchers to question the generality of the laws of learning and how they differ from other conditioning phenomena.

Accepted Answer

Taste aversion learning can occur with a

Question 16

A connectionist model assumes that on each learning trial,

Accepted Answer

A)  causal power is replaced with associative strength. 
B)  the strength of a connection between nodes representing features and categories can be updated by same laws that govern classical conditioning. 
C)  once learning has occurred, causal power takes over to determine the final output. 
D)  when multiple features are activated they will produce blocking, potentiation, inhibition, and other standard learning phenomena. 
A)  causal power is replaced with associative strength. 
B)  the strength of a connection between nodes representing features and categories can be updated by same laws that govern classical conditioning. 
C)  once learning has occurred, causal power takes over to determine the final output. 
D)  when multiple features are activated they will produce blocking, potentiation, inhibition, and other standard learning phenomena.

Question 17

In category learning, subjects learn

Accepted Answer

A)  to identify which features are crucial to sorting items into groups. 
B)  about which variables produce changes in other variables. 
C)  about the value of different outcomes as a function of their past experiences with outcomes. 
D)  to confront their preconceptions by being presented with information that conflicts with their expectations. 
A)  to identify which features are crucial to sorting items into groups. 
B)  about which variables produce changes in other variables. 
C)  about the value of different outcomes as a function of their past experiences with outcomes. 
D)  to confront their preconceptions by being presented with information that conflicts with their expectations.

Question 18

In attempting to explain some characteristics of taste aversion learning, researchers have used the construct of stimulus relevance, which means that

Accepted Answer

A)  the stimuli used in creating taste aversions are unusual and intense. 
B)  the stimuli are consistent with previous generations' experiences with eating cues and outcomes, associated with the gut defense system. 
C)  the stimuli persist in sensory memory much longer than the stimuli typically used in classical conditioning studies. 
D)  the stimuli are highly memorable and not prone to interference effects by other stimuli. 
A)  the stimuli used in creating taste aversions are unusual and intense. 
B)  the stimuli are consistent with previous generations' experiences with eating cues and outcomes, associated with the gut defense system. 
C)  the stimuli persist in sensory memory much longer than the stimuli typically used in classical conditioning studies. 
D)  the stimuli are highly memorable and not prone to interference effects by other stimuli.

Question 19

In a hypothetical classical conditioning study, three CSs (L = light, T = tone, and B = buzzer) and a US (shock) are used to test the relative validity of T. Based on the kinds of CS-US pairings below, which group would show the greatest relative validity for the tone CS?

Accepted Answer

A)  LT + US; BT, no US 
B)  LB + US; BT, no US 
C)  LT + US; LT, no US 
D)  LT + US; L, no US; T, no US 
A)  LT + US; BT, no US 
B)  LB + US; BT, no US 
C)  LT + US; LT, no US 
D)  LT + US; L, no US; T, no US

Question 20

An example of a homologous traits is

Accepted Answer

A)  beak of bird and the tail of the duckbill platypus 
B)  flipper of a seal and the wing of a bat 
C)  webbed feet of a duck and the fins of a fish 
D)  tail of a bird and the tail of a beaver 
A)  beak of bird and the tail of the duckbill platypus 
B)  flipper of a seal and the wing of a bat 
C)  webbed feet of a duck and the fins of a fish 
D)  tail of a bird and the tail of a beaver

Why have learning psychologists attempted to use models of conditioning to explain category and causal learning?

Is compound potentiation a counterintuitive result?

Research has shown that learned safety to taste cues is analogous to

An example of an analogous trait is the

In taste aversion learning studies, which training procedures are likely to produce learned safety and which are likely to produce latent inhibition? Indicate how you could demonstrate whether learned safety or latent inhibition occurred in a taste aversion study.

Taste aversion research has led to significant changes in learning theory. Which area has not been influenced substantially by insights resulting from studying the supposedly unique qualities of taste aversion?

Hedonic shift refers to

Compound potentiation observed with tastes and odors is not truly unique. Which statement best supports that assertion?

Which statement about compound potentiation studies is true?

If a bitter taste becomes a conditioned inhibitor then

Which of the following does not characterize a module?

Analyzing the classical stereotype of young ladies stating that they like clean-cut, well- mannered men, yet actually date the "bad boy," shows it to be most similar to

In compound potentiation studies, the weaker CS gains _ associative strength when paired with a second, _ salient CS.

In general, research examining the special characteristics of taste aversion learning have demonstrated that

Describe three characteristics of taste aversion learning that caused researchers to question the generality of the laws of learning and how they differ from other conditioning phenomena.

A connectionist model assumes that on each learning trial,

In category learning, subjects learn

In attempting to explain some characteristics of taste aversion learning, researchers have used the construct of stimulus relevance, which means that

In a hypothetical classical conditioning study, three CSs (L = light, T = tone, and B = buzzer) and a US (shock) are used to test the relative validity of T. Based on the kinds of CS-US pairings below, which group would show the greatest relative validity for the tone CS?

An example of a homologous traits is

Learning Theory: What It Is and How It Got This Way

Learning and Adaptation

The Nuts and Bolts of Classical Conditioning

Theories of Conditioning

What Ever Happened to Behavior Anyway

Behavior and Its Consequences

How Stimuli Guide Instrumental Action

The Motivation of Instrumental Action

A Synthetic Perspective on Instrumental Action

Filters

Exam 6: Are the Laws of Conditioning General

Why have learning psychologists attempted to use models of conditioning to explain category and causal learning?

Is compound potentiation a counterintuitive result?

Research has shown that learned safety to taste cues is analogous to

An example of an analogous trait is the

In taste aversion learning studies, which training procedures are likely to produce learned safety and which are likely to produce latent inhibition? Indicate how you could demonstrate whether learned safety or latent inhibition occurred in a taste aversion study.

Taste aversion research has led to significant changes in learning theory. Which area has not been influenced substantially by insights resulting from studying the supposedly unique qualities of taste aversion?

Hedonic shift refers to

Compound potentiation observed with tastes and odors is not truly unique. Which statement best supports that assertion?

Which statement about compound potentiation studies is true?

If a bitter taste becomes a conditioned inhibitor then

Which of the following does not characterize a module?

Analyzing the classical stereotype of young ladies stating that they like clean-cut, well- mannered men, yet actually date the "bad boy," shows it to be most similar to

In compound potentiation studies, the weaker CS gains _______ associative strength when paired with a second, _______ salient CS.

In general, research examining the special characteristics of taste aversion learning have demonstrated that

Describe three characteristics of taste aversion learning that caused researchers to question the generality of the laws of learning and how they differ from other conditioning phenomena.

A connectionist model assumes that on each learning trial,

In category learning, subjects learn

In attempting to explain some characteristics of taste aversion learning, researchers have used the construct of stimulus relevance, which means that

In a hypothetical classical conditioning study, three CSs (L = light, T = tone, and B = buzzer) and a US (shock) are used to test the relative validity of T. Based on the kinds of CS-US pairings below, which group would show the greatest relative validity for the tone CS?

An example of a homologous traits is

Learning Theory: What It Is and How It Got This Way

Learning and Adaptation

The Nuts and Bolts of Classical Conditioning

Theories of Conditioning

What Ever Happened to Behavior Anyway

Behavior and Its Consequences

How Stimuli Guide Instrumental Action

The Motivation of Instrumental Action

A Synthetic Perspective on Instrumental Action

Filters

In compound potentiation studies, the weaker CS gains _ associative strength when paired with a second, _ salient CS.