Question 1

Why is a CR sometimes called an anticipatory response?

Accepted Answer

A)  because a subject anticipates that making a CR will lead to some type of reward 
B)  because a subject makes a CR during the presentation of the US 
C)  because a subject makes a CR during the presentation of the CS 
D)  none of the above 
A)  because a subject anticipates that making a CR will lead to some type of reward 
B)  because a subject makes a CR during the presentation of the US 
C)  because a subject makes a CR during the presentation of the CS 
D)  none of the above C

Question 2

A given US will only allow conditioning to occur up to a specific point, after which no additional learning occurs. In the Rescorla-Wagner model of learning, this limit is represented as:

Accepted Answer

A)  V 
B)  ΔV 
C)  β 
D)  λ 
A)  V 
B)  ΔV 
C)  β 
D)  λ D

Question 3

Susan wants to use classical conditioning to teach her cat to come to her whenever she calls him. In this case, Susan's voice would be the:

Accepted Answer

A)  CS 
B)  US 
C)  CR 
D)  UR 
A)  CS 
B)  US 
C)  CR 
D)  UR A

Question 4

An experimenter wants to investigate the effect of compound stimuli on Pavlovian conditioning. This is studied by pairing two CSs (a loud, high-pitched tone, and an almost silent, low -pitched tone). During the testing portion of the experiment, it is found that CRs occur to the loud, but not almost silent, tone. What has happened?

Accepted Answer

A)  latent inhibition 
B)  priming 
C)  forward conditioning 
D)  overshadowing 
A)  latent inhibition 
B)  priming 
C)  forward conditioning 
D)  overshadowing

Question 5

Which of the following illustrates the learning that occurs in classical conditioning?

Accepted Answer

A)  the connections between several neurons get stronger as a result of training 
B)  subjects in an experimental situation learn that certain stimuli occur before/after other stimuli 
C)  an animal behaves in a new manner to a presented stimulus 
D)  all of the above 
A)  the connections between several neurons get stronger as a result of training 
B)  subjects in an experimental situation learn that certain stimuli occur before/after other stimuli 
C)  an animal behaves in a new manner to a presented stimulus 
D)  all of the above

Question 6

In a classical conditioning setting, the element that requires no previous training in order to elicit a response is the:

Accepted Answer

A)  CS 
B)  US 
C)  CR 
D)  none of the above 
A)  CS 
B)  US 
C)  CR 
D)  none of the above

Question 7

The idea that a CR and UR, in the same experiment, can be different responses is:

Accepted Answer

A)  wrong 
B)  a critical element of prepared learning 
C)  a hallmark feature of opponent-process theory 
D)  none of the above 
A)  wrong 
B)  a critical element of prepared learning 
C)  a hallmark feature of opponent-process theory 
D)  none of the above

Question 8

Referring to questions 3.5 and 3.6, the US is:

Accepted Answer

A)  Susan's voice 
B)  the animal's reaction to Susan's voice 
C)  both a and b could be the US 
D)  unknown 
A)  Susan's voice 
B)  the animal's reaction to Susan's voice 
C)  both a and b could be the US 
D)  unknown

Question 9

Classical conditioning has been referred to as a:

Accepted Answer

A)  simple form of learning 
B)  cognitive type of learning 
C)  reflexive form of learning 
D)  all of the above 
A)  simple form of learning 
B)  cognitive type of learning 
C)  reflexive form of learning 
D)  all of the above

Question 10

Overshadowing can be influenced by:

Accepted Answer

A)  a large time interval between the presentation of the 2 stimuli making up a compound stimulus 
B)  forward conditioning 
C)  the amount of time passing between presentation of the CSs and the US 
D)  all of the above 
E)  none of the above 
A)  a large time interval between the presentation of the 2 stimuli making up a compound stimulus 
B)  forward conditioning 
C)  the amount of time passing between presentation of the CSs and the US 
D)  all of the above 
E)  none of the above

Question 11

One possible drawback to evaluative conditioning is:

Accepted Answer

A)  the reflexes studied are difficult to observe 
B)  the SCRs that are to be evaluated can be painful to subjects 
C)  the traditional CRs used with the procedure are too intense 
D)  none of the above 
A)  the reflexes studied are difficult to observe 
B)  the SCRs that are to be evaluated can be painful to subjects 
C)  the traditional CRs used with the procedure are too intense 
D)  none of the above

Question 12

Which of the following could serve as a CS?

Accepted Answer

A)  the passage of time since the most recent US 
B)  a tone 
C)  one's external environment 
D)  all of the above 
A)  the passage of time since the most recent US 
B)  a tone 
C)  one's external environment 
D)  all of the above

Question 13

Unconditioned Stimuli:

Accepted Answer

A)  have no biological significance to an organism 
B)  are neutral stimuli 
C)  cannot have their significance acquired 
D)  none of the above 
A)  have no biological significance to an organism 
B)  are neutral stimuli 
C)  cannot have their significance acquired 
D)  none of the above

Question 14

Unconditioned Stimuli:

Accepted Answer

A)  have no biological significance to an organism 
B)  are neutral stimuli 
C)  cannot have their significance acquired 
D)  none of the above 
A)  have no biological significance to an organism 
B)  are neutral stimuli 
C)  cannot have their significance acquired 
D)  none of the above

Question 15

In question 3.5, if, on the very first training trial, Susan's cat walks toward her, the animal's behavior would best be described as a:

Accepted Answer

A)  CS 
B)  US 
C)  CR 
D)  UR 
A)  CS 
B)  US 
C)  CR 
D)  UR

Question 16

A critical difference between blocking and overshadowing is that:

Accepted Answer

A)  blocking deals with stimulus intensity, whereas overshadowing deals with prior exposure 
B)  blocking deals with prior exposure, whereas overshadowing deals with stimulus intensity 
C)  blocking deals with inhibiting learning, whereas overshadowing is always beneficial to learning 
D)  there are no differences between blocking and overshadowing 
A)  blocking deals with stimulus intensity, whereas overshadowing deals with prior exposure 
B)  blocking deals with prior exposure, whereas overshadowing deals with stimulus intensity 
C)  blocking deals with inhibiting learning, whereas overshadowing is always beneficial to learning 
D)  there are no differences between blocking and overshadowing

Question 17

Once extinction has occurred, previously-learned Pavlovian associations can:

Accepted Answer

A)  never be recovered 
B)  only be recovered if the CS and US are presented in close temporal order 
C)  be recovered by reexposure to the US alone, in the absence of the CS 
D)  only be recovered if the CS is presented without additional exposure to the US 
A)  never be recovered 
B)  only be recovered if the CS and US are presented in close temporal order 
C)  be recovered by reexposure to the US alone, in the absence of the CS 
D)  only be recovered if the CS is presented without additional exposure to the US

Question 18

Unconditioned Stimuli:

Accepted Answer

A)  can have a sensory element to them 
B)  are devoid of emotional significance 
C)  do not typically elicit specific reactions 
D)  are unidimensional 
A)  can have a sensory element to them 
B)  are devoid of emotional significance 
C)  do not typically elicit specific reactions 
D)  are unidimensional

Question 19

In a classical conditioning experiment, an experimenter declares a flash of light to be the CS, an electric shock as the US, and a fear reaction as the UR (as well as, eventually, the CR). Forward conditioning involves:

Accepted Answer

A)  presenting the shock first, followed by the light 
B)  presenting the light first, followed by the shock ( 
C)  having the light and shock occur in no specific temporal relationship to one another 
D)  presenting the light and shock at the same time 
A)  presenting the shock first, followed by the light 
B)  presenting the light first, followed by the shock ( 
C)  having the light and shock occur in no specific temporal relationship to one another 
D)  presenting the light and shock at the same time

Question 20

Using the situation described in 3.24, the green light is the:

Accepted Answer

A)  CS+ 
B)  CS- 
C)  US+ 
D)  US- 
A)  CS+ 
B)  CS- 
C)  US+ 
D)  US-

Why is a CR sometimes called an anticipatory response?

A given US will only allow conditioning to occur up to a specific point, after which no additional learning occurs. In the Rescorla-Wagner model of learning, this limit is represented as:

Susan wants to use classical conditioning to teach her cat to come to her whenever she calls him. In this case, Susan's voice would be the:

Which of the following illustrates the learning that occurs in classical conditioning?

In a classical conditioning setting, the element that requires no previous training in order to elicit a response is the:

The idea that a CR and UR, in the same experiment, can be different responses is:

Referring to questions 3.5 and 3.6, the US is:

Classical conditioning has been referred to as a:

Overshadowing can be influenced by:

One possible drawback to evaluative conditioning is:

Which of the following could serve as a CS?

Unconditioned Stimuli:

Unconditioned Stimuli:

In question 3.5, if, on the very first training trial, Susan's cat walks toward her, the animal's behavior would best be described as a:

A critical difference between blocking and overshadowing is that:

Once extinction has occurred, previously-learned Pavlovian associations can:

Unconditioned Stimuli:

In a classical conditioning experiment, an experimenter declares a flash of light to be the CS, an electric shock as the US, and a fear reaction as the UR (as well as, eventually, the CR). Forward conditioning involves:

Using the situation described in 3.24, the green light is the:

Introduction

Habituation and Other Forms of Simple Stimulus Learning

Instrumental Learning: Reward

Instrumental Conditioning: Nonreward, Punishment, and Avoidance

Verbal Learning

Human Memory: Conceptual Approaches

Short-Term Retention

Encoding

Storage and Retrieval

Spatial, Motor-Skill, and Implicit Learning

Individual Differences in Learning and Memory

Filters

Exam 3: Classical Conditioning

Why is a CR sometimes called an anticipatory response?

A given US will only allow conditioning to occur up to a specific point, after which no additional learning occurs. In the Rescorla-Wagner model of learning, this limit is represented as:

Susan wants to use classical conditioning to teach her cat to come to her whenever she calls him. In this case, Susan's voice would be the:

Which of the following illustrates the learning that occurs in classical conditioning?

In a classical conditioning setting, the element that requires no previous training in order to elicit a response is the:

The idea that a CR and UR, in the same experiment, can be different responses is:

Referring to questions 3.5 and 3.6, the US is:

Classical conditioning has been referred to as a:

Overshadowing can be influenced by:

One possible drawback to evaluative conditioning is:

Which of the following could serve as a CS?

Unconditioned Stimuli:

Unconditioned Stimuli:

In question 3.5, if, on the very first training trial, Susan's cat walks toward her, the animal's behavior would best be described as a:

A critical difference between blocking and overshadowing is that:

Once extinction has occurred, previously-learned Pavlovian associations can:

Unconditioned Stimuli:

In a classical conditioning experiment, an experimenter declares a flash of light to be the CS, an electric shock as the US, and a fear reaction as the UR (as well as, eventually, the CR). Forward conditioning involves:

Using the situation described in 3.24, the green light is the:

Introduction

Habituation and Other Forms of Simple Stimulus Learning

Instrumental Learning: Reward

Instrumental Conditioning: Nonreward, Punishment, and Avoidance

Verbal Learning

Human Memory: Conceptual Approaches

Short-Term Retention

Encoding

Storage and Retrieval

Spatial, Motor-Skill, and Implicit Learning

Individual Differences in Learning and Memory

Filters