Deck 7: Behavioural Views of Learning

Question 1

In classical conditioning, the conditioned stimulus and the unconditioned stimulus must be

A) dependent upon reward.
B) equivalent stimuli.
C) in a contiguous relationship.
D) in a noncontiguous relationship.

Answer 1

in a contiguous relationship.

Question 2

The principle of contiguity involves an association between

A) a negative and a positive stimulus.
B) emotion and behaviour.
C) two events through pairing.
D) two events through reinforcement.

Answer 2

two events through pairing.

Question 3

Behavioural theories of learning emphasize

A) development.
B) nature over nurture.
C) observable behaviours.
D) thinking.

Answer 3

observable behaviours.

Question 4

The schedule of reinforcement that is the most appropriate to use in the classroom because it encourages persistence and high rates of response is what type of schedule?

A) Fixed-interval
B) Fixed-ratio
C) Variable-interval
D) Variable-ratio

Question 5

Bryson was three when his neighbour's house burned down. He heard the loud sirens and saw the fire and trembled with fear. Now he's starting preschool. He hears the loud bell ring and associates it with the fire and fire trucks and begins to tremble. In this setting, the sound of the bell is

A) a neutral response.
B) a neutral stimulus.
C) an unconditioned response.
D) a conditioned stimulus.

Question 6

Slot machines that pay off after an indeterminate number of uses illustrate what schedule of reinforcement?

A) Fixed-interval
B) Fixed-ratio
C) Variable-interval
D) Variable-ratio

Question 7

What schedule of reinforcement is most likely to be involved when teachers give "pop" quizzes?

A) Fixed-interval
B) Fixed-ratio
C) Variable-interval
D) Variable-ratio

Question 8

A consequence is defined by Skinner as a reinforcer or a punisher depending on whether it

A) increases or decreases the frequency of the behaviour that it follows.
B) is designed to promote desirable behaviour or suppress undesirable behaviour.
C) is pleasurable or uncomfortable for the subject receiving the consequence.
D) occurs antecedent to or as a consequence of the behaviour.

Question 9

17-year-old Kelly receives a ticket for speeding. Her parents take away the privilege of using the car. Her parents are using

A) negative reinforcement.
B) positive reinforcement.
C) presentation punishment.
D) removal punishment.

Question 10

In an experiment, an electric can opener is used to open a can, and no salivation by the subject is detected. After a number of pairings between the can opener's operation and food, any time the can opener is used, the subject salivates. The conditioned response in this study is the

A) can opener.
B) food.
C) salivation to the can opener.
D) salivation to the food.

Question 11

Removing an aversive stimulus to increase the frequency of a behaviour exemplifies

A) negative reinforcement.
B) positive reinforcement.
C) presentation punishment.
D) removal punishment.

Question 12

Operant conditioning differs from classical conditioning by

A) dealing primarily with reflexive types of responses.
B) focusing on animal behaviour to a much greater extent than on human behaviour.
C) focusing on the consequences of voluntary behaviour.
D) treating learners as passive rather then active agents.

Question 13

Lily does not like conflict. When her parents argue and raise their voices, Lily feels frightened. At school, Mr. Nash raises his voice and Lily begins to tremble. Lily's trembling is

A) a neutral response.
B) an unconditioned response.
C) a conditioned response.
D) a conditioned stimulus.

Question 14

Ms. Castello has tried several configurations for students to practice the Spanish conversations they memorize in the book. Students seem to enjoy the task most when they work in pairs around the classroom, and they dread the task when they are required to perform in front of the class. How might Ms. Castello use this information to provide negative reinforcement

A) Reward students by allowing them to work in pairs if they complete written assignments in a timely manner.
B) Punish students when they fail to participate in the whole class activity by taking away the privilege of working in pairs.
C) Remove the requirement to perform in front of the class if students focus and perform well in pairs.
D) Assure students that they will be allowed to work in pairs after they perform in front of the class.

Question 15

Ms. Cardot wants her students to enjoy math. In order to help students associate math with pleasant thoughts, she introduces new manipulatives at the math centre each week for students to use in solving math problems. Often the manipulatives involve edible snacks. Ms. Cardot's approach is an example of

A) operant conditioning.
B) classical conditioning.
C) unconditioned response.
D) neutral response.

Question 16

Mr. Lynch always uses his "mean" face to stop undesirable behaviour in his first-period class. However, even though he looks at Tommy with his mean face each time Tommy talks out of turn, Tommy is talking out of turn more and more frequently. For Tommy, the mean face is apparently a

A) cue.
B) model.
C) negative reinforcer.
D) positive reinforcer.

Question 17

Yancey turns on the water faucet to get a drink. What schedule of reinforcement typically prevails?

A) Continuous
B) Fixed-interval
C) Variable-interval
D) Variable-ratio

Question 18

Mr. Saunders hates sending in his income tax forms each year and constantly worries that his return will be the "one" selected for auditing. Therefore, he completes the forms carefully and honestly in order to avoid a possible penalty, but he continues to worry about being audited. What reinforcement schedule is most likely to be involved?

A) Fixed-interval
B) Fixed-ratio
C) Variable-interval
D) Variable-ratio

Question 19

B. F. Skinner is to ________, as Ivan Pavlov is to ________.

A) classical conditioning; cognitive learning
B) classical conditioning; operant conditioning
C) cognitive learning; classical conditioning
D) operant conditioning; classical conditioning

Question 20

The essential difference between negative reinforcement and punishment is that

A) negative reinforcement decreases misbehaviour rather quickly.
B) punishment decreases the behaviour while negative reinforcement increases it.
C) punishment is more effective in bringing about a positive change in behaviour.
D) punishment is presented after, and reinforcement before, the behaviour has occurred.

Question 21

Shaping is an appropriate method for developing new behaviour when

A) no appropriate reinforcers can be found.
B) performance is otherwise too poor to gain reinforcement.
C) students are capable of the behaviour but seldom perform it.
D) there is no one available to model the appropriate behaviour.

Question 22

Kathy frequently makes faces at her classmates. Instead of punishing her for making faces, the teacher has the students totally ignore Kathy. This example illustrates the teacher's attempt at

A) cueing.
B) extinction.
C) modelling.
D) shaping.

Question 23

Ms. Johnson's sixth graders complained about diagramming sentences, and they were able convince her to show a movie first. Ms. Johnson made the common error of

A) bribing the students in order to gain their cooperation.
B) promising a reward for an unflavoured activity.
C) providing an incompatible alternative to the lesson.
D) using a reinforcer before a low-frequency behaviour.

Question 24

The most effective reprimands are those that are

A) sharp and private.
B) sharp and public.
C) soft and private.
D) soft and public.

Question 25

Persistence in responding is increased by what type of reinforcement schedule?

A) Fixed
B) Interval
C) Ratio
D) Variable

Question 26

The Good Behaviour Game is based on the application of

A) contingency contracts.
B) group consequences.
C) peer tutoring.
D) primary reinforcers.

Question 27

Which one of the following statements is TRUE regarding the use of peer pressure in applying group consequences? Peer pressure

A) can be effectively monitored by the teacher.
B) has little effect on most misbehaviour.
C) may be both a positive and a negative influence.
D) should be eliminated as much as possible.

Question 28

Which of the following is recommended as the best way to choose the most appropriate and effective reinforcers for a classroom?

A) Ask the experienced teachers for their suggestions.
B) Establish a student committee and have them vote.
C) Observe what students choose to do in their free time.
D) Set up activities to see if students enjoy them.

Question 29

Bart uses an old cigarette lighter that has become unreliable. It usually takes from one to 10 flicks to make it work. When the lighter is out of fluid, it will not work at all. By the time that Bart figures out the problem, he has tried flicking it 15 to 20 times. This situation illustrates the principle that

A) fixed-reinforcement schedules will produce the fastest performance.
B) intermittent-reinforcement schedules will aid prior learning.
C) interval-reinforcement schedules will produce the fastest performance.
D) variable-reinforcement schedules will produce the greatest persistence.

Question 30

In a contingency contract program, teachers set up

A) a group performance contract with each class.
B) individual performance contracts with each student.
C) "reward contracts" as models for misbehaving students.
D) punishment contracts with students who misbehave.

Question 31

An example of the use of positive practice is having students

A) develop sentences using commonly misused words.
B) ignore mistakes and practice the items they know.
C) study a list of commonly misspelled words.
D) write "I will not chew gum" 100 times.

Question 32

Which one of the following statements is an example of cueing?

A) "Please remember to put your name on each page."
B) "Today's lesson was much too noisy."
C) "Why didn't you remember to do your homework?"
D) "Why didn't you clean up before you left?"

Question 33

Woolfolk suggests that programs for promoting group responsibility may be particularly hard on

A) popular students who must perform well for everyone.
B) students who try to sabotage the system.
C) teachers who must monitor the entire class.
D) unpopular students who are unable to perform well.

Question 34

Mrs. Lever allows Nathaniel to be the first to leave the uncomfortable bus because he has behaved so well on the trip. The technique being used is

A) cueing.
B) negative reinforcement.
C) positive practice.
D) shaping.

Question 35

Mr. Bennett's student teacher suggested using a token reinforcement strategy with his disruptive sixth-grade class. The token system was received well by students and soon the class was following the classroom rules. Now that this strategy is working well, the tokens should be distributed

A) by the students rather than the teacher.
B) on a continuous schedule.
C) on an intermittent schedule.
D) so that they gradually increase in value.

Question 36

The Premack Principle states that

A) a less-preferred activity is postponed until after a preferred activity.
B) a preferred activity is withheld until rewards are earned.
C) a preferred activity is a reinforcer for a less-preferred activity.
D) less-preferred activities can be very effective as punishment activities.

Question 37

During math lessons, Ms. Olson continually observed Jim reading stories from his English anthology. She has probably found

A) a short attention span to be a problem for Jim.
B) an effective reinforcer for Jim.
C) that her lessons are too hard for Jim.
D) that Jim dislikes authority figures.

Question 38

Praise is more effective if used appropriately. Based on guidelines for giving praise, which teacher seems to understand and use praise appropriately?

A) "You are a good boy. You did a much better job in class today, Felipe."
B) "I see that you did better than the others in your group today. Good work, Amanda."
C) "I am glad you used the correct heading and turned in a very neat paper today, Carson."
D) "Everyone should be watching LeVonne and doing exactly what she is doing when the bell rings."

Question 39

The position taken by Woolfolk on token reinforcement systems is that they should be used primarily

A) as an incentive program to reward classes that have met unit objectives.
B) by science or math teachers, due to the objective nature of their subjects.
C) in situations where students are not making progress with conventional methods.
D) with gifted classes or older students who are self-motivated.

Question 40

Which one of the following is a major advantage of task analysis?

A) Allows for creativity in student responses.
B) Describes the sequence of skills leading to a goal.
C) Reduces the need for expository presentations.
D) Requires only minimal time to use.

Question 41

Removing something aversive as soon as the desired behaviour occurs is an example of punishment.

Question 42

Jailyn has dyslexia and withdraws from her group when the task involves oral reading. When her teacher realizes the function of this behaviour, she tells Jailyn to ask one of the other students to read in her place. This intervention allows Jailyn to skip the oral reading without withdrawing from her group. This type of intervention is called

A) positive behaviour supports.
B) positive reinforcement.
C) positive practice.
D) functional behavioural assessment.

Question 43

The concluding step of the self-management process is

A) evaluating progress.
B) goal-setting.
C) recording progress.
D) self-reinforcement.

Question 44

In her fifth-grade classroom, Ms. Latimer has several students who don't cooperate when she tells the class to get into group formation. These students are vocal about disliking group work. Ms. Latimer told them today that they may shorten their group task time by getting into groups quickly and completing cooperative tasks according to the ten-minute schedule she has planned. Ms. Latimer is using which of the following methods to get her students to cooperate?

A) Negative reinforcement
B) Social isolation
C) Response cost
D) Premack principle

Question 45

Positive practice involves having students give correct responses several times immediately following errors.

Question 46

Learning is defined as a deliberate action that produces a positive result.

Question 47

An antecedent is an event that follows an action.

Question 48

Negative reinforcement introduces an aversive stimulus to decrease the frequency of a behaviour.

Question 49

A contingency contract is an example of a system for rewarding positive group consequences.

Question 50

Punishment is often ineffective. Based on studies about the use of punishment, why is it typically ineffective?

A) It fails to apply classical conditioning.
B) It fails to use reinforcement as a means of discouraging the behaviour.
C) It fails to teach children what they did wrong and what they should stop doing.
D) It fails to teach children what to do in place of the behaviour being.

Question 51

Losing time at recess for bad behaviour is best described by the behavioural method of social isolation.

Question 52

Each time Robert fails to do his homework, five points are deducted from his total course points. The procedure being used by the teacher is

A) negative reinforcement.
B) presentation punishment.
C) response cost.
D) satiation.

Question 53

Mr. LeDoux is gathering information about the perpetual misbehaviour of Reid in French class. He recorded the antecedent of the behaviour in several instances and the consequences following the behaviour. He is trying to understand why Reid repeats the negative behaviour. What process is Mr. LeDoux using?

A) Positive behaviour supports
B) Self-management
C) Functional behavioural assessment
D) Task analysis

Question 54

In using the Premack Principle, it is important that the higher frequency behaviour happens first.

Question 55

"Reward" and "Reinforcer" may be used synonymously in psychology.

Question 56

Skye got into a habit of watching TV and using social media to keep up with all of her friends before starting homework. She was embarrassed when she turned in an incomplete history paper and fell asleep during science class last week. She set a goal of doing her homework as soon as she gets home from school every day. What system is most likely to help her change her behaviour?

A) Behaviour modification
B) Negative reinforcement
C) Positive behaviour supports
D) Self-management

Question 57

A first grader was able to arrange names of group members alphabetically by watching the strategy used by her teacher and imitating the teacher's actions. This example supports which of the following theories about learning?

A) Enactive learning
B) Observational learning
C) Classical conditioning
D) Operant condition

Question 58

Extinction in classical conditioning occurs when the conditioned stimulus is presented repeatedly without the unconditioned stimulus.

Question 59

Why are behavioural methods criticized?

A) Students readily repeat behaviours that are ignored.
B) Teachers usually use reinforcement to recognize appropriate behaviour.
C) Reinforcement and punishment are often used irresponsibly.
D) Teachers typically try to teach students to be more self-managing.

Question 60

In Pavlov's experiment the conditioned stimulus was the tuning fork tone.

Question 61

A relatively permanent change in a person's knowledge or behaviour that results from experiences is called ________.

Question 62

When an aversive stimulus is removed following a behaviour and the reinforcement behaviour increases, the type of consequence that occurs is ________.

Question 63

Researchers agree goal-setting is most beneficial for self-management when students keep their goals private.

Question 64

Mr. Crutch divides his class into groups and each group has points taken away if students do not behave. He is employing the ________ game.

Question 65

The behavioural strategy of successive approximations is called ________.

Question 66

Over time, student-set goals tend to become higher with regard to performance standards.

Question 67

Behavioural approaches should be employed exclusively to alter in-class behaviour such as the rules for speaking in the classroom.

Question 68

Breaking complex performances into sub-skills and sub-processes is part of a systematic procedure called ________.

Question 69

In operant conditioning, the complete removal of the usual reinforcer will eventually lead to ________.

Question 70

The act of providing an antecedent stimulus just before a particular behaviour is to take place is ________.

Question 71

Crediting all students to earn a reward for both academic work and positive classroom behaviour that can be redeemed for a desired reward is called a ________ system.

Question 72

Reinforcing completion of a less-preferred activity by allowing participation in a desired activity illustrates the use of the ________.

Question 73

When teachers take away privileges for students' inappropriate behaviour, they are applying ________ punishment.

Question 74

Mr. Matin interviews a student about her disruptive behaviour to learn about her reasons for the behaviour. This approach is an example of doing functional behavioural assessment.

Question 75

The schedule of reinforcement that produces the highest response rate is the ________ schedule.

Question 76

The influences of external events or behaviour are the focus of ________ learning theories.

Question 77

The application of learning principles to change behaviour is called applied behavioural analysis or ________.

Question 78

Any consequence that strengthens the behaviour it follows is a(n) ________.

Question 79

Ms. Tolleson is using social isolation effectively when she removes Mark, who is being disruptive, for a period of 60 minutes.

Question 80

In classical conditioning, the response made to the unconditioned stimulus before conditioning occurs is the ________ response.