Deck 5: What Ever Happened to Behavior Anyway

Question 1

Research on memory and learning has found that Pavlovian learning

A) is not remembered as well as instrumental learning.
B) is remembered better than instrumental learning.
C) and instrumental learning are remembered very well.
D) and instrumental learning are not affected by the passage of time.

Answer 1

C

Question 2

Research on memory and learning has found that

A) appetitive USs are remembered better than aversive USs.
B) with the passage of time, subjects are more likely to respond to stimuli that are different from the original CS.
C) with the passage of time, subjects are less likely to respond to stimuli that are different from the original US.
D) with the passage of time, subjects are more likely to respond to inhibitory than to excitatory stimuli.

Answer 2

B

Question 3

Research on memory and learning in animals has found that forgotten memories can be reactivated by

A) allowing the inhibition associated with a CS to dissipate.
B) presenting the CS in the absence of the US.
C) placing the subject in the training context.
D) testing in the early morning.

Answer 3

C

Question 4

We use the term _______ to refer to memories that may be forgotten because they fade or lose associative strength as time passes.

A) retroactive interference
B) proactive interference
C) encoding failure
D) trace decay

Question 5

Suppose that you study first for a test in U.S. history and then for a test in the politics of the Cold War. The next morning you take the history test first and you answer a question about U.S.‒Soviet relations during World War II with information that actually applies to U.S.‒Soviet relations during the Cold War. This is caused by

A) proactive interference.
B) retroactive interference.
C) encoding failure.
D) decay of memory traces for world history.

Question 6

When you call out to your current partner using your ex's name, it is due to

A) proactive interference.
B) retroactive interference.
C) encoding failure.
D) trace decay.

Question 7

If in the morning you study first for a French test and then for an Italian test, and you then take the Italian test in the afternoon, you are likely to experience _______ your study of French.

A) proactive interference from
B) retroactive interference from
C) encoding failure due to
D) decay of Italian memories due to

Question 8

In a memory study, a rat is trained in Phase 1 to press whichever key light is flashing (sometimes the left, sometimes the right) in order to get food. In Phase 2, the same rat is taught to press the illuminated left key in order to get food (constant illumination) and ignore the right key light (constant illumination), which now is associated with no food. Phase 3 returns to the randomized flashing light signal of Phase 1. If the rat in Phase 3 tends to press the flashing left but not the flashing right key, this faulty responding is likely due to

A) proactive interference.
B) retroactive interference.
C) encoding failure.
D) trace decay.

Question 9

Typically, the failure to recall a memory is due to

A) encoding failure and decay.
B) encoding and retrieval failure.
C) interference and retrieval failure.
D) interference and decay.

Question 10

To explain why you have called your new partner by your ex's name, you tell him or her that it is simply a matter of _______, and research indicates that the likelihood of it happening again _______.

A) retroactive interference; increases with time
B) proactive interference; decreases time
C) retroactive interference; will not change much after the first 48 hours
D) proactive interference; increases with time

Question 11

Remembering information is most likely to occur when the learning context and the retrieval context are

A) similar to each other.
B) different from each other.
C) variable, with some old and some new features.
D) None of the above

Question 12

You are very attracted to people with red hair. You have broken up with Pat, who has red hair, and you are now dating Chris, who also has red hair. You find yourself calling Chris "Pat," and after apologizing, you assure Chris that the error will likely fade with time. Can you really be certain of this?

A) Yes; with time, the memory for Pat should decay.
B) No; with time, similar stimuli tend to be perceived as more similar.
C) Yes; as you learn more about Chris, proactive interference will reduce the likelihood of the mistake.
D) Yes; memories can be erased with time.

Question 13

On even-numbered days, a rat receives morphine injections in a room with striped walls, low illumination, and a musty scent. On odd-numbered days, the rat receives saline injections in a room with light yellow walls, bright illumination, and a cinnamon scent. Over a period of three weeks, the morphine dosage, administered in the striped room, is increased incrementally. At the end of three weeks, the highest dose of morphine administered is administered on an odd-numbered day in the yellow room. While the rats have shown an increased tolerance to morphine in the striped room, two-thirds of the rats that receive the same dose in the yellow room die of cardiac failure. Their deaths can be attributed to

A) proactive interference.
B) retroactive interference.
C) trace decay.
D) retrieval failure.

Question 14

The renewal effect is related to the finding that

A) following memory decay, relearning is faster than original learning.
B) memory recovery is easier with retroactive interference than with proactive interference effects.
C) simple conditioned excitation is remembered very well over time, regardless of context changes.
D) extinction is context-specific as well as time-specific.

Question 15

Which theory(ies) is(are) not able to explain the dual meaning of an extinguished CS?

A) SOP and configural theories
B) Rescorla-Wagner
C) Pearce-Hall and SOP theories
D) Configural and Pearce-Hall theories
E) Pavlovian and Pearce-Hall theories

Question 16

Renewal effects are likely to be prevalent in real life because

A) proactive interference is more prevalent than retroactive interference.
B) many different stimuli can act as contexts.
C) environmental cues present during training generalize better than those present in extinction.
D) conditioning and extinction contexts become more discriminable over time.

Question 17

Your high school friend is now your college roommate. But whereas his bedroom in his childhood home was very neat, he has now become sloppy about hanging up clothes and straightening the room. What subtle trick might you use to remind your roommate of his old habits and encourage him to keep the room neat?

A) Ask him about his mother often
B) Make the room even messier
C) Try to decorate the room so that it looks more distinct from his previous bedroom
D) When you are both in class together, remind him that the room is messy

Question 18

Students who receive treatment for test anxiety are most likely to benefit from which therapeutic protocol?

A) Listening to tape-recorded anxiety reduction exercises in the residence hall
B) Talking with other students who share their experiences in a workshop at the student union
C) Taking practice tests at the learning enhancement center
D) Practicing relaxation techniques and taking practice tests in the classroom

Question 19

Although you initially had the tendency to call your current partner, Chris, by the name of your ex-partner, Pat, that annoying tendency was mostly extinguished, to the relief of both of you. However, at a party you unexpectedly see Pat again. What is likely to happen?

A) You will start calling Chris "Pat" again because of the phenomenon of renewal.
B) You will start calling Chris "Pat" again because of the phenomenon of reinstatement.
C) You will start calling Chris "Pat" again because of the phenomenon of spontaneous recovery.
D) Encountering Pat will remind you further that Chris and Pat are different and you will be even less likely to call Chris "Pat."

Question 20

If a student who has completed test anxiety therapy is given a pop quiz without warning, she may experience test anxiety at the next test, even if it is expected, due to

A) spontaneous recovery.
B) renewal.
C) reinstatement.
D) rapid reacquisition.

Question 21

After midterms, a college student with test anxiety receives several therapy sessions for the anxiety, and then goes home for a five-day fall break. The student returns from the break and takes a biology test on the same day that classes resume. During the test, the student again has an anxiety attack. This is likely due to

A) spontaneous recovery.
B) renewal.
C) reinstatement.
D) rapid reacquisition.

Question 22

A forgetting/interference explanation of extinction would tend to focus on

A) CS intensity, US intensity, and number of trials.
B) the particular training procedure used to establish responding (e.g., delay versus trace procedure).
C) training context similarity and retroactive interference effects.
D) the type of US (appetitive versus aversive) and type of contingency (excitatory versus inhibitory).

Question 23

In the context of memory, counterconditioning is a situation in which the original contingency is not retrieved because of

A) proactive interference.
B) retroactive interference.
C) the passage of time.
D) changes in the environmental context.

Question 24

Which of the following phenomena tends to occur despite context changes?

A) Habituation
B) Hall-Pearce negative transfer
C) Extinction
D) Spontaneous recovery

Question 25

Fear conditioning has been shown to last for at least

A) 60 days.
B) 60 days, but only with brief reminders.
C) 60 days, but retention is dependent on the size of the shock.
D) 60 days, but only when the time is passed in the same environment in which the fear inducing stimulus occurred.

Question 26

Conditioned inhibition has been shown to be

A) greater after 35 days.
B) reduced or forgotten after 35 days.
C) unaffected by an interval of 35 days.
D) less forgettable than excitatory learning.

Question 27

When a memory is retrieved, it must be _______, which suggests that there is a period of time in which it can be changed.

A) reconsolidated
B) consolidated
C) expressed
D) rehearsed

Question 28

Your partner, Chris, is tired of being called "Pat" by you. Knowing that you take propranolol for anxiety, Chris deliberately asks you about "Pat" shortly after you have taken your daily dose. Chris is trying to

A) make you forget feelings about Pat by blocking reconsolidation.
B) make you associate Pat with anxiety.
C) make memories of Pat specific to the context of taking medicine.
D) enhance the sensory memory of Pat so that you can better discriminate between Pat and Chris.

Question 29

An occasion setter can be thought of as a cue that

A) disrupts ongoing responding.
B) enhances ongoing responding.
C) provides a context for the meaning of another cue.
D) creates an ambiguous context for the meaning of another cue.

Question 30

The difference between feature-negative and feature-positive discriminations is whether

A) the US occurs or not when the feature is present.
B) the CS is reinforced alone or in compound.
C) food or shock is used as a US.
D) a food or shock US was used on the preceding trial.

Question 31

Refer to the scenario below to answer the questions that follow.
Many communities have civil-defense tornado sirens that are sounded to warn people that a tornado has been spotted nearby and that they need to seek shelter immediately. In order to ensure that the sirens are functioning correctly, they need to be tested occasionally-but without generating a false alarm. A number of communities have announced that 9:00 a. m. on the first Tuesday of each month is their test time and that a siren sounded at this time can safely be ignored.
-This testing procedure relies on

A) feature-negative discrimination.
B) feature-positive discrimination.
C) the reinstatement effect.
D) the rapid reacquisition effect.

Question 32

Refer to the scenario below to answer the questions that follow.
Many communities have civil-defense tornado sirens that are sounded to warn people that a tornado has been spotted nearby and that they need to seek shelter immediately. In order to ensure that the sirens are functioning correctly, they need to be tested occasionally-but without generating a false alarm. A number of communities have announced that 9:00 a. m. on the first Tuesday of each month is their test time and that a siren sounded at this time can safely be ignored.
-According to the Rescorla-Wagner model, 9:00 a.m. on the first Tuesday of the month would be characterized as

A) an excitatory CS.
B) an inhibitory CS.
C) facilitating retrieval of the meaning of siren = tornado.
D) facilitating retrieval of the meaning of the siren = test.

Question 33

When you are with Chris, you routinely eat a hamburger. You have never eaten a hamburger when you are with both Chris and Pat. While Chris is away on vacation, you have several hamburgers with Pat. Now that Chris is back, you get together with both Chris and Pat and you _______ to eat a hamburger, showing that Pat was a(n) _______.

A) expect; an occasion setter
B) do not expect; an occasion setter
C) do not expect; a conditioned inhibitor
D) do not expect; an excitor

Question 34

You generally think Eric is entertaining, but you don't when Travis is present. Which statement would be consistent with Travis being an occasion setter?

A) Travis is just not fun.
B) Eric is not entertaining when Travis is around.
C) Nobody is entertaining when Travis is around.
D) Most people don't get along with Travis.

Question 35

Sydney is generally a dull companion, but she is very entertaining when Dave is around. If Dave is an occasion setter,

A) he is necessary for entertainment.
B) it is Sydney that is entertaining, not Dave.
C) it is really Dave, not Sydney, who is entertaining.
D) neither Sydney nor Dave is entertaining individually, but they are entertaining when they are together.

Question 36

In a feature-positive discrimination that results in occasion setting, the behavior is elicited by

A) the target.
B) the feature.
C) either the feature or the target.
D) the target when the feature is absent.

Question 37

In a feature-negative discrimination that results in occasion setting, the behavior is elicited by

A) the target.
B) the feature.
C) either the feature or the target.
D) the target when the feature is absent.

Question 38

Refer to the scenario below to answer the questions that follow.
In an extended experiment, rats receive five kinds of trials within four-hour-long sessions of daily training over a period of five months. A tone is followed by food only when it is preceded by a small light on the left side of the wall (L_L); no food is given when the tone is presented by itself (L_L→T+, T‒). A small light on the right side of the wall (R_L) is followed by food when it was preceded by a clicker; no food is given when the tone is presented by itself (C→R_L+, R_L‒). Finally, a white noise (N) is followed by food 40% of the time.
-If L_L is an occasion setter, the rats will respond

A) to the presence of L_L by rearing only when T is present.
B) with head jerking when T is preceded by L_L.
C) with rearing and head jerking during T when it is preceded by L_L.
D) as much to L_L→T as to T.

Question 39

Refer to the scenario below to answer the questions that follow.
In an extended experiment, rats receive five kinds of trials within four-hour-long sessions of daily training over a period of five months. A tone is followed by food only when it is preceded by a small light on the left side of the wall (L_L); no food is given when the tone is presented by itself (L_L→T+, T‒). A small light on the right side of the wall (R_L) is followed by food when it was preceded by a clicker; no food is given when the tone is presented by itself (C→R_L+, R_L‒). Finally, a white noise (N) is followed by food 40% of the time.
-If C is an occasion setter, the rats will respond

A) more to C→N than to N.
B) more to C→T than to T, but not more to C→N than to N.
C) more to C→R_L than R_L, but the same to C→T as to T.
D) to R_L once C has been paired with N.

Question 40

Refer to the scenario below to answer the questions that follow.
In an extended experiment, rats receive five kinds of trials within four-hour-long sessions of daily training over a period of five months. A tone is followed by food only when it is preceded by a small light on the left side of the wall (L_L); no food is given when the tone is presented by itself (L_L→T+, T‒). A small light on the right side of the wall (R_L) is followed by food when it was preceded by a clicker; no food is given when the tone is presented by itself (C→R_L+, R_L‒). Finally, a white noise (N) is followed by food 40% of the time.
-Suppose C is not found to be an occasion setter. Which change to the experimental design would make C an occasion setter?

A) Moving it closer in time to R_L
B) Making it simultaneous with R_L
C) Decreasing its salience
D) Increasing its salience

Question 41

Refer to the scenario below to answer the questions that follow.
In an extended experiment, rats receive five kinds of trials within four-hour-long sessions of daily training over a period of five months. A tone is followed by food only when it is preceded by a small light on the left side of the wall (L_L); no food is given when the tone is presented by itself (L_L→T+, T‒). A small light on the right side of the wall (R_L) is followed by food when it was preceded by a clicker; no food is given when the tone is presented by itself (C→R_L+, R_L‒). Finally, a white noise (N) is followed by food 40% of the time.
-The experimenter gives the rats several extinction trials in which C occurs alone. If she then tests C with R_L she will find that the response to C→R_L has

A) declined, showing that C was an occasion setter.
B) declined, showing that C was a simple excitor.
C) remained the same, showing that R_L was an occasion setter for
D) remained the same, showing that R_L was a simple excitor.

Question 42

Which of the following conclusions about occasion setters has been supported by data?

A) Occasion setters modulate behavior only when serial compound conditioning procedures are used.
B) Occasion setters always affect responding to new stimuli in a manner similar to their effects on the stimuli with which they have previously been trained.
C) Occasion setters' ability to affect their targets is not particularly affected by changes in their direct associations with the US.
D) Occasion setters only affect responding to the target with which they are trained.

Question 43

An occasion setter is a stimulus that

A) has acquired strong excitatory or inhibitory properties.
B) has acquired strong latent inhibitory properties.
C) determines the excitatory or inhibitory tendency of another stimulus.
D) disrupts both excitatory and inhibitory stimuli through the process of external inhibition.

Question 44

"Whether" the US will occur is to "when" the US will occur as the _______ is to the _______.

A) CS; US
B) US; occasion setter
C) feature; target
D) CS; feature

Question 45

Researchers have found that occasion setting is most likely to function

A) when serial compound conditioning procedures are used.
B) when strong features are used with strong targets in simultaneous compound conditioning procedures.
C) when the target can acquire both inhibition and excitation.
D) when the feature is strong and the target is weak.

Question 46

In positive and negative occasion setting, the occasion setter _______ or _______, respectively, the target's _______ association with the US.

A) blocks; excites; excitatory
B) excites; inhibits; excitatory
C) blocks; excites; inhibitory
D) inhibits; excites; inhibitory

Question 47

A subject is placed in a striped box and presented with a tone and a flashing light. The subject is then presented with food. The configural cue(s) in this conditioning example is/are the

A) tone.
B) flashing light.
C) tone and flashing light.
D) tone, flashing light, and striped box.

Question 48

Which statement about configural cues is true?

A) Most current research on occasion setting now uses a configural approach because it makes more accurate predictions than elemental models do.
B) A configural cue is a unique stimulus that occurs only when all of the CSs co-occur with context cues on a training trial.
C) A configural cue is a unique stimulus that can be excitatory or inhibitory as a result of being configured.
D) Configural cue models explain some aspects of occasion setting, but the approach makes a number of incorrect predictions.

Question 49

Fear-potentiated startle is said to occur when subjects

A) demonstrate anxiety (e.g., whining, trembling, freezing) prior to the occurrence of an aversive CS.
B) condition rapidly to a stimulus that signals an aversive US.
C) produce an exaggerated response to a novel stimulus while exposed to an aversive CS.
D) produce a startle response and catatonic freezing when two independently conditioned aversive CSs are presented together without warning.

Question 50

AESOP predicts that a stimulus can elicit an emotional reaction and that this reaction can affect responses to other stimuli. The emotional component of this model allows it to

A) effectively explain occasion setting.
B) explain fear-potentiated startle.
C) explain how occasion setting can work, but only with stimuli that produce strong emotional reactions.
D) make fear-potentiated startle an example of occasion setting.

Question 51

A critical prediction of the stimulus substitution model is that the

A) properties of the CS (e.g., pulsed light and pulsed shock) must be similar to those of the US.
B) CR and the UR must resemble each other (e.g., CR is eyeblink when UR is eyeblink).
C) CS must precede the US and be contiguous in time and space.
D) CS must modulate the form of both the CR and the UR.

Question 52

Which outcome does not challenge the stimulus substitution model of classical conditioning?

A) A conditioned response that is different from the unconditioned response (e.g., drug tolerance versus drug effect)
B) A conditioned stimulus that affects the form or topography of the conditioned response (e.g., orientation versus rearing)
C) Seeing a conditioned afterimage
D) A conditioned stimulus that produces a conditioned response strongly resembling the unconditioned response

Question 53

The two biggest challenges to the stimulus substitution model are

A) behavior systems and compensatory responses.
B) behavior systems and the observation that the CS also determines the CR.
C) observations of head jerking to a tone and rearing to a light.
D) compensatory responses and the observation that the CS also determines the CR.

Question 54

Compensatory CRs are more consistent with a stimulus substitution model when viewed from the perspective of

A) Seigel's suggestion that the CR is designed to maintain homeostasis.
B) the CR's function in helping the animal adapt to the US.
C) behavior systems.
D) Wagner's SOP model.

Question 55

According to Wagner's SOP, in order to predict the CR that will result from a particular CS you must

A) know which behavior systems the CS will engage.
B) carefully analyze the UR and determine the time course of its various components.
C) be able to assess the behaviors that the CS can elicit while in A2.
D) determine which reactions are central and which are peripheral.

Question 56

The behavior systems approach assumes that

A) the form of the conditioned response varies as a function of the system (i.e., neural, glandular, circulatory) affected by the US.
B) evolution has produced hierarchically organized sets of behavior that pertain to different biological functions and goals.
C) behavior may represent classically conditioned responses to peripheral input, whereas typical conditioned responses are mediated by the central nervous system.
D) behavior may reflect a linkage between the CS and the declining effect of a drug that occurs while the systemic drug concentration is increasing.

Question 57

Travis has a new 17-inch computer monitor with a 1.77 aspect ratio. He has set the monitor's wallpaper to be a shade of blue. After working with this monitor for a week, he buys a small 17-inch television that also has a 1.77 aspect ratio. After turning it on, he concludes that it is defective and returns it to the store the next day. Travis likely perceived the television screen as

A) too blue.
B) too yellow.
C) not bright enough.
D) too bright.

Question 58

The behavioral systems approach assumes that

A) the behavioral system is arranged such that higher-level functions have modules that correspond to very specific behaviors (e.g., selection of ripe fruit) and lower-level functions have modes concerned with general goals (e.g., foraging).
B) the behavioral system is arranged such that lower-level functions have modes concerned with general goals (e.g., foraging).
C) the conditioned stimulus may determine the conditioned response by activating particular modules of a given behavioral system (e.g., foraging versus chasing).
D) each mode, module, and behavior within a given system uses the same set of stimuli to trigger and direct responding.

Question 59

Predatory imminence refers to

A) the effectiveness of different predators for a given species.
B) the different types of flight or fight behaviors of a given species.
C) the different behaviors a predator uses to secure a meal.
D) the likelihood of encountering a predator.

Question 60

From a behavior systems approach, the response elicited by a stimulus signaling the availability of a sexual encounter will be

A) dependent on the nature of the CS.
B) dependent on the nature of the behavior system.
C) dependent on the nature of the CS and its temporal relation to the US, which determines whether conditioning will take place.
D) dependent on the nature of the CS and its temporal relation to the US, which determines which behaviors in the system the CS will engage.

Question 61

A rat lives to be roughly 2 years old, and fear conditioning in rats appears to be remembered very well over a period of at least 60 days. They still fear the tone after not hearing it for roughly 10% of their lifespan. Which explanation for forgetting does this observation conflict with most? Justify your answer.

Question 62

Because we experience peoples' behavior daily, most students have developed a set of ideas about how people work even before they enter the psychology classroom. This is very different from the situation in other classes, such as organic chemistry, in which the material is presented and learned almost exclusively in the classroom. From what you know about memory, why are students more likely to provide incorrect answers to exam questions in psychology than to those in organic chemistry?

Question 63

What do renewal effects, reinstatement effects, and rapid reacquisition effects have in common, and what do they tell us about the role of memory in learning and performance?

Question 64

Suppose you have conditioned CSs T and N in Context

Question 65

Based on what you know about the development and maintenance of memories, how would you design therapeutic interventions to promote behavioral changes that are resistant to relapse? Explain why your approach might work.

Question 66

Evaluate the effectiveness of propranolol as a treatment for anxiety that developed in response to a traumatic event. How could it could be useful, and what are the drawbacks of the treatment?

Question 67

Memories that have been impaired by reconsolidation blockage caused by a drug can return over time or when the drug is reintroduced just before a test. How might the drug be operating?

Question 68

Many stimuli in our lives are ambiguous, having more than one memory associated with them. Each memory's retrieval depends on other cues to set the occasion for the current meaning. Based on what you know about occasion setting, how might anxiety elicited by a cue mysteriously appear? For example, how might a person who had some bad interactions with dogs be confused by the fact that sometimes dogs make him very nervous, and sometimes they do not?

Question 69

If an occasion setter is paired with a new target, one that has been the target of a different occasion setter, the first occasion setter tends to transfer its occasion setting ability to the new target. For instance, if a pigeon is exposed to trials in which A sets the occasion for B to be reinforced (A→B+, B‒) and C sets the occasion for D to be reinforced (C→D+, D‒), then A will also function as an occasion setting for D, and C will be an occasion setter

Question 70

Analyze the renewal effect as an example of occasion setting.

Question 71

You observe Andrew throwing beans at his brother Ivan. His babysitter repeatedly tells him that she will punish him if he throws another bean, but he continues his bean throwing without any consequence. When his mother comes home and has lunch with the three of them, he throws a bean and his mother punishes him immediately. From then on, Andrew does not throw beans when his mother is home. Analyze the associations here that control Andrew. Is there any occasion setting?

Question 72

In the 1980s a band called Cinderella had a popular song with the verse "Don't know what you got 'til it's gone," reflecting the sentiment that over time we do not recognize that something makes us feel good, until it is gone. Based on what you know about conditioning, what is likely the basis for that feeling?

Question 73

According to what you have learned about memory retrieval and conditioned compensatory responses, why would it be beneficial for an alcoholic to avoid bars when trying to quit drinking?

Question 74

Saltine crackers always give you a very dry mouth. One day, you sample some new cinnamon-flavored saltine crackers. Later, the smell and taste of cinnamon make you salivate excessively. Why does that occur? Discuss how the salivation to cinnamon can occur from the perspective of Eikelboom and Stewart's physiological approach to compensatory responding.

Question 75

In one class the instructor always presents power point slides with black backgrounds three days before a test. In another class the instructor presents similar looking slides the day before a test. In a third class the instructor presents similar slides at the beginning of a class in which a test has been scheduled for the second half of the class. Assuming that associations can be learned in all three of these situations, what would the instructor have had to do, from a behavior-systems approach, to predict the types of behaviors that the power point presentation will elicit?

Question 76

The term "memory reactivation" refers to

A) retraining procedures that restore the forgotten memory.
B) retraining procedures that change the original meaning of the forgotten memory.
C) procedures that facilitate retrieval of the forgotten memory.
D) a memory that occurs inappropriately and is no longer triggered by a specific CS.

Question 77

Which term refers to a situation in which memories may be forgotten because recently learned memories block or conflict with access to older memories?

A) Retroactive interference
B) Proactive interference
C) Encoding failure
D) Trace decay

Question 78

In the first training phase of a study, a rat is trained to expect food whenever a light flashes. In a second training phase, the rat receives food whenever the left key light is illuminated but no food when the right key light is illuminated. The rat has some difficulty learning the association in the second training phase, likely because of

A) retroactive interference.
B) proactive interference.
C) encoding failure.
D) trace decay.

Question 79

Kevin likes to study chemistry while listening to his favorite band on his iPod. When he goes to take his first chemistry exam, he finds that his professor does not allow students to listen to their iPods while taking the test. During the test Kevin has difficulty remembering some of the chemistry information he studied, likely because of

A) proactive interference.
B) retroactive interference.
C) trace decay.
D) retrieval failure.

Question 80

Which of the following is least likely to be the cause of forgetting?

A) Encoding failure
B) Proactive interference
C) Retroactive interference
D) Retrieval failure