{"id":845,"date":"2020-03-12T11:00:52","date_gmt":"2020-03-12T11:00:52","guid":{"rendered":"https:\/\/papersspot.com\/blog\/?p=845"},"modified":"2020-03-12T11:00:52","modified_gmt":"2020-03-12T11:00:52","slug":"eab3002-introduction-to-the-experimental-analysis-of-behavior-proctored-midterm-exam","status":"publish","type":"post","link":"https:\/\/papersspot.com\/blog\/2020\/03\/12\/eab3002-introduction-to-the-experimental-analysis-of-behavior-proctored-midterm-exam\/","title":{"rendered":"– EAB3002 – Introduction to the Experimental Analysis of Behavior: Proctored Midterm Exam"},"content":{"rendered":"
\n
\n
\n
Question 1<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Applied behavior analysis is:<\/div>\n
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\n
<\/p>\n
<\/p>\n
discovering behavior management techniques<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
defining behavior in an organism<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
manipulating conditions to produce changes in behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the use of behavior principles to solve practical problems<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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Question 2<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Skinner argued that internal events such as feelings, thoughts, and intentions:<\/div>\n
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<\/p>\n
<\/p>\n
are unimportant<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
should be ignored<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
are behaviors that need to be explained<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
are often causes of our behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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Question 3<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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The principle of discrimination:<\/div>\n
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<\/p>\n
<\/p>\n
states that an organism will respond differently in two situations<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
states that an organism will respond the same in the same situation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
states that an organism will respond differently in the same situation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
states that an organism will respond differently when with different organisms<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/a><\/p>\n

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Question 4<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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The context of behavior can be defined as:<\/div>\n
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<\/p>\n
<\/p>\n
both the physiological and environmental conditions that surround a behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the physiological conditions that surround a behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the environmental conditions that surround a behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the environmental conditions independent of the physiological conditions, that surround a behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

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Question 5<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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The behavior of an organism:<\/div>\n
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<\/p>\n
<\/p>\n
focuses only on overt actions that can be measured by an outsider<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
is everything an organism does, including thinking and feeling<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
is everything an organism does, including biological processes such as digestion<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
includes the behaviors of organisms around the target organism<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

\n
Question 6<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Which of the following is not an example of respondent conditioning?<\/div>\n
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<\/p>\n
<\/p>\n
A baby smiling at its parent after having been picked up for smiling in the past<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Feeling anxious any time you hear the music from a scary movie<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Flinching slightly when the nurse tells you that they are about to give you a shot<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Feeling excited whenever you smell your significant other\u00e2 s cologne\/perfume<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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WE’VE HAD A GOOD SUCCESS RATE ON THIS ASSIGNMENT. PLACE THIS ORDER OR A SIMILAR ORDER WITH PapersSpot AND GET AN AMAZING DISCOUNT<\/span><\/h5>\n

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Question 7<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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According to Baer, Wolf, and Risley (1968), what is the difference between basic and applied behavior analysis?<\/div>\n
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<\/p>\n
<\/p>\n
Basic research is likely to look at any behavior and any variable AND applied research looks at variables that could improve behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Basic research is likely to look at any behavior and any variable<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Applied research looks at variables that could improve behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
None of these<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

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Question 8<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Behavior analysis seeks to:<\/div>\n
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<\/p>\n
<\/p>\n
explain behavior and develop behavior management techniques for humans<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
define the principles and rules of behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
work with already defined principles and rules of behavior, apply them across species, and develop behavior management techniques<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
define the principle and rules of behavior, apply them across species, and develop behavior management techniques<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

\n
Question 9<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
A researcher examined the possibility that additional recess time would increase the number of math facts learned over a 1-month period. The procedure tested this hypothesis using a first-grade classroom with extended recess time and a second-grade classroom with regular recess time. In this study, the number of math facts learned over 1 month would be considered the:<\/div>\n
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\n
<\/p>\n
<\/p>\n
the independent variable<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the dependent variable<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a confound<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the research hypothesis<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/a><\/p>\n

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Question 10<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Conditioned emotional responses that include an increase in heart rate, perspiration, or a change in blood pressure are examples of ______.<\/div>\n
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\n
<\/p>\n
<\/p>\n
instincts<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
respondents<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
learning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
operants<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 11<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
A researcher examined the possibility that additional recess time would increase the number of math facts learned over a 1-month period. The procedure tested this hypothesis using a first-grade classroom with extended recess time and a second-grade classroom with regular recess time. In this study, the ages of the students in the study would be considered a:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
the independent variable<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the dependent variable<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a confound<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the research hypothesis<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

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Question 12<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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In terms of the Stroop effect, behavior analysts point to _____ and _____ as reasons for hesitation.<\/div>\n
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<\/p>\n
<\/p>\n
response competition; learning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
learning; reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
history of reinforcement; memory<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
response competition; history of reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

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Question 13<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Max heard about a study in class where researchers reduced the number of pieces of candy taken by trick-or-treaters by placing a mirror behind the bowl of candy. In order to demonstrate the generality of this finding, Max is now running a study where he is testing the effect of a mirror placed behind a trash can on the number of recyclable items placed in the trash receptacle. Max\u2019s study is an example of:<\/div>\n
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<\/p>\n
<\/p>\n
direct replication<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
systematic replication<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a reversal design<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n
<\/p>\n
<\/p>\n
statistical groups design<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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Question 14<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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A unique benefit of steady baselines for behavioral neuroscientists interested in the effects of drugs on behavior is that:<\/div>\n
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\n
<\/p>\n
<\/p>\n
they demonstrate experimental control<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
they allow researchers to feel more confident about findings<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
they help to demonstrate a causal relation between variables<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
they allow for the detection of effects of small doses of a drug<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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Question 15<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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The way an individual chooses to turn on a light switch is an example of _______ of response. This is determined by the function and consequences.<\/div>\n
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<\/p>\n
<\/p>\n
cognition<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
instinct<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
topography<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n
<\/p>\n
<\/p>\n
reflex<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n

<\/a><\/p>\n

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Question 16<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Negative reinforcers:<\/div>\n
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\n
<\/p>\n
<\/p>\n
increase behavior when present<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
decrease behavior when present<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
decrease behavior when removed<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
increase behavior when removed<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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Question 17<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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While all members of a species share the same _________________ history, each member has a unique _______________ history<\/div>\n
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<\/p>\n
<\/p>\n
phylogenetic; ontogenetic<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
ontogenetic; individual<\/div>\n
<\/div>\n<\/div>\n
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<\/p>\n
<\/p>\n
individual; phylogenetic<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n
<\/p>\n
<\/p>\n
ontogenetic; phylogenetic<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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Question 18<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Reflexive behavior is said to be _____ and _____.<\/div>\n
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<\/p>\n
<\/p>\n
voluntary; inflexible<\/div>\n
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<\/p>\n
<\/p>\n
respondent; emitted<\/div>\n
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<\/div>\n
<\/p>\n
<\/p>\n
built-in; flexible<\/div>\n
<\/div>\n<\/div>\n
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<\/div>\n
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<\/p>\n
involuntary; elicited<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/div>\n<\/div>\n<\/div>\n
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Question 19<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Fixed action patterns are:<\/div>\n
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\n
<\/p>\n
<\/p>\n
sequences of behavior that are phylogenetic in origin<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
sequences of behavior that are learned through trial and error<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
patterns of reinforcement that are elicited by reflexes<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
patterns of reinforcement that are learned<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/a><\/p>\n

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Incorrect<\/span>Question 20<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
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Respondent conditioning occurs through the pairing of:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
an unconditioned stimulus with an unconditioned response<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
an unconditioned stimulus with a neutral stimulus<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a conditioned stimulus with a conditioned response<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a neutral stimulus with a conditioned stimulus<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
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<\/a><\/p>\n

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Question 21<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
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The major difference between reaction chains and fixed action patterns is:<\/div>\n
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\n
<\/p>\n
<\/p>\n
each set of responses in a fixed action pattern requires an appropriate stimulus to set it off<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
any stimulus may set off a reaction chain<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
each set of responses in a reaction chain requires an appropriate stimulus to set it off<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
any stimulus may set off a fixed action pattern<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 22<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Saying there is \u201chigh contiguity between the neutral stimulus and the unconditioned stimulus\u201d suggests that:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
if the neutral stimulus is presented, the unconditioned stimulus will follow<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the unconditioned stimulus is presented very close in time to the neutral stimulus<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the association between the neutral stimulus and the unconditioned stimulus will be slow to form<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the occurrence of the unconditioned stimulus is dependent on the presentation of the neutral stimulus<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 23<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
After several dates with Julie, Max finds that his heart rate increases slightly whenever she walks into the room. When visiting Julie\u2019s house, Max experiences a similar increased heart rate when Julie\u2019s twin sister walks into the room. This is an example of:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
respondent discrimination<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
spontaneous recovery<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
respondent generalization<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
contiguity<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 24<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Which of the following is not a major characteristic of habituation?<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
The decrease in strength of habituated response is large at first then becomes more gradual<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
The habituated response will return after a period without the unconditioned stimulus being presented<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Repeat habituation results in faster habituation on each subsequent exposure<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Habituation is one of the most rudimentary forms of operant learning and memory<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 25<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
The extinction burst refers to:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
an increase in frequency of the behavior when extinction is first started<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
an increase in the variability of behavior when extinction is first started<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
increased emotional responding that occurs during extinction<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the tendency for previously reinforced behavior to reappear during extinction<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 26<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Skinner proposed that the basic datum (measure) for operant analysis should be:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
magnitude<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
latency<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
frequency<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
rate<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 27<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
One of the main criticisms of behavioral rewards and reinforcement is the idea that ______.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
external rewards will lead to lower intrinsic motivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
external rewards will lead to higher intrinsic motivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
intrinsic motivation will not be effected by external motivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
internal rewards will lead to lower intrinsic motivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 28<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
What defines a contingency of reinforcement?<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
Discriminative stimulus<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Operant<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
All of these<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 29<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Response deprivation has what effect on the response hierarchy in a free-choice setting?<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
Deprivation removes the free-choice element of decision-making<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Deprivation can lead to the performance of all behaviors to increase in frequency creating excessive responding<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Deprivation can lead to a behavior moving up on the response hierarchy, functioning as greater reinforcement at a given moment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Deprivation does not affect the response hierarchy<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 30<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Consider the following example: \u201cJoanne is very fair skinned. In order to not get sunburned, she puts on sunscreen before she goes to the beach.\u201d This is an example of ______.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
positive reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
negative reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
positive punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
negative punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 31<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Kobayashi and colleagues demonstrated that the presentation of juice in the mouth following a spike in neural activity could be used as a reinforcer for activity in the _____ of Japanese monkeys.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
lateral prefrontal cortex (LPFC)<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
visual cortex<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
somatosensory cortex<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
amygdala<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 32<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
To experimentally study the probability of response, a researcher uses ____ as the basic measure and follows the ____ method.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
operant rate; T-maze<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
latency; T-maze<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
operant rate; free operant<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
latency; free operant<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 33<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
_______ is the increase in topographic variability during extinction after a period of reinforcement.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
Resurgence<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Resistance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Baseline return<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 34<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
The shape of the response pattern generated by an FI is called a ______.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
break and pause<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
ogive<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
accelerating dynamic<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
scallop<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 35<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Online farming games often require the player to return after a certain amount of time to collect their crop. If the player fails to check their crop within a specified amount of time after it is ready for harvest will die and no longer \u201cpay\u201d when harvested. This is an example of:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
a limited hold<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a postreinforcement pause<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
break-and-run responding<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
behavioral momentum<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 36<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
If food is presented every time a pigeon pecks a key then there is a ______ schedule of reinforcement.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
concurrent<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
continuous<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
ratio<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
interval<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 37<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Roll, Higgins, and Badger (1996) tested the effectiveness of schedules of reinforcement for reducing cigarette smoking. The results of their study indicated that:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
progressive schedules produced the highest level of abstinence and reduction in smoking<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
providing a constant payout produced the highest level of abstinence and reduction in smoking<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
both the progressive and constant schedules were equally as effective and both were better than the control condition<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
neither schedule showed improvements over the control condition<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 38<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Consider the following example: \u201cMaria is paid on Friday, every two weeks.\u201d This is an example of a ______ schedule of reinforcement.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
variable interval<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
fixed ratio<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
fixed interval<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
variable ratio<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 39<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
A schedule that is made up of a series of alternately presented fixed-ratio (FR) schedules with the following values, FR 5, FR 10, FR 20, FR 25, and FR 40, would be best described as:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
a variable ratio 20 schedule<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a fixed ratio 20 schedule<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a variable ratio 100 schedule<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a fixed ratio 100 schedule<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 40<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Following a schedule of reinforcement and an acquisition period behavior typically settles into a _____, which becomes very predictable.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
stable state<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
performance decline<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
homeostatic performance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
performance increase<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 41<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Giving an organism another way to obtain reinforcement will:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
make punishment more effective<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
make punishment less effective<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
have no effect on punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
will not be compatible with a schedule of punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 42<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Skinner (1953) reported a game played by sailors in the 18th century. The game involved:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
each boy being told to hit another boy when he was hit<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
a slight tap on one boy<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
tying several boys in a ring<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
all of these<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 43<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Punishers that have to be used repeatedly indicate:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
that they should be gradually intensified and their use continued<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
that they are ineffective and should be discontinued<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
that they are doing their job and should be continued<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
that while they are effective they should be discontinued<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 44<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
When an aversive consequence is delivered to an individual, one possible side effect is that they retaliate in an aggressive manor toward the individual. This type of retaliatory behavior is known as:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
reflexive aggression<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
operant aggression<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
learned helplessness<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
social disruption<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 45<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
A real-life example of ______ can be seen in individuals suffering from obsessive-compulsive disorder who compulsively wash their hands because they fear exposure to germs.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
discriminated reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
nondiscriminated avoidance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
nondiscriminated reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
discriminated avoidance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 46<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Regarding the side effects of punishment, Solomon\u2019s (1969) solution is to:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
provide informed help to those who are controlled by punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
cease investigations of punishment, especially in applied settings<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
search for the rules or principles governing such side effects<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
investigate the role of negative reinforcement rather than punishment<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 47<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
If an organism emits an alternate behavior, that behavior can be seen as a(n) ____ if it occurs during punishment, and a(n) ____ if it prevents punishment.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
respondent behavior; operant behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
avoidance behavior; escape behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
operant behavior; respondent behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
escape behavior; avoidance behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 48<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Azrin, Holtz, and Hake (1963) found that when pigeons were shocked with a punisher that increased intensity gradually ______, and when they were shocked with a punisher of moderate intensity ______.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
the birds increased their speed of response; the birds decreased their speed of response<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the birds decreased their speed of response; the birds increased their speed of response<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the birds would continue to respond; the birds quit responding<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
the birds quit responding; the birds would continue to respond<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 49<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
The procedure of nondiscriminative avoidance is also called _______.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
Sidman avoidance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
signaled avoidance<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
sensory aversion<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Stevens aversion<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 50<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Contingencies of punishment:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
teach novel behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
encourage productive behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
are more effective than contingencies of reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
do not teach or condition new behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 51<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Research conducted by Garcia and Koelling (1966) on taste aversion in rats using shocks and x-ray induced gastrointestinal illness found that:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
both shocks and gastrointestinal illness produced the same degree of taste aversion<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
x-ray induced intestinal illness produced taste aversion while shocks did not<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
taste aversion conditioning was most effective when they were used simultaneously<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
shocks produced taste aversion while gastrointestinal illness did not<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 52<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Phenomena like instinctive drift, sign tracking, and autoshaping have been analyzed as:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
behavior systems activated by the US and the physical properties of the CS<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
both stimulus substitution where the CS substitutes for the US AND behavior systems activated by the US and the physical properties of the CS<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
stimulus substitution where the CS substitutes for the US<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
none of these<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 53<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
What did Lett and Grant (1996) suggest in terms of activity anorexia?<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
Both activity anorexia probably explains taste aversion conditioning AND activity anorexia is the first stage in taste aversion conditioning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Activity anorexia is the first stage in taste aversion conditioning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Activity anorexia could involve taste aversion induced by physical activity<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Activity anorexia probably explains taste aversion conditioning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 54<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
In terms of operant conditioning of reflexive behavior, the experiment by Miller and Carmona (1967) showed:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
that the increased flow of saliva was accompanied by the dogs being more alert<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
that salivation and heart rate were both susceptible to operant conditioning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
conclusive results for operant conditioning of salivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
all of these<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 55<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Pierce, Epling, and colleagues found that the reinforcing value of food:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
increased as wheel running increased<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
decreased as wheel running increased<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
was largely unaffected by wheel running<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
was affected by wheel running only when the food preceded wheel running<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 56<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Excessive drinking is technically called ____.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
polydipsia<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
polyfluidity<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
polydistation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
polyhydration<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 57<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
In taste aversion studies:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
novel tastes are less easily conditioned than familiar ones<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
familiarity has no effect on taste aversion conditioning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
novel tastes are more easily conditioned than familiar ones<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
novel tastes cannot be conditioned until they become familiar<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Question 58<\/span><\/p>\n
3 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
What is the relationship between adjunctive behavior and the level of deprivation?<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
The higher the level of deprivation the greater the adjunctive behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Adjunctive behavior is related to each organism\u2019s predisposition to response as opposed to their level of deprivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
The lower the level of deprivation the greater the adjunctive behavior<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
Adjunctive behavior is only exhibited during times of high deprivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 59<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
If a researcher is attempting to teach a pig to move discs to a designated location but is unable to because of the pig\u2019s rooting reflex (to push the disc into the dirt), ______ has occurred.<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
reflexology<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
instinctive drift<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
primal contingency patterns<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
operant learning<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n<\/div>\n
\n
<\/div>\n

<\/a><\/p>\n

\n
Incorrect<\/span>Question 60<\/span><\/p>\n
0 \/ 3<\/span> pts<\/div>\n<\/div>\n
\n
Miller and Carmona\u2019s (1967) experiment on the increase and decrease of salivation in dogs:<\/div>\n
\n
\n
<\/p>\n
<\/p>\n
was confounded by the tone chosen to accompany the dogs in the increased salivation group<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
was confounded by the level of hunger eliciting respondent behavior that was not initially accounted for<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
found that salivation was not increased or decreased based on reinforcement<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n
<\/p>\n
<\/p>\n
was confounded by whether or not a reinforced behavioral pattern produced greater or less salivation<\/div>\n
<\/div>\n<\/div>\n
<\/div>\n<\/div>\n
\n
WE’VE HAD A GOOD SUCCESS RATE ON THIS ASSIGNMENT. PLACE THIS ORDER OR A SIMILAR ORDER WITH PapersSpot AND GET AN AMAZING DISCOUNT<\/span><\/h5>\n

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Quiz<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Question 1 0 \/ 3 pts Applied behavior analysis is: discovering behavior management techniques defining behavior in an organism manipulating conditions to produce changes in behavior the use of behavior principles to solve practical problems Question 2 3 \/ 3 pts Skinner argued that internal events such as feelings, thoughts, and intentions: are unimportant should […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-845","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/845","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=845"}],"version-history":[{"count":1,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/845\/revisions"}],"predecessor-version":[{"id":846,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/845\/revisions\/846"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=845"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=845"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}