Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Personality Psychology > LEARNING PERSPECTIVE > Flashcards

LEARNING PERSPECTIVE Flashcards

1
Q

where does disagreement remain in relation to learning

A) Whether learning impacts intelligence

B) Whether learning is static or dynamic process

C) Whether learning is unified or distinct

D) Whether learning affects motivation

A

C) Whether learning is unified or distinct

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

in classical conditioning, what must the first condition be

A) Voluntary responses

B) Reflexive response

C) Conscious awareness

D) Inhibition or automatic responses

A

B) Reflexive response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what must the organism already do in classical conditioning?

a. Deliberately ignore stimuli
b. Reflexively respond to stimuli
c. Develop new stimuli-responses
d. Exhibit voluntary control over responses

A

b. Reflexively respond to stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

How is a reflex described in the context of classical conditioning?

a. A random response to a stimulus
b. A learned connection between stimuli
c. An automatic response to a stimulus
d. A conscious decision to respond

A

c. An automatic response to a stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

in classical conditioning what is a reflex

a. A new connection between an UR and an US
b. A voluntary response
c. An inhibitory response occuring from threat
d. An existing connection between a stimulus and response

A

d. An existing connection between a stimulus and response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

in classical conditioning, what must the second condition be

A) The stimulus must be avoided initially

B) The stimulus must be associated with a response

C) The stimulus must be presented randomly

D) The stimulus must become associated with another stimulus

A

D) The stimulus must become associated with another stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is the characteristic of the second stimulus when it is first introduced in classical conditioning?

A) It causes an immediate response

B) It is always biologically significant

C) It is usually neutral and causes no particular response

D) It is avoided by the organism

A

C) It is usually neutral and causes no particular response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

How is the second stimulus described when initially introduced in classical conditioning?

A) It is inherently reflexive

B) It is aversive in nature

C) It is usually neutral at first

D) It always causes a specific response

A

C) It is usually neutral at first

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what can the second stimulus be in classical conditioning?

a. Anything, such as a color, sound, object, or person
b. Only biologically significant stimuli
c. Only stimuli with aversive characteristics
d. Only stimuli that are reflexive in nature

A

a. Anything, such as a color, sound, object, or person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

in classical conditioning, what occurs in the first stage situation

A) Only a neutral stimulus exists

B) Only a reflex exists

C) Both a neutral stimulus and a reflex exist

D) The conditioned response occurs

A

B) only a reflex exists

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

In classical conditioning, what is the first stage described in the information?

a. The stage of initial response

b. The situation after conditioning

c. The situation before conditioning

d. The stage of advanced conditioning

A

c. The situation before conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What term is used to refer to the stimulus in the first stage of classical conditioning?

a. Conditioned stimulus (CS)

b. Unconditioned stimulus (US)

c. Neutral stimulus (NS)

d. Reinforcement stimulus (RS)

A

b. Unconditioned stimulus (US)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is the response called in the first stage of classical conditioning?

a. Conditioned response (CR)

b. Unconditioned response (UR)

c. Neutral response (NR)

d. Reinforcement response (RR)

A

b. Unconditioned response (UR)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What does the term “unconditional” mean in the context of classical conditioning?

a. The response occurs only in specific conditions

b. The response is voluntary

c. No special condition is required for the response to occur

d. The response is limited to certain stimuli

A

c. No special condition is required for the response to occur

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the second stage of the classical conditioning procedure

A) The conditioning of a reflexive response

B) The conditioning of neutral stimuli

C) The development of voluntary responses

D) The elimination of responses

A

B) The conditioning of neutral stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

when does the neutral stimulus occur in the conditioning stage

A) Along with or slightly before the unconditioned stimulus (US)

B) Before the unconditioned response (UR)

C) After the unconditioned response (UR)

D) After the elimination of the unconditioned stimulus (US)

A

A) Along with or slightly before the unconditioned stimulus (US)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is the neutral stimulus termed after conditioning

A) Unconditioned stimulus (UCS)

B) Conditional stimulus (CS)

C) Conditioned response (CR)

D) Neutral response (NR)

A

B) conditional stimulus (CS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

once a neutral stimulus becomes a conditioned stimulus (CS) when does a response occur

A) When the CS is eliminated

B) Only when the US is present

C) in the presence of the conditioned stimulus

D) In the absence of the unconditioned stimulus (US)

A

B) Only when the US is present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How is the conditioned stimulus (CS) distinguished from the neutral stimulus?

a. The CS always produces a conditioned response

b. The CS occurs after the unconditioned response

c. The CS is presented along with or slightly before the unconditioned stimulus

d. The CS is unrelated to the unconditioned stimulus

A

c. The CS is presented along with or slightly before the unconditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what response occurs when the US and the CS are paired frequently

A) Unconditioned stimulus (UCS)

B) Conditional stimulus (CS)

C) Conditioned response (CR)

D) Neutral response (NR)

A

C) Conditioned response (CR)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is the distinction between a conditioned response and an unconditioned response

A) they both produce the same response

B) the unconditioned response is less intense

C) the conditioned response is less intense

D) the conditioned response is more intense

A

C) the conditioned response is less intense

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

what are similarities in the conditioned and unconditioned responses

A) Both are learned behaviors

B) the conditioned response quality will have the associated response to the unconditioned response

C) They occur in different contexts

D) They are mediated by different neural pathways

A

B) the conditioned response quality will have the associated response to the unconditioned response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

In classical conditioning, what is the method suggested to determine whether conditioning has taken place?

a) By reinforcing the CS

b) By presenting the CS with the US

c) By eliminating the CS from the conditioning process

d) By presenting the CS by itself, without the US

A

d) By presenting the CS by itself, without the US

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

In classical conditioning, what is the significance of presenting the CS without the US?

a) To reinforce the CS

b) To assess the strength of the UR

c) To determine the presence of a conditioned response

d) To test whether conditioning has occurred

A

d) To test whether conditioning has occurred

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

If there is no reaction to the CS alone in classical conditioning, what does it suggest?

a) The CS has become a conditioned stimulus

b) Conditioning has occurred successfully

c) Extinction is taking place

d) There has been no conditioning

A

d) There has been no conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

under what circumstance might classical conditioning occur with only one pairing?

a) When the CS is presented multiple times

b) When the UR is weak

c) When the US is very strong, causing a very intense UR

d) When the CR is delayed

A

under what circumstance might classical conditioning occur with only one pairing?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

why might cancer patients undergoing chemotherapy develop strong CRs after only one exposure?

a) Because the chemotherapy medication is a weak US

b) Because the patients are resistant to conditioning

c) Because the patients have a weak UR

d) Because the chemotherapy medication causes very intense nausea, creating a strong UR

A

d) Because the chemotherapy medication causes very intense nausea, creating a strong UR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

an event in which a former CS now acts as a US in a new instance of conditioning

a) Higher-order conditioning

b) Extinction

c) Spontaneous recovery

d) Generalization

A

a) Higher-order conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What does the CS–CR combination act like once conditioning has taken place in classical conditioning?

a) A voluntary response

b) Any other reflex

c) A conscious decision

d) An inhibitory response

A

b) Any other reflex

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

How is classical conditioning typically portrayed

a) As a high-level cognitive process

b) As a voluntary decision-making process

c) As a low-level process

d) As a conscious awareness exercise

A

c) As a low-level process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

what is the primary mechanism in classical conditioning for spreading a response from one stimulus to another?

a) The strength of the response

b) The conscious awareness of stimuli

c) The close proximity in time of stimuli

d) The voluntary control of responses

A

c) The close proximity in time of stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What is the common perception of classical conditioning in terms of its level of cognitive involvement?

a) High-level cognitive process

b) Low-level process

c) Intermediate-level process

d) Unrelated to cognitive processes

A

b) Low-level process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

According to Rescorla, what is the key factor in classical conditioning?

a) The proximity of stimuli in time and place

b) The voluntary control of responses

c) The information one stimulus provides about the other

d) The conscious awareness of stimuli

A

c) The information one stimulus provides about the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

How does Rescorla characterize the learning process in classical conditioning?

a) As a process of conscious decision-making

b) As a representation of the world based on temporal associations

c) As a process of surprise when organisms are “surprised” by something happening to them

d) As a process of automatic responses to stimuli

A

c) As a process of surprise when organisms are “surprised” by something happening to them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

According to Rescorla, when do organisms learn in classical conditioning?

a) When they consciously decide to learn

b) When stimuli occur close in time

c) When they are “surprised” by something happening to them

d) When they voluntarily control their responses

A

c) When they are “surprised” by something happening to them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

in Robert Rescorla view, what makes conditioning occur

A) association in time and place

B) the information one stimulus gives about the other

C) how intense the CS is

D) their experiences of relations between parts of the world to represent reality

A

B) the information one stimulus gives about the other

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Classical conditioning is usually portrayed as a low-level process, what does this mean

A) a response gets spread from one stimulus to another because they occur close in time

B) organisms use their experiences of relations between parts of the world to represent reality

C) the information one stimulus gives about the other causes conditioning

D) organisms learn only when they’re “surprised” by something that happens to them

A

A) a response gets spread from one stimulus to another because they occur close in time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

How does Rescorla characterize learning in classical conditioning?

a) As a process of conscious decision-making

b) As a representation of the world based on temporal associations

c) As a process of aligning the organism’s representation of the world with the actual state of the world

d) As a process of automatic responses to stimuli

A

c) As a process of aligning the organism’s representation of the world with the actual state of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

as a result of organisms learning only when they are surprised, what can happen when two stimuli are experienced together

A) a conditioned stimulus repeatedly presented with an unconditioned stimulus always produces a conditioned response

B) a conditioned stimulus repeatedly presented with an unconditioned stimulus can become redundant and not cause a conditioned response

C) presentation of a CS and US without prior conditioning pairings will not elicit a conditioned response

D) none of the above

A

B) a conditioned stimulus repeatedly presented with an unconditioned stimulus can become redundant and not cause a conditioned response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Rescorla (1988) argued against classical conditioning being a slow process and says learning commonly occurs in

A) 10 trials

B) 20 trials

C) five to six trials

D 1 trial

A

C) five to six trials

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

what is the process of generalisation

a) Responding only to identical stimuli

b) Responding in a similar way to similar-but-not-identical stimuli

c) Responding exclusively to the conditioned stimulus (CS)

d) Ignoring all stimuli except the unconditioned stimulus (US)

A

b) Responding in a similar way to similar-but-not-identical stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

in generalisation, what would occur if stimuli become more different from the initial CS

A) forgetting

B) discrimination

C) habituation

D) extinction

A

B) discrimination

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

what occurs when a CS appears repeatedly without the US

A) forgetting

B) discrimination

C) habituation

D) extinction

A

D) extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

what word is used when a conditioned response becomes weaker

A) forgetting

B) discrimination

C) habituation

D) extinction

A

D) extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

when a behavior that is believed to be extinct unexpectedly and quickly returns after a period of rest or lessened response

A) remembering

B) spontaneous recovery

C) emotional conditioning

D) instant recovery

A

B) spontaneous recovery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

What is spontaneous recovery in classical conditioning?

a) The immediate extinction of a conditioned behavior

b) The gradual return of a conditioned behavior over an extended period

c) The unexpected and rapid return of a conditioned behavior after a period of rest or reduced response

d) The permanent cessation of a conditioned behavior

A

c) The unexpected and rapid return of a conditioned behavior after a period of rest or reduced response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

what is believed about classical conditioning leaving a permanent record in the nervous system

A) it has no impact on the NS

B) Its effects can be erased

C) Its effects can be muted

D) It has a temporary effect on the nervous system

A

C) Its effects can be muted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

According to current perspectives, what is extinction in classical conditioning often considered to be?

a) The erasure of the original conditioning

b) The creation of new conditioning for “no-response” responses to the CS

c) A temporary suppression of the conditioned response

d) The reinforcement of the unconditioned stimulus (US)

A

b) The creation of new conditioning for “no-response” responses to the CS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

In classical conditioning involving humans, what often characterizes the responses?

a) The absence of emotional qualities

b) Reflexive reactions with emotional qualities

c) Voluntary responses with cognitive qualities

d) Unconscious responses with physical qualities

A

b) Reflexive reactions with emotional qualities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

What term is sometimes used to describe classical conditioning in which the conditioned responses (CRs) are emotional reactions?

a) Volitional conditioning

b) Cognitive conditioning

c) Emotional conditioning

d) Physical conditioning

A

c) Emotional conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

According to Andrew Elliot and colleagues, what emotional reactions may be evoked by the color red in academic contexts?

a) Positive emotions

b) Neutral emotions

c) Negative emotions

d) Cognitive emotions

A

c) Negative emotions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

According to the learning view on personality, how are people’s likes and dislikes believed to develop?

a) Through genetic inheritance

b) Through conscious decision-making

c) Through the conditioning of emotional responses

d) Through cognitive processes

A

c) Through the conditioning of emotional responses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

to what does the principle of generalization apply?

a) Only to neutral stimuli

b) Only to inanimate objects

c) Only to specific environments

d) All kinds of stimuli, including other people

A

d) All kinds of stimuli, including other people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

what role can emotional conditioning play in personality development?

a) A minor role

b) No role at all

c) A major role

d) An irrelevant role

A

c) A major role

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

In classical conditioning, what is the neutral stimulus (CS) paired with to develop attitudes?

a. Unconditional stimulus (US)

b. Emotional reaction (UR)

c. Unconditional response (UR)

d. Attitude object

A

b. Emotional reaction (ER)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

How does an attitude develop when an attitude object is paired with an emotion-arousing stimulus?

A) The emotion-arousing stimulus becomes the attitude object.

B) The emotion-arousing stimulus loses its emotional impact.

C) The neutral stimulus becomes an unconditioned stimulus.

D) The attitude object comes to evoke the emotion itself.

A

D) The attitude object comes to evoke the emotion itself.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

What is a key difference between instrumental conditioning and classical conditioning?

A) Classical conditioning is passive, while instrumental conditioning is active.

B) Classical conditioning requires active participation, while instrumental conditioning is passive.

C) Both classical and instrumental conditioning are passive processes.

D) Both classical and instrumental conditioning require active engagement.

A

A) Classical conditioning is passive, while instrumental conditioning is active.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

Why is classical conditioning considered passive?

A) It involves voluntary actions.
B) It requires active participation.
C) Reflexes occur without the need for any action.
D) It is a conscious and intentional process.

A

C) Reflexes occur without the need for any action.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

In instrumental conditioning, what is emphasized in contrast to classical conditioning?

A) Passive observation
B) Reflexive reactions
C) Active participation
D) Unconscious processes

A

C) Active participation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

If a behavior is followed by a better (more satisfying) state of affairs, the behavior is more likely to be done again later in a similar situation

A) classical conditioning

B) instrumental conditioning

C) associative learning

D) backward conditioning

A

B) instrumental conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

This principle accounts for the fact that (over time and experiences) some behaviors emerge from the many possible behaviors as habitual responses that occur in specific situations.

A) classical conditioning

B) instrumental conditioning

C) associative learning

D) backward conditioning

A

B) instrumental conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

Thorndike’s term which stated that any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.

A) instrumental conditioning

B) law of effect

C) reflexive reactions

D) passive observation

A

B) law of effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

What is the key outcome that results from the application of the law of effect?

A) A change in reflexive reactions
B) A change in the likelihood of future action
C) The development of classical conditioning
D) The extinction of conditioned responses

A

B) A change in the likelihood of future action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

What does the law of effect, as deduced by E. L. Thorndike, involve?

A) A link between a stimulus and a response

B) Linking an action, an outcome, and a change in the likelihood of future action

C) Classical conditioning principles

D) Passive observation of reflexive reactions

A

B) Linking an action, an outcome, and a change in the likelihood of future action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

How does the law of effect differ from classical conditioning?

A) It involves passive observation.
B) It focuses on unconscious processes.
C) It emphasizes the link between actions, outcomes, and future actions.
D) It relies on reflexes without any conscious involvement.

A

C) It emphasizes the link between actions, outcomes, and future actions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

According to E. L. Thorndike’s Law of Effect, what does it explain about behavior?

A) It explains the complexity of behavior in any given situation.

B) It outlines the variety of potential acts in a situation.

C) It accounts for the regularities in behavior based on satisfying outcomes.

D) It focuses on the occasional occurrence of acts.

A

C) It accounts for the regularities in behavior based on satisfying outcomes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

In a given situation, why do some acts occur with great regularity, according to Thorndike’s Law of Effect?

A) Due to random chance

B) Because they are inherently satisfying

C) Because they are followed by dissatisfying outcomes

D) Based on classical conditioning principles

A

B) Because they are inherently satisfying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

What distinguishes acts that occur with great regularity, others that happen once and disappear, and ones that only occur occasionally

A) Their inherent complexity

B) The frequency of their occurrence

C) The outcomes following the act

D) Their association with classical conditioning

A

C) The outcomes following the act

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

How does Thorndike’s Law of Effect contribute to understanding behavior?

A) By emphasizing the rarity of certain acts

B) By providing a simple and profound explanation for behavior regularities

C) By focusing on the role of classical conditioning in behavior

D) By ignoring the influence of outcomes on behavior

A

B) By providing a simple and profound explanation for behavior regularities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

The ordering of a person’s potential responses by their likelihood

A) reinforcement hierarchy

B) routine hierarchy

C) habit hierarchy

D) none of the above

A

C) habit hierarchy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

How does a habit hierarchy evolve, according to Miller and Dollard (1941)?

A) It is determined by random chance.

B) It is based on the inherent complexity of behaviors.

C) The order of responses derives from prior conditioning.

D) It is influenced solely by classical conditioning principles.

A

C) The order of responses derives from prior conditioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

What determines the likelihood of responses in a habit hierarchy?

A) The inherent satisfaction of responses

B) Random shifts in the form of the hierarchy

C) The complexity of behavioral patterns

D) Prior conditioning and the satisfaction of outcomes

A

D) Prior conditioning and the satisfaction of outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

Why are some responses more likely (higher on the hierarchy) than others?

A) Due to random chance

B) Because of their inherent complexity

C) Because they are often followed by more satisfying outcomes

D) Based on classical conditioning principles

A

C) Because they are often followed by more satisfying outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

How does the form of the habit hierarchy change over time?

A) Randomly

B) Due to inherent complexities in responses

C) As a result of shifts in outcome patterns

D) Independent of the satisfaction of outcomes

A

C) As a result of shifts in outcome patterns

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
74
Q

what does the term primary reinforcer denote

A) A secondary reinforcer

B) An artificial reward

C) A punishment stimulus

D) Diminishing a biological need

A

D) Diminishing a biological need

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
75
Q

what has acquired reinforcing properties by association with a primary reinforcer (through classical conditioning) or by virtue of the fact that it can be used to get primary reinforcers

A) punisher

B) primary conditioning

C) secondary reinforcer

D) conditioning

A

C) secondary reinforcer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
76
Q

Punishment that are intrinsically aversive are known as

A) Extrinsic punishment

B) Secondary punisher

C) Negative reinforcement

D) Primary punisher

A

D) Primary punisher

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
77
Q

discrimination when applied to instrumental conditioning results from

A) variations in prior reinforcement or punishment

B) generalisation

C) weakening of conditioned responses

D) turning behaviour on and off

A

A) variations in prior reinforcement or punishment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
78
Q

A cue that controls the occurrence of behavior.

A) extinction

B) generalisation

C) discriminative stimulus

D) reinforcer

A

C) discriminative stimulus

79
Q

when does a stimulus become a discriminative stimulus

A) When it is consistently associated with positive reinforcement

B) In the presence or absence of a specific stimulus

C) When it is presented intermittently

D) Only during extinction trials

A

B) in the presence or absence of a stimulus

80
Q

if a stimulus is present and an action is always followed by a reinforcer, but when the stimulus is absent and the same action is never followed by a reinforcer, what occurs

A) extinction

B) generalisation

C) stimulus discrimination

D) reinforcement

A

C) stimulus discrimination

81
Q

a habit hierarchy that shifts in relation to discriminative stimuli, changes due to

A) reinforcement schedules

B) alterations in environment

C) change in cues

D) variations in response rate

A

C) change in cues

82
Q

Behavior that’s cued by discriminative stimuli is said to be

A) Under stimulus control

B) Inhibited by external cues

C) Spontaneous

D) Unpredictable in nature

A

A) Under stimulus control

83
Q

when will a person behave consistently across time and circumstances

a) Frequent changes in discriminative stimuli

b) Consistent changes in environmental settings

c) Similarities of discriminative stimuli across times and circumstances

d) Variability of action tendencies

A

c) Similarities of discriminative stimuli across times and circumstances

84
Q

What does the principle of generalization offer conditioning theorists a way to talk about?

a) Behavioral variability
b) Trait-like qualities
c) Inconsistent behaviors
d) Environmental changes

A

b) Trait-like qualities

85
Q

what does behavioral consistency, as observed by an outsider, depend on?

a) Variability of environments
b) Dissimilarities of discriminative stimuli
c) Similarities of environments
d) Trait-like tendencies

A

c) Similarities of environments

86
Q

when does extinction in instrumental conditioning occur

A) When a reinforcer follows the behavior when done over and over

B) When a behavior that once led to a reinforcer no longer does so

C) When a behavior is inconsistently reinforced

D) When a behavior leads to punishment

A

B) when a behavior that once led to a reinforcer no longer does so

87
Q

in instrumental conditioning, what are variations in frequency and pattern collectively referred to as?

a) Variable conditioning
b) Reinforcement inconsistencies
c) Schedules of reinforcement
d) Variable patterns

A

c) Schedules of reinforcement

88
Q

What term is often used to describe the phenomenon where even infrequent reinforcement leads to high rates of behavior over time?

a) The extinction effect
b) The reinforcement lag
c) The partial reinforcement effect
d) The variability effect

A

c) The partial reinforcement effect

89
Q

what is the partial reinforcement effect

A) The complete absence of reinforcement

B) The rapid extinction of behavior

C) The fact that a behavior acquired through partial reinforcement is resistant to extinction

D) The tendency for reinforcement to be more effective than punishment

A

C) The fact that a behavior acquired through partial reinforcement is resistant to extinction

90
Q

what evidence challenges the intuitive belief about reinforcement in instrumental conditioning?

a) The unpredictable nature of reinforcers
b) The simultaneous reinforcement of multiple behaviors
c) The delayed effects of reinforcers
d) The exclusive focus on particular acts

A

b) The simultaneous reinforcement of multiple behaviors

91
Q

What is suggested by the evidence that reinforcement can change abstract qualities of behavior?

a) Reinforcement is ineffective
b) Reinforcement acts only at a superficial level
c) Reinforcers may impact various levels of abstraction
d) Reinforcers only influence specific behaviors

A

c) Reinforcers may impact various levels of abstraction

92
Q

second generation learning theories focus on

A) how attitudes and preferences can derive from emotional reactions

B) how behavior tendencies strengthen and fade as a result of good and bad outcomes

C) mental events and social aspects of learning

D) aspects of behavior that seem obvious outside the lab

A

C) mental events and social aspects of learning

93
Q

How is self-reinforcement defined

a) Approval or disapproval from others
b) Reacting to one’s own behavior with approval
c) External reinforcement from the environment
d) Punishment from others

A

b) Reacting to one’s own behavior with approval

94
Q

What role does internal self-reinforcement and self-punishment play in social–cognitive learning theories?

a) No significant role
b) It is the central component
c) It complements external reinforcement
d) It contradicts behavior change theories

A

c) It complements external reinforcement

95
Q

What does vicarious emotional arousal, or empathy, involve?

a) Experiencing the same emotion as someone else, usually more intensely
b) Observing emotions without personal involvement
c) Feeling concern for someone else’s suffering
d) Experiencing the same emotion as someone else, usually less intensely

A

d) Experiencing the same emotion as someone else, usually less intensely

96
Q

How is empathy distinguished from sympathy

a) Empathy involves more intense emotions
b) Sympathy is an indirect emotional experience
c) Empathy is concern for someone else’s suffering
d) Sympathy is a feeling of concern for someone else’s suffering

A

d) Sympathy is a feeling of concern for someone else’s suffering

97
Q

how does experiencing vicarious emotional arousal contribute to learning

A) It is the primary form of learning

B) it directly constitutes learning

C) creates an opportunity for learning

D) It is unrelated to the learning process

A

C) creates an opportunity for learning

98
Q

Conditioning in which the unconditioned response occurs via empathy.

A) vicarious classical conditioning

B) Vicarious emotional arousal

C) Vicarious reinforcement

D) self reinforcement

A

A) vicarious classical conditioning

99
Q

how does vicarious classical conditioning contribute to learning

A) If you observe someone do something that’s followed by reinforcement, you become more likely to do the same thing yourself.

B) Conditioning in which the unconditioned response occurs via empathy

C) Observing someone else’s classical conditioning without any personal involvement

D) Learning through direct experience and trial-and-error learning

A

B) Conditioning in which the unconditioned response occurs via empathy

100
Q

What term is used to describe an event where vicarious emotional arousal leads to classical conditioning?

a) Emotional conditioning
b) Vicarious reinforcement
c) Observational conditioning
d) Vicarious classical conditioning

A

d) Vicarious classical conditioning

101
Q

How is vicarious classical conditioning related to vicarious emotional arousal?

a) It inhibits emotional arousal
b) It is unrelated to emotional arousal
c) It is a byproduct of emotional arousal
d) It diminishes the potential for emotional arousal

A

c) It is a byproduct of emotional arousal

102
Q

If you observe someone do something that’s followed by reinforcement, you become more likely to do the same thing yourself

A) vicarious classical conditioning

B) vicarious punishment

C) vicarious reinforcement

D) vicarious emotional arousal

A

C) vicarious reinforcement

103
Q

acceptance, smiles, hugs, praise, approval, interest, and attention from others are collectively known as

A) vicarious reinforcement

B) expectancy outcomes

C) self reinforcers

D) social reinforcers

A

D) social reinforcers

104
Q

Social–cognitive learning theories emphasize

A) The role of genetic factors in shaping behavior

B) The influence of unconscious processes on behavior

C) The impact of environmental stimuli on behavior

D) That people’s acts are determined by cognitions about potential outcomes of their behavior

A

D) that people’s acts are determined by cognitions about potential outcomes of their behavior

105
Q

what variables influence the delay of gratification

A) self reinforcement

B) vicarious emotions

C) reinforcement & punishment

D) self control & modeling

A

D) self control & modeling

106
Q

when it is said that vicarious reinforcement develops an expectancy, what does this refer to

A) An immediate response to reinforcement

B) An inherent desire for reinforcement

C) A tendency to avoid reinforcement

D) A mental model of links between actions and reinforcers

A

D) A mental model of links between actions and reinforcers

107
Q

what is the term used to describe when vicarious reinforcement develops a mental model of link from action to an expected outcome

A) reinforcing outcome

B) outcome expectancy

C) expectancy outcome

D) outcome reinforcer

A

B) outcome expectancy

108
Q

what did Bandura say about the role of reinforcers in contributing to expectancies

A) They reduce the significance of outcomes

B) They provide information about effective actions and outcomes

C) They offer the potential for future motivational states through anticipation

D) They decrease the potential for future motivational states

A

B) They provide information about effective actions and outcomes

109
Q

what did Bandura say about the role of reinforcers in the potential for future motivational states?

A) They reduce the significance of outcomes

B) They provide information about effective actions and outcomes

C) They offer the potential for future motivational states through anticipation

D) Reinforcers diminish the importance of future states

A

C) They offer the potential for future motivational states through anticipation

110
Q

confidence in having the ability to carry out a desired action is what Bandura termed

A) Knowledge expectancy

B) Efficacy expectancy

C) Action expectancy

D) Outcome expectancy

A

B) Efficacy expectancy

111
Q

what did Bandura (1977) argue about people with problems and their knowledge of actions?

a) They lack knowledge of effective actions

b) They generally know what actions are needed to reach desired outcomes

c) They are not aware of the outcomes they want

d) They rely solely on clinical experience for knowledge

A

b) They generally know what actions are needed to reach desired outcomes

112
Q

According to Bandura, what does therapy achieve when it is successful?

a) It diminishes the sense of efficacy

b) It eliminates the need for efficacy

c) It restores the person’s sense of efficacy

d) It has no impact on efficacy

A

c) It restores the person’s sense of efficacy

113
Q

what have more recent research found in relation to conditioning of an unconditioned stimulus

A) A weakening of the conditioned response over time

B) A shift in the conditioned stimulus preference

C) The role of unconscious processes

D) The role of awareness or valence

A

D) The role of awareness or valence

114
Q

in a viewpoint that takes a middle ground on classical conditioning, one mode of learning acquires what might be thought of as an “actuarial” record of experiences, what does this refer to

A) Ignoring the processing of experiences

B) Totaling all associations across all instances of experience

C) a generation of expectancies

D) Developing a predictive model

A

B) Totaling all associations across all instances of experience

115
Q

what type of learning required two people to be involved in the process

A) observational learning

B) vicarious learning

C) associative learning

D) backward conditioning

A

A) observational learning

116
Q

for an event to represent observational learning, what must occur

A) The behavior should be one the observer has previously done

B) The behavior should be one the observer doesn’t already know

C) The observer should have prior knowledge of the event

D) The event should be familiar to the observer

A

B) the behavior should be one the observer doesn’t already know

117
Q

When does observational learning occur

a) It occurs in adulthood

b) It occurs during the first year of life

c) It starts in adolescence

d) It is limited to specific age groups

A

b) It occurs during the first year of life

118
Q

what is the importance of observational learning

a) Observational learning is insignificant

b) Observational learning is only relevant in specific situations

c) Observational learning allows for quick absorption of substantial information

d) Observational learning is irrelevant to information processing

A

c) Observational learning allows for quick absorption of substantial information

119
Q

what is a significant advantage of observational learning?

a) It slows down the learning process

b) It limits the amount of information one can acquire

c) It allows people to pack huge amounts of information into their minds quickly

d) It hinders the retention of information

A

c) It allows people to pack huge amounts of information into their minds quickly

120
Q

What is a key requirement for observational learning,

a) The observer should avoid paying attention to the model

b) The observer must focus on irrelevant aspects of the model’s behavior

c) The observer must pay attention to the model

d) Observers can learn without paying attention to the model

A

c) The observer must pay attention to the model

121
Q

what are the consequence of not paying attention to the right aspect of the model’s behavior?

a) It enhances memory retention

b) It inhibits the encoding of the behavior for memory

c) It makes the behavior easily forgettable

d) It has no impact on the learning process

A

b) It inhibits the encoding of the behavior for memory

122
Q

What is the role of attention in the encoding of the model’s behavior for observational learning?

a) Attention is irrelevant to the encoding process

b) Attention inhibits the encoding of the behavior

c) Attention is necessary for well-encoded memories

d) Attention does not influence memory retention

A

c) Attention is necessary for well-encoded memories

123
Q

what are the four categories of variables that influence observational learning and performance

A) Motivation, reinforcement, punishment, attention

B) Attention for Encoding, retention, production and performance

C) Sensation, perception, memory, decision-making

D) Cognitive, emotional, social, behavioral

A

B) Attention for Encoding, retention, production and performance

124
Q

the use of imagery, language as an encoding strategy and mental rehearsal to keep in memory relates to what variable that influence observational learning

A) Encoding

B) Retention

C) Production

D) Performance

A

B) Retention

125
Q

the characteristics of the model, the behaviour and the observer relates to what variable that influence observational learning

A) Attention for encoding

B) Retention

C) Production

D) Performance

A

A) Attention for encoding

126
Q

an observer’s prior capacity to produce responses, experience with prior behaviour and components of behavior relates to what variable that influence observational learning

A) Encoding

B) Retention

C) Production

D) Performance

A

C) Production

127
Q

consequences to the model and to the observer relates to what variable that influence observational learning

A) Encoding

B) Retention

C) Production

D) Performance

A

D) Performance

128
Q

the variable of attention as influencing observational learning has which of the following implications

A) A consistent and direct relationship between all variables

B) Observational learning will work better with some models than others

C) Limited applicability in real-world scenarios

D) The exclusion of reinforcement in the learning process

A

B) Observational learning will work better with some models than others

129
Q

which of the following is an implication of the use of attention in observational learning

A) attention can limit ones ability to model the behaviour

B) attention will always produce encoding of acts

C) some acts will more likely be encoded than others

D) Attention has no impact on observational learning

A

C) some acts will more likely be encoded than others

130
Q

what are two strategies of encoding that predominate in observational learning

A) imaginal coding and verbal coding

B) elaborative coding and visual coding

C) acoustic coding and verbal coding

D) semantic coding and visual coding

A

A) imaginal coding and verbal coding

131
Q

what is influenced by self-esteem and optimism?

a) Perceptions of inefficacy

b) Perceptions of external control

c) Perceptions of efficacy

d) Perceptions of pessimism

A

c) Perceptions of efficacy

132
Q

creating images or mental pictures of what you’re observing is what sort of coding in memory

A) verbal coding

B) mental coding

C) imaginal coding

D) visual coding

A

C) imaginal coding

133
Q

creating a description to yourself of what you’re observing g is what sort of coding in memory

A) verbal coding

B) mental coding

C) imaginal coding

D) visual coding

A

A) verbal coding

134
Q

in observational learning, what needs to occur after an action is in memory in order for an action to occur

A) Acquiring the necessary movements to produce the action.

B) Translation of observation into production.

C) Forgetting the observed action.

D) Reinforcement of the observational learning process.

A

B) translation of observation into production

135
Q

To know whether observational learning will result in behavior, what do we need to know

A) what outcome the person expects the behavior to lead to

B) whether they have prior experience with the behaviour or not

C) if they are paying attention to the behaviour being modeled

D) if they can perform the behaviour in the necessary steps

A

A) what outcome the person expects the behavior to lead to

135
Q

in contrast to performance, acquisition refers to

A) Imitation of the model’s behavior spontaneously

B) Being able to demonstrate actions remembered correctly

C) The process of learning the behavior by observing the model

D) The inability to recall actions accurately

A

B) being able to demonstrate actions remembered correctly

136
Q

what is the specific outcome of vicarious reinforcement on acquired behaviors?

a) It diminishes the likelihood of spontaneous behaviors

b) It increases the observer’s reliance on external reinforcement

c) It enhances the spontaneous performance of acquired behaviors

d) It only affects behaviors acquired through direct reinforcement

A

c) It enhances the spontaneous performance of acquired behaviors

137
Q

what is the effect of vicarious reinforcement on the spontaneous performance of acquired behaviors?

a) It has no effect

b) It diminishes the effect of direct reinforcement

c) It is the same as any instance of vicarious reinforcement

d) It is unrelated to observational learning

A

c) It is the same as any instance of vicarious reinforcement

138
Q

what is the similarity between the effect of vicarious reinforcement on behavior and any instance of vicarious reinforcement?

a) They have opposite effects

b) They are unrelated to each other

c) They both enhance the spontaneous performance of behaviors

d) They diminish the likelihood of behavior

A

c) They both enhance the spontaneous performance of behaviors

139
Q

what does the effect of vicarious reinforcement on spontaneous behaviors reflect?

a) It reflects the observer’s inability to learn from observation

b) It reflects vicarious emotional learning

c) It reflects vicarious instrumental learning

d) It reflects the need for direct reinforcement

A

c) It reflects vicarious instrumental learning

140
Q

, what is the influence of reinforcement to the model on the acquisition of behavioral potential?

a) Reinforcement to the model enhances behavioral potential acquisition

b) Reinforcement to the model diminishes behavioral potential acquisition

c) Reinforcement to the model has no influence on behavioral potential acquisition

d) Reinforcement to the model only affects observational learning

A

c) Reinforcement to the model has no influence on behavioral potential acquisition

141
Q

what role does reinforcement to the model play in the acquisition of behavioral potential?

a) It is the sole determinant of behavioral potential

b) It enhances the effectiveness of observational learning

c) It has no influence on the acquisition of behavioral potential

d) It diminishes the observer’s ability to acquire behavioral potential

A

c) It has no influence on the acquisition of behavioral potential

142
Q

why are observational learning and vicarious instrumental learning distinct processes.

A) vicarious reinforcement influences whether people spontaneously do behaviors they’ve acquired by observation, while reinforcement to the model has no influence on acquisition of the behavioral potential

B) observational learning influences whether people spontaneously do behaviors they’ve acquired by observation, while vicarious reinforcement to the model has no influence on acquisition of the behavioral potential

C) vicarious reinforcement comes into play after the initial acquisition, while observational learning comes into play before the initial acquisition

D) Observational learning and vicarious instrumental learning have the same underlying mechanisms

A

A) vicarious reinforcement influences whether people spontaneously do behaviors they’ve acquired by observation, while reinforcement to the model has no influence on acquisition of the behavioral potential

143
Q

what types of models can be involved in observational learning?

a) Only live models

b) Only symbolic models

c) Both live models and symbolic models

d) Neither live nor symbolic models

A

c) Both live models and symbolic models

144
Q

TV and in movies, magazines, books, video games, are what types of models

A) distinctive models

B) symbolic models

C) direct models

D) live models

A

B) symbolic models

145
Q

the actions symbolic models portray—and the patterns of reinforcement around the actions—can have a big impact on

A) acquisition and production

B) attention and retention

C) production and retention

D) acquisition and performance

A

D) acquisition and performance

146
Q

people who observe innovative aggressive techniques acquire the techniques as behavior potentials by

A) observational learning

B) direct reinforcement

C) conditional learning

D) vicarious reinforcement

A

A) observational learning

147
Q

observing violence that’s condoned or even rewarded helps create the sense that aggression is

A) A behavior to be avoided at all costs

B) An appropriate way to deal with disagreements

C) A maladaptive response to conflict

D) A behavior that leads to negative consequences

A

B) An appropriate way to deal with disagreements

148
Q

what type of reinforcement increases the likelihood that viewers will use aggression to deal with disagreements

A) observational learning

B) direct reinforcement

C) conditional learning

D) vicarious reinforcement

A

D) vicarious reinforcement

149
Q

why is aggression linked more closely to reinforcement than to punishment in the media

A) punishment usually comes late in the story, after a lot of short-term reinforcement.

B) Reinforcement is more appealing to viewers, creating a stronger association with aggressive behavior.

C) Media producers intentionally avoid depicting punishment for aggression.

D) Punishment is portrayed as ineffective in deterring aggression in the media.

A

A) punishment usually comes late in the story, after a lot of short-term reinforcement.

150
Q

why is aggression linked more closely to reinforcement than to punishment

A) Aggressive actions are often met with immediate punishment, discouraging reinforcement.

B) The actions of the heroes are usually also aggressive, and they are highly reinforced.

C) Reinforcement is rarely depicted in media, making it less influential in shaping aggressive behavior.

D) Punishment is shown to be more effective in deterring aggression in media narratives

A

B) The actions of the heroes are usually also aggressive, and they are highly reinforced.

151
Q

what does exposure to repeated violence do

A) Desensitizes observers

B) Increases empathy in viewers

C) Encourages prosocial behavior

D) Amplifies sensitivity to violent stimuli

A

A) Desensitizes observers

152
Q

Conditioning-Based Approaches to assessment usually measure what

A) expectancies

B) situations

C) covert behaviour

D) affectivity

A

D) affectivity

153
Q

When you experience an intense emotion, changes take place in your body what view emphasises assessment of this

A) Conditioning-Based Approaches

B) Social–Cognitive Approaches

C) Behavioural approaches

D) all of the above

A

A) Conditioning-Based Approaches

154
Q

physiological assessment is a technique used in what approach in the learning perspective

A) Conditioning-Based Approaches

B) Social–Cognitive Approaches

C) Behavioural approaches

D) all of the above

A

A) Conditioning-Based Approache

155
Q

behavioral assessment is a technique used in what approach in the learning perspective

A) Conditioning-Based Approaches

B) Social–Cognitive Approaches

C) Behavioural approaches

D) all of the above

A

A) Conditioning-Based Approaches

156
Q

a conditioning-Based Approach to assessment which focuses on the assessment of emotional responses

A) behavioral assessment

B) physiological assessment

C) self-report devices

D) affect assessment

A

B) physiological assessment

157
Q

a conditioning-Based Approach to assessment which entails observing overt behavior in specific situations

A) behavioral assessment

B) physiological assessment

C) self-report devices

D) social assessment

A

A) behavioral assessment

158
Q

This technique can be applied to assess what kinds of activities people undertake, for how long, and in what patterns.

A) behavioral assessment

B) physiological assessment

C) self-report devices

D) social assessment

A

A) behavioral assessment

159
Q

what are some of the variables that the behavioural assessment can measure

A) how a person feel and what’s going through their mind

B) imaginations, dreams, daydreams

C) changes in muscle tension, heart rate, brain waves

D) trembling, paleness, avoidance

A

D) trembling, paleness, avoidance

160
Q

what behaviours does the behavioural assessment measure

A) overt behavior

B) covert behaviour

C) Inherent traits

D) Cognitive processes

A

A) overt behavior

161
Q

what measure would the observer count acts of specific types, checks possibilities from a prearranged list, or watches how far into a sequence of action a person goes before stopping

A) behavioral assessment

B) physiological assessment

C) self-report devices

D) social assessment

A

A) behavioral assessment

162
Q

what are the characteristics of social–cognitive approach to assessment

A) overt behaviour in certain situations

B) self-report and experiential variables

C)

D)

A

B) self-report and experiential variables

163
Q

what approach does the social cognitive approaches take in assessment

A) Direct observation of behavior

B) Measurement of physiological responses

C) Asking people how they feel or what kinds of thoughts go through their minds in certain situations

D) Analyzing historical records and background information

A

C) Asking people how they feel or what kinds of thoughts go through their minds in certain situations

164
Q

what is an important area of assessment in the social cognitive approaches

A) personal views of situations

B) expectancies of coping and expectancies of personal efficacy

C) modeling of behaviour

D) changes in responses to emotions

A

B) expectancies of coping and expectancies of personal efficacy

165
Q

e social–cognitive learning view tends to emphasize responses to what

A) emotions

B) specific categories of situations

C) objective definitions of situations

D) modeling behaviour

A

B) specific categories of situations

166
Q

how does the social cognitive learning view differ from the conditioning view

A) Conditioning view emphasis on personal views of situations

B) social–cognitive learning view emphasis on personal views of situations

C) social–cognitive learning view emphasis on objective definitions of situations

D) Conditioning view emphasises people’s representations determine how they act

A

B) social–cognitive learning view emphasis on personal views of situations

167
Q

what does the conditioning view emphasise

A) personal views of situations

B) objective definitions of situations

C) people’s representations of situations

D) charting overt actions

A

B) objective definitions of situations

168
Q

what techniques reflect the fact that the emphasis is on changing the person’s actual behavior

A) behaviour modification

B) behaviour change

C) systematic desensitization

D) counter conditioning

A

A) behaviour modification

169
Q

a conditioning technique for phobia reactions that uses relaxation techniques to counter or replace fear in the presence of the phobic stimulus

A) systematic desensitization

B) Modeling

C) Cognitive restructuring

D) Exposure and response prevention

A

A) systematic desensitization

170
Q

what is the process used in systematic desensitisation that uses relaxation to replace a fear in the presence of a phobic stimulus

A) conditioning

B) desensitization

C) counterconditioning

D) extinction

A

C) counterconditioning

171
Q

What is the primary focus of exposure treatments for phobias

a) Minimizing exposure to the feared stimulus

b) Gradually introducing the feared stimulus in small doses

c) Exposing the person to a more intense dose of the feared stimulus

d) Avoiding exposure to anxiety-inducing situations

A

c) Exposing the person to a more intense dose of the feared stimulus

172
Q

What role does anxiety play in exposure treatments for phobias

a) Anxiety is eliminated before exposure begins

b) Anxiety is ignored during exposure

c) Anxiety is maintained throughout the exposure

d) Anxiety arises and then falls off during exposure

A

d) Anxiety arises and then falls off during exposure

173
Q

how quickly can exposure treatments for phobias be completed in some cases?

a) Over several weeks

b) In as little as one session

c) Only after months of treatment

d) Exposures are ongoing with no specific endpoint

A

b) In as little as one session

174
Q

what is the purpose of procedures based on extinction and counterconditioning

A) To reinforce undesirable behaviors

B) Replace an undesired response with a neutral one

C) Strengthen the undesired response

D) Enhance the undesired behavior

A

B) replace an undesired response with a neutral one

175
Q

what role does context play in the conditioning process

A) Context is irrelevant in the conditioning process

B) Specific settings can provide cues for behavior

C) Context has no impact on learning

D) Conditioning is solely influenced by internal factors

A

B) Specific settings can provide cues for behavior

176
Q

The principles of instrumental conditioning suggest that the way to change such undesired behavior is to change the patterns of

A) cognitive processes

B) social interactions

C) emotional experiences

D) reinforcement

A

D) reinforcement

177
Q

Programs for behaviour change in which reinforcement is increased for desired behaviors and withheld after undesired behaviors.

A) Contingency management

B) Operant conditioning

C) Social learning

D) Behavior modification

A

A) contingency management

178
Q

what occurs during the approach of contingency management

A) exposing a person to an intense stimulus and have then endure it

B) having a person learn to relax and then create an anxiety hierarchy

C) reinforcing a desired alternative action and simultaneously reducany reinforcement of the undesired action

D) having someone watch other peoples actions to reduce their tendency to do a behaviour

A

C) reinforcing a desired alternative action and simultaneously reducany reinforcement of the undesired action

179
Q

from the social learning view, what do behavioural problems reflect

A) habits

B) resistance to extinction

C) skill deficits

D) emotional disturbances

A

C) skill deficits

179
Q

what can skill deficits influence

A) the capacity for extinction

B) Development of expectations

C) Emotional disturbances

D) Formation of habits

A

B) Development of expectations

180
Q

what technique does the social cognitive viewpoint use for skill deficits and emotion based problems

A) observational learning

B) modeling

C) punishment

D) rationalisation

A

B) modeling

181
Q

from a social cognitive perspective, what therapy would be used when a person does not know what to do in a given situation

A) observational learning

B) vicarious reinforcement

C) punishment

D) rationalisation

A

A) observational learning

182
Q

from a social cognitive perspective, what therapy would be used when a person doubt whether their behaviour will work in a given situation

A) observational learning

B) vicarious reinforcement

C) punishment

D) rationalisation

A

B) vicarious reinforcement

183
Q

from a social cognitive perspective, what model creates vicarious extinction of the conditioned fear without exhibiting fear

A) participant model

B) mastery model

C) coping model

D) therapist model

A

B) mastery model

184
Q

from a social cognitive perspective, what model initially displays fear but overcomes it and eventually handles the situation

A) participant model

B) mastery model

C) coping model

D) therapist model

A

C) coping model

185
Q

the effect of this model presumably depends on the fact that the model is in the same situation as the observer but is noticeably able to overcome the fear through active effort.

A) participant model

B) mastery model

C) coping model

D) therapist model

A

C) coping model

186
Q

what models are more effective in therapy for fears

A) participant model

B) mastery model

C) coping model

D) therapist model

A

C) coping model

187
Q

what model is more cognitive based

A) participant model

B) mastery model

C) coping model

D) therapist model

A

C) coping model

188
Q

what model (often the therapist) performs the behavior in front of the other person, who then repeats it

A) participant model

B) mastery model

C) coping model

D) therapist model

A

A) participant model

189
Q

what modeling usually involves a lot of verbalization, instruction, and personalized assurance from the model.

A) participant model

B) mastery model

C) coping model

D) therapist model

A

A) participant model

190
Q

from Bandura’s view, what is the broad principle underlying when a therapy is effective

A) persistence

B) expectation

C) efficiency

D) efficacy

A

D) efficacy

191
Q

the enhanced perception of efficacy results in what

A) persistence

B) expectation

C) efficiency

D) efficacy

A

A) persistence

192
Q

which of the following did Bandura NOT suggest can influence efficacy perceptions

A) performance accomplishments

B) persistence

C) participant modeling

D) verbal persuasion

A

B) persistence

193
Q

which of the following is NOT a criticism of the learning perspective

A) isn’t a theory of personality as a view of the determinants of behavior

B) simplification of the situations in which researchers study

C) does not tell us about the person who’s doing the behaviour

D) conveys the subjective experience of what it means to have a personality

A

D) conveys the subjective experience of what it means to have a personality

194
Q

in terms of exposure therapy for phobias, what makes extinction occur more quickly

A) avoiding exposure to the phobic stimulus

B) when the anxiety arises then falls off

C) prolonging exposure sessions for an extended period

D) using pharmacological interventions alongside exposure therapy

A

B) when the anxiety arises then falls off

Personality Psychology (34 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions