(Test Bank) The Principles of Learning and Behavior

Domjan, 7

Psychology

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7th Edition

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Powered by Cognero Page 1 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) Chapter 1 1. Procedura l learnin g does not require a. an anima l that can learn. b. awarenes s that learnin g has occurred. c. any trainin g trials. d. anteceden t stimuli. ANSWER: b REFERENCES: Page 3 KEYWORDS: Fact 2. Sarah is intereste d in behavio r accessibl e to consciou s reflection . In terms of learning , she is probabl y most intereste d in a. procedura l learning. b. problemati c learning. c. declarativ e learning. d. esoteri c learning. ANSWER: c REFERENCES: Page 3 KEYWORDS: Concept 3. Whic h of the followin g most correctl y states Descartes’ positio n on huma n and anima l behavior? a. Huma n behavio r is governe d by free will; anima l behavio r is governe d by reflexes. b. A few huma n and anima l behavior s are governe d by free will; most are governe d by reflexes. c. Voluntar y huma n behavior s are governe d by free will; involuntar y huma n behavior s and all anima l behaviors are governe d by reflexes. d. All huma n and anima l behavior s can be explaine d by reflex mechanisms. ANSWER: c REFERENCES: Page 5 KEYWORDS: Concept 4. Accordin g to Descartes , what is the differenc e betwee n huma n and anima l behaviors? a. Human s can perfor m voluntar y behaviors ; animal s can perfor m only involuntar y behaviors. b. Human s respon d to environmenta l stimuli ; animal s only behav e reflexively. c. Huma n reflexe s are voluntary ; anima l reflexe s are involuntary. d. Huma n behavio r is explainabl e by natura l laws; anima l behavio r is unpredictable. ANSWER: a REFERENCES: Page 5 KEYWORDS: Concept Powered by Cognero Page 2 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 5. The philosophica l tenet that some of the conten t of the huma n mind is innat e is called a. dualism. b. nativism. c. empiricism. d. reflexism. ANSWER: b REFERENCES: Page 5 KEYWORDS: Fact 6. Nativis t and empiricis t philosophie s differ in belief s of a. the contents , but not the mechanisms , of the huma n mind. b. the content s and mechanism s of the huma n mind only at birth. c. the content s and mechanism s of the huma n mind. d. the mechanisms , but not the contents , of the huma n mind. ANSWER: c REFERENCES: Page 6 KEYWORDS: Concept 7. John Lock e believe d that a. the huma n mind was unpredictabl e and governe d by free will. b. the ideas human s had were acquire d directl y or indirectl y after birth. c. nativis m best describe d huma n cognition. d. rules of associatio n did not explai n huma n behavior. ANSWER: b REFERENCES: Page 6 KEYWORDS: Fact 8. Accordin g to Thoma s Hobbes, a. reflexe s were predictable ; the mind was not. b. the mind was predictable ; response s to environmenta l cues were not. c. neithe r the operation s of the mind nor reflexe s were predictable. d. both reflexe s and the operation s of the mind were predictable. ANSWER: d REFERENCES: Page 6 KEYWORDS: Fact Powered by Cognero Page 3 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 9. The concep t of hedonis m as the contro l for voluntar y behavio r was propose d by whic h philosopher? a. Aristotle b. Locke c. Hobbes d. Brown ANSWER: c REFERENCES: Page 6 KEYWORDS: Fact 10. The Britis h empiricist s believe d that comple x ideas are a. sense experiences. b. presen t at birth. c. the produc t of simpl e sensation s combine d by association. d. simpl e reflex responses. ANSWER: c REFERENCES: Page 6 KEYWORDS: Fact 11. Whic h of the followin g is not a primar y rule of association? a. contingency b. contiguity c. similarity d. contrast ANSWER: a REFERENCES: Page 6 KEYWORDS: Fact 12. Of the primar y rules of association , whic h has been most prominen t in consideration s of associations? a. similarity b. contingency c. contrast d. contiguity ANSWER: d REFERENCES: Page 6 KEYWORDS: Fact Powered by Cognero Page 4 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 13. All of the followin g are true of Britis h empiricist s except a. they believe d that ideas were based on association s of simpl e sensor y events. b. they conducte d experiment s to test the rules of association. c. they held that the mind was a blank slate at birth. d. they though t that sense experience s were the basis of knowledge. ANSWER: b REFERENCES: Page 7 KEYWORDS: Fact 14. Herman n Ebbinghaus a. was the first to empiricall y test the rules of association. b. demonstrate d that separat e nerve s carry sensor y and moto r information. c. set forth the secondar y rules of association. d. showe d that irritatio n of a nerve was sufficien t to produc e a muscl e contraction. ANSWER: a REFERENCES: Page 7 KEYWORDS: Fact 15. John Swammerdam’ s contributio n to the study of reflexe s was to show that a. muscl e contraction s were not produce d by an infusio n of gas. b. mechanica l irritatio n of a nerve produce d a muscl e contraction. c. nerve s are hollo w tubes. d. separat e nerve s are involve d in sensor y and moto r transmission. ANSWER: b REFERENCES: Page 8 KEYWORDS: Fact 16. The findin g that gas infusion s are not the cause of muscl e contraction s is best attribute d to whic h of the following researchers? a. René Descartes b. Charle s Bell c. Francoi s Magendie d. Franci s Glisson ANSWER: d REFERENCES: Page 8 KEYWORDS: Fact Powered by Cognero Page 5 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 17. Secheno v extende d Descartes ’ theor y of reflexe s by suggestin g that a. not all reflexe s are innate. b. mechanica l stimulatio n of a nerve was sufficien t to produc e a moto r response. c. reflexe s are due to the fixed anatom y of the nervou s system. d. some reflexe s could be due to a stimulu s releasin g a respons e from inhibition. ANSWER: d REFERENCES: Page 8 KEYWORDS: Fact 18. The researc h of Ivan Pavlo v and Herman n Ebbinghau s is simila r becaus e both researchers a. were using empirica l method s to investigat e reflexes. b. were using empirica l method s to study laws of associations. c. extende d Descartes ’ concep t of dualism. d. were concerne d with the study of the mind , not with physiologica l mechanisms. ANSWER: b REFERENCES: Page 7 Pages 8-9 KEYWORDS: Concept 19. Whic h of the followin g best characterize s Pavlov’ s extensio n of Descartes ’ theor y of reflexes? a. Pavlo v demonstrate d that new reflexe s could develo p throug h a mechanis m of association. b. Pavlo v demonstrate d that reflexe s are innat e and based on neura l anatomy. c. Pavlo v demonstrate d that reflexe s are due to a stimulu s releasin g a respons e from inhibition. d. Pavlo v demonstrate d that comple x ideas develo p from association s betwee n sensor y experiences. ANSWER: a REFERENCES: Page 9 KEYWORDS: Concept 20. Charle s Darwin a. argue d that nonhuma n animal s had the capacit y for curiosity , attention , and aestheti c sensibility. b. provide d compellin g evidenc e for variou s forms of anima l intelligence. c. suggeste d that physica l but not psychologica l traits are the produc t of evolution. d. All of these ANSWER: a REFERENCES: Page 10 KEYWORDS: Fact Powered by Cognero Page 6 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 21. Whic h of the followin g is not true of the work of Charle s Darwin? a. He argue d for a continuit y from animal s to humans. b. He attempte d to characteriz e the evolutio n of psychologica l traits. c. He provide d compellin g evidenc e for variou s forms of anima l intelligence. d. He suggeste d nonhuma n animal s had the capacit y for curiosity , attention , and aestheti c sensibility. ANSWER: c REFERENCES: Page 10 KEYWORDS: Fact 22. Georg e Romane s define d anima l intelligenc e as a. learnin g to make new adjustment s or to modif y old ones, in accordanc e with the result s of an animal’ s own individua l experience. b. the abilit y to solve ever more difficul t problem s in the environmen t or laboratory. c. interactin g in a meaningfu l way with member s of the same species. d. interactin g in a meaningfu l way with member s of other species. ANSWER: a REFERENCES: Page 11 KEYWORDS: Concept 23. What can behaviora l studie s of learnin g demonstrate? a. how the element s of the nervou s syste m chang e due to associativ e learning b. the condition s under which informatio n is acquired c. the feature s of the reflex arc necessar y for learnin g to occur d. All of these ANSWER: b REFERENCES: Page 12 KEYWORDS: Concept 24. Whic h of the followin g is necessar y when using anima l model s to study huma n behavior? a. One must assum e that the anima l in questio n is like humans. b. The anima l behavio r must be as comple x as huma n behavior. c. One must identif y a relevan t similarit y betwee n the anima l mode l and the huma n behavio r of interest. d. The anima l behavio r must be simila r to huma n behavio r in most respects. ANSWER: c REFERENCES: Page s 12-13 KEYWORDS: Concept Powered by Cognero Page 7 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 25. Whic h of the followin g are rationale s for the use of anima l model s of huma n behavior? a. Anima l model s are cheape r than studie s with humans. b. Anima l model s permi t the investigation s to be carrie d out more simply. c. Anima l model s allow for circumstance s that can be bette r controlled. d. All of these ANSWER: d REFERENCES: Page 13 KEYWORDS: Fact 26. Whic h of the followin g is true of the developmen t of new drugs? a. Usuall y drug developmen t occur s withou t the use of anima l models. b. Anima l model s are only usefu l when developin g drugs that do not affec t cognition. c. Anima l model s canno t addres s huma n drug dependency. d. Drug developmen t is not possibl e withou t anima l models. ANSWER: d REFERENCES: Page 13 KEYWORDS: Fact 27. Behavio r change s due to learning a. can be short lived but must be due to interactio n with the environment. b. must be endurin g and due to interactio n with the environment. c. must be endurin g but must not depen d on interactio n with the environment. d. must be endurin g and due to change s of stimulu s conditions. ANSWER: b REFERENCES: Page 14 KEYWORDS: Concept 28. Why is learnin g define d in terms of the mechanism s of behavio r rathe r than by a behavio r chang e itself? a. Behavio r change s are short -lived ; change s in the mechanism s are enduring. b. Behavio r is due to many factor s beside s learning. c. Behavio r does not chang e due to interactio n with environmenta l stimuli. d. Behavio r canno t be quantified ; mechanism s can be. ANSWER: b REFERENCES: Page s 14-15 KEYWORDS: Concept Powered by Cognero Page 8 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 29. Whic h of the followin g woul d correctl y be identifie d as due to learning? a. A weigh t lifter can raise less and less weigh t as her sets go on. b. After a growt h spurt , a child can now climb on the couch. c. In the spring , male birds are attracte d to females , but not in the fall when the female s are not receptive. d. None of these ANSWER: d REFERENCES: Page 15 KEYWORDS: Concept 30. Whic h of the followin g is not a level of analysi s of learning? a. Behavioral b. Neura l system c. Cellular/Genetic d. all are levels of analysi s of learning ANSWER: d REFERENCES: Page 16 KEYWORDS: Fact 31. Bob has designe d an experimen t in whic h he trains a mothe r rat. He is intereste d in behavio r change s in her not yet conceive d pups. He is most likely focuse d on whic h level of analysis? a. Behavioral b. Cellula r and genetic c. Neura l system d. A non-scientifi c level of analysis ANSWER: b REFERENCES: Page 16 KEYWORDS: Concept 32. Until depolarization , a neura l membran e is relativel y impermeabl e to a. Na + and K + b. K + and Ca ++ c. Na + and Ca ++ d. Ca ++ only ANSWER: c REFERENCES: Page s 17-19 KEYWORDS: Fact Powered by Cognero Page 9 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 33. Administratio n of a drug that prevent s the movemen t of Ca ++ ions acros s the neura l membran e into the cell is likely to a. increas e neurotransmitte r release. b. decreas e the strengt h of the actio n potential. c. decrease neurotransmitter release. d. increas e the strengt h of the actio n potential. ANSWER: c REFERENCES: Page s 17-19 KEYWORDS: Concept 34. The return of a neuron' s interio r to a relativ e negativ e voltag e immediatel y followin g the peak of the action potential is due to primaril y to movemen t of a. Na +. b. Ca ++. c. K +. d. Cl -. ANSWER: c REFERENCES: Page s 17-19 KEYWORDS: Fact 35. Why must learnin g be studie d with experimenta l instea d of observationa l techniques? a. Cause s can only be inferred , not observe d directly. b. Cause s are very simila r acros s situations. c. Observation s only provid e evidenc e of prior experiences. d. Observationa l studie s are only sufficien t to documen t short -term behavio r changes. ANSWER: a REFERENCES: Page 20 KEYWORDS: Concept 36. What compariso n must be made to determin e the cause of behavio r chang e in learnin g experiments? a. a compariso n betwee n data from observationa l and experimenta l studies b. a compariso n betwee n behavio r befor e and behavio r after learnin g takes place c. a compariso n betwee n behavio r of subject s who have receive d a trainin g experienc e and the behavio r of other s who have not d. a compariso n betwee n huma n and anima l behavior s unde r simila r circumstances ANSWER: c REFERENCES: Page 20 KEYWORDS: Concept Powered by Cognero Page 10 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 37. The general -proces s approac h to learnin g assume s that a. all animal s respon d to trainin g in a simila r manner. b. learnin g phenomen a are product s of elementa l processe s that are consisten t acros s situations. c. learnin g phenomen a are product s of elementa l processe s that chang e acros s situations. d. differin g specie s will learn about simila r stimul i and response s similarly. ANSWER: b REFERENCES: Page s 21-22 KEYWORDS: Fact 38. Whic h of the followin g is not true of the general -proces s approac h to learning? a. Elementa l processe s are assume d to operat e in a simila r manne r acros s learnin g situations. b. Evidenc e of learnin g in divers e specie s provide s suppor t for the general -proces s approach. c. The generalit y is assume d to exist in the content s and speed of learning. d. The generalit y is assume d to exist in elementa l laws of association. ANSWER: c REFERENCES: Page 22 KEYWORDS: Concept 39. What has contribute d to the evidenc e for the generalit y of learnin g phenomena? a. studie s of many differen t phenomen a in humans b. studie s of many differen t phenomen a in rats c. studie s of simila r form s of learnin g acros s species d. studie s of simila r forms of learnin g in humans ANSWER: c REFERENCES: Page 23 KEYWORDS: Concept 40. Comparison s of the behavio r of laboratory -raised rats and the behavio r of non-domesticate d strain s sugges t that a. conclusion s reache d in laborator y experiment s must be tempere d by the greatl y differen t behavio r between the two strains. b. the animal s behav e similarly. c. laboratory -raised animal s behav e similarl y to the non-domesticate d strain s only in controlle d environments. d. laboratory -raised animal s are not able to surviv e in non-controlle d environments , which limits conclusion s from laborator y research. ANSWER: b REFERENCES: Page 24 KEYWORDS: Concept Powered by Cognero Page 11 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 41. Russel l and Burc h describ e "3 Rs" for the use of animal s in research . Whic h of the followin g is not one of the "Rs." a. replacement b. refining c. referencing d. reducing ANSWER: b REFERENCES: Page 25 KEYWORDS: Concept 42. The generatio n of new, previousl y unknow n facts abou t behavio r must come from a. compute r modeling. b. studyin g live organisms. c. studyin g live humans. d. studyin g live non-humans. ANSWER: b REFERENCES: Page 26 KEYWORDS: Concept 43. Describ e the contribution s to the study of learnin g made by three of the followin g individuals : René Descartes , John Locke , Thoma s Hobbes , Thoma s Brown , Aristotle , Herman n Ebbinghaus , I. M. Sechenov , Ivan Pavlov , Charles Darwin. ANSWER: Answe r not provided 44. Briefl y describ e the two intellectua l tradition s that were stimulate d by Cartesia n dualism . How is each tradition represente d in contemporar y investigation s of learnin g phenomena? ANSWER: Answe r not provided 45. Compar e the nativis t and empiricis t positions . How has each contribute d to the theoretica l underpinning s of the study of learning? ANSWER: Answe r not provided 46. Explai n how the researc h of I. M. Secheno v and Ivan Pavlo v extende d Descartes ’ early conceptualizatio n of the role reflexe s have in huma n behavior. ANSWER: Answe r not provided 47. What three primar y source s provide d the impetu s for researc h of anima l learning ? Briefl y describ e how each line of interes t influence s contemporar y researc h in learnin g processes. ANSWER: Answe r not provided 48. Compar e the researc h of Ivan Pavlo v and Herman n Ebbinghaus . What do the two lines of investigatio n have in common? ANSWER: Answe r not provided Powered by Cognero Page 12 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 49. Why woul d one use an anima l mode l of huma n behavior ? What contribute s to the validit y of such studies ? What precaution s must be heede d while interpretin g the data? ANSWER: Answe r not provided 50. Describ e how the definitio n of learnin g dictate s what type of scienc e the study of learnin g must be. ANSWER: Answe r not provided 51. Describ e the movement s of ions acros s the neura l membran e that allow s for a neuro n to send a signa l down its length. ANSWER: Answe r not provided 52. Describ e what happen s when an actio n potentia l arrive s at a synapse. ANSWER: Answe r not provided 53. Why is the learning -performanc e distinctio n importan t to researcher s of learnin g phenomena ? Provid e three types of behaviora l chang e that are not considere d to be learning . Describ e how each fails to meet the definitio n of learning. ANSWER: Answe r not provided 54. How migh t learnin g be studie d at each of the majo r level s of analysis : behavioral , neura l system , and molecular/cellular? ANSWER: Answe r not provided 55. What is the general -proces s approach ? What evidenc e support s adoptin g such an approac h in the study of learning phenomena ? Why shoul d cautio n be used in interpretin g this evidence? ANSWER: Answe r not provided 56. Describ e how historica l development s in the study of the mind contribute d to the contemporar y study of learning. ANSWER: Answe r not provided 57. Describ e Descartes ’ conceptio n of the reflex and how the concep t of the reflex has change d since his time. ANSWER: Answe r not provided 58. Describ e the rational e for using anima l model s to study huma n behavior. ANSWER: Answe r not provided 59. Describ e the definitio n of learnin g and how learnin g is distinguishe d from other form s of behavio r change. ANSWER: Answe r not provided 60. Describ e the differen t level s of analysi s that can be employe d in studie s of learnin g and how they are related. ANSWER: Answe r not provided 61. Describ e why learnin g can only be studie d by using experimenta l methods. ANSWER: Answe r not provided Powered by Cognero Page 13 Test Bank for The Principles of Learning and Behavior, 7e Michael Domjan (All C hapters) 62. Describ e severa l alternative s to the use of animal s in researc h and describ e their advantage s and disadvantages. ANSWER: Answe r not provided Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 1 1. Whic h of the followin g is the simples t form of elicite d behavior? a. the habitatio n response b. feedbac k stimuli c. reflexiv e behavior d. the sensitizatio n process ANSWER: c REFERENCES: Page 30 KEYWORDS: Fact 2. Whic h two closel y relate d event s constitut e a reflex? a. elicitin g outcome ; correspondin g reward b. elicitin g stimulus ; correspondin g response c. elicitin g response ; correspondin g outcome d. elicitin g response ; correspondin g reward ANSWER: b REFERENCES: Page 30 KEYWORDS: Fact 3. Wha t is the correc t pathwa y of the neura l signa l in a reflex arc? a. afferen t neuron , efferen t neuron , interneuron b. efferen t neuron , afferen t neuron , interneuron c. afferen t neuron , sensor y neuron , efferen t neuron d. afferen t neuron , interneuron , efferen t neuron ANSWER: d REFERENCES: Page s 30-31 KEYWORDS: Fact 4. Of the following , which is not a reflexiv e behavior? a. a baby pullin g away when its nose and mout h are covered b. maintainin g attentio n when driving c. turnin g to the locatio n of a loud noise d. sneezin g in respons e to dust ANSWER: b REFERENCES: Page s 30-32 KEYWORDS: Concept Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 2 5. Whic h of the followin g is true regardin g the respirator y occlusio n reflex? a. It cause s human s to hold their breat h underwater. b. It is a multistag e respons e to a reductio n of airflow. c. It allow s nursin g to procee d when the nose is covered. d. It cause s an infan t to orien t toward s the nipple. ANSWER: b REFERENCES: Page s 31-32 KEYWORDS: Fact 6. Whic h of the followin g is the incorrec t statemen t abou t reflexiv e behaviors? a. Most reflexe s promot e the well-being of the organism. b. Simpl e reflexe s are not influence d by highe r nervou s syste m functions. c. Reflexe s are the simples t form of elicite d behavior. d. The organizatio n of the nervou s syste m determine s the specificit y of the stimulus/respons e relationship. ANSWER: b REFERENCES: Page 31 KEYWORDS: Fact 7. The respirator y occlusio n respons e in babie s begin s with whic h of the following? a. a swipin g motio n acros s the face; then the infan t pulls away , then cries b. crying ; then the infan t pulls away , then swipe s the face c. pullin g the head back; then the infan t swipe s the face, then cries d. pullin g the head back; then the infan t cries, then swipe s the face ANSWER: c REFERENCES: Page s 31-32 KEYWORDS: Fact 8. Whic h of the followin g is true regardin g any given moda l action pattern? a. usuall y found in many species b. involve s species -specifi c responses c. canno t be elicite d by a stimulu s found in the organism’ s usual environment d. involve s movemen t toward s or away from a stimulus ANSWER: b REFERENCES: Page s 32-33 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 3 9. Whic h of the followin g is not a moda l action pattern? a. the startle response of rats b. the beak-peckin g behavio r of herrin g gull chicks c. the nest buildin g behavior s of male sticklebacks d. the courtshi p interaction s of ring doves. ANSWER: a REFERENCES: Page s 32-33 KEYWORDS: Fact 10. Whic h of the followin g is one of the characteristic s of a moda l actio n pattern? a. The elicitin g stimulu s is usuall y easy to identify. b. They are species -specifi c respons e patterns. c. The threshol d for elicitin g the behavio r is relativel y invariant. d. The elicitin g stimulu s will have simila r effect s over differen t situations. ANSWER: b REFERENCES: Page 33 KEYWORDS: Fact 11. Whic h of the followin g most correctl y describe s a sign stimulus? a. first cause s sensitization , then habituation b. first cause s habituation , then sensitization c. sufficien t for elicitin g a moda l action pattern d. simila r to an instinct ANSWER: c REFERENCES: Page 33 KEYWORDS: Fact 12. Of the following , which is true of sign stimuli? a. Sign stimul i releas e behavior s that are performe d in the same way every time. b. Sign stimul i characteristicall y releas e the same behavio r acros s severa l species. c. Researcher s are unabl e to determin e whic h sign stimul i releas e behaviors. d. The optima l sign stimulu s may not occur naturally. ANSWER: d REFERENCES: Page 33 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 4 13. If all the member s of a specie s perfor m the same behavior , this is an indication a. that an instinc t is mediatin g behavior. b. that a fixed action patter n is mediatin g behavior. c. that the behavio r is inherited. d. of none of the above ANSWER: d REFERENCES: Page 34 KEYWORDS: Concept 14. Appetitiv e behavior s are most correctl y describe d by whic h of the following? a. activitie s that becaus e of their vigor increas e hunger b. early component s of a behavio r sequence c. activitie s that satisf y an appetit e or drive d. end component s of an organize d sequenc e of behaviors ANSWER: b REFERENCES: Page 35 KEYWORDS: Fact 15. Behavior s such as foragin g for food in animal s and cookin g food in human s are classifie d as a. consummator y behaviors. b. releasin g behaviors. c. appetitiv e behaviors. d. supranorma l behaviors. ANSWER: c REFERENCES: Page 35 KEYWORDS: Concept 16. Whic h of the followin g is likely to be the most stereotype d response? a. a squirre l eating a walnut b. a robin searchin g for a worm c. a grandmothe r preparin g a pie d. a youn g man issuin g a threatenin g gesture ANSWER: a REFERENCES: Page 35 KEYWORDS: Concept Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 5 17. Whic h of the followin g describe s the differenc e betwee n a genera l searc h and a focal search? a. Genera l searche s are localized , while focal searche s focus on a large r area. b. Genera l searche s occur when an anima l does not yet know specificall y wher e to look for food, while focal searche s are spatiall y localized. c. Genera l searche s are appetitiv e while focal searche s are consummatory. d. There are no differences ; both terms are alternativ e ways of describin g appetitiv e behavior. ANSWER: b REFERENCES: Page 35 KEYWORDS: Concept 18. Whic h of the followin g is most likely to be characterize d as an appetitiv e behavior? a. a sparro w manipulatin g a seed in its beak b. a woma n drinkin g a glass of milk c. a woodchuc k chewin g on a blade of grass d. a chef preparin g a cream pie ANSWER: d REFERENCES: Page 35 KEYWORDS: Concept 19. Whic h of the followin g is the correc t order in a foragin g behavio r sequence? a. genera l search , food handling , focal search b. focal search , genera l search , food handling c. genera l search , focal search , food handling d. food handling , focal search , genera l search ANSWER: c REFERENCES: Page 35 KEYWORDS: Fact 20. Elicite d behavior s are interestin g to researcher s studyin g learnin g becaus e of whic h followin g result? a. They are invarian t and make good controls. b. They are presen t in most animal s excep t human s and provid e clues to the evolutio n of behavior. c. They do not occur the same way each time the elicitin g stimulu s is presented. d. They allow for voluntar y behavio r in non-huma n animals. ANSWER: c REFERENCES: Page 36 KEYWORDS: Concept Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 6 21. Whic h of the followin g is a true statemen t abou t habituation? a. increase s responsivenes s to a stimulu s with repeate d presentations b. decrease s responsivenes s to a stimulu s with repeate d presentations c. eithe r increase s or decrease s responsivenes s to a stimulu s with repeate d presentations , dependin g on the backgroun d cues d. both increase s and decrease s responsivenes s to a stimulu s with repeate d presentations ANSWER: b REFERENCES: Page 37 KEYWORDS: Fact 22. Your roommat e no longe r drink s his orang e juice every mornin g like the docto r ordered . He says he does not care for it any more . Base d on learnin g principles , to increas e his juice consumption , and benefi t his health you suggest a. switchin g to drinkin g mild vinegar. b. switchin g to drinkin g tangerin e juice. c. eatin g peanut s befor e breakfast. d. requirin g foragin g in the refrigerato r for the orang e juice. ANSWER: b REFERENCES: Page 36-37 KEYWORDS: Concept 23. Accordin g to one study using lemo n and lime juice to investigat e the role of familiarit y of food and its rated pleasantness , whic h of the followin g is correct? a. As we encounte r a food over and over, we becom e familia r with it, and it increase s in pleasantness. b. As we repeatedl y encounte r a taste, it initiall y increase s then decrease s in pleasantness. c. As we repeatedl y encounte r a taste, it initiall y decrease s then increase s in pleasantness. d. Overeatin g may be discourage d by varyin g the foods that are available. ANSWER: b REFERENCES: Page s 36-37 KEYWORDS: Fact 24. Your professo r is conductin g an investigatio n of visua l attentio n in infants . A relativel y comple x patter n will be presente d to the infants , hopefull y elicitin g visua l attention . What do you predic t will happe n with repeated presentation s of the comple x visua l stimulus? a. The infant s will show uniforml y high levels of respondin g acros s all trials. b. The infant s will increase , then decrease , responding. c. The infant s will decrease , then increase , responding. d. The infant s will show a high level of respondin g on the first trial, then decreasin g respondin g on subsequent trials. ANSWER: b REFERENCES: Page s 38-39 KEYWORDS: Concept Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 7 25. Whic h of the followin g is true of visua l attentio n in huma n infants? a. All stimul i elicit simila r response s acros s repeate d presentations. b. Infant s initiall y increas e respondin g to repeate d presentation s of comple x stimul i and decreas e respondin g to repeate d presentation s of simpl e stimuli. c. Infant s initiall y increas e respondin g to repeate d presentation s of simpl e stimul i and decreas e respondin g to repeate d presentation s of comple x stimuli. d. Infant s increas e respondin g to all stimul i as they becom e familia r with repeate d presentations. ANSWER: b REFERENCES: Page s 38-39 KEYWORDS: Fact 26. The stabilimete r measure s whic h of the following? a. startl e response s in rats b. taxes in rats c. kinesi s in rats d. orientatio n response s in rats ANSWER: a REFERENCES: Page 41 KEYWORDS: Fact 27. Repeate d presentatio n of a stimulu s will cause which of the following? a. both habituatio n and sensitizatio n effects b. either habituatio n or sensitizatio n effects , dependin g on the subject’ s level of arousal c. only habituatio n effect s or only sensitizatio n effects , regardles s of backgroun d conditions d. invarian t behavio r change s if it is a true elicitin g stimulus ANSWER: b REFERENCES: Page s 42-43 KEYWORDS: Concept 28. Spontaneou s recover y from habituatio n occurs a. after time passes. b. after a stron g extraneou s stimulu s is presented. c. after a weak extraneou s stimulu s is presented. d. All of the above ANSWER: a REFERENCES: Page 42 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 8 29. Habituatio n and sensitizatio n effect s perfor m whic h of the followin g functions? a. Focu s attentio n on all stimul i present. b. Direc t response s to all stimul i present. c. Focu s attentio n on backgroun d stimuli. d. Focu s attentio n on relevan t stimuli. ANSWER: d REFERENCES: Page 45 KEYWORDS: Fact 30. A loud tone is repeatedl y presente d to a group of rats. Initially , there is a large startl e respons e that decrease s across trials . The respons e decreas e acros s trials may be due to a. habituation. b. fatigue. c. sensor y adaptation. d. All of the above ANSWER: d REFERENCES: Page 46 KEYWORDS: Concept 31. Repeate d presentation s of a tactil e stimulu s make the skin receptor s less sensitive , and respondin g decrease s across trials . This is an exampl e of a. respons e fatigue. b. sensor y adaptation. c. habituation. d. sensitization. ANSWER: b REFERENCES: Page 46 KEYWORDS: Fact 32. Respons e fatigu e occur s durin g which of the followin g conditions? a. Repeate d action s cause muscle s to temporaril y weaken. b. Change s in the nervou s syste m hinde r transmissio n of neura l impulses. c. Neurophysiologica l change s alter sense organs. d. All of the above ANSWER: a REFERENCES: Page 46 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 9 33. Sensor y adaptatio n occur s in whic h of the followin g physiologica l areas? a. the nervou s system b. the sense organ c. the muscl e tissue d. the interneuron ANSWER: b REFERENCES: Page 46 KEYWORDS: Fact 34. Fatigu e occur s in which of the followin g physiologica l areas? a. the nervou s system b. the sense organ c. the muscl e tissue d. the interneuron ANSWER: c REFERENCES: Page 46 KEYWORDS: Fact 35. To rule out respons e fatigu e as the cause for the decrease d respondin g that occur s over repeate d presentation s of a stimulus , the researche r should a. determin e if the subjec t can still sense the stimulus. b. determin e if the subjec t is respondin g to the stimulu s in other ways. c. presen t a new stimulu s that elicit s a simila r response. d. presen t a new stimulu s that elicit s an unrelate d response. ANSWER: c REFERENCES: Page s 46-47 KEYWORDS: Concept 36. A brigh t light cause s a startl e response . The secon d presentatio n of the light elicit s less of a respons e becaus e the subjec t was temporaril y blinde d by the first light flash . This is an exampl e of a. habituation. b. sensitization. c. sensor y adaptation. d. habituation. ANSWER: c REFERENCES: Page 46 KEYWORDS: Concept Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 10 37. Sensor y adaptatio n refers to change s in response s that occur due to whic h of the following? a. change s in the nervou s syste m that hinde r transmissio n from sensor y to moto r neurons b. change s in the nervou s syste m that facilitat e transmissio n from sensor y to moto r neurons c. change s in the sensor y receptors d. change s in the muscles ANSWER: c REFERENCES: Page 46 KEYWORDS: Fact 38. The dual-proces s theor y assume s whic h of the following? a. One neura l proces s is responsibl e for increase s and decrease s in responsivenes s to stimulation. b. Differen t types of neura l mechanism s are responsibl e for increase s and decrease s in responsivenes s to stimulation. c. Habituatio n and sensitizatio n effect s are essentiall y the same. d. Habituatio n is due to fatigue ; sensitizatio n is due to learning. ANSWER: b REFERENCES: Page 47 KEYWORDS: Fact 39. Whic h of the followin g is not true of the dual-proces s theory? a. Differen t processe s are assume d to underli e increase s and decrease s in responsivenes s to stimulation. b. The habituatio n and sensitizatio n processe s are mutuall y exclusive. c. The habituatio n effec t is not a direc t reflectio n of the habituatio n process. d. The sensitizatio n effec t is not a direc t reflectio n of the sensitizatio n process. ANSWER: b REFERENCES: Page s 47-49 KEYWORDS: Fact 40. Accordin g to Grove s and Thompso n (1970) , which of the followin g is true? a. Habituatio n and sensitizatio n processe s occur in differen t parts of the nervou s system. b. Habituatio n is simila r to fatigue ; sensitizatio n is simila r to adaptation. c. Habituatio n is simila r to adaptation ; sensitizatio n is simila r to fatigue. d. Both habituatio n and sensitizatio n occur at the level of the sensor y receptors. ANSWER: a REFERENCES: Page s 47-49 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 11 41. Habituatio n processe s occur in the system . Sensitizatio n processe s occur in the system. a. state; sensory b. S-R; S-S c. S-R; state d. state; S-S ANSWER: c REFERENCES: Page 47 KEYWORDS: Fact 42. Habituatio n is to sensitizatio n as a. moto r is to sensory. b. S-R is to state. c. S-S is to S-R. d. state is to S-S. ANSWER: b REFERENCES: Page 47 KEYWORDS: Concept 43. The dual-proces s theor y suggest s whic h of the following? a. Habituatio n processe s occur in parts of the nervou s syste m that determin e the organism’ s genera l level of responsiveness. b. Habituatio n processe s occur in the shortes t neura l path betwee n sense organ s and muscles. c. Habituatio n and sensitizatio n processe s occur in the parts of the nervou s syste m that determin e the organism’s genera l level of responsiveness. d. Habituatio n and sensitizatio n processe s determin e the animal’ s genera l readines s to respond. ANSWER: b REFERENCES: Page 47 KEYWORDS: Concept 44. Accordin g to the dual-proces s theory , each presentatio n of a given stimulu s activates a. both the state and S-R systems. b. the state syste m and may activat e the S-R system. c. the S-R system. d. the state system. ANSWER: c REFERENCES: Page 47 KEYWORDS: Fact Chapte r 02 : Elicite d Behavior , Habituation , and Sensitization Powered by Cognero Page 12 45. Accordin g to the dual-proces s theory , when rats were tested with a relativel y quiet backgroun d noise , their response to a startlin g tone a. habituate d becaus e the state syste m was alread y respondin g to auditor y stimuli. b. habituate d becaus e only the S-R syste m was activated. c. sensitize d becaus e the state syste m was respondin g to the backgroun d tone. d. sensitize d becaus e both the state and S-R system s were activated. ANSWER: b REFERENCES: Page 48 KEYWORDS: Fact 46. Why woul d the same tone result in habituatio n for rats expose d to a low level backgroun d noise and sensitizatio n for rats expose d to high level backgroun d noise? a. Only the high level backgroun d noise maske d the tone. b. Only the low level backgroun d noise maske d the tone. c. The low level backgroun d noise and tone combinatio n activate d the state and S-R system. d. The high level backgroun d noise and tone combinatio n activate d the state and S-R system. ANSWER: d REFERENCES: Page 48 KEYWORDS: Concept 47. The dual-proces s theor y can accoun t for qualitativ e differences a. betwee n short -term and long-term habituation. b. betwee n sensitizatio n and long-term habituation. c. betwee n sensitizatio n and short -term habituation. d. amon g sensitization , short -term habituation , and long-term habituation. ANSWER: c REFERENCES: Page s 48-49 KEYWORDS: Fact 48. The stimulu s specificit y of sensitizatio n is that of habituation. a. less than b. greater than c. either less than or greate r than (dependin g on the stimulus) d. equal to ANSWER: a REFERENCES: Page 49 KEYWORDS: Fact