Animal Learning and Cognition Final Exam
Course Introduction
This course explores the principles and mechanisms underlying learning and cognition in animals. Students will examine key theories and empirical research on how animals acquire, process, and retain information, including classical and operant conditioning, observational learning, and problem-solving. The curriculum covers a diverse range of species to highlight similarities and differences in cognitive capacities and behavioral adaptations. Emphasis is placed on experimental methodologies, the neural basis of learning, and evolutionary perspectives that help explain the diversity of animal minds. Applications to animal welfare, training, and conservation are also discussed.
Recommended Textbook
The Principles of Learning and Behavior 7th Edition by Michael Domjan
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859 Verified Questions
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Page 2
Chapter 1: Introduction
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Sample Questions
Q1) Russell and Burch describe "3 Rs" for the use of animals in research.Which of the following is not one of the "Rs."
A)replacement
B)refining
C)referencing
D)reducing
Answer: B
Q2) Describe several alternatives to the use of animals in research and describe their advantages and disadvantages.
Answer: Answer not provided
Q3) Describe the movements of ions across the neural membrane that allows for a neuron to send a signal down its length.
Answer: Answer not provided
Q4) Behavior changes due to learning
A)can be short lived but must be due to interaction with the environment.
B)must be enduring and due to interaction with the environment.
C)must be enduring but must not depend on interaction with the environment.
D)must be enduring and due to changes of stimulus conditions.
Answer: B
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Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Sample Questions
Q1) Which of the following describes the difference between a general search and a focal search?
A)General searches are localized, while focal searches focus on a larger area.
B)General searches occur when an animal does not yet know specifically where to look for food, while focal searches are spatially localized.
C)General searches are appetitive while focal searches are consummatory.
D)There are no differences; both terms are alternative ways of describing appetitive behavior.
Answer: B
Q2) Fatigue occurs in which of the following physiological areas?
A)the nervous system
B)the sense organ
C)the muscle tissue
D)the interneuron
Answer: C
Q3) How does the dual-process theory account for habituation effects? Sensitization effects?
Answer: Answer not provided
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4
Chapter 3: Classical Conditioning
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Sample Questions
Q1) Describe the interplay of elicited and classically conditioned behaviors that is necessary in successful nursing.
Answer: Answer not provided
Q2) Compare the effectiveness of short-delay and long-delay conditioning.What factors influence the effectiveness of each procedure?
Answer: Answer not provided
Q3) The results of backward conditioning experiments demonstrate which of the following?
A)Backward conditioning results in inhibition of conditioned responding.
B)Backward conditioning results in excitation of conditioned responding.
C)The factors that determine the outcome of backward conditioning may depend on factors other than the CS being a good signal for the onset of the US.
D)Simultaneous and backward conditioning procedures are similar.
Answer: C
Q4) How is learning in classical conditioning procedures measured?
Answer: Answer not provided
Q5) How does classical conditioning contribute to our understanding of causal judgments?
Answer: Answer not provided
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Chapter 4: Classical Conditioning
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Sample Questions
Q1) Describe a higher-order conditioning situation from common human experience.Make sure you note the initial CS and US.
Q2) Describe an experimental design that allows investigators to distinguish between S-R and S-S learning.
Q3) Chicks presented with a lighted disk signaling warmth pecked at the disk, pushed the disk, and shook their heads in a snuggling manner.Their response to the heat was to nap.The conditioned response to the disk is best predicted by which of the following?
A)the stimulus substitution model
B)the compensatory response model
C)the behavioral systems model
D)the belongingness model
Q4) From the selection below, select the true statement about stimuli.
A)Identification of CSs and USs is relative.
B)Identification of CSs is relative, but USs do not need reference to other stimuli.
C)Identification of USs is relative, but CSs do not need reference to other stimuli.
D)Identification of CSs and USs does not rely on reference to other stimuli.
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6
Chapter 5: Instrumental Conditioning
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Sample Questions
Q1) Steve anxiously taps his pencil on his desk every day at 11:50.By 11:55 he is licking his lips.Assuming lunch is always served at noon, what, according to behavioral systems theory, best explains his pencil tapping behavior?
A)adventitious reinforcement
B)superstitious behavior
C)species-typical responses that reflect other sources of motivation when food is unlikely
D)early components of foraging behavior
Q2) Suzie thought that earning $6.00 an hour for flipping burgers was great money when she was in high school.Now, after she lost her $20,000 a year job as a flight technician, she isn't even considering returning to her old job at Burgers R Tasty.She is demonstrating
A)positive contrast.
B)negative contrast.
C)instinctive drift.
D)simultaneous contrast.
Q3) How does the current status of a reinforcer depend on prior experience with that or other reinforcers?
Q4) What factors contribute to the effectiveness of an instrumental reinforcer?
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) A concurrent schedule of reinforcement is used to investigate A)PREE.
B)choice behavior.
C)frustrative aggression.
D)frustration theory.
Q2) Compare molar and molecular theories of maximization.What evidence supports each class of theory? What is the evidence that does not support each class of theory?
Q3) People addicted to heroin are likely to show when compared to non-addicted individuals.
A)a steep reward discounting function
B)a more shallow reward discounting function
C)a discounting function with more peaks
D)a discounting function with fewer peaks
Q4) Compare ratio and interval schedules.What patterns of behavior are generated by fixed and variable schedules?
Q5) Describe the generalized matching law equation and explain each of its parameters.
Q6) Describe various theoretical explanations of the matching law.
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Chapter 7: Instrumental Conditioning
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Sample Questions
Q1) According to the two-process theory, emotional states
A)develop from an association between the stimuli S and the instrumental response.
B)are characteristic of the peripheral nervous system.
C)only act to suppress behaviors, as in CER procedures.
D)do not invariably lead to particular responses.
Q2) According to the response deprivation hypothesis, an organism will work to gain access to a reinforcer response if
A)access to that reinforcer response has been restricted.
B)the baseline probability of making that response is greater than that of making the instrumental response.
C)the baseline probability of making that response is less than that of the making the instrumental response.
D)making that response reduces a deprived physiological drive state.
Q3) The findings from Pavlovian instrumental transfer experiments generally support
A)the Hull-Spence rg-sg mechanism.
B)reward-specific expectancy theory.
C)the modern two-process theory.
D)SOP and AESOP theories.
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) According to Spence, discrimination training results in A)only excitatory conditioning.
B)only inhibitory conditioning.
C)either excitatory or inhibitory conditioning.
D)both excitatory and inhibitory conditioning.
Q2) The term "occasion setters" refers to
A)modulators of the response-reinforcer relationship in instrumental conditioning.
B)modulators of the stimulus-response relationship in instrumental conditioning.
C)modulators of the stimulus-reinforcer relationship in instrumental conditioning.
D)modulators of the CS-US relationship in classical conditioning.
Q3) In driving school, you are reinforced for driving into an intersection when the light is green, but not reinforced when the light is red.This is an example of A)a stimulus discrimination procedure.
B)a stimulus generalization procedure.
C)the peak-shift phenomenon.
D)the configural-cue approach.
Q4) What are some of the differences between conditioned excitation and modulation?
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Chapter 9: Extinction of Conditioned Behavior
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Sample Questions
Q1) Your therapist friend has a dilemma.She cannot be available to deliver a reinforcer every time her patients make an appropriate response, but she doesn't want the work she does with them at her office to extinguish between appointments.You suggest
A)She provide many more training trials at the office than are needed there.
B)She provide very high value rewards at the office.
C)She make especially certain to reward every instance of the desired behavior at the office.
D)She only periodically reward the desired behavior at the office.
Q2) The theory that the partial reinforcement extinction effect is due to learning to respond when nonreward is expected is
A)the frustration theory.
B)the sequential theory.
C)the discrimination hypothesis.
D)the fear-avoidance theory.
Q3) Compare extinction to forgetting.What procedures characterize each?
Q4) Describe the various ways in which control of behavior by contextual cues is relevant to the behavioral effects of extinction.
Q5) Describe the basic behavioral and emotional consequences of extinction.
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Chapter 10: Averse Control
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Sample Questions
Q1) Your friend tells you that she studies to avoid getting bad grades.Her explanation of the behavior is most like
A)the safety-signal hypothesis.
B)SSDR theory.
C)shock-frequency reduction theory.
D)the two-process theory of avoidance.
Q2) The second component of the two-process theory of avoidance is
A)reinforcement of the escape response through termination of fear.
B)punishment of the escape response through presentation of the aversive stimulus.
C)reinforcement of the avoidance response through prevention of the aversive stimulus.
D)reinforcement of the avoidance response through fear reduction.
Q3) Punishment is also referred to as
A)active avoidance.
B)passive avoidance.
C)escape.
D)negative reinforcement.
Q4) Explain how the two-process theory of avoidance accounts for the behavior that develops in avoidance training.
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12
Chapter 11: Comparative Cognition I
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Sample Questions
Q1) Radial arm mazes are used primarily to test
A)performance in spatial memory tasks.
B)performance in delayed matching to sample trials.
C)performance in food preference trials.
D)performance in locomotor preference trials.
Q2) Sign tracking is an example of
A)beacon following.
B)landmark navigation.
C)using the relations between landmarks to guide behavior.
D)a complex cognitive map.
Q3) In studies of memory, which stage of an experiment is usually held constant?
A)retrieval
B)retention
C)acquisition
D)trace-delay
Q4) Describe the phenomenon of directed forgetting and what it tells us about memory processes.
Q5) Describe how retrospective and prospective coding can be differentiated experimentally.
Q6) Compare retrospective coding to prospective coding.When is each used?
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Chapter 12: Comparative Cognition Ii
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Sample Questions
Q1) A cat is trained to fetch a piece of balled paper.The cat has learned that the sound of the paper being crumpled means that the game is on.The game being on tells the cat that the paper is about to fly.Seeing the flying paper means that it is time for the hunt.Grabbing the paper lets the cat know that a treat is waiting.This cat must have learned
A)paired associates.
B)a serial pattern.
C)stimulus-response associations.
D)serial representations.
Q2) Compare response chains, paired associate learning and serial representation learning.How can an investigator determine which strategy is being used by an animal in a simultaneous chain procedure?
Q3) Describe two techniques for measuring an animal's ability for timing behavior.
Q4) A simultaneous presentation of all response choices in a serial order task cannot be solved by learning
A)a serial pattern.
B)serial representations.
C)stimulus-response associations.
D)paired associates.
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