Behavioral Psychology Question Bank
Course Introduction
Behavioral Psychology is an exploration of the principles and theories that explain how human behavior is learned and modified through interactions with the environment. This course covers foundational concepts such as classical and operant conditioning, reinforcement, punishment, and behavior modification techniques. Students will examine the historical development of behavioral approaches, key experiments, influential figures like B.F. Skinner and John Watson, and the applications of behavioral methods in education, therapy, and organizational settings. Emphasis is placed on analyzing empirical research, ethical considerations, and the integration of behavioral strategies to address real-world behavioral challenges.
Recommended Textbook
The Principles of Learning and Behavior 7th Edition by Michael Domjan
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12 Chapters
859 Verified Questions
859 Flashcards
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Chapter 1: Introduction
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Sample Questions
Q1) What comparison must be made to determine the cause of behavior change in learning experiments?
A)a comparison between data from observational and experimental studies
B)a comparison between behavior before and behavior after learning takes place
C)a comparison between behavior of subjects who have received a training experience and the behavior of others who have not
D)a comparison between human and animal behaviors under similar circumstances
Answer: C
Q2) Until depolarization, a neural membrane is relatively impermeable to A)Na + and K +
B)K + and Ca ++
C)Na + and Ca ++
D)Ca ++ only
Answer: C
Q3) Briefly describe the two intellectual traditions that were stimulated by Cartesian dualism.How is each tradition represented in contemporary investigations of learning phenomena?
Answer: Answer not provided
Q4) Describe the rationale for using animal models to study human behavior.
Answer: Answer not provided
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Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Sample Questions
Q1) Describe how elicited behavior can be involved in complex social interactions, like breast feeding.
Answer: Answer not provided
Q2) Why would the same tone result in habituation for rats exposed to a low level background noise and sensitization for rats exposed to high level background noise?
A)Only the high level background noise masked the tone.
B)Only the low level background noise masked the tone.
C)The low level background noise and tone combination activated the state and S-R system.
D)The high level background noise and tone combination activated the state and S-R system.
Answer: D
Q3) Which of the following is one of the characteristics of a modal action pattern?
A)The eliciting stimulus is usually easy to identify.
B)They are species-specific response patterns.
C)The threshold for eliciting the behavior is relatively invariant.
D)The eliciting stimulus will have similar effects over different situations.
Answer: B
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Chapter 3: Classical Conditioning
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Sample Questions
Q1) The is necessary for delay eyeblink conditioning; the is necessary if there is a trace.
A)hippocampus; cerebellum
B)frontal cortex; cerebellum
C)cerebellum; hippocampus
D)cerebellum; frontal cortex
Answer: C
Q2) The most frequently used procedure for Pavlovian conditioning is
A)trace conditioning.
B)simultaneous conditioning.
C)short-delayed conditioning.
D)long-delayed conditioning.
Answer: C
Q3) The cells that act as "teachers" selecting the connections to be modified in the cerebellum due to eyeblink conditioning are which of the following?
A)the climbing fibers
B)the mossy fibers
C)the cells of the red nucleus
D)the cells of the hippocampus
Answer: A
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Chapter 4: Classical Conditioning
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Sample Questions
Q1) The stimulus substitution model correctly emphasizes
A)that the nature of the UR depends on the CS used.
B)that the nature of the CS depends on the US used.
C)that the nature of the US depends on the CS used.
D)that the nature of the CR depends on the US used.
Q2) A rat is given 20 exposures to a red light cue.Then, the red light is presented paired with food delivery.Compared to a rat that did not receive the initial 20 exposures, this rat took a long time to develop a CR to the red light.The slower learning is due to
A)the US-preexposure effect.
B)the latent-inhibition effect.
C)the latent-excitation effect.
D)the CS relevance effect.
Q3) What is the blocking effect? Provide two theoretical mechanisms for the blocking effect.
Q4) Describe three different types of attention that are relevant to learned behavior.
Q5) Provide two examples of belongingness in classical conditioning.
Q6) How does the comparator hypothesis explain the blocking effect?
Q7) How does the intertrial interval influence learning?
Page 6
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Chapter 5: Instrumental Conditioning
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Sample Questions
Q1) What was the purpose of Skinner's superstition experiment? What were the results, and how have those results been reinterpreted?
Q2) Which of the following is not an alternative explanation to the learned helplessness hypothesis?
A)Animals can perceive the contingency between their behavior and the delivery of a reinforcer.
B)Animals learn to be inactive in response to shock during the exposure phase.
C)Animals pay less attention to their actions due to inescapable shock.
D)All are accepted alternatives
Q3) A negative contingency between a response and an aversive stimulus is also known as
A)positive reinforcement.
B)negative reinforcement.
C)punishment.
D)omission training.
Q4) What factors contribute to the effectiveness of an instrumental reinforcer?
Q5) What is the learned-helplessness effect? Describe two competing explanations of the effect.How is the effect mediated by the dorsal raphe nucleus and the prefrontal cortex?
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) Describe various theoretical explanations of the matching law.
Q2) If a ratio requirement is increased from an FR 100 schedule to an FR 500 schedule, the subject will often pause periodically before completion of the ratio requirement.These pauses are due to
A)the post-reinforcement pause.
B)the ratio strain.
C)the ratio run.
D)the interval scallop.
Q3) Concurrent schedules of reinforcement are used to measure
A)continuous choice behavior over time.
B)choice behavior with commitment.
C)partial reinforcement extinction effects.
D)mechanisms of partial reinforcement extinction effects.
Q4) A rat that is pushing a lever and demonstrating long inter-response times is likely
A)responding at a high rate.
B)responding at a low rate.
C)responding at a high fixed ratio rate.
D)responding at a low fixed ratio rate.
8
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Chapter 7: Instrumental Conditioning
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Sample Questions
Q1) Based on the data presented in the textbook, the best description of the action of dopamine is
A)that it codes negative valences for stimuli.
B)that it codes positive valences for stimuli.
C)that it codes the reward prediction error.
D)that it codes the reward.
Q2) What is the unconstrained baseline/behavioral bliss point? How does an experimenter determine this? How does the baseline/bliss point approach account for reinforcer effects?
Q3) According to reward-specific expectancies, lever press behavior rewarded with access to food will most increase if a CS is presented that had previously been paired with
A)water
B)sugar water
C)food
D)all of the above
Q4) What factors influence the elasticity of demand? How do these factors influence our understanding of instrumental conditioning studies with animals?
Q5) Describe implications of modern concepts of reinforcement for behavior therapy.
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) Which of the following best states the distribution of stimulus control over the instrumental behavior of pigeons?
A)Responding in both appetitive and aversive situations is likely to be controlled by visual rather than auditory stimuli.
B)Responding in both appetitive and aversive situations is likely to be controlled by auditory rather than visual stimuli.
C)Responding in appetitive situations is more likely to be controlled by auditory cues; responding in aversive situations by visual cues.
D)Responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues.
Q2) Modulators serve to
A)mediate overshadowing effects.
B)modulate generalization effects.
C)indicate when a binary relation is in effect.
D)indicate when discrimination training has begun.
Q3) Describe the ways in which contextual cues can come to control behavior.
Q4) Describe a way to determine if an animal is demonstrating stimulus generalization.
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Chapter 9: Extinction of Conditioned Behavior
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Sample Questions
Q1) Which of the following associations is most likely impacted by extinction training?
A)S-O
B)R-O
C)S-S
D)S-R
Q2) Describe two ways you could reinstate conditioned responding following extinction without retraining the subject.
Q3) A rat had been reinforced for lever press behaviors.After one day of extinction training, the rat was demonstrating very low levels of responding.When the rat was returned to the test cage the next day, there was a small recovery in the rate of responding.This increase is called
A)spontaneous recovery.
B)dishabituation.
C)disinhibition.
D)the extinction burst.
Q4) Describe the partial reinforcement extinction effect and major explanations of the phenomenon.
Q5) Why can reinstatement be considered a special form of renewal?
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Chapter 10: Averse Control
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Sample Questions
Q1) Which of the following is not true about avoidance behavior?
A)Conditioned fear and avoidance responding are highly correlated.
B)The results of escape from fear experiments support the two-process theory of avoidance.
C)During early stages of avoidance training, most of the trials are escape trials.
D)Generally, one-way shuttle avoidance is easier to learn than two-way.
Q2) How is the nature of an animal's avoidance response determined according to the speciesspecific defense reaction hypothesis?
Q3) According to the safety-signal hypothesis, serve as conditioned inhibitors of fear.
A)temporal cues of the S-S interval
B)response associated feedback cues
C)CS associated feedback cues
D)US associated feedback cues
Q4) Compare discriminated avoidance to free-operant avoidance procedures.
Q5) Compare the safety-signal hypothesis to the two-process theory of avoidance.
Q6) Describe factors that enhance the effectiveness of punishment in suppressing behavior.
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Chapter 11: Comparative Cognition I
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Sample Questions
Q1) In order for a rat to transfer learning from one set of stimuli in a matching to sample task to another set of stimuli, the rat must learn
A)an S-R relationship.
B)an R-O relationship.
C)an S(R-O) relationship.
D)a general rule.
Q2) A Morris water maze
A)is an ecologically valid laboratory technique for studying memory in rodents.
B)is a useful tool for studying memory in rodents, but is not ecologically valid.
C)is an ecologically valid technique for studying foraging behavior, but not valid for memory tasks in rodents.
D)is neither valid nor useful in studies of rodent memory.
Q3) The difference between using beacons and landmarks to find a goal is that
A)beacons are more salient than landmarks.
B)landmarks are at the goal site; beacons are not.
C)beacons are at the goal site; landmarks are not.
D)landmarks are more salient than beacons.
Q4) Compare proactive and retroactive interference.
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Chapter 12: Comparative Cognition Ii
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Sample Questions
Q1) Which of the following is not a consideration of nonhuman language learning?
A)Can animals learn language?
B)What type of training leads to language skills?
C)What language skills do animals develop during training?
D)How can language skills be documented?
Q2) A trial begins with presentation of a discriminative stimulus.If the stimulus is a light, a food pellet reinforcer will be set up after 20 seconds and can be earned with a lever press.If the stimulus is a tone, a food pellet reinforcer will be set up after 40 seconds and can be earned with a lever press.Test trials involve recording the subject's responses over 80 nonreinforced seconds.This type of experiment is investigating an organism's ability to
A)form concepts.
B)produce durations.
C)estimate durations.
D)chunk information.
Q3) Which of the following is most closely analogous to human episodic memory?
A)the contents of value transfer in pigeons
B)the contents of memory for hidden food items in scrub jays
C)the contents of paired associate learning in chimpanzees
D)the contents of the internal clock in pigeons
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