Cognitive Psychology Exam
Materials
Course Introduction
Cognitive Psychology explores the mental processes that underlie human behavior, such as perception, attention, memory, language, reasoning, and problem-solving. The course provides a comprehensive understanding of how we acquire, process, store, and utilize information, drawing on experimental research and key theoretical models. Students will examine topics including sensory perception, short-term and long-term memory, decision-making, cognitive development, and the impact of cognitive biases. Through lectures, discussions, and practical assignments, the course emphasizes both classic and contemporary findings, fostering an appreciation for how cognitive processes shape our everyday experiences and inform fields such as education, therapy, and artificial intelligence.
Recommended Textbook
The Principles of Learning and Behavior Active Learning Edition 6th Edition by Michael
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Page 2
P. Domjan
Chapter 1: Introduction
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Sample Questions
Q1) The concept of hedonism as the control for voluntary behavior was proposed by which philosopher?
A) Aristotle
B) Locke
C) Hobbes
D) Brown
Answer: C
Q2) 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
Q3) Describe why learning can only be studied by using experimental methods.
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) Which of the following is a true statement about habituation?
A) increases responsiveness to a stimulus with repeated presentations
B) decreases responsiveness to a stimulus with repeated presentations
C) either increases or decreases responsiveness to a stimulus with repeated presentations, depending on the background cues
D) both increases and decreases responsiveness to a stimulus with repeated presentations
Answer: B
Q2) After you habituate to the sound of one clock's chime,you may not respond to the chime of another clock.This is due to
A) stimulus specificity.
B) stimulus generalization.
C) long-term habituation effects.
D) spontaneous recovery.
Answer: B
Q3) What is the difference between a modal action pattern and a simple general reflex? Provide an example of each.
Answer: Answer not provided
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4
Chapter 3: Classical Conditioning: Foundations
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Sample Questions
Q1) The suppression ratio equals ________.
A) CS responding / (CS responding + pre-CS responding)
B) CS responding / pre-CS responding
C) pre-CS responding / (CS responding + pre-CS responding)
D) pre-CS responding / CS responding
Answer: A
Q2) Conditional Stimulus is to Unconditional Stimulus as
A) unlearned is to learned.
B) eliciting stimulus is to orienting stimulus.
C) trained is to untrained.
D) independent is to dependent.
Answer: C
Q3) Describe two procedures to measure conditioned inhibition and note the circumstance in which each procedure would be used.
Answer: Answer not provided
Q4) Why is an excitatory context necessary for inhibitory conditioning? Describe two inhibitory conditioning procedures and identify the excitatory context in each procedure.
Answer: Answer not provided
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5
Chapter 4: Classical Conditioning: Mechanisms
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Sample Questions
Q1) How does the comparator hypothesis explain the blocking effect?
Q2) Kamin's blocking experiment demonstrates that classical conditioning occurs only when
A) the CS is unexpected.
B) the US is unexpected.
C) the CS is expected.
D) the US is expected.
Q3) The drug dinitrophenol causes increased oxygen consumption.According to the compensatory-response model,which of the following is true regarding exposure to cues associated with dinitrophenol?
A) will also increase oxygen consumption
B) will decrease oxygen consumption
C) will not alter oxygen consumption
D) will not actually alter oxygen consumption, but subjects will report a change in the affective aspects of oxygen consumption
Q4) Using the Rescorla-Wagner model,explain the development of conditioned inhibition.
Q5) Detail how the CS,the US,and the timing of the presentation of these stimuli can affect classically conditioned responding.
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Chapter 5: Instrumental Conditioning: Foundations
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Sample Questions
Q1) Compare and contrast free-operant and discrete-trial methods for the study of instrumental behavior.
Q2) Behavioral systems theory assumes which of the following?
A) Because of behavioral variability, the types of responses that develop in a conditioning procedure are unpredictable.
B) Because of stereotypy, the types of responses that develop in a conditioning procedure are predictable.
C) Because we know the system activated, the types of responses that develop in a conditioning procedure are predictable.
D) Because of instrumental constraints, the types of responses that develop in a conditioning procedure are unpredictable.
Q3) A positive contingency between a response and an appetitive 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?
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7
Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) Describe various theoretical explanations of the matching law.
Q2) According to melioration theories of matching,
A) organisms always choose whichever response alternative is most likely to be reinforced at that time.
B) organisms focus on aggregates of responses between two keys over a time period.
C) the local rate of response is calculated over just the time the organism devotes to that particular behavior.
D) organisms distribute their responses so as to maximize the amount of reinforcement they receive over the long run.
Q3) According to the hyperbolic decay function of value discounting,when the reinforcer is delayed the value of the reinforcer
A) remains unchanged.
B) decreases.
C) increases.
D) It is impossible to tell, given this information.
Q4) What does the matching law allow us to predict? How can the law be used to determine relative reinforcer values?
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Chapter 7: Instrumental Conditioning: Motivational Mechanisms
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Sample Questions
Q1) If you wanted to increase the "price" in an instrumental procedure,you could A) increase the size of the reinforcer.
B) increase the sensory reinforcement of the reward.
C) increase the number of lever presses required.
D) increase the deprivation time.
Q2) In some cases,imposing an instrumental contingency makes it impossible for an organism to return to the free-baseline behavioral bliss point.In these circumstances,
A) the animal relies on physiological mechanisms of motivation.
B) the animal relies on sensory reinforcement.
C) the animal performs whichever response was last reinforced.
D) the animal is motivated to defend against challenges to its most comfortable distribution of responses.
Q3) How do studies of the associative structure of instrumental conditioning help in understanding the nature of drug addiction?
Q4) Describe what an S-O association is and what research tactic provides the best evidence for it.
Q5) Intuition suggests that subjects make responses in order to receive a particular outcome.What evidence is there of R-O associations in animals?
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) The fact that you are less likely to cheer in class than at a football game is an indication that
A) the peak-shift phenomenon occurs in humans as well as animals.
B) contextual cues can be involved in discrimination training.
C) blocking effects occur across contexts.
D) you are stuck with a boring professor.
Q2) When dogs were trained to lift their right or left legs in response to an auditory cue,the element that controlled the instrumental behavior was
A) the stimulus quality.
B) the stimulus location.
C) the reinforcer quality.
D) the reinforcer location.
Q3) A steep stimulus generalization gradient indicates that
A) the stimulus being varied has little stimulus control.
B) the subjects are demonstrating stimulus generalization.
C) the instrumental behavior is under the control of the stimulus feature being varied.
D) further testing is needed to determine if stimulus differentiation has occurred.
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Chapter 9: Extinction of Conditioned Behavior
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Sample Questions
Q1) The finding that most directly challenges the concept of behavioral momentum is
A) evidence of Pavlovian conditioning in instrumental procedures.
B) evidence of S-O associations in instrumental procedures.
C) evidence of spontaneous recovery following extinction.
D) evidence of PREE.
Q2) The theory that assumes that during intermittent reinforcement training,the memory of nonreward becomes a cue for performing the instrumental response is
A) the discrimination hypothesis.
B) sequential theory.
C) modern two-process theory.
D) frustration theory.
Q3) Which theory predicts that early in a VR20 schedule the anticipation of reward encourages an animal to respond,and the anticipation of nonreward discourages responding?
A) discrimination hypothesis
B) modern two-process theory
C) sequential theory
D) frustration theory
Q4) Compare extinction to forgetting.What procedures characterize each?
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Chapter 10: Aversive Control: Avoidance and Punishment
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Sample Questions
Q1) Which procedure is carried out to determine if an organism can learn to avoid a non-signaled aversive stimulus?
A) free-operant avoidance
B) discriminated avoidance
C) shuttle avoidance
D) two-way avoidance
Q2) Bechterev had human subjects place their fingers on a shock plate,signaled with a warning CS,and then delivered a brief shock.He noticed that after a few trials,subjects were lifting their fingers from the plate in response to the CS,thus reducing the shock
US.This experiment is best characterized as an investigation of
A) aversive classical conditioning mechanisms.
B) passive avoidance.
C) active avoidance.
D) omission conditioning.
Q3) The first component of the two-process theory of avoidance is
A) punishment of the CR.
B) conditioning fear to the CS.
C) punishment of the CS.
D) conditioning fear to the US.
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Chapter 11: Comparative Cognition I: Memory Mechanisms
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Sample Questions
Q1) In studies of learning,which stage of an experiment is usually varied?
A) retrieval
B) acquisition
C) retention
D) stimulus coding
Q2) Which of the following is not a challenge to the trace decay hypothesis?
A) Increasing the number of training trials improves performance in delayed matching to sample tasks.
B) Increasing exposure to the sample improves performance in delayed matching to sample tasks.
C) Making the sample surprising improves performance in delayed matching to sample tasks.
D) Memory processes can be brought under external stimulus control.
Q3) To successfully respond in a delayed matching to sample task,pigeons focus on A) the correct stimulus.
B) the incorrect stimulus.
C) a combination of the correct and incorrect stimuli.
D) It cannot be determined.
Q4) Describe the phenomenon of directed forgetting and what it tells us about memory processes.
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Chapter 12: Comparative Cognition II: Special Topics
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Sample Questions
Q1) A simultaneous stimulus array cannot be solved by learning
A) a serial pattern.
B) serial representations.
C) stimulus-response associations.
D) paired associates.
Q2) Compare and contrast the scalar expectancy model of timing and the behavioral theory of timing.
Q3) In order to correctly perform the behavior required of a response chain,a subject must learn
A) S-R associations.
B) paired associations.
C) R-O associations.
D) All of the above
Q4) Monkeys were trained to respond sequentially in a simultaneous stimulus array procedure.After training,which of the following sets of test stimuli will lead to the longest latency to press the second key?
A) E, A
B) B, C
C) C, B
D) D, B
Page 14
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