Experimental Psychology Exam Questions
Course Introduction
Experimental Psychology explores the foundational methods and principles used to investigate human behavior and mental processes through controlled scientific experimentation. This course examines topics such as perception, learning, memory, cognition, sensation, and emotion using empirical research techniques. Students will learn about experimental design, hypothesis formulation, data collection, statistical analysis, and interpretation of findings, gaining hands-on experience with psychological experiments. The course emphasizes critical thinking, ethical considerations, and the application of experimental findings to real-world psychological issues.
Recommended Textbook
The Principles of Learning and Behavior Active Learning Edition 6th Edition by Michael P. Domjan
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12 Chapters
828 Verified Questions
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Page 2
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) 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
Q3) Describe several alternatives to the use of animals in research and describe their advantages and disadvantages.
Answer: Answer not provided
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3
Chapter 2: Elicited Behavior, Habituation, and Sensitization
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Sample Questions
Q1) Describe how habituation and sensitization are involved in emotion regulation and drug addiction.
Answer: Answer not provided
Q2) According to one study using lemon and lime juice to investigate the role of familiarity of food and its rated pleasantness,which of the following is correct?
A) As we encounter a food over and over, we become familiar with it, and it increases in pleasantness.
B) As we repeatedly encounter a taste, it initially increases then decreases in pleasantness.
C) As we repeatedly encounter a taste, it initially decreases then increases in pleasantness.
D) Overeating may be discouraged by varying the foods that are available.
Answer: B
Q3) Sensory adaptation occurs in which of the following physiological areas?
A) the nervous system
B) the sense organ
C) the muscle tissue
D) the interneuron
Answer: B
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Chapter 3: Classical Conditioning: Foundations
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Sample Questions
Q1) A rat is exposed to a three-second red-light stimulus.A short while later,a food pellet is delivered to the rat.This is an example of
A) short-delayed conditioning.
B) trace conditioning.
C) backward conditioning.
D) long-delayed conditioning.
Answer: B
Q2) How is learning in classical conditioning procedures measured?
Answer: Answer not provided
Q3) What are the five common procedures for classical conditioning? Provide an example from common human experience that illustrates the CS-US timing of each procedure.
Answer: Answer not provided
Q4) In eyeblink conditioning,the US information is conveyed in the cerebellum via A) mossy fibers.
B) auditory neurons.
C) climbing fibers.
D) pontine neurons.
Answer: C
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Chapter 4: Classical Conditioning: Mechanisms
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Sample Questions
Q1) Compare associative interference and memory interference mechanisms of CS and US preexposure effects.
Q2) Studies that have used live rats as the CS paired with a food-US on trials presented to other rats demonstrate which of the following?
A) The shape of the CR can be determined by the UR.
B) The shape of the CR can be determined by the US.
C) The shape of the CR can be determined by the CS.
D) The shape of the CR can be independent of other stimuli.
Q3) A researcher mistakenly makes the CS in his experiment slightly resemble a female quail in a study of sexual conditioning in male quail subjects.Due to this mistake,he is likely to find which of the following?
A) Conditioning proceeds more slowly because of CS pre-exposure effects.
B) Conditioning proceeds more rapidly because of increased salience.
C) Conditioning proceeds more slowly because of a lack of difference in biological strength between the CS and US.
D) There would be little effect because the US usually controls the rate of learning.
Q4) Provide two examples of belongingness in classical conditioning.
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6
Chapter 5: Instrumental Conditioning: Foundations
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Sample Questions
Q1) A delay in the delivery of a reinforcer after the target response is likely to disrupt conditioning because
A) animals have poor memories.
B) animals keep responding during the delay.
C) animals have attentional difficulties.
D) animals expect responses to lead to reinforcers.
Q2) In a discrete trial procedure,the researcher can measure all of the following except A) response rate.
B) running speed.
C) food preference.
D) latency to leave the start box.
Q3) The periodicity of terminal responses is best explained by A) instinctive drift.
B) species-typical responses that reflect the anticipation of reward.
C) species-typical responses that reflect other sources of motivation when food is unlikely.
D) superstitious behavior.
Q4) What are the similarities and differences between positive and negative reinforcement?
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) Your friend is taking a class with exams scheduled every three weeks.You expect that he will study
A) at a high steady rate throughout the semester.
B) at a rapid and steady rate once he gets started, followed by periods of no studying.
C) very little following an exam but with increasing rates at the end of the three weeks.
D) at a low steady rate throughout the semester.
Q2) A concurrent schedule is typically used to examine choice behavior in
A) a T-maze.
B) an eight arm radial maze.
C) a Skinner box with one manipulandum.
D) a Skinner box with two manipulanda.
Q3) What is a reward discounting function and how is it related to the problem of self control?
Q4) Compare ratio and interval schedules.What patterns of behavior are generated by fixed and variable schedules?
Q5) How can self-control be conditioned? Provide an example of self-control training from common human experience.
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Chapter 7: Instrumental Conditioning: Motivational Mechanisms
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Sample Questions
Q1) According to which of the following theories is the instrumental conditioning procedure itself responsible for the creation of a reinforcer?
A) the Premack principle
B) drive reduction theory
C) the response deprivation hypothesis
D) the differential probability theory
Q2) One contribution of the bliss point approach was that it moved us toward considering instrumental conditioning as
A) stamping in instrumental behavior.
B) creating a new allocation of responses.
C) strengthening an instrumental response.
D) a biological mechanism.
Q3) You normally like to read about 20 hours a week.Your English professor has assigned 20 hours of reading per week and you find that you now want to read less.This shift is a challenge to
A) response deprivation theory.
B) the bliss point approach.
C) optimal foraging theory.
D) drive reduction theory.
Page 9
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) Your friend has enrolled in a course in music training.The first part of the course involves learning to recognize different tones.Every time the students hear a middle C,they are to raise their right hands.Early in training you expect the stimulus generalization gradient to A) be flat.
B) rise steeply just before the middle C mark, then drop immediately after.
C) rise to a high at middle C and remain there.
D) gradually rise and fall, with a peak at middle C.
Q2) 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.
Q3) Spence's theory suggests that the peak shift phenomenon will only occur when A) the excitatory and inhibitory generalization gradients overlap.
B) the excitatory and inhibitory generalization gradients do not overlap.
C) the inhibitory generalization gradient shifts towards the S+.
D) the excitatory generalization gradient shifts away from the S-.
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Page 10
Chapter 9: Extinction of Conditioned Behavior
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Q1) Reinstatement is most like
A) extinction.
B) renewal.
C) restoration of extinction.
D) spontaneous recovery.
Q2) The evidence suggests that extinction is
A) the opposite of inhibition.
B) unlearning of a conditioned response.
C) unlearning of a CS-US relationship.
D) new learning.
Q3) The overtraining extinction effect states
A) that extensive training provides some protection from extinction.
B) that extinction occurs more rapidly after extensive training.
C) that extensive training eliminates spontaneous recovery.
D) that extensive training does not affect the rate of extinction.
Q4) Describe the various ways in which control of behavior by contextual cues is relevant to the behavioral effects of extinction.
Q5) What are three paradoxical effects of extinction? How does the concept of frustration explain each effect?
11
Q6) 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) In a time out procedure,behavior modification is achieved by A) the careful administration of a mildly aversive stimulus.
B) reducing contact with appetitive stimuli.
C) the administration of a relatively strong aversive stimulus.
D) reducing contact with an annoying stimulus.
Q2) Two rats are placed in a free-operant avoidance situation.For rat #1,the S-S interval is 2 seconds.For rat #2,the S-S interval is 5 seconds.What will likely be the relative rates of learning the avoidance response?
A) Rat #1 will learn more quickly than rat #2.
B) Rat #2 will learn more quickly than rat #1.
C) The rats will learn the response at the same rate.
D) Neither rat will learn the response.
Q3) Describe factors that enhance the effectiveness of punishment in suppressing behavior.
Q4) In fear conditioning,the CS and US neural signals appear to converge in the A) amygdala.
B) hippocampus.
C) PAG.
D) pontine nucleus.
Q5) Compare and contrast discriminated and free-operant avoidance procedures.
Page 12
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Chapter 11: Comparative Cognition I: Memory Mechanisms
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Sample Questions
Q1) Sometimes training results in conflicting memories.What role do contextual cues play in retrieval of conflicting memories?
Q2) Doogie mice differ from normal mice in that
A) they produce NR2A into adulthood.
B) they produce NR2B into adulthood.
C) they have more difficulty in the Morris water maze.
D) they have more difficulty in stimulus discrimination tasks.
Q3) Learning is not possible without memory.However,studies of learning do differ from those of memory.For example,in most studies of learning,_____,but in studies of memory,_____.
A) retention intervals vary; the retrieval phase is varied
B) the retrieval phase varies; the acquisition phase is varied
C) the acquisition phase varies; retention intervals are varied
D) retention intervals vary; the acquisition phase is varied
Q4) Evidence to support the retrieval failure hypothesis of retrograde amnesia comes from studies in which
A) memory deficits can be overcome by reminder treatments.
B) hypothermia causes retrograde amnesia.
C) memory deficits occur in response to ECT.
D) memory in the short-term store is shown to be vulnerable.
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Chapter 12: Comparative Cognition II: Special Topics
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Sample Questions
Q1) What are the components of language competence? What evidence of these components is found in nonhuman animals?
Q2) Compare and contrast perceptual and abstract concept learning.
Q3) Compare and contrast the scalar expectancy model of timing and the behavioral theory of timing.
Q4) What does learning a perceptual concept involve?
Q5) 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?
Q6) The most sophisticated demonstrations of language competence have been obtained with
A) Washoo.
B) Kanzi.
C) Lana.
D) Sherman.
Q7) Describe the internal clock.Compare the information processing and behavioral theory of how timing might take place.
Page 14
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