Introduction to Psychology
Final Exam Questions
Course Introduction
Introduction to Psychology offers a comprehensive overview of the scientific study of behavior and mental processes. This course explores key concepts in psychology, including biological bases of behavior, perception, learning, memory, development, motivation, emotion, personality, psychological disorders, and social behavior. Students gain insight into foundational theories, influential research studies, and practical applications within various branches of psychology. Through lectures, discussions, and activities, participants develop critical thinking skills and an understanding of how psychological principles impact everyday life.
Recommended Textbook
The Principles of Learning and Behavior 7th Edition by Michael Domjan
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859 Verified Questions
859 Flashcards
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Page 2
Chapter 1: Introduction
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Sample Questions
Q1) Which of the following would correctly be identified as due to learning?
A)A weight lifter can raise less and less weight as her sets go on.
B)After a growth spurt, a child can now climb on the couch.
C)In the spring, male birds are attracted to females, but not in the fall when the females are not receptive.
D)None of these
Answer: D
Q2) Which of the following most correctly states Descartes' position on human and animal behavior?
A)Human behavior is governed by free will; animal behavior is governed by reflexes.
B)A few human and animal behaviors are governed by free will; most are governed by reflexes.
C)Voluntary human behaviors are governed by free will; involuntary human behaviors and all animal behaviors are governed by reflexes.
D)All human and animal behaviors can be explained by reflex mechanisms.
Answer: C
Q3) 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) Explain why repeated presentations of the same stimulus can elicit responses that decrease in one group of subjects and increase in another group of subjects.
Answer: Answer not provided
Q2) Response fatigue occurs during which of the following conditions?
A)Repeated actions cause muscles to temporarily weaken.
B)Changes in the nervous system hinder transmission of neural impulses.
C)Neurophysiological changes alter sense organs.
D)All of the above
Answer: A
Q3) Compare and contrast appetitive and consummatory behavior, and describe how these are related to general search, focal search, and food handling.
Answer: Answer not provided
Q4) The opponent-process theory suggests that alcoholics continue drinking to A)avoid opponent after-effects.
B)increase opponent after-effects.
C)enjoy the primary pleasurable effects.
D)enjoy the secondary pleasurable effects.
Answer: A
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4
Chapter 3: Classical Conditioning
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Sample Questions
Q1) 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
Q2) The essential circuits for eyeblink conditioning appear to be located in the A)hippocampus.
B)cerebral cortex.
C)cerebellum.
D)corpus callosum.
Answer: C
Q3) Which of the following best describes backward conditioning?
A)The US follows the CS.
B)The US begins with the CS and continues after the CS terminates.
C)The CS follows the US.
D)The CS begins with the US and continues after the US terminates.
Answer: C
Q4) How is learning in classical conditioning procedures measured?
Answer: Answer not provided
5
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Chapter 4: Classical Conditioning
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Sample Questions
Q1) Each of two stimuli fully predicts the presentation of a food pellet when presented alone.When the two stimuli are presented together followed by a food pellet, the associative value
A)of both stimuli increases.
B)of both stimuli decreases.
C)of both stimuli remains the same.
D)of one stimulus decreases while the other decreases.
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) According to the Rescorla-Wagner model, inhibition is which of the following?
A)the opposite of excitation
B)the same as excitation
C)unrelated to excitation
D)unpredictable with the model
Q4) How do current approaches to stimulus substitution differ from Pavlov's approach?
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Chapter 5: Instrumental Conditioning
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Sample Questions
Q1) What are the effects of a delay of reinforcement on instrumental learning and what causes these effects?
Q2) According to behavioral systems theory, instinctive drift is a product of A)stereotypy.
B)the components of the system activated by the conditioning procedure.
C)negative reinforcement components.
D)differential reinforcement of other behaviors.
Q3) An important aspect of instrumental conditioning is that
A)there are no limitations on the types of new response dimensions that may be modified by instrumental conditioning.
B)there are no limitations on the types of new behavioral units that may be modified by instrumental conditioning.
C)relevance relations occur in instrumental conditioning.
D)the type of behavior that develops does not depend on reinforcer characteristics.
Q4) What are the similarities and differences between positive and negative reinforcement?
Q5) How can one measure instrumental behaviors? What are the indicators that learning is taking place?
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Chapter 6: Schedules of Reinforcement and Choice Behavior
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Sample Questions
Q1) The relative rate of responding on key "A" is 0.5.From this, you know
A)the animal has a higher rate of responding to A than to B.
B)the animal has a higher rate of responding to B than to A.
C)the animal is responding to A and B at the same rate.
D)nothing without knowledge of the relative rates of reinforcement.
Q2) When a VI schedule was yoked to a VR schedule so that pigeons on the VI schedule had the same opportunity to earn reinforcement as birds on the VR schedule,
A)subjects in both groups showed similar rates of responding.
B)subjects in the VI group pecked more vigorously than those in the VR group.
C)subjects in the VR group pecked more vigorously than those in the VI group.
D)subjects in the VR group showed initially high levels of responding but their response rate quickly dropped to the rate of the VI subjects.
Q3) Which of the following schedules is likely to lead to the shortest inter-response times?
A)FI 5 min
B)FR 5
C)VI 5 min
D)VI 10 min
Q4) Describe various theoretical explanations of the matching law.
Page 8
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Chapter 7: Instrumental Conditioning
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Sample Questions
Q1) Fearing failure, Keith was cramming for his upcoming exam under the watchful eye of mean old Professor Jones. According to two-process theory, when Keith notices the evil professor pull out his briefcase in order to leave, Keith will study
A)more intensely at first and the less intensely.
B)at the same rate.
C)less intensely.
D)more intensely.
Q2) A child would normally eat candy for 20 minutes of each hour and play pinball for 40 minutes.According to the minimum deviation model, if the child is required on average to play pinball for 50 minutes in order to eat candy for 20 minutes, the child will most likely distribute its behavior to
A)play pinball for 50 minutes to gain access to 20 minutes of candy.
B)play pinball for only 40 minutes for less than 20 minutes of candy.
C)play pinball for between 40 and 50 minutes for less than 20 minutes of candy.
D)play pinball for more than 50 minutes to get as much candy as possible.
Q3) How do studies of the associative structure of instrumental conditioning help in understanding the nature of drug addiction?
Q4) Describe what is an S-R association and what provides the best evidence for it.
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Chapter 8: Stimulus Control of Behavior
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Sample Questions
Q1) 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.
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) In a positive patterning procedure of discrimination training
A)cue A is reinforced, cue B is not reinforced.
B)cue AB is reinforced, cue A is not reinforced, cue B is reinforced.
C)cue AB is reinforced, cue A is not reinforced, cue B is not reinforced.
D)cue B is reinforced, cue A is not reinforced.
Q4) What are some of the differences between conditioned excitation and modulation?
Q5) Explain how the type of reinforcement provided can contribute to stimulus control.
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Page 10
Chapter 9: Extinction of Conditioned Behavior
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Sample Questions
Q1) Describe how extinguishing one response may influence how often other responses occur.
Q2) Describe the basic behavioral and emotional consequences of extinction.
Q3) Compare extinction to forgetting.What procedures characterize each?
Q4) Sally worked hard to overcome her taste aversion to cashews.Unfortunately, she caught a stomach bug, was ill, and now finds that she cannot bear to be around cashews again.This demonstrates A)spontaneous recovery.
B)renewal.
C)reinstatement.
D)resurgence.
Q5) What are the two major behavioral effects of conducting an extinction procedure? Provide an example from everyday life to illustrate these effects.
Q6) Resurgence of an extinguished response occurs when A)time simply passes.
B)other responses are also extinguished.
C)subjects are inadvertently exposed to the training US.
D)subjects are exposed to the training contexts.
Q7) Describe various ways in which extinction performance may be enhanced.
Page 11
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Chapter 10: Averse Control
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Sample Questions
Q1) What type of learning has been demonstrated in neurons of the spinal cord?
A)Pavlovian conditioning
B)Instrumental conditioning
C)a form of learned helplessness conditioning
D)all of the above
Q2) Which theory assumes positive reinforcement accounts for avoidance behaviors?
A)safety-signal hypothesis
B)SSDR theory
C)two-process theory of avoidance
D)predatory imminence theory
Q3) During avoidance training, subjects are also given periodic conditioned suppression tests with the shock-avoidance CS.With extended avoidance training, response suppression
A)remains constant.
B)increases.
C)begins to fluctuate around a relatively high asymptote.
D)decreases.
Q4) Compare discriminated avoidance to free-operant avoidance procedures.
Q5) Compare the safety-signal hypothesis to the two-process theory of avoidance.
Page 12
Q6) Compare and contrast discriminated and free-operant avoidance procedures.
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Chapter 11: Comparative Cognition I
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Sample Questions
Q1) Reminder treatments can increase responding that is low due to A)latent inhibition.
B)overshadowing.
C)blocking.
D)all of the above
Q2) Items in working memory
A)are, by definition, held there only long enough to complete a given task.
B)are held only for a short (10-25 seconds) time.
C)are held for a long time, and are necessary for successful use of incoming and recently acquired information.
D)are useful only when other means of behavior acquisition fail.
Q3) Compared with traditional views of memory acquisition, storage, and recall, contemporary views suggest
A)that acquisition is more difficult, recall is easier.
B)that items in long-term storage are more permanent than previously thought.
C)that items in long-term storage can be made more malleable than previously thought.
D)that most of what we consider memory is actually classical or instrumental conditioning.
Q4) Compare and contrast working and reference memory.
Page 13
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Chapter 12: Comparative Cognition Ii
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Sample Questions
Q1) 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
Q2) Describe the peak procedure and how results obtained with the peak procedure may be explained by scalar expectancy theory.
Q3) Which of the following is not a feature important to the behavioral theory of timing?
A)a pacemaker
B)a comparator
C)adjunctive behaviors
D)a decision process
Q4) Describe the internal clock.Compare the Scalar Expectancy Theory and behavioral theory of how timing might take place.
Q5) Describe instances of tool use in avian species and discuss how tool use may be acquired.
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