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Principles of Learning and Behavior
Exam Preparation Guide
Course Introduction
Principles of Learning and Behavior explores the fundamental processes by which organisms acquire and modify knowledge, skills, behaviors, and attitudes. This course examines classical and operant conditioning, cognitive and social learning theories, and the application of these principles to real-world situations. Students will analyze key experiments and foundational research, evaluate the variables that influence learning, and discuss practical implications for education, therapy, and behavior modification programs. Critical thinking and scientific inquiry are emphasized throughout as students gain a comprehensive understanding of the mechanisms underlying learning and behavioral change.
Recommended Textbook
Behavior Modification Principles and Procedures 5th Edition by Raymond G. Miltenberger
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Page 2
Chapter 1: Introduction to Behavior Modification
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Sample Questions
Q1) Why does behavior modification focus on changing current environmental variables rather than past events to change behavior?
Answer: Although information of past events is useful, knowledge of current controlling variables will be most useful for developing effective behavior modification interventions because you can only change events in the current environment as part of a behavior modification intervention.
Q2) A behavioral excess is defined as _______________________________________________.
Answer: too much of a particular behavior
Q3) In behavior modification, measurement of behavior is taken:
A) before intervention
B) during intervention C) following intervention
D) all of these
Answer: D
Q4) Behavior is defined as _________________________________________________________.
Answer: what people say and do
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Chapter 2: Observing and Recording Behavior
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Sample Questions
Q1) Bernie recorded how long he studied each day.What dimension of behavior was he recording?
Answer: duration
Q2) Interobserver agreement involves an observer recording the person's behavior in another observation period to see if the behavior is the same.
A)True
B)False
Answer: False
Q3) A teacher records the number of math homework problems a student has correctly completed in order to determine the student's performance.The teacher is using ____________ recording.
A) continuous B) interval
C) product
D) time sample
Answer: C
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Page 4
Chapter 3: Graphing Behavior and Measuring Change
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Sample Questions
Q1) Which research design does NOT control for the effect of confounding variables?
A) A-B
B) A-B-A-B
C) changing-criterion
D) multiple-baseline
Answer: A
Q2) A researcher is interested in measuring the hitting and screaming behaviors of a child, treating the hitting first, and treating the screaming later.To do this, the researcher would use a(n) ____________ design.
A) multiple-baseline-across-settings
B) multiple-baseline-across-behaviors
C) A-B-A-B
D) alternating treatments
Answer: B
Q3) A-B designs are frequently used in behavior modification research.
A)True
B)False
Answer: False
Q4) On a graph in behavior modification, the _____ axis shows the units of time.
Answer: X
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Chapter 4: Reinforcement
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Sample Questions
Q1) On weekends, Laura comes home on time so that she is not grounded by her parents.Coming home on time in order to avoid being grounded is an example of:
A) positive reinforcement
B) escape behavior
C) avoidance behavior
D) punishment
Q2) Identify the five factors that influence the effectiveness of reinforcement.
Q3) A schedule of reinforcement in which the reinforcer is delivered for the first response occurring after X amount of time on the average is _______________________.
Q4) A telemarketer has to make a certain number of calls before a sale is made.However, the telemarketer does not know the exact number of calls that will be required in order to make a sale.This is an example of a _________ schedule of reinforcement:
A) fixed ratio
B) variable ratio
C) fixed interval
D) variable interval
Q5) What are a couple examples of unconditioned reinforcers?
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Chapter 5: Extinction
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Sample Questions
Q1) A child cries at the grocery store and the parent gives the child candy.As a result, the child frequently cries at the store.
(a)What is the reinforcer for the child's behavior of crying at the store?
(b)How would the parent use extinction for the child's behavior of crying in the store?
Q2) Extinction and negative reinforcement both decrease a behavior.
A)True
B)False
Q3) A common misconception is that extinction simply means ____________________ the behavior.
Q4) Extinction works best when:
A) it follows continuous reinforcement
B) it follows intermittent reinforcement
C) reinforcement occurs during extinction
D) A and C
Q5) In extinction of a behavior that was positively reinforced, the _____________________ is no longer delivered following the behavior.
Q6) In extinction, the __________________ is eliminated following the occurrence of the behavior.
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Chapter 6: Punishment
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Q1) If following the behavior, the reinforcer that was maintaining the behavior is removed and the behavior decreases it is called ____________.If a positive reinforcer the person had already acquired is removed following the behavior and the behavior decreases it is called ____________.
A) extinction; negative punishment
B) negative punishment; extinction
C) negative reinforcement; negative punishment
D) extinction; negative reinforcement
Q2) List 4 factors that influence the effectiveness of punishment.
Q3) Andrew was removed from class because he swore at his teacher.As a result of being removed from class activities, Andrew continues to swear at his teacher.This is an example of:
A) positive punishment
B) negative punishment
C) positive reinforcement
D) none of the above
Q4) Describe how the use of punishment can be negatively reinforcing.
Q5) TFPunishment can sometimes increase behavior in the future.
A)True
B)False
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Chapter 7: Stimulus Control: Discrimination and Generalization
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Sample Questions
Q1) A three-term-contingency involves a relationship between ,, and .
Q2) Whenever Tommy has a babysitter and asks to stay up past his bedtime, the babysitter lets him.Whenever Tommy asks his parents to let him stay up past his bedtime, they do not let him.As a result, Tommy only asks the babysitter if he can stay up past his bedtime.The presence of the babysitter at bed time is referred to as a(n) __________ for asking to stay up late:
A) stimulus class
B) S-delta
C) reinforcer
D) discriminative stimulus
Q3) Stimulus discrimination training may also occur with punishment.
A)True
B)False
Q4) Behaviors usually occur at random and are rarely under stimulus control.
A)True
B)False
Q5) What is an S-delta?
Q6) When a(n) ____________ is present the behavior is more likely to occur.
Page 9
Q7) What are the 2 steps involved in stimulus discrimination training?
Q8) What is a discriminative stimulus?
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Page 10
Chapter 8: Respondent Conditioning
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Sample Questions
Q1) During spontaneous recovery, the magnitude of the CR is usually smaller than the magnitude of the CR that occurred prior to extinction.
A)True
B)False
Q2) Which of the following can develop through the process of respondent conditioning?
A) generalization
B) discrimination
C) A and B
D) none of these
Q3) Define respondent extinction.
Q4) The behavior that is elicited by the presence of an unconditioned or conditioned stimulus is referred to as __________ behavior.
A) respondent
B) operant
C) automatic
D) learned
Q5) When a neutral stimulus (NS) is paired with an already established CS and the NS becomes a CS, this is called ..
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Chapter 9: Shaping
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Sample Questions
Q1) Which of the following indicates it is time to move from one shaping step to the next?
A) the individual is successfully engaging in the behavior
B) the individual is having difficulty with the approximation
C) the individual asks to move to the next step
Q2) Differential reinforcement of each successive approximation involves:
A) punishing the previous approximation
B) extinguishing the previous approximation
C) reinforcing the new approximation
D) B and C
Q3) Describe how shaping might be used to develop a problem behavior.Provide an example.
Q4) Shaping would NOT be an appropriate procedure to use when
A) instructions would be successful
B) the target behavior is not occurring
C) the person is nonverbal
D) A and C
Q5) What dimension of the target behavior would you be shaping if you used shaping to get a person to talk louder _________________________?
Q6) Define shaping.Provide an example.
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Chapter 10: Prompting and Transfer of Stimulus Control
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Sample Questions
Q1) When using prompting and transfer of stimulus control, a reinforcer should be delivered when the behavior occurs:
A) in the presence of the discriminative stimulus
B) following removal of a prompt
C) following a prompt
D) all of these
Q2) In the prompt delay procedure, you present the ____________, wait 4 seconds and present the prompt.
Q3) What is a stimulus prompt?
Q4) A ____________ prompt is the least intrusive and a ____________ prompt is the most intrusive.
A) verbal ; physical
B) gestural ; modeling
C) modeling ; physical
D) gestural ; verbal
Q5) The learning trial always starts with the presentation of the discriminative stimulus.
A)True
B)False
Q6) What is least-to-most prompting and fading?
Page 13
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Chapter 11: Chaining
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Sample Questions
Q1) A teacher uses hand-over-hand guidance to teach a child to write his name.As the child begins to successfully complete the task, the teacher provides less and less assistance as she shadows the student's hand.This type of physical prompting and fading is referred to as:
A) guided compliance
B) directed assistance
C) graduated guidance
D) modeling
Q2) When prompting and fading are systematically applied to each component in the stimulus-response chain in order to teach the entire behavior, it is referred to as a ____________ procedure.
A) chaining
B) sequencing
C) behavioral
D) response
Q3) Which of the following is true concerning a behavioral chain?
A) each subsequent response depends on the preceding response
B) the entire stimulus-response chain is under stimulus control
C) each subsequent response is independent of the preceding response
D) A and B
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Chapter 12: Behavioral Skills Training Procedures
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Sample Questions
Q1) In BST, modeling will have the greatest influence if it occurs
A) in isolation so that it is salient
B) in the context of a role play that simulates the real situation
C) in conjunction with instructions that describe the desirable behavior
D) B and C
Q2) Describe how modeling, instructions, rehearsal and feedback are a part of a three-term-contingency.
Q3) Behavioral skills training procedures will be more effective if you:
A) use instructions, modeling, rehearsal, and feedback together in each training session
B) begin with the most difficult skill
C) provide instructions and modeling separately from rehearsal and feedback
D) start with rehearsal and feedback and use modeling and instructions only as necessary
Q4) Which of the following is an advantage of using BST in groups
A) receiving substantial attention from the trainer
B) watching other members rehearse and receive feedback
C) receiving criticism from other group members following behavioral rehearsal
D) B and C
Q5) Why is it important for the learner to repeat instructions?
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Chapter 13: Understanding Problem Behaviors Through Functional Assessment
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Sample Questions
Q1) What question in an indirect functional assessment method might be asked to generate information about the consequences of a behavior?
A) what do other people do when the behavior occurs
B) what happens before the behavior occurs
C) what changes precede the occurrence of the behavior
D) all of these
Q2) How is information gathered in an indirect functional assessment method?
A) recording antecedents, behaviors, and consequences as they occur
B) interviews
C) questionnaires
D) B and C
Q3) What should be the first step when using behavior modification procedures to decrease a behavior?
A) choosing reinforcers for the desired behavior
B) choosing punishers for the problem behavior
C) conducting a functional assessment
D) conducting a task analysis
Q4) Experimental methods, also known as ___________ analysis, or ___________ analysis.
Q5) What are descriptive assessments?
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Chapter 14: Applying Extinction
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Sample Questions
Q1) When an extinction procedure is used, the behavior will ____________________________ in the future.
Q2) A teacher determines that Mark frequently fights with other children, because his friends praise him when he fights.The teacher would like to use extinction on his behavior, but she has no control over how Mark's friends react to his fighting.Which consideration in the use of extinction is being addressed?
A) ability to maintain consistency
B) ability to eliminate the reinforcer
C) whether it is safe to use extinction
D) whether an extinction burst is tolerable
Q3) Define extinction and provide an example.
Q4) Assuming a particular reinforcer is maintaining a problem behavior is usually necessary.
A)True
B)False
Q5) To use extinction, you must eliminate the ___________ that is maintaining the problem behavior.
Q6) An extinction procedure should be used in conjunction with a(n) ___________ procedure.
17
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Chapter 15: Differential Reinforcement
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Sample Questions
Q1) Provide an example of full session DRL.
Q2) Sally is on a DRO 10 min.schedule for screaming.If after 5 min.Sally screams, what happens next? ______
Q3) In the DRO procedure, you reinforce other behavior to take the place of the problem behavior you want to decrease.
A)True
B)False
Q4) To program for generalization with DRA, the ___________ should be differentially reinforced in as many relevant situations as possible and by as many relevant people as possible.
Q5) Utilizing the same reinforcer that is maintaining an undesirable behavior is an effective way to increase a desirable behavior.
A)True
B)False
Q6) The same reinforcers will be effective for most people.
A)True
B)False
Q7) In a DRO procedure, the reinforcer is contingent on ___________.
Q8) What is the difference between spaced responding DRL and DRO?
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Chapter 16: Antecedent Control Procedures
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Sample Questions
Q1) Andrea wants to start eating a healthier diet, but she is having problems because she likes to eat junk food while studying.Andrea starts eating regular meals so that she is never hungry and less likely to want junk food.Eating regular meals in order to make junk food less desirable is an example of ____________ for competing behaviors.
A) arranging an establishing operation
B) presenting an abolishing operation
C) increasing response effort
D) removing the discriminative stimulus
Q2) The manipulation of antecedent stimuli to increase the probability of desirable behavior and decrease the probability of competing behavior is referred to as:
A) respondent conditioning
B) antecedent control procedures
C) shaping
D) chaining
Q3) TFIt is important to collect data before and after an antecedent manipulation procedure is used.
A)True
B)False
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Chapter 17: Using Punishment: Time-Out and Response
Cost
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Q1) Time-out will be successful only if the time-in environment is
Q2) Nonexclusionary time-out is not used when A) the individual's continued presence in the room is disruptive to others B) access to positive reinforcers can be removed while the individual is in the room C) participating in the activities in the classroom was reinforcing for the individual D) A and C
Q3) Beth's teacher is frequently putting Beth in the time-out chair at the back of the classroom.While Beth is in time-out, she makes funny faces and noises which make the other children laugh.Beth continues her behaviors that end her up in the time-out chair throughout the day.What might work better to decrease Beth's problem behaviors?
Q4) Taking a meal away from a child in a response cost procedure is an acceptable strategy.
A)True
B)False
Q5) Define response cost.
Q6) When is nonexclusionary time-out most likely to be used?
Page 20
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Chapter 18: Positive Punishment Procedures and the Ethics of
Punishment
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Q1) In guided compliance, what must the learner do following the problem behavior?
A) correct the environment damaged by the behavior
B) comply with the task that was requested prior to the problem behavior
C) repeatedly engage in the correct behavior
D) engage in an effortful behavior that is not related to the problem behavior.
Q2) Two major categories of aversive events used in positive punishment procedures are ___________ and ___________.
Q3) Positive punishment procedures are being used more and more often.
A)True
B)False
Q4) The delivery of an aversive stimulus contingent on the occurrence of the problem behavior is referred to as:
A) negative punishment
B) negative reinforcement
C) application of aversive stimulation
D) application of aversive activities
Q5) Application of aversive activities is based on what principle? ___________
Q6) Three types of punishment by the application of aversive activities are _________________________,
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Page 22
Chapter 19: Promoting Generalization
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Q1) A teacher is working with a student to help him improve his public speaking skills.The teacher has the student practice his speech in the room where he will be giving it to the rest of the class.Which strategy for promoting generalization utilizes some aspect of the target situation during training?
A) teaching a range of functionally equivalent responses
B) incorporating self-generated mediators of generalization
C) incorporating common stimuli
D) modifying natural contingencies of reinforcement and punishment
Q2) It is important to only focus on one particular relevant situation when training an individual.
A)True
B)False
Q3) What is a functionally equivalent response for the behavior of screaming to get a teacher's attention? ___________
Q4) Which of the following factors can be manipulated in promoting generalization?
A) contingencies of reinforcement
B) stimuli used during training
C) range of responses trained
D) all of these
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Chapter 20: Self-Management
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Sample Questions
Q1) Lori wants to decrease the amount of pop that she drinks, and she arranges a contingency for meeting her goal.If she drinks more than two cans of pop during the day, she cannot watch television in the evening.What type of contingency has Lori arranged?
A) positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
Q2) ___________________ occurs when significant others naturally provide cues for the target behavior or provide reinforcing consequences for the target behavior.
Q3) In short-circuiting the contingencies you arrange a reinforcer for desirable behaviors.However, when you fail to engage in the desirable behavior, you:
A) reinforce the undesirable behavior
B) allow yourself to have the reinforcer anyway
C) withhold the reinforcer until you engage in the desirable behavior
D) A and B
Q4) Although smoking has its negative effects on a person's life in the future, why do people continue to smoke?
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Chapter 21: Habit Reversal Procedures
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Q1) For whom is habit reversal least likely to be effective?
A) older adults
B) young children
C) individuals with motor tics
D) A and B
Q2) A behavior that is incompatible with the habit behavior is called a ________________.
Q3) Habit behaviors do not usually interfere with the social functioning of the individual.
A)True
B)False
Q4) Habit reversal works for nervous habits but not for tics.
A)True
B)False
Q5) It is believed that nervous habits serve to diminish ________________.
Q6) The competing response in the habit reversal procedure for stuttering is called ________________.
Q7) Nervous habits typically serve a social function for the individual.
A)True
B)False
25
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Chapter 22: The Token Economy
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Q1) In a token economy, the token exchange rate refers to the number of tokens:
A) received for each instance of the desirable behavior
B) lost for each instance of undesirable behavior
C) required to obtain backup reinforcers
D) A and C
Q2) A token must be tangible, practical, and convenient to carry and dispense.
A)True
B)False
Q3) A wide variety of back-up reinforcers is best to use in a token economy because:
A) satiation is more likely to occur
B) satiation is less likely to occur
C) it is more likely that there will be something that is reinforcing for everybody in the program
D) B and C
Q4) How does a token become a conditioned reinforcer?
Q5) Which of the following is true concerning a token economy?
A) desirable behavior can be immediately reinforced
B) tokens are not easy to dispense and accumulate
C) a token economy is easy to implement in terms of time and effort
D) A and C
Page 26
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Chapter 23: Behavioral Contracts
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Q1) What is another name for a behavioral contract?
A) participant contract
B) modification contract
C) contingency contract
D) agreement contract
Q2) Sarah writes a behavioral contract with her parents that states she will clean the house if she comes home past her curfew.Which contingency in a behavioral contract involves providing a consequence when an undesirable behavior occurs?
A) positive punishment
B) negative punishment
C) positive reinforcement
D) negative reinforcement
Q3) Rule-governed behavior influences the target behavior in a behavioral contract by ____________ the target behavior.
A) punishing
B) positively reinforcing
C) cuing
D) B and C
Q4) How is a behavioral contract a form of public commitment?
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Chapter 24: Fear and Anxiety Reduction Procedures
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Q1) How does focusing attention on the sensations of breathing help a person alleviate anxiety?
Q2) Zach sees a therapist to overcome his fear of heights.Zach learns to relax by focusing his attention on a pleasant stimulus, in order to remove his attention from the anxiety producing situation.In this example, Zach is using ____________ to produce relaxation.
A) behavioral relaxation training
B) attention-focusing exercises
C) systematic desensitization
D) in vivo desensitization
Q3) Progressive muscle relaxation involves:
A) deep, rhythmic breathing
B) tensing and relaxing each of the major muscle groups in the body
C) focusing on a therapist who provides images of relaxing scene
D) assuming relaxed postures with all parts of the body supported in a recliner of comfortable chair
Q4) In diaphragmatic breathing, if the shoulders move on an inhale, the procedure is being done properly.
A)True
B)False
Page 28
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Chapter 25: Cognitive Behavior Modification
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Q1) Which of the following is true regarding acceptance-based therapies?
A) the client learns to change her thinking to change her negative feelings
B) the client learns to accept her negative feelings because meaningful behavior change is impossible
C) the client learns to guide her own behavior through self talk
D) none of these
Q2) Provide 2 examples of cognitive behavior.________________
Q3) Who identifies and records the occurrence of cognitive behaviors?
Q4) A cognitive behavior may function as an EO for another behavior.
A)True
B)False
Q5) Cognitive therapy is often used to treat people with depression.
A)True
B)False
Q6) _______________________ teaches a person to make verbal statements or provide instructions to himself to influence his own behavior
Q7) Cognitive behavior modification procedures do not work with children.
A)True
B)False
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