Introduction To Learning And Behavior 4th Edition Russell A. Powell, P. Lynne Honey, Diane G. Symbaluk - Solutions

5. What is the effect of high versus low versus moderate stimulus intensity on habituation and sensitization?
4. Define habituation and sensitization.
3. Define fixed action pattern. What is a sign stimulus or releaser?
2. Describe, or diagram, the sequence of events in a reflex arc.
1. What is a reflex? Describe the startle response, orienting response, and flexion response.
8. Suppose that we attempt to condition a reflex response of sneezing using a flower as the NS and pollen as the US. Name each of the four NS-US arrangements listed below.
7. Backward conditioning can result in excitatory conditioning of fear when the NS is a b relevant stimulus for fear. Backward conditioning can also result in inhibitory conditioning when the NS signals the (presentation/removal) of the US.
6. In backward conditioning, the (US/NS) is presented first and the(US/NS) is presented later. Backward conditioning is generally considered to result in (good/poor) conditioning.
5. In simultaneous conditioning, the of the NS occurs at the same time as the of the US. Simultaneous conditioning usually results in(good/poor) conditioning.
4. In trace conditioning, the time between the of the NS and the of the US is called the interval. Trace conditioning can be effective if this interval is relatively (long/short) .
3. In trace conditioning, the (onset/offset) and of the NS precedes the of the US.
2. In delayed conditioning, the time between the onset of the NS and the onset of the US is called the interval (abbreviated ).
1. The most successful temporal arrangement for conditioning is delayed conditioning, in which the onset of the NS (precedes/follows) the onset of the US, and the two stimuli (overlap/do not overlap) .
7. A click is followed by food, while a click and a buzzing noise is never followed by food. In this case, the click will become a (CS+/CS–) for salivation and the buzzing noise will become a (CS+/CS–) .
6. For the residents of Berlin and London during World War II, an air-raid siren would have been a (CS+/CS–) for anxiety, while the all-clear siren would have been a (CS+/CS–) for anxiety.
5. An excitatory CS for fear is one that will (elicit/suppress) a fear response; an inhibitory CS for fear is one that will (elicit/suppress)a fear response.
4. A conditioned excitatory stimulus (an excitatory CS) is one that is associated with the (presentation/removal) of a US; a conditioned inhibitory stimulus (an inhibitory CS) is one that is associated with the (presentation/removal) of a US.
3. Most of the basic principles of classical conditioning have been established using procedures that involve conditioning.
2. Your grandmother always cooks great meals except when your vegetarian sister is present. As a result, you usually salivate a great deal when sitting at your grandmother’s table for a meal, but not when your sister is present. Your grandmother’s table is an CS for salivation, while your
1. Conditioning associated with the removal of a US is known as conditioning, whereas conditioning associated with the presentation of a US is known as conditioning.
8. Intense fear in a CER procedure will result in a suppression ratio of(.5/0) , whereas no fear will result in a suppression ratio of around
7. The suppression ratio is the number of (pre-CS/CS/post-CS)responses divided by the number of responses plus the number of responses.
6. The CER paradigm is also known as a c s procedure.
5. In a c e response (CER) paradigm, the level of fear elicited by a CS is indicated by the degree to which the rat’s rate of lever pressing for food (decreases/increases) in the presence of that stimulus.
4. Learning to associate your refrigerator with the nauseating smell of spoiled food is an example of conditioning.
3. Learning to associate the corner bar with the happy times you experience in that bar is an example of conditioning.
2. In conditioning, the US is an event that is usually considered pleasant and that the organism seeks out.
1. In conditioning, the US is an event that is usually considered unpleasant and that the organism avoids.
13. Define each of the following terms (do not worry if at this point you are forced to go back and look at the definitions).Unconditioned stimulus:Unconditioned response:Conditioned stimulus:Conditioned response:
12. A CR that appears identical to the UR is almost always (less/more) intense.
11. The CR is (often/always) (similar/identical) to the UR.
10. Using the format in question 9, diagram a classical conditioning procedure involving the stimuli of “nurse” and “painful injection,” and the response of“anxiety.” Label each component using the appropriate abbreviations.
9. Using the appropriate abbreviations, label each component in the following diagram of a classical conditioning procedure:Wasp: Painful sting ã Fear Wasp ã Fear
8. In the basic classical conditioning procedure, the (CS/US/NS) is paired with the (CS/US/NS) , which in turn elicits the (CR/UR) .As a result, the first stimulus becomes a (CS/US/NS) , which elicits a(CR/UR) .
7. Write out the term indicated by each of the following abbreviations:CS:UR:NS:US:CR:
6. Each pairing of the metronome and the food is called a c?
5. Following conditioning, the metronome is a(n) stimulus, and the salivation elicited by the metronome is a(n) response.
4. During conditioning, the metronome can be labeled as either a(n)stimulus or a(n) stimulus.
3. In the metronome example, the metronome is initially a(n) stimulus because it (does/does not) elicit salivation. The food, however, is a(n) stimulus that elicits a(n) response of salivation.
2. In the latter case, the behaviors themselves are called behaviors or simply .
1. Classical conditioning is also known as P conditioning or r conditioning.
3. Feeling elated while talking on the phone to someone with whom you are in love is an example of the - . Feeling lovesick after you finally hang up for the night is an example of the - .___
2. The - is directly tied to the presence of the emotional event, whereas the - is (slow/quick) to increase and(slow/quick) to decrease.
1. With repeated presentations of the emotional event, the b-process (increases/QUICK QUIZ F decreases) in both s and d .
3. The a-process is also known as the pr process, and the b-process is also known as the o process
2. The - is directly elicited by the emotional event; this in turn elicits the - , the purpose of which is to maintain a relatively balanced internal state known as h .
1. The opponent-process theory of emotion accounts for why a strong emotional response is often followed by a(n) (similar/opposite) emotional response.
4. We often fail to to stimuli (even if they are not actually dangerous) because our nervous system tends to “err on the side of caution” to keep us safe.
3. From an evolutionary standpoint, if a stimulus is irrelevant or “safe,” we tend to to it, whereas if a stimulus is potentially dangerous we become to it.
2. A stimulus of intermediate intensity will initially result in a period of , which is then followed by .
1. In general, repeated presentations of a low-intensity stimulus result in , and repeated presentations of a high-intensity stimulus result in .
6. The presentation of a novel stimulus during a period of habituation can sometimes result in dis , in which the habituated response (reappears/disappears) .
5. In general, sensitization is (less/more) stimulus specific than habituation.
4. The fact that it has been several months since you noticed the sound of the fan in your home computer is an example of l -t habituation. Such habituation tends to build up (quickly/slowly) and disappear (quickly/slowly) .
3. Learning to ignore the sound of dripping water is an example of ;becoming increasingly aware of the sound of a jackhammer on the street below your apartment is an example of .
2. A decrease in the strength of a behavior following repeated presentations of the eliciting stimulus is called .
1. An increase in the strength of a behavior following repeated presentations of the eliciting stimulus is called .
3. Different species of spiders spin different kinds of webs. Web spinning of this sort can thus be considered a sp___________-sp___________ behavior. Such behaviors used to be called i , but some researchers dislike this term because it implies that the behavior is more (flexible/inflexible) than
2. The specific stimulus that elicits a fixed action pattern is called a s stimulus or r .
1. A is a fixed sequence of responses that occurs in reaction to a specific stimulus.
5. Quickly jerking your hand or foot away from contact with an open flame or sharp object is a reflexive action known as a fl response. In such cases, the tifill(d/fll)th
4. Many simple reflexes are activated through a r a that consists of a(n) neuron, a(n) neuron, and a(n) neuron (in that order).
3. A s response is an automatic defensive response to a sudden, unexpected stimulus; the o response is an elicited set of movements designed to facilitate attending to a stimulus.
2. Reflexes are e in the sense that they are drawn out by stimuli that precede their occurrence.
1. A simple, involuntary response to a stimulus is called a .QUICK QUIZ A
20. List four advantages and two disadvantages of using animals as subjects in behavioral research.
19. Describe a changing-criterion design. How can it be strengthened? For what types of situations is this design appropriate?
18. Describe a multiple-baseline design. What are two limitations of this type of design?
17. Describe a reversal design. What are three disadvantages with this type of design?
16. What are single-subject designs? Describe a simple-comparison design.In what sense is it a “flawed” design?
15. What are three limitations of control group designs?
14. What is a comparative design?
13. Describe the simplest form of a control group design. How are subjects assigned to the different conditions, and why is this done?
12. Name and describe two types of descriptive research methods. What is the major limitation of descriptive research methods?
11. How does one calculate the reliability of observations conducted with a interval recording procedure? Illustrate your answer with an example.
10. Define interval recording and time-sample recording, and give a clear example of each. Specify how the overall measure of behavior is calculated.
9. Define the intensity and topography of a behavior, and give a clear example of each.
8. Define speed, duration, and latency measures of behavior, and give a clear example of each.
7. How does one distinguish a high rate of response versus a low rate of response versus a period of no response on a cumulative record?
6. Define rate of response. Why is rate of response a particularly favored measure of behavior among radical behaviorists (include an example)?
5. Distinguish between contiguity and contingency. Name and define two types of contiguity.
4. Define establishing operation. Name and describe two types of establishing operations.
3. Distinguish between overt and covert behavior. Distinguish between appetitive and aversive stimuli.
2. Define stimulus and response. Differentiate between the terms stimulus and stimuli.
1. Distinguish between independent and dependent variables. What is a functional relationship?
4. Two arguments against the use of animals in research are:_________
3. A fourth advantage to using animals for research is that it would be u to conduct certain types of studies with humans, such as examining the effects of brain lesions on learning ability.
2. A third advantage to using animals is that the e environment can more easily be controlled for animals than for humans.
1. Two advantages to using animals for behavioral research is that one can more QUICK QUIZ J strictly control an animal’s g makeup and l history.
4. The changing-criterion design can be strengthened by including periods in which the criterion suddenly______
3. In using this type of design, it is important that the level of behavior closely the changes in the criterion for that behavior.
2. A changing-criterion design is most appropriate for assessing the effect of programs designed to produce a (sudden/gradual) change in behavior.
1. In a changing-criterion design, the question of interest is whether the changes in behavior match changes in a c for the behavior that is being systematically al .
3. It is therefore a preferable design for situations in which the treatment might result in a (temporary/permanent) change in behavior, or where it might be un to withdraw the treatment.
2. A key advantage of the multiple-baseline design is that we do not have to w the treatment to determine if it is effective.
1. With a multiple-baseline design, the treatment is instituted at different points in QUICK QUIZ H t for one or more p , s , or b .
6. A reversal design is also inappropriate when the act of withdrawing a successful treatment would lead to e problems.
5. A reversal design is inappropriate for an experiment in which the treatment is expected to produce a (temporary/permanent) change in the behavior.
4. What type of result do we need to see during the second baseline phase to determine whether our treatment is the cause of the change in the behavior?.
3. A reversal design (also called an design) involves repeated alternations between a period and a period.

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Introduction To Learning And Behavior 4th Edition Russell A. Powell, P. Lynne Honey, Diane G. Symbaluk - Solutions

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