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

3. The opportunity to engage in an adjunctive behavior can serve as a (reinforcer/punisher) for some other behavior. This is in keeping with the P principle.
2. As the deprivation level for the scheduled reinforcer increases, the strength of the adjunctive behavior associated with it tends to (increase/decrease) .
1. Adjunctive behavior tends to occur (just before / just after) delivery of a reinforcer.
4. Studies of adjunctive behavior typically use (fixed interval / variable interval)or (fixed time / variable time) schedules of food reinforcement. This is because adjunctive behavior tends to occur when there is a (high/low)probability of reinforcement.
3. An excessive pattern of drinking that is produced by exposure to an intermittent schedule of food reinforcement is called s -p .
2. Adjunctive behavior is also referred to as s - behavior.
1. Adjunctive behavior is an excessive pattern of behavior that emerges as QUICK QUIZ F a of an schedule of reinforcement for (that behavior / a different behavior) .
3. In n_________ aut _________, pigeons will peck a lit response key that signals food delivery even when the act of pecking (prevents/facilitates) the delivery of food.
2. In au , a pigeon will begin to peck a lit response key that is presented for 8 seconds before the non delivery of food. The peck in this situation appears to be functioning as a(n) (elicited/operant)behavior. Later, when a peck is required for the food to be delivered, the peck becomes a(n) .
1. In s t , an organism approaches a stimulus that signals the availability of food. In such circumstances, the stimulus is best defined as a(n) (CS/US/SD) , while the approach behavior is best defined as a(n)(CR/UR/operant) .
2. In the experiment with the raccoon, the coin became a (CS/SD) that elicited a (R/CR/UR) of washing and rubbing.
1. In the phenomenon known as i d , a genetically based f a pattern gradually emerges and displaces the behavior being shaped.
3. According to Bolles, these types of avoidance responses are s-s defense reactions that are naturally e by the aversive stimulus.
2. Rats are biologically prepared to learn to avoid a painful stimulus by (lever pressing / running) , while pigeons are biologically prepared to learn to avoid a painful stimulus by (pecking/flying) .
1. Chaffinches easily learn to associate (perching/pecking) with the QUICK QUIZ C consequence of hearing a song and with the consequence of obtaining food.
5. According to the concept of , certain types of stimuli are more easily associated with each other.
4. To counter the possibility that chemotherapy-induced nausea will result in the development of taste aversions, patients should be fed meals that consist mostly of highly(familiar/unfamiliar) foods. As well, just before the chemotherapy session, they can be given some trivial type of
3. In the experiment on taste aversions in quail and rats, the rats avoided the (blue/sour) water, while the quail avoided the water.
2. In the classic experiment by Garcia and Koelling, the rats that had been made ill avoided the (sweet/bright, noisy) water, while the rats that had been shocked avoided the water.
1. Distinctive features of taste aversion conditioning, compared to other types of QUICK QUIZ B classical conditioning, include the fact that the associations can be formed over(short/long) delays, typically require (one/several)pairing(s) of the NS and US, and (are / are not) specific to certain
7. In keeping with the process of l i , Robbie would have been less likely to develop a taste aversion to oatmeal porridge if he had frequently eaten oatmeal before his illness
6. According to the o effect, the strongest-tasting item in a meal is most likely to become associated with a subsequent illness. As well, a food item that was previously associated with illness will b the development of aversive associations to other items in a meal.
5. Robbie’s aversion to porridge would likely be e if he repeatedly ate it without experiencing any further illness.
4. Robbie now dislikes other types of porridge as well, which appears to be an example of s g .
3. After recovering from a bad case of the flu, Robbie could not bring himself to eat oatmeal, which he had tried to eat during his illness. In all likelihood, Robbie has developed a t a to the oatmeal.
2. Taste aversion conditioning is a type of conditioning in which a food item that has been paired with gastrointestinal illness becomes a c av stimulus.
1. The term p refers to an innate tendency for an organism to more QUICK QUIZ A easily learn certain types of behaviors or to associate certain types of events with each other.
17. What is a personal process rule (or implementation intention)? Why (in terms of bright boundaries) are personal process rules particularly effective?
16. What is a personal rule? What is say–do correspondence, and how is it related to the effectiveness of personal rules for controlling behavior?
15. Describe the main advantage of rule-governed behavior over contingency-shaped behavior. What are two disadvantages of rulegoverned behavior?
14. Define the terms rule and rule-governed behavior. What is the distinction between a rule and an instruction?
13. Why has evidence about the relationship between violent media and violent behavior been underestimated or ignored?
12. What are the sex differences associated with exposure to violent media and subsequent violent behavior?
11. Describe research which indicates that interaction with violent media increases the risk of violent behavior.
10. Describe Bandura’s Bobo doll studies. What were the main conclusions from those studies?
9. Use examples to illustrate the difference between stimulus enhancement and true imitation.
8. Define stimulus enhancement. How does it differ from true imitation?
7. Define true imitation. Describe evidence that some animals are capable of imitation.
6. List three ways in which acquisition of information through observational learning translates into performance of the behavior.
5. List three important features that determine whether an observer will attend to a model’s behavior.
4. Distinguish the roles of classical and operant conditioning in observational learning.
3. Define vicarious emotional responses. Diagram the conditioning process by which a smile can become a conditioned stimulus for pleasant emotions.
2. Define contagious behavior and stimulus enhancement, and give an example of each.
1. Define observational learning, and give an example. Be sure to clearly differentiate the model from the observer.
4. P p rules indicate the specific process by which a task is to be carried out. The formulation of such rules tends to (increase/decrease) the likelihood that the task will be accomplished. Such rules have also been called im i .
3. People who have been trained to display a high level of correspondence can more effectively use personal rules (or selfinstructions) to influence their behavior.
2. A close match between what we say we are going to do and what we actually do at a later point in time is called a – c .
1. A p rule is a description of a contingency that we verbalize to QUICK QUIZ I ourselves to influence our own behavior.
3. As an example of the above, experimental subjects who are told to press a button to earn money sometimes display a (scalloped pattern / high rate) of responding on an FI schedule of reinforcement, which is (the same as / different from) the type of responding typically shown on such schedules by
2. A second problem with rule-governed behavior is that such behavior is sometimes surprisingly to the actual contingencies of reinforcement in a particular setting.
1. One problem with rule-governed behavior is that it is often (less/more) efficient than behavior that has been shaped by natural c .
7. In general, the extent to which we follow instructions—as well as the specific instructions we choose to follow—depends largely on the c we have received for following instructions.
6. The result is that most children acquire a (generalized/localized)tendency to follow instructions.
5. Children learn to follow instructions because they are often (praised/ignored) for following instructions. As well, they learn that following instructions is usually a (good/poor) way to actually accomplish a task.
4. Rules are extremely useful in that they allow us to learn about appropriate patterns of behavior in a setting (with/without) direct exposure to the contingencies operating in that setting.
3. A rule that also indicates how you should behave with respect to a contingency is an .
2. Behavior that is generated through exposure to rules is known as r g behavior.
1. A rule can be defined as a v d of a c .QUICK QUIZ G
3. The problem with the media giving equal air time to those who are (convinced/skeptical) about the effects of media violence on violent behavior is that the public is then misled into thinking that the evidence for such effects is(stronger/weaker) than it actually is.
2. One troubling aspect of sex differences in response to media violence is that while (males/females) are more likely to become violent as a result of such exposure, (males/females) may be more likely to become of violence.
1. Longitudinal studies have shown that exposure to violent media is (strongly/QUICK QUIZ F weakly) correlated with ag and anti behavior.
3. Although children in Bandura’s study exhibited somewhat less violent behavior if the model’s behavior had been p , their levels of violence increased again if they were later offered a(n) for behaving violently
2. Watching a model demonstrate violent behavior has been shown to lead to an(increase/decrease) in violence by observers; observing the reinforcement of violent behavior further (increased/decreased) the amount of violence displayed by observers.
1. The aggressive behavior of children in Bandura’s studies was so similar to the model’s behavior that it can be considered as an example of t .
4. Joe has also purchased a new computer and is trying to access the Internet. He watches his friend Daryl as he accesses the Internet and notices that he uses a couple of applications to do so. Joe opens those applications himself and then plays around with the settings until he figures it out.
3. Jessica has just purchased a new computer and is trying to learn how to use the modem to access the Internet. She asks her friend Jill to show her how to do it.Jill performs a complicated series of clicks and keystrokes, and Jessica watches closely. If Jessica then connects to the Internet on
2. Copying a new behavior to achieve a particular result is (true imitation / stimulus enhancement) ; having one’s attention drawn to a particular place or thing is (true imitation / stimulus enhancement) .
1. If a young gorilla learns to gather tasty wild ginger plants by watching his QUICK QUIZ D mother forage, we can say that he has demonstrated o learning.
4. When you repeat an off-color joke to your friends, they laugh heartily; but when you tell the same jokes to your parents, you are met with frowns. Due to d reinforcement, you soon learn to tell such jokes only when you are with your friends?
3. A third factor that influences our performance of a modeled behavior is our h of r for performing modeled behaviors.
2. A second factor that influences whether we will perform a modeled behavior is the c we receive for performing the behavior.
1. Not only are you more likely to a to a model’s behavior if you see the model’s behavior reinforced, you are also more likely to p that behavior.
5. You are more likely to pay attention to a model whose behavior is (reinforced / not reinforced) , who is (similar/dissimilar) to you, who is(admired/hated) , and who is a noted au in that activity.
4. The average person is unlikely to pay much attention to the precise moves of a grand master in chess simply because the average person does not have the sk to benefit from that type of modeling.
3. Teachers often directly reinforce the behavior of paying a , sometimes accompanied by the use of pr , such as “Look at what I’m doing.”
2. An important aspect of gaining information about a modeled behavior is the extent to which we a to the model.
4. David watches a television infomercial about a new product guaranteed to promote weight loss. The audience members are smiling, laughing, and enthusiastic in their praise for the product. Later, David decides that he will buy the product, even though he initially viewed it with skepticism.
3. In fear conditioning, the expressions of fear in other people may function as (CSs/USs / both CSs and USs) that elicit the same emotional response in ourselves.
2. From a classical conditioning perspective, smiles, giggles, and laughs are that can elicit v e r in observers.
1. In observational learning, the person performing a behavior is the m ; the person watching the behavior is the o .
15. Describe the small-but-cumulative effects model of self-control and impulsiveness. Explain how this accounts for the difficulty people often have in following an exercise program.
14. With the help of a graph, describe how a commitment response serves to facilitate self-control.
13. List four of the variables that can affect the shape of the delay function and hence the extent to which a person or animal is likely to display self-control.
12. With the help of a graph, describe how the Ainslie–Rachlin model accounts for preference reversal between a smaller sooner reward and a larger later reward.
11. With the help of a graph, describe the general effect of delay on reward value.
10. What are the definitions of self-control and impulsiveness within the context of a delay-of-gratification task? Describe some of the strategies children use to facilitate success in a delay-of-gratification task.
9. Describe the major difficulty with the use of self-reinforcement and self-punishment.
8. Describe melioration theory. Briefly describe three ways in which the tendency to meliorate can reduce the overall level of reinforcement.
7. What is bias from matching? Give an example of bias (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule, and response alternatives consisting of a green key and a blue key.
6. What is undermatching? Give an example of undermatching (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule.
5. What is overmatching? Give an example of overmatching (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule.
4. What is a changeover delay (COD)? In what sense is a COD similar to a foraging situation with animals?
3. Using the matching equation, show what the matching law predicts concerning the distribution of behavior displayed on a concurrent VI 10-sec VI 30-sec schedule of reinforcement. (Hint: What is the expected distribution of reinforcers on this schedule?)
2. Define the matching law. State the matching law as an equation, and define each of its terms.
1. What is a concurrent schedule? Diagram an example of a concurrent schedule that might be used in an operant conditioning experiment with pigeons.
2. This model highlights the potential usefulness of establishing clear r for distinguishing between acceptable and unacceptable behaviors, since the point at which impulsive behavior becomes harmful (is / is not)clear.
1. According to the model, self-control is a difficult task because each temptation has only a but effect on our likelihood of obtaining the long-term goal.
3. Gary would love to go running each evening but always feels so tired after work that he just plumps down in his favorite chair when he gets home and has a glass of wine. If Gary wishes to make a commitment to go running, such as arranging to go running with a neighbor, he is most likely to make
2. Such a response is most likely to be carried out at an (early/later)point in time when the temptation is quite (near/distant) .
1. A response is designed to either eliminate or reduce the value of an upcoming temptation.

Showing 500 - 600 of 1493

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

Step by Step Answers