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

6. From the perspective of the Ainslie–Rachlin model, the setting up and attainment of a subgoal related to a delayed reward serves to (raise/lower) the delay function for that reward, making it (more/less) deeply scalloped.
5. A person is likely to be (more/less) impulsive in a pleasant environment as opposed to an unpleasant environment.
4. Exposure to gradually increasing delays seems to make the delay function (more/less) deeply scalloped.
3. The delay functions for a 6-year-old child will likely be (more/less)deeply scalloped than those for a 15-year-old.
2. The delay functions for a pigeon will likely be (more/less) deeply scalloped than those for a human.
1. One strategy for increasing self-control is to make the delay function (or delay curve) for the larger later reward (more/less) deeply scalloped.
2. In the above example, as the (smaller sooner / larger later) reward becomes imminent, its value comes to outweigh the value of the (smaller sooner / larger later) reward.
2. I offer to give people a thousand dollars. People are told that they will receive the thousand dollars in either 3 months, 2 months, 1 month, or immediately. Between which of the following conditions are we likely to find the largest difference in level of excitement about receiving the money: 3
1. The Ainslie–Rachlin model is based on the finding that as a reward becomes QUICK QUIZ J imminent, its value increases more and more (slowly/sharply) , yielding a “delay curve” (or delay function) that is upwardly sc .
2. While waiting for dessert, Housam imagines that the Jell-O looks like wobbly chunks of glass. By contrast, Ruby views the Jell-O as, well, Jell-O. Between the two of them, is less likely to get into trouble by eating the Jell-O before being told that it is okay to do so. This is because delay of
1. Children who are (most/least) successful at a delay of gratification QUICK QUIZ I task generally keep their attention firmly fixed on the desired treat.
5. Outline the full set of consequences involved in choosing between studying and not studying:Immediate Delayed Studying Not studying
4. An additional problem in self-control situations is that the delayed consequences tend to be (more/less) certain than the immediate consequences.
3. With respect to choice between rewards, the opposite of self-control is called i , which is demonstrated by choice of a (smaller sooner / larger later) reward over a reward.
2. Self-control is shown by choice of a (smaller sooner / larger later)reward over a reward. It can also be shown by choice of a (smaller sooner / larger later) punisher over a punisher.
1. From a temporal perspective, self-control problems arise from the extent to which we are (more/less) heavily influenced by delayed consequences.
9. Bandura believes that self-reinforcement and self-punishment can work for people who are likely to feel g if they violate standards that they have set for themselves.
8. There is also some evidence that self-reinforcement is more effective when others(know / do not know) about the contingency that we have arranged for ourselves.
7. Some people believe that self-reinforcement is really a way of making the completion of a behavior (more/less) salient, thereby enhancing its value as a s reinforcer.
6. This can also be a problem in the use of s - p , in which case we may engage in the behavior and not p ourselves.
5. A problem with the use of self-reinforcement is that we may be tempted to consume the without engaging in the behavior. This problem is known as s - the contingency.
4. Folding your arms to keep from chewing your nails is an example of the use of p r to control your behavior.
3. Suppose you post a reminder on your refrigerator about a long-distance phone call you should make this weekend. Posting the reminder is the response, while making the call on the weekend is the response.
2. Skinner analyzed self-control from the perspective of a response that alters the frequency of a subsequent response that is known as the response.
1. Behavioral approaches largely (accept/reject) the concept of willQUICK QUIZ G power as an explanation for self-control.
2. Another problem is that melioration can result in too much time being spent on those alternatives that provide relatively i reinforcement and not enough time on those that provide d reinforcement.
1. One problem with melioration is that this tendency may result in (over/QUICK QUIZ F under) indulgence of a favored reinforcer with the result that we may experience long-term h to it. This means that our enjoyment of life may be greatest when we (do / do not) have all that we desire.
3. Shona spends a lot of time cleaning her apartment, which she quite enjoys, and little time studying, which she does not enjoy. Chances are that this distribution of behavior, which results from the tendency to , (will / will not) maximize the amount of reinforcement in her life.
2. A rat faced with a concurrent VR 60 VI 80-sec schedule will spend more time on the schedule than necessary to pick up all of the available reinforcers on that schedule. This result is consistent with theory but contradicts what is known as max (or op ) theory.
1. According to theory, the distribution of behavior in a choice situation shifts toward that alternative that has a (lower/higher) value.This shifting will cease at the point where the two outcomes are (approximately equal / maximally different) in terms of costs versus benefits.
3. When a bear obtains 70% of its food from a nearby stream, it spends 80% of its time at the stream; when it obtains 30% of its food from the stream, it spends 25% of its time at the stream. When a cougar obtains 20% of its food in a particular canyon, it spends 35% of its time in that canyon;
2. Food patches that differ in the type of prey found within them may produce the type of deviation from matching known as .
1. When greater responding is shown for a particular response alternative than would be predicted by matching, irrespective of the amount of reinforcement obtained from that alternative, we say that the organism has a b for that alternative.
5. In general, food patches that are separated by a very great distance will produce matching, while food patches that are separated by a very short distance will produce matching.
4. This experimental procedure seems analogous to f situations in which an animal has to t a certain d from one food patch to another.
3. In experimental studies of matching, the act of switching from one alternative to another results in a c d : a short period of time that must pass before any response can produce a reinforcer.
2. When the difference in the proportion of responding on richer versus poorer alternatives is less than would be predicted by matching, we say that has occurred.
1. When the difference in the proportion of responding on richer versus poorer alterQUICK QUIZ C natives is greater than would be predicted by matching, we say that has occurred.
3. If a pigeon emits 1100 responses on key A and 3100 responses on key B, then the proportion of responses on key A is . If the pigeon also earned 32 reinforcers on key A and 85 reinforcers on key B, then the proportion of reinforcers earned on key A is . This pigeon (did / did not) approximately
2. On a concurrent VI 60-sec VI 120-sec schedule, the pigeon should emit about(half/twice) as many responses on the VI 60-sec alternative as opposed to the VI 120-sec alternative.
1. According to the matching law, the (number/proportion) of on QUICK QUIZ B an alternative matches the (number/proportion) of obtained on that alternative.
2. If a VR 25 and VR 75 schedule of reinforcement are simultaneously available, your best strategy would be to choose the schedule(100/50/25) % of the time.
1. Many behaviors are reinforced on a c schedule in which two or more in schedules of reinforcement are s available.
19. Describe Masserman’s procedure for inducing experimental neurosis in cats, and list some of the symptoms he observed?
17. Describe the basic experimental procedure (with control group) that was first used to demonstrate learned helplessness in dogs and the outcome that was observed.
16. Describe the avoidance theory of punishment. Describe the Premack approach to punishment.
15. Describe the conditioned suppression theory of punishment.
14. Outline at least five of the characteristics of effective punishment.
13. What is the major advantage of punishment over extinction? What are three beneficial side effects of punishment?
12. Briefly outline at least five of the problems listed concerning the use of punishment.
11. What is the distinction between a primary punisher and a secondary punisher? What is a generalized punisher?
10. What is the distinction between extrinsic punishment and intrinsic punishment? Give an example of each.
8. How can the two-process theory of avoidance account for obsessivecompulsive disorder?
4. Outline two criticisms of Mowrer’s two-process theory of avoidance.
2. Describe the evolution of avoidance behavior in a typical shuttle avoidance procedure.
1. Distinguish between escape and avoidance behavior.
1. Experimental neurosis occurs when animals exposed to un events develop neurotic-like symptoms.
5. According to the Premack principle, if running (an HPB) is followed by push-ups(an LPB), then running should (decrease/increase) in frequency, which is an instance of (reinforcement/punishment) . If push-ups(LPB) is followed by running (HPB), then the push-ups should in frequency, which is an
1. According to the conditioned suppression theory of punishment, the application QUICK QUIZ K of punishment does not directly w a behavior; instead, it produces an em reaction that tends to interfere with ongoing behavior.
6. If punishment is to be used, it should be im , since d punishment tends to be relatively ineffective.
5. In general, when attempting to punish a maladaptive behavior, one should also attempt to more adaptive behavior.
4. Unlike reinforcement, punishment tends to have a stronger impact on behavior if delivered (consistently/intermittently) .
3. In general, when implementing a punishment procedure, one should begin with a punisher of sufficient i to s the behavior.
2. With verbally proficient humans, punishment tends to be more effective when it is accompanied by an e .
1. Beneficial side effects of punishment include increases in s behavior, improvements in m , and increased a to the environment.
6. If punishment has an i effect in getting someone to stop annoying us, this result can then act as a strong n r for using punishment in the future.
5. Yelling at your dog for chewing your slippers might also teach your dog not to chew the slippers only when .
4. Yelling at your dog for chewing your slippers might teach the dog to avoid rather than the slippers.
3. The use of punishment could, through the process of m , teach the recipient that punishment is an acceptable means for modifying a person’s behavior.
2. Punishment of an inappropriate behavior (will / will not) directly strengthen the occurrence of an appropriate behavior. It might even result in a general s of behavior.
1. Punishment, especially (positive/negative) punishment, can often QUICK QUIZ I elicit a strong e reaction. This reaction might include that, if not directed toward the punisher, might be directed toward a substitute target.
3. Looking at an old photo album reminds you of your loneliness as a child, the loss of a favorite pet, and a childhood friend who died. As a result, you stop looking at it. The old photo album can be classified as a g punisher.
2. The bad taste of rotting food will likely, for most people, function as a (primary/secondary) punisher, while a restaurant that has served such food will function as a punisher.
1. Exercising to the point of exhaustion is for many people likely to be an QUICK QUIZ H(extrinsically/intrinsically) punishing event.
8. If the frequency of a behavior decreases because performing the behavior no longer leads to something, the process involved is (extinction / negative punishment) . If the frequency of a behavior decreases because performing the behavior leads to the removal of something, the process involved is
7. Val’s mother used to play with Val whenever she whined but then stopped doing so. As a result, Val’s whining soon ceased. This is an example of (extinction /negative punishment) .
6. When Val began whining, her mother immediately stopped playing with her and left the room. Val quickly stopped whining. This is an example of (extinction /negative punishment) .
5. A(n) (advantage/disadvantage) of a time-out procedure is that one(does / does not) have to clearly identify a specific reinforcer before implementing the procedure. A(n) (advantage/disadvantage) of a response cost procedure is that one (can/cannot) easily modify the severity of the punishment to
4. When Bobbi threw a temper tantrum, Bobbi’s mother made her sit in the corner for a minute. Bobbi’s mother is applying a (response cost/time-out) procedure.
3. When Bobbi threw a temper tantrum, her mother turned off the television program that Bobbi was watching. Bobbi’s mother is applying a (response cost/time-out) procedure.
2. Negative punishment involves the (presentation/removal) of a stimulus following a response that subsequently results in a (increase/decrease)in the likelihood of that response occurring again.
1. When the cat sat at your feet and meowed annoyingly during breakfast one morning, you sprayed it with water. As a result, the cat did not come near the table or meow the next time you sat down for a meal. The consequence for the cat’s meowing consisted of the (presentation/removal) of a
8. Some evidence suggests that cognitive interventions for OCD, when combined with ERP, provide (much/little) additional benefit.
7. People with OCD fail to realize that intrusive thoughts are (common/uncommon) and that such thoughts are often (controllable/uncontrollable) . They also (take / fail to take) responsibility for highly (probable/improbable) events.
6. People with OCD are usually (able/unable) to recall a particular conditioning event that was the cause of the obsessional anxiety response. The disorder often arises, however, during times of s . This suggests that a process of s s may exacerbate normal concerns about cleanliness and safety.
5. ERP is similar to systematic desensitization in that exposure to the anxiety-provoking event is usually (gradual/sudden) . It is similar to flooding therapy in that exposure to the anxiety-provoking event is (brief/prolonged) .?
4. Exposure and response prevention (ERP) therapy for OCD involves prolonged exposure to anxiety-arousing events while (engaging / not engaging)in the (obsessive/compulsive) behavior that serves to reduce the anxiety.
3. From the perspective of two-process theory, this decrease in anxiety likely functions as a n r for the compulsive behavior.
2. In general, (compulsions/obsessions) are associated with an increase in anxiety, whereas are associated with a decrease in anxiety.
1. Janice continually worries that her alarm clock might not be set, and that she will QUICK QUIZ F wake up late for class. She therefore checks the alarm clock about 20 times each night before finally falling asleep. The persistent thoughts about the alarm clock not being set are classified as
2. This results in (little/considerable) exposure to the feared CS, thereby greatly (increasing/reducing) the likelihood that the fear response will e .
1. A critical aspect of Stampfl’s experimental analogue of phobic conditioning is QUICK QUIZ E that the avoidance response can occur (early/late) in the sequence of events leading up to the feared CS, thereby (maximizing/minimizing) the amount of effort involved in making the response.
3. Experimental avoidance usually requires (one / a few) conditioning trial(s), while phobic conditioning usually requires conditioning trial(s). Also, (experimental/phobic) conditioning is less than 100% certain.
2. According to Mineka, a second limitation of applying experimental models of avoidance to phobias is that avoidance behavior in an experiment conditions(more/less) readily than does avoidance behavior in a phobia.
1. According to Mineka, one limitation in applying experimental models of QUICK QUIZ D avoidance to human phobias is that the animals are usually avoiding the aversive(CS/US) whereas human phobics are avoiding the aversive .
5. According to species-specific defense reaction theory, avoidance responses are often (learned/innate) reactions to aversive stimulation that are automatically (emitted/elicited) in dangerous situations
4. According to the one-process theory of avoidance, the avoidance response is negatively reinforced by a reduction in overall rate of av st , as opposed to a reduction in .
3. A second problem with Mowrer’s theory is that after sufficient experience with avoiding the aversive CS, the animals no longer show any , yet continue to make the avoidance response. Levis, however, contends that such animals are nevertheless still (slightly/strongly) fearful, otherwise the
2. However, according to the a c hypothesis, avoidance responses usually occur so (quickly/slowly) that exposures to the (CS/US) are too (long/brief) for to take place.
1. One apparent problem with two-process theory is that, even after hundreds of trials, the avoidance response does not seem to e .

Showing 600 - 700 of 1493

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

Step by Step Answers