Test Bank for Introduction to Learning and Behavior 4th Edition by Powell

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CHAPTER 1: Introduction

Chapter Outline

Historical Background

Aristotle: Empiricism and the Laws of Association

Descartes: Mind-Body Dualism and the Reflex

The British Empiricists

Structuralism: The Experimental Study of uman !onsciousness

"unctionalism: The Study of the Adapti#e Mind

The Theory of E#olution: umans as Animals

Beha#iorism: The Study of $%ser#a%le Beha#ior

Five chools o! Behavioris"

&atson's Methodolo(ical Beha#iorism

ull's )eo%eha#iorism

Tolman's !o(niti#e Beha#iorism

Bandura's Social Learnin( Theory

S*inner's Radical Beha#iorism

E#planation o! Opening cenario

The first +uote in the openin( scenario to this chapter illustrates how S*inner did not i(nore the fact that people ha#efeelin(s, The second +uote descri%es how S*inner's #iews ha#e often %een misrepresented, These two +uotes willhopefully encoura(e students to i(nore past %iases a%out S*inner and a%out %eha#iorism in (eneral. as they %e(inreadin( the text,

$r% $ee Assign"ent

See the preface for complete information a%out this assi(nment, "or this first chapter/ we'#e included a sample set of instructions that instructors may wish to adopt, 0n su%se+uent chapters/ we pro#ide only the sample letters plus theexplanation for each,

a"ple Instructions !or $r% $ee Assign"ent

Dr. Dee Assignment

The relationship concerns expressed in each of the followin( 1lo#elorn2 letters can %e related to one or more of the principles or concepts descri%ed in this chapter, 3retendin( that you are Dr, Dee/ compose a %eha#ioral-type reply to

one of the letters in a manner similar to the Advice for the Lovelorn columns in text, Be sure to identify clearly therele#ant %eha#ioral principle or concept on which you ha#e %ased your reply,As an alternati#e to %asin( your assi(nment on one of these letters/ you can instead compose an entire Dr, Dee

column on your own %oth the letter and the reply., "or this option/ you need not restrict yourself to romanticrelationships/ and may instead address issues in#ol#in( friends/ family mem%ers/ or e#en pets, A(ain/ %e sure toidentify clearly the %eha#ioral principle or concept on which you ha#e %ased your column, 0f you are %asin( thecolumn on an incident in#ol#in( someone you *now/ %e sure to dis(uise the person's identity %y alterin( some of thefacts and %y usin( a pseudonym for the person in#ol#ed,




0. Dear Dr. Dee,

Is there anything that I can do to rekindle my feelings of affection for my girlfriend? I’m starting to

wonder if I’m “falling out of love” with her, which is a shame since she’s such a great erson.

!el

00, Dear Dr. Dee,

I have a terri"le time meeting women "ecause I’m such a oor conversationalist. #y friend says that I’m $ust a natural "orn introvert and there’s nothing I can do a"out it. Is he right?

%hy &uy

Relevant concepts:

0, Answers could ma*e reference to the fact that feelin(s can %e as much a function of %eha#ior as %eha#ior can %ea function of feelin(s 45-46., ence/ %eha#in( in a romantic way/ such as %y sendin( flowers or arran(in( forromantic e#enin(s to(ether/ may re*indle the writer's feelin(s of affection for his (irlfriend 47.,

00, This letter illustrates the dan(er of (enetic explanations for %eha#ior/ which can easily lead to the assumption thatnothin( can %e done to alter a particular %eha#ior pattern 48-49., E#en if the writer does ha#e an inheritedtendency toward shyness/ chances are that he can still si(nificantly impro#e his con#ersational s*ills throu(h practice, The e#idence concernin( deli%erate practice in the attainment of s*ills is therefore also of rele#ance 6-

75.,

Internet Resources

&Theoretical Earl' Roots o! Behavioris"( )' Ro)ert H% *o+niak ,1--./: http:;;www,%rynmawr,edu;Acads;3sych;rwo<nia*;theory,htmlThis is an article descri%in( the early roots of %eha#iorism in functionalism and (rowin( criticisms of the method ofintrospection,

&Ps'cholog' as the Behaviorist 0ies It( )' 2ohn B% *atson ,1-13/: http:;;psychclassics,yor*u,ca;&atson;#iews,htmThis is the article that many consider to %e the manifesto that launched the %eha#iorist re#olution, "rom =or*>ni#ersity !lassics in the istory of 3sycholo(y,. See also the introduction and commentary to this article %elow,

Introduction to: &Ps'cholog' as the Behaviorist 0ies it(: http:;;psychclassics,yor*u,ca;&atson;intro,htmAn introduction to &atson's classic wor*/ written %y !hristopher D, ?reen, "rom =or* >ni#ersity !lassics in theistory of 3sycholo(y,.

Co""entar' on &Ps'cholog' as the Behaviorist 0ies It(: http:;;psychclassics,yor*u,ca;&atson;commentary,htmA commentary on &atson's classic wor*/ written %y Ro%ert , &o<nia*, "rom =or* >ni#ersity !lassics in theistory of 3sycholo(y,.

On &Ps'cholog' as the Behaviorist 0ies It%( )' E% B% Titchener ,1-14/: http:;;psychclassics,yor*u,ca;Titchener;watson,htm

The response %y Titchener/ the famous structuralist/ to &atson's 664. call to %eha#iorism, "rom =or* >ni#ersity!lassics in the istory of 3sycholo(y,.

CHAPTER 12




Hull5s theor' o! )ehavior:

http:;;psychclassics,yor*u,ca;ull;!onflict;http:;;psychclassics,yor*u,ca;ull;ierarchy;part6,htmhttp:;;psychclassics,yor*u,ca;ull;ierarchy;part7,htmSome articles outlinin( #arious aspects of ull's theory, "rom =or* >ni#ersity !lassics in the istory of3sycholo(y,.

&Cognitive 6aps in Rats and 6en( )' Edard C% Tol"an ,1-47/: http:;;psychclassics,yor*u,ca;Tolman;Maps;maps,htmTolman's most famous article, 0t includes a description of the latent learnin( experiment discussed on pa(e 77 of thetext, "rom =or* >ni#ersity !lassics in the istory of 3sycholo(y,.

Classic articles in the histor' o! )ehavioris": http:;;psychclassics,yor*u,ca;topic,htm@%eha#iorismThe complete list of classic articles in %eha#ioral psycholo(y at the =or* >ni#ersity site some of which are listeda%o#e.,

Bett' the tool8"aking cro ,ith videos/: http:;;users,ox,ac,u*;*(roup;tools;introduction,shtmlBetty is one %ri(ht %ird see especially the #ideo of Betty %endin( a wire to form a hoo*., This is a prime example of recent research in co(niti#e %eha#iorism or/ more precisely/ 1comparati#e co(nition,2

Tool use in ani"als: http:;;www,pi(eon,psy,tufts,edu;psych79;tools,htmThis site lists se#eral examples of tool use in animals/ a topic of particular interest to those in the field ofcomparati#e co(nition,

Al)ert Bandura: http:;;www,ship,edu;c(%oeree;%andura,htmlThis site pro#ides lin*s to information a%out the life and wor* of Al%ert Bandura,

The B% F% kinner Foundation: http:;;www,%fs*inner,or(;This is the official we%site of the B, ", S*inner "oundation, 0t includes a short %io(raphy of S*inner and a %riefexposition of operant conditionin(,

Precision teaching: http:;;psych,atha%ascau,ca;html;4C;$penModules;Lindsley;As noted in the text/ S*inner was #ery interested in applyin( %eha#ioral principles to the impro#ement of education,

This lin* will ta*e you to an Atha%asca >ni#ersity tutorial on the %eha#iorally-%ased method of instruction *nown as precision teachin(,

Association !or Behavioral Anal'sis: http:;;www,a%ainternational,or(;This is the official we%site of the Association for Beha#ioral Analysis,

0arious 9inks to Behavior Anal'sis and 9earning: http:;;psych,atha%ascau,ca;html;aupr;%a,shtml"rom Atha%asca >ni#ersity/ this site contains a hu(e list of lin*s to 0nternet resources on %eha#ior analysis andlearnin(,

uggested Readings

Bandura/ A, 69., %ocial foundations of thought and action' A social cognitive theory. >pper Saddle Ri#er/ ):3rentice all,

Bandura/ A, 6C., %elf(efficacy' )he e*ercise of self(control. )ew =or*: &, , "reeman,

Bor*/ D, &, 64., +. . %kinner' A life. )ew =or*: Basic Boo*s,

Buc*ley/ F, &, 6., #echanical man' -ohn +roadus atson and the "eginnings of "ehaviorism. )ew =or*:?uilford 3ress,




er(enhahn/ B, R, 6., An introduction to theories of learning 9th ed,., En(lewood !liffs/ ): 3rentice-all,

ull/ !, L, 6G4., /rinciles of "ehavior. )ew =or*: Appleton-!entury-!rofts,

Malone/ , !, 65., )heories of learning' A historical aroach. Belmont/ !A: &adsworth,

S*inner/ B, ", 64., )he "ehavior of organisms' An e*erimental analysis. Acton/ MA: !opley,

S*inner/ B, ", 684., %cience and human "ehavior. )ew =or*: Macmillan,

Tolman/ E, !, 68., 3rinciples of purposi#e %eha#ior, 0n S, Foch Ed,./ /sychology' A study of a science Hol, 7., )ew =or*: Mc?raw-ill,

&atson/ , B, 664., 3sycholo(y as the %eha#iorist #iews it, /sychological 0eview, 12, 68GI6CC,

Ansers to uick ui+ Ite"s

uick ui+ A

6, o%ser#edJ measuredJ permanentJ experience7, classicalJ in#oluntary4, operantJ (oalJ #oluntaryG, classical8, operant9, is followed %yJ produces

uick ui+ B

6, 3latoJ heredity7, AristotleJ learnin(4, natureJ nurtureG, contrastJ conti(uity

8, similarityJ fre+uency9, similarityC, contrast, fre+uency, conti(uityJ classical

uick ui+ C

6, in#oluntaryJ #oluntaryJ free willJ in#oluntary7, EmpiricistsJ Loc*eJ experienceJ ta%ula rasaJ %lan* slate4, elementsJ association

uick ui+ $

6, structuralistJ introspection

7, functionalist4, e#olutionJ rele#antJ similar G, consciousJ introspection8, functionalistJ structuralist

uick ui+ E

6, e#olutionary adaptationJ natural selection7, 6. traits #ary within and %etween speciesJ 7. many traits are herita%leJ 4. or(anisms must compete for limited

resources

CHAPTER 14




4, herita%leG, reproducti#e8, natureJ nurtureJ inherited

uick ui+ F

6, introspection7, inferenceJ deductionJ o%ser#ation4, animalG, naturalJ o%ser#a%le8, parsimonyJ simpler 9, Mor(an's !anon

uick ui+ ;

6, methodolo(ical7, directly o%ser#ed4, internal or mental.G, S-RJ stimulusJ response8, heredityJ en#ironmentJ heredity9, fewJ lo#eJ ra(eJ fear

uick ui+ H6, operationali<ed7, physiolo(ical4, inter#enin(J mediateG, S-RJ stimulusJ response

uick ui+ I

6, co(niti#eJ purposi#e7, co(niti#e map4, latentJ performanceG, uselessJ rats8, animal co(nitionJ comparati#e co(nition

uick ui+ 26, social learnin( or social-co(niti#e.J o%ser#ationalJ co(niti#e7, reciprocal determinismJ en#ironmentJ %eha#iorJ person4, co(niti#e-%eha#ioralJ co(niti#e

uick ui+ <

6, radicalJ en#ironmental7, pri#ateJ co#ert4, inferenceG, precedesJ followsJ parallel8, cannot9, pseudoC, counterJ en#ironmental

uick ui+ 9

6, TolmanJ molar 7, respondent or reflexi#e.J classicallyJ operantJ conse+uencesJ flexi%le4, expectsJ past experienceG, (enesJ (eneticJ operant8, e#olutionJ operant9, cautiousJ pessimistic




uick ui+ 6

6, radical7, experimental analysisJ %eha#ior analysis4, applied %eha#ior analysis

Ansers to tud' uestion Ite"s: See short-answer test items in the test %an*,

Test Bank for Chapter 1

See preface for complete information about the test bank. Note that questions marked with a QZ, MD, or FN have

been used in the ready-to-use review quizzes, midterm exam, and final exam, respectively, that have been provided

in the appendix to this manual. Questions marked with WWW appear on the book companion website.

6, Accordin( to the text/ the word 1%eha#ior2 refers to any acti#ity of an or(anism that can %ea. directly o%ser#ed,

%. indirectly o%ser#ed,c. precisely measured,d. %oth a and %

K D 4

7, Accordin( to the text/ learnin( is a in %eha#ior that results from some type of experience,a. chan(e %. permanent chan(ec. relati#ely permanent chan(ed. conscious chan(e

K ! 4

4, !lassical conditionin( is to %eha#ior as operant conditionin( is to %eha#ior,a. no#elJ #oluntary

%. reflexi#eJ #oluntaryc. reflexi#eJ no#eld. #oluntaryJ reflexi#e

K B 4-8

G, Suppose your friend smiles after you (i#e her a compliment, As a result/ you are now more li*ely tocompliment her in the future, This is %est descri%ed as an example of a. classical conditionin(, %. co(niti#e learnin(,c. o%ser#ational learnin(,d. operant conditionin(,

K D 4-8 N

8, &al*in( to school is to conditionin( as sweatin( in a fri(htenin( situation is to conditionin(,a. operantJ classical %. classicalJ operantc. co(niti#eJ classicald. co(niti#eJ operant

K A 4-8

CHAPTER 16




9, Examples of %eha#iors that can %e classically conditioned includea. anxiety, %. sali#ation,c. %lin*in(,d. all of these

K D 4-G

C, 0n operant conditionin(/ %eha#iors area. controlled %y the e#ents that precede them, %. (o#erned %y the person's thou(hts and feelin(s,c. controlled %y their conse+uences,d. lar(ely innate,

K ! G-8

Historical Background

Aristotle and the 9as o! E"piricis"

, Aristotle was an. while 3lato was an. ,a. empiricistJ nati#ist

%. structuralistJ functionalistc. functionalistJ structuralistd. nati#istJ empiricist

K A 9

, ason thin*s that (reat scientists are %orn and not made while Allison thin*s that they ha#e simply %een (i#ensuperior trainin(, ason is %est descri%ed as an. / while Allison is %est descri%ed as an. ,a. functionalistJ structuralist %. empiricistJ nati#istc. structuralistJ functionalistd. nati#istJ empiricist

K D 9

65, oseph once saw an accident in which a car had plowed into a %i( oa* tree, )ow/ each time he dri#es %y thattree/ he is reminded of the accident, This is an example of Aristotle's law of a. fre+uency, %. contrast,c. conti(uity,d. similarity,

K ! 9

66, As 0 loo* at the spotli(ht/ 0 am reminded of the sun, This is %est descri%ed as an example of Aristotle's law of a. conti(uity, %. contrast,c. proximity,d. similarity,

K D 9 N

67, Seein( someone who is #ery old ma*es me wonder what he or she loo*ed li*e as a youn( person, This is anexample of the law of a. fre+uency, %. contrast,c. conti(uity,d. similarity,

K B 9 &&&




64, As 0 loo* at my messy apartment/ 0 am reminded of my friend's ultra-clean apartment, This is %est descri%ed asan example of Aristotle's law of a. conti(uity, %. contrast,c. proximity,d. similarity,

K B 9

6G, &hen Trish saw the lush (reen forest/ it reminded her of the desert that she had #isited last year, This is %estdescri%ed as an example of the law ofa. conti(uity, %. similarity,c. contrast,d. fre+uency,

K ! 9

68, My nei(h%or so often mows his lawn on Sunday/ that 0 can easily ima(ine the sound of his lawn mower e#enon a Sunday when he doesn't mow his lawn, This is %est descri%ed as an example of Aristotle's law of a. contrast,

%. contin(ency,c. fre+uency,d. proximity,

K ! C

69, &e easily associate %irds with trees and tires with cars, This is in *eepin( with Aristotle's law of a. conti(uity, %. contin(ency,c. proximity,d. similarity,

K A 9-C

6C, Aristotle's laws of and are still considered important aspects of learnin(,

a. conti(uityJ proximity %. fre+uencyJ similarityc. contrastJ contin(encyd. fre+uencyJ conti(uity

K D 9-C ")

$escartes: 6ind8Bod' $ualis" and the Re!le#

6, This person su((ested that at least some types of %eha#ior are mechanistic/ and can therefore %e scientificallyin#esti(ated,a. Aristotle %. Descartesc. Loc*e

d. amesK B 6, Descartes %elie#ed that the %eha#iors of nonhuman animals are

a. entirely operant, %. entirely reflexi#e,c. freely chosen,d. partially reflexi#e,

K B

CHAPTER 18




75, 10 am a%le to control only some of my %eha#iors,2 This statement %est exemplifies theory of human %eha#ior,a. Descartes' %. 3lato'sc. Loc*e'sd. Titchener's

K A

76, 1A person is %oth a physical %ein( and a spiritual %ein(,2 The person whose philosophical assumptions aremost in a(reement with this statement isa. Aristotle, %. Loc*e,c. Descartes,d. S*inner,

K ! N

77, &ho amon( the followin( most stron(ly %elie#ed that there is a fundamental difference %etween humans andanimalsOa. B, ", S*inner %. RenP Descartes

c. &illiam amesd. !lar* ull

K B

74, An indi#idual who %elie#es that humans and animals are fundamentally different would most li*ely a(ree withthe #iewpoint ofa. !lar* ull, %. 0#an 3a#lo#,c. RenP Descartes,d. B, ", S*inner,

K !

The British E"piricists

7G, The notion that *nowled(e is almost entirely a function of experience was stron(ly promoted %ya. RenP Descartes, %. the British empiricists,c. 3lato,d. all of these

K B

78, The British empiricists promoted the notion that *nowled(e is almost entirely a function of a. heredity, %. reflection,c. experience,d. di#ine inter#ention,

K !

79, The term 1ta%ula rasa2 is most clearly associated witha. Edward Titchener, %. ohn Loc*e,c. RenP Descartes,d. B, ", S*inner,

K B MD




7C, The notion that the mind is a %lan* slate is most clearly associated witha. Edward Titchener, %. B, ", S*inner,c. RenP Descartes,d. ohn Loc*e,

K D

7, 1All that we are is a function of what we ha#e experienced,2 This statement most closely a(rees with the pointof #iew *nown asa. British empiricism, %. mind-%ody dualism,c. social learnin( theory,d. structuralism,

K A

tructuralis": The E#peri"ental tud' o! Consciousness

7, Althou(h %elie#ed that the mind consists of #arious com%inations of %asic elements/it was researchers associated with the approach *nown as who actually %e(an to test thatidea,

a. the British EmpiricistsJ 3latonism %. 3latoJ British Empiricismc. the British EmpiricistsJ Structuralismd. StructuralistsJ "unctionalism

K !

45, This perspecti#e holds that it is possi%le to understand the mind %y identifyin( its %asic elements,a. structuralism %. %eha#iorismc. nati#ismd. empiricism

K A

46, 0n the method of / experimental su%ects try to accurately descri%e their inner thou(hts and emotions,a. attenti#e #i(ilance %. co(niti#e mappin(c. introspectiond. intro#ersion

K !

47, udit is as*ed to report her precise thou(ht patterns as she plans her next mo#e in chess, This is an example ofthe method ofa. co(niti#e perception, %. attenti#e perception,c. co(niti#e elucidation,d. introspection,

K D ")

44, The structuralist emphasis on helped esta%lish psycholo(y as a scientific discipline,a. inferences %. systematic o%ser#ationc. o%ser#a%le %eha#ior d. unconscious processes

K B

CHAPTER 110




Functionalis": The tud' o! the Adaptive 6ind

4G, The functionalists %elie#ed that psycholo(y should %e the study of a. the elements of conscious experience, %. mind-%ody dualism,c. o%ser#a%le %eha#ior,d. adapti#e processes,

K D 65

48, 1&hat purpose is ser#ed %y our a%ility to dreamO2 This +uestion would most li*ely %e as*ed %y a psycholo(istwho follows the approach *nown asa. associationism, %. structuralism,c. mind-%ody dualism,d. functionalism,

K D 65 N

49, &hich of the followin( approaches would most readily lead to the disco#ery of principles that ha#e practicalapplicationOa. British empiricism

%. structuralismc. functionalismd. mind-%ody dualism

K ! 65

4C, &illiam ames was a while Titchener was a ,a. %eha#ioristJ functionalist %. functionalistJ structuralistc. structuralistJ functionalistd. functionalistJ %eha#iorist

K B -65

4, Structuralism is to functionalism as is to ,

a. amesJ Titchener %. TitchenerJ amesc. &atsonJ Loc*ed. Loc*eJ &atson

K B -65

4, $ne similarity %etween structuralism and functionalism is that %oth approachesa. made use of animal experimentation, %. focused on o#ert %eha#ior,c. emphasi<ed the study of adapti#e processes,d. utili<ed the method of introspection,

K D -65 MD

G5, &hich school of psycholo(y was the immediate predecessor to %eha#iorismOa. "unctionalism %. British empiricismc. Structuralismd. ?estalt psycholo(y

K A 65




The Theor' o! Evolution: Hu"ans as Ani"als

G6, The principle or mechanism that explains how species chan(e across (enerations in response to en#ironmental pressures isa. inheritance, %. functionalism,c. natural selection,d. Darwinism,

K ! 66

G7, )atural selection leads toa. inheritance, %. chan(es in species across (enerations,c. chan(es in species within a (eneration,d. learnin( to adapt to the en#ironment,

K B 66

G4, )atural selection leads to chan(es in a species %ecausea. some indi#iduals sur#i#e lon(er than others, %. some indi#iduals reproduce more than others,

c. traits are learned/ rather than (enetic,d. none of these B 66

GG, &hich of the followin( are the three components of the principle of natural selectionOa. traits #ary within a population/ there is competition for limited resources/ indi#iduals learn to adapt to their en#ironment %. there is competition for limited resources/ traits are herita%le/ there is sur#i#al of the fittestc. traits #ary within a population/ traits are herita%le/ some species li#e lon(er than othersd. traits #ary within a population/ traits are herita%le/ there is competition for limited resources

K D 66

G8, "rom an e#olutionary perspecti#e/ the a%ility to learn is considered to %e

a. a non-(enetic trait, %. an in#ariant trait,c. an adaptation,d. all of these

K ! 66

Behavioris": The tud' o! O)serva)le Behavior

G9, This person stron(ly critici<ed psycholo(y for emphasi<in( the study of conscious experience,a. Titchener %. &atsonc. Loc*ed. ames

K B 67

GC, Accordin( to &atson/ a maor pro%lem with the study of internal e#ents is thata. one has to ma*e inferences that are often unrelia%le, %. it re+uires a lar(e num%er of su%ects,c. the role of (enetic factors is often i(nored,d. it is too simplistic to produce anythin( of #alue,

K A 67-64

CHAPTER 112




G, $ne of the maor difficulties with the structuralist approach to psycholo(y was the fact that the method of was unrelia%le,a. deduction %. inductionc. contemplationd. introspection

K D 67-64 &&&

G, Accordin( to / a maor pro%lem with the study of internal e#ents is that one has to ma*e inferences thatare often ,a. BanduraJ too simplistic %. &atsonJ unrelia%lec. &atsonJ too simplisticd. BanduraJ unrelia%le

K B 67-64

85, 0n researchin( the causes of a %eha#ior/ %eha#ioristsa. place e+ual emphasis on (enetic and en#ironmental factors, %. place a stron(er emphasis on the role of nurture o#er nature,c. tend to %e empiricists rather than nati#ists,

d. %oth % and cK D 6G

86, Beha#iorism is traditionally defined as a approach to psycholo(y that emphasi<es the study of on o%ser#a%le %eha#ior,a. natural scienceJ internal e#ents %. co(niti#eJ en#ironment influencesc. natural scienceJ en#ironmental influencesd. co(niti#eJ internal e#ents

K ! 6G &&&

87, ulienne thin*s that her poor mar*s are the result of low self-esteem which in turn is due to an unconscious fear of success, ames thin*s that ulienne's poor mar*s are the result of insufficient studyin(, Accordin( to the law

of / the explanation that is more li*ely correct is ,a. parsimonyJ ames' %. perse#eranceJ ulienne'sc. perse#eranceJ ames'd. parsimonyJ ulienne's

K A 6G N

84, The F0SS rule in en(ineerin( 1Feep it simple/ stupid2. is one #ersion of a. the law of redundancy, %. the law of parsimony,c. the law of effect,d. the law of empiricism,

K B 6G ")

8G, !onsider these two statements: A. the do( sali#ates %ecause it *nows that 0 am a%out to (i#e it a treatJ B. thedo( sali#ates as a reflexi#e response to the smell of food, &hich statement violates Mor(an's !anonOa. A %. Bc. %oth A and Bd. neither A nor B

K A 6G




And Further"ore: 2ohn B% *atson: Behavioris"5s Controversial Founder

88, "ollowin( his %anishment from a uni#ersity position/ &atsona. retired from psycholo(y, %. %ecame the 1pop2 psycholo(ist of his era,c. applied the principles of conditionin( to ad#ertisin(,d. %oth % and c,

K D 68

89, ?i#en &atson's %eha#ioral leanin(s/ it is interestin( to note that hea. was +uite uncomforta%le with the discussion of feelin(s, %. was extremely interested in the meanin( of dreams,c. hated animals,d. all of these

K A 68

Five chools o! Behavioris"

*atson5s 6ethodological Behavioris"

8C, Althou(h extreme/ &atson's methodolo(ical %eha#iorism played a #alua%le role in ena%lin( psycholo(y to

a. focus more stron(ly upon human/ as opposed to animal/ %eha#ior, %. %ecome more experimental in nature,c. %rea* free from the extreme mentalism of the times,d. emphasi<e the role of %iolo(ical factors,

K ! 6C

8, Methodolo(ical %eha#iorism asserts that psycholo(ists should study those %eha#iors that can %ea. in#esti(ated in animal experiments, %. directly o%ser#ed,c. indirectly o%ser#ed,d. all of these

K B 6C

8, &hich school of %eha#iorism is most li*ely to consider reports a%out thou(hts and feelin(s to %e unscientificOa. radical %eha#iorism %. methodolo(ical %eha#iorismc. neo%eha#iorismd. social learnin( theory

K B 6C

95, &hich of the followin( theorists is most li*ely to %e dis(usted with a discussion a%out the psycholo(icalimportance of daydreamin(Oa. ull %. &atsonc. S*inner d. Bandura

K B 6C MD

96, Recall the openin( #i(nette to !hapter 6 in the text%oo* where/ after ma*in( lo#e/ one %eha#iorist comments/1That was fine for you/ how was it for meO2 This o*e is most descripti#e of which school of %eha#iorismOa. methodolo(ical %eha#iorism %. social learnin( theoryc. radical %eha#iorismd. neo%eha#iorism

K A 6C

CHAPTER 114




97, &hich %eha#iorist would %e least interested in your inner thou(ht processes while sol#in( a math pro%lemOa. S*inner %. Tolmanc. amesd. &atson

K D 6C

94, &hich of the followin( %eha#iorists would %e least interested in conductin( an experiment on a person's a%ilityto form mental ima(esOa. S*inner %. ullc. &atsond. Tolman

K ! 6C &&&

9G, 1Daydreams cannot %e scientifically in#esti(ated,2 This statement would most li*ely come from aa. methodolo(ical %eha#iorist, %. neo%eha#iorist,c. co(niti#e %eha#iorist,

d. radical %eha#iorist,K A 6C

98, &atson's specific theory of learnin( wasa. %ased lar(ely on operant conditionin(, %. a stimulus-response theory,c. a co(niti#e-reflex theory,d. %ased lar(ely on the study of innate patterns of %eha#ior,

K B 6C

99, &atson's specific theory of learnin( wasa. an S-R theory, %. deri#ed lar(ely from 3a#lo#'s wor* on classical conditionin(,

c. %oth a and %d. neither a nor %

K ! 6C N

9C, 0n an S-R theory/ learnin( is %elie#ed to in#ol#e the formation of connections %etween stimuli and responses,a. (eneralJ (eneral %. specificJ specificc. o%ser#a%leJ co#ertd. co#ertJ co#ert

K B 6C

9, &ith respect to the nature-nurture de%ate/ shifted o#er time toward %ecomin( an extreme proponent of

the perspecti#e with respect to human %eha#ior,a. S*innerJ nurture %. &atsonJ nurturec. S*innerJ natured. &atsonJ nature

K B 6 ")




9, $f the followin( %eha#iorists/ who would %e most li*ely to reect the assumption that (enes play a stron( rolein determinin( differences in math a%ilityOa. &atson %. Bandurac. S*inner d. Tolman

K A 6

And Further"ore: $eli)erate Practice and E#pert Per!or"ance

C5, Researchers ha#e disco#ered that expert performersa. usually show stron( e#idence of talent from an early a(e, %. show superlati#e s*ills in many different fields of endea#or,c. usually re+uire at least 65 years of practice to %ecome experts,d. %oth a and %

K ! 6-76

C6, Faren is an excellent tennis player, Accordin( to information presented in the text/ Faren's a%ility is pro%a%lythe result of a. excellent motor s*ills that were inherited from her parents,

%. hi(h self-efficacy,c. hi(h self-esteem,d. an extensi#e amount of deli%erate practice,

K D 6-76

C7, $n the %asis of research findin(s/ Ericsson and collea(ues 64. ha#e ar(ued that the most critical factor indeterminin( expert performance isa. unstructured play, %. deli%erate practice,c. innate a%ility,d. a com%ination of a and c

K B 6-76

C4, 0n a study of expert performance/ Ericsson and collea(ues 64. report that top le#el performers practice theircrafta. no more than one or two hours per day, %. ei(ht or more hours per day,c. only when they feel li*e practicin(,d. a%out G hours per day,

K D 6-76

CG, Accordin( to Ericsson and collea(ues' 64. study of expert performance/ heredity may influence expert performance in determinin(a. innate a%ility, %. the extent to which one %ecomes interested in a su%ect matter,c. one's a%ility to endure the hard wor* that is re+uired,

d. %oth % and c,K D 6-76 MD

CHAPTER 116




Hull5s =eo)ehavioris"

C8, A maor challen(e to methodolo(ical %eha#iorism came from / who used inter#enin( #aria%les/ usuallyin the form of hypothesi<ed physiolo(ical process/ to help explain %eha#ior,a. ull %. Tolmanc. S*inner d. &atson

K A 76-77

C9, !lar* ull %elie#ed that internal e#ents can %e included in a science of %eha#ior (i#en that they can %ea. inferred, %. directly o%ser#ed,c. operationali<ed,d. descri%ed,

K ! 76-77

CC, The Qmiddle man' or %ro*er in a %usiness transaction is analo(ous to what is called an.a. extraneous #aria%le, %. inter#enin( #aria%le,

c. independent #aria%le,d. confoundin( #aria%le,

K B 76-77

C, )eo%eha#iorism utili<es inter#enin( #aria%les/ usually in the form of hypothesi<ed / to help explain %eha#ior,a. co(niti#e processes %. fixed action patternsc. physiolo(ical processesd. unconscious conflicts

K ! 76-77

C, &hich school of %eha#iorism would %e most interested in the effect of thirst on %eha#iorO

a. neo%eha#iorism %. radical %eha#iorismc. purposi#e %eha#iorismd. methodolo(ical %eha#iorism

K A 76-77

5, Because 0 am hun(ry as a result of food depri#ation/ 0 wal* +uic*ly as 0 head to the cafeteria, This statement ismost descripti#e of %rand of %eha#iorism,a. Tolman's %. S*inner'sc. ull'sd. Bandura's

K ! 76-77

6, &hich of the followin( %eha#iorists would %e most interested in manipulatin( the de(ree to which a rat has %een food depri#edOa. &atson %. Tolmanc. Bandurad. ull

K D 76-77 N




7, &hich of the followin( approaches to %eha#iorism #iews %eha#ior as #ery machine-li*e/ with specificresponses %ecomin( attached to specific stimuliOa. radical %eha#iorism %. purposi#e %eha#iorismc. social learnin( theoryd. neo%eha#iorism

K D 76-77

4, ull's model of %eha#ior is +uite similar to modern co(niti#e approaches that #iew humans asa. self-moti#atin(, %. animals that respond with fixed action-patterns that are not modifia%le,c. analo(ous to computers that process %its of information to produce responses,d. more suscepti%le to social cues than to %iolo(ical cues,

K ! 76-77

G, &hich of the followin( %eha#iorists would pro%a%ly %e most interested in ro%otics/ %ecause of its focus onmechanistic aspects of %eha#iorOa. Tolman %. S*inner c. ull

d. BanduraK ! 76-77 &&&

Tol"an5s Cognitive Behavioris"

8, Tolman's approach to %eha#iorism utili<es inter#enin( #aria%les/ usually in the form of hypothesi<ed / tohelp explain %eha#ior,a. co(niti#e processes %. fixed action patternsc. physiolo(ical processesd. unconscious conflicts

K A 74

9, Tolman's Qmolar' approach to %eha#iorism was inspired %y the approach of ,a. holisticJ ?estalt theorists %. molecularJ ullc. introspecti#eJ Titchener d. methodolo(icalJ &atson

K A 74

C, A mental representation of one's surroundin(s is aa. spatial mentation, %. spatial co(nition,c. co(niti#e map,d. spatial heuristic,

K ! 7G

, anice always (ets lost whene#er she de#iates from the route that she normally ta*es when she dri#es home,Tolman would %e most li*ely to say that she is sufferin( from a defecti#ea. schema, %. schemata,c. co(niti#e map,d. #esti%ular system,

K ! 7G

CHAPTER 118




, &hen 0 #isited 3aris for a conference/ 0 spent the first few days ust wanderin( the streets, $n the third day/when 0 had to meet a friend at the Lou#re museum/ 0 *new exactly how to (et there, This is %est descri%ed asan example of learnin(,a. delayed %. S-R c. latentd. o%ser#ational

K ! 7G MD

5, Tolman and on<i*'s 645. ma<e study su((ested thata. there is no distinction %etween learnin( and performance, %. there is a distinction %etween learnin( and performance,c. ma<e runnin( in rats is a lar(ely reflexi#e,d. %oth a and c

K B 7G-79

6, 1Learnin( can ta*e place in the a%sence of reward,2 This statement most li*ely came from aa. methodolo(ical %eha#iorist, %. neo%eha#iorist,c. co(niti#e %eha#iorist,

d. classical %eha#iorist,K ! 74-79

7, 0n / learnin( occurs e#en thou(h there isn't any o%ser#a%le demonstration of that learnin(,a. operant conditionin( %. latent learnin(c. classical conditionin(d. aduncti#e learnin(

K B 7G

4, &hich of the followin( %eha#iorists would emphasi<e the distinction %etween learnin( and performanceOa. S*inner %. Tolman

c. &atsond. ull

K B 74-79 &&&

G, The field of study *nown as could %e considered a direct descendent of Tolman'sapproach to %eha#iorism,a. teleolo(ical %eha#iorism, %. animal co(nition,c. humanistic psycholo(y,d. e#olutionary psycholo(y,

K B 7C

Bandura5s ocial 9earning Theor'

8, &hich of the followin( theorists is most li*ely to explain %eha#ior in terms of thou(hts and feelin(sOa. S*inner %. ullc. Tolmand. Bandura

K D 7-7




9, $%ser#ational learnin( is a particularly important aspect ofa. purposi#e %eha#iorism, %. )eo%eha#iorism,c. social learnin( theory,d. methodolo(ical %eha#iorism,

K ! 7

C, The social learnin( approacha. reco(ni<es the distinction %etween learnin( and performance, %. is more closely ali(ned to Tolman's approach than ull's,c. assi(ns an important role to self-referent thou(hts,d. all of these

K D 7-7

, Amon( the followin(/ who is most li*ely to say that you (o to the supermar*et %ecause you e*ect that food isa#aila%le at the supermar*etOa. a methodolo(ical %eha#iorist %. a radical %eha#ioristc. a social learnin( theoristd. a neo%eha#iorist

K ! 7-7 MD

, This %eha#iorist %elie#es that our %eha#ior is often stron(ly influenced %y the %eliefs we ha#e a%out our owna%ilities,a. Bandura %. Tolmanc. ulld. S*inner

K A 7-7 N

655, The importance of 1thin*in( %efore actin(2 is most consistent with the #iewpoint of which %eha#ioristOa. S*inner %. ull

c. Tolmand. Bandura

K D 7-7 &&&

656, Accordin( to the notion of / %eha#ior/ en#ironment and internal e#ents person #aria%les. all influenceeach other,a. reciprocal determinism %. interacti#e determinismc. reciprocal inferenced. interacti#e inference

K A 7

657, Tara complains that she is doin( poorly in her classes %ecause she isn't %ein( tau(ht well, The theorist most

li*ely to re(ard this explanation as an o#ersimplification would %ea. S*inner, %. Bandura,c. Tolman,d. ull,

K B 7-45 ")

CHAPTER 120




654, Bo% %elie#es that he has trou%le studyin( %ecause his parents ne(lected him as a child, The theorist most li*elyto re(ard this explanation as o#erly simplistic would %ea. &atson, %. S*inner,c. Bandura,d. ull,

K ! 7-45

kinner5s Radical Behavioris"

65G, Accordin( to S*inner/ thou(hts and feelin(s area. impossi%le to study, %. the ultimate causes of %eha#ior,c. pri#ate %eha#iors that also re+uire explanation,d. reflexes more than operants,

K ! 45

658, &hat is the position of Radical Beha#iorism with respect to Qinternal e#ents' li*e thou(hts and feelin(sOa. 0nternal e#ents ha#e no place in the science of %eha#ior, %. 0nternal e#ents should %e studied/ %ut they should not %e used as explanations for %eha#ior,

c. 0nternal e#ents are the %asic units of explanation of any %eha#ior,d. 0nternal e#ents are caused %y %eha#ior/ %ut they do not cause %eha#ior,

K B 45

659, &ho amon( the followin( would say that thou(hts and feelin(s are a function of the en#ironment and should %e studied as suchOa. ull %. Bandurac. S*innerd. Descartes

K ! 45 N

kinner5s 0ie o! Internal Events

65C, 1Thou(hts are ust another form of %eha#ior and should %e studied as such,2 The %eha#iorist most li*ely toha#e uttered such a statement isa. ull, %. Tolman,c. Bandura,d. S*inner,

K D 45-46 &&&

65, &atson was a / while S*inner was a ,a. radical %eha#ioristJ methodolo(ical %eha#iorist %. methodolo(ical %eha#ioristJ radical %eha#ioristc. neo%eha#ioristJ radical %eha#iorist

d. radical %eha#ioristJ neo%eha#ioristK B 6C/ 46 &&&

65, Accordin( to S*inner/ at descri%in( their feelin(s,a. people are often +uite inaccurate %. people are often +uite accuratec. males are (enerally inaccurate/ females are (enerally accurated. adults are (enerally accurate/ children are (enerally inaccurate,

K A 46




665, Accordin( to S*inner/ feelin(s are often inaccurately descri%ed %ecause/ when parents teach children to la%elinternal e#ents/a. they can only ma*e inferences a%out what the children are actually feelin(, %. they pay too little attention to this type of trainin(,c. they often punish children for accurately descri%in( their feelin(s,d. %oth % and c

K A 46

666, Dr, "ran<oi notices that one of her patients has (reat difficulty descri%in( her emotions/ possi%ly %ecause shewas se#erely ne(lected as a youn( child, The %eha#iorist who would %e most interested in this matter would pro%a%ly %ea. S*inner, %. Bandura,c. Tolman,d. &atson,

K A 46

667, &hen we loo* for causal relationships %etween thou(hts and %eha#iors/ we need to reco(ni<e that thou(hts andfeelin(s sometimes

a. follow a %eha#ior, %. precede a %eha#ior,c. occur parallel to the %eha#ior,d. all of these

K D 46-47

664, Remo#in( the ma(a<ines from your room so you won't %e distracted %y them while studyin( is an example ofwhat S*inner calleda. countercontrol, %. counterdeterminism,c. reciprocal control,d. reciprocal determinism,

K A 44

66G, S*inner's notion of is similar to Bandura's concept of reciprocal determinism,a. indeterminism %. countercontrolc. operant conditionin(d. counterconditionin(

K B 44

668, S*inner comes closest to the notion of free will in his concept ofa. reciprocal determinism, %. reciprocal control,c. countercontrol,d. counter determinism,

K ! 44 MD

CHAPTER 122




kinner5s Approach as 6olar

669, S*inner is similar to Tolman in that they %oth emphasi<ed a #iew of %eha#ior,a. molecular %. free willc. co(niti#ed. molar

K D 48

66C, 0 head to the cafeteria to (et food, Amon( %eha#iorists/ this is a relati#ely explanation for %eha#ior,a. molar %. molecular c. nondeterministicd. existential

K A 48

66, 3ast experience is to expectation as is to ,a. S*innerJ Tolman %. S*innerJ ullc. ullJ &atson

d. TolmanJ &atsonK A 48

kinner5s 0ie o! ;enetic Factors

66, S*inner the role of (enetic influences on %eha#ior,a. %asically i(nored %. adamantly reectedc. clearly reco(ni<edd. o#eremphasi<ed

K ! 48

675, Accordin( to S*inner/ %eha#ior is ultimately the result of influences,

a. (enetic %. en#ironmentalc. co(niti#ed. %oth (enetic and en#ironmental

K D 48

676, Accordin( to S*inner/ operant conditionin( is +uite similar to the principle ofa. homeostasis, %. natural selection,c. (ra#ity,d. relati#ity,

K B 48-49 N

677, $perant conditionin( constitutes a sort of mini-e#olution of an or(anism's %eha#ior in the sense that responses %ecome more fre+uent while responses %ecome less fre+uent,a. nonadapti#eJ adapti#e %. adapti#eJ nonadapti#ec. reflexi#eJ operantd. operantJ reflexi#e

K B 48-49




674, 1That which wor*s remainsJ that which doesn't wor* is eliminated,2 This statement reflects the principle ofa. classical conditionin( %. natural selection,c. operant conditionin(,d. %oth natural selection and operant conditionin(,

K D 48-49 ")

67G, !han(es in a species is to as chan(es in an indi#idual is to ,a. classical conditionin(J operant conditionin(, %. operant conditionin(J classical conditionin(,c. natural selectionJ operant conditionin(d. operant conditionin(J natural selection

K ! 48-49

678, ohn is ha#in( difficulty learnin( a new swim stro*e, "ortunately for him/ his swim coach is aa. nati#ist, %. humanist,c. %eha#iorist,d. structuralist,

K ! 49

679, 1?reat athletes are made/ not %orn,2 This statement most exemplifies the approach to %eha#ior,a. nati#ist %. empiricistc. humanistd. existentialist

K B 49

67C, Beha#iorists the role of (enetic factors in learnin(,a. ha#e a (rowin( appreciation for %. reectc. i(nored. focus upon

K A 49

Behavior Anal'sis and Applied Behavior Anal'sis

67, The science of physiolo(y is to the practice of medicine as is to ,a. %eha#ior analysisJ applied %eha#ior analysis %. radical %eha#iorismJ %eha#ior analysisc. %eha#ior analysisJ radical %eha#iorismd. radical %eha#iorismJ applied %eha#ior analysis

K A 4C

67, Aircraft en(ineerin( is to physics asa. radical %eha#iorism is to applied %eha#ior analysis,

%. applied %eha#ior analysis is to %eha#ior analysis,c. %eha#ior analysis is to applied %eha#ior analysis,d. %eha#ior analysis is to radical %eha#iorism,

K B 4C

CHAPTER 124




645, 3hilosophy is to science as is to ,a. %eha#ior analysisJ radical %eha#iorism %. radical %eha#iorismJ applied %eha#ior analysisc. radical %eha#iorismJ %eha#ior analysis,d. %eha#ior analysisJ applied %eha#ior analysis

K ! 4C MD

646, &hat is the relationship %etween Qradical %eha#iorism' and Q%eha#ior analysis'Oa. Radical %eha#iorism is the philosophical %asis for %eha#ior analysis, %. Beha#ior analysis is the philosophical %asis for radical %eha#iorism,c. Radical %eha#iorists conduct scientific research/ and %eha#ior analysts are practicin( clinicians,d. Beha#ior analysis is a science/ while radical %eha#iorism is the application of that science,

K A 4C

647, All of the followin( are maor schools of %eha#iorism E!E3Ta. ontolo(ical %eha#iorism, %. neo%eha#iorism,c. purposi#e %eha#iorism,d. social learnin( theory,

K A 69-4C

And Further"ore: The 9i!e o! B% F% kinner

644, &ith respect to the use of punishment/ S*inner %elie#ed that ita. often creates more pro%lems than it sol#es, %. is an effecti#e means of childhood mana(ement,c. has little or no effect on children,d. has little or no effect on adults,

K A 4

64G, A stron( trait of B, ", S*inner's that later %ecame reflected in his %rand of %eha#iorism was hisa. o%ecti#ity, %. mysticism,

c. mathematical a%ility,d. fear of emotions,

K A 4

648, &hich of the followin( personal characteristics most directly influenced S*inner's wor* as a psycholo(istOa. lo#e of poetry %. extreme emotionalityc. in#enti#enessd. athleticism

K ! 4 &&&

649, S*inner's %oo*/ +eyond reedom and Dignity/ proposed thata. freedom and di(nity are necessary characteristics of human existence,

%. society must %e en(ineered to control human %eha#ior for the %etter,c. people must %e tau(ht to %e free,d. society has %een o#er-en(ineered to the point where people ha#e lost their di(nity ,

K B G6




64C, !oncernin( his %oo*/ +eyond reedom and Dignity/ S*inner was se#erely critici<ed for a. proposin( that (o#ernment should %e a%olished, %. reectin( the concept of free will,c. reectin( the concept of an en(ineered society,d. %oth % and c

K B G6

64, S*inner's dau(hter a. (rew up in an experimental cham%er, %. %ecame mentally ill,c. %oth a and %d. neither a nor %

K D G5

64, An in#ention of S*inner's that is li*ely to %enefit (reatly from the modern day a#aila%ility of personalcomputers isa. pro(rammed instruction, %. whole lan(ua(e learnin(,c. peer-%ased instruction,d. distance education,

K A G6-G7

Fill8in8the8Blank Ite"sMost of these items are ta*en from or are #ery similar to the end-of-chapter test items in the textJ the items at the endthat are mar*ed &&& are posted on the student resource we%site,

6, Ste#en once %ecame terri%ly ill while #isitin( !hica(o, As a result/ whene#er he #isits !hica(o/ he thin*s ofthe illness he suffered at that time, Amon( the four laws of association/ this is %est descri%ed as an example ofthe law of ,

K conti(uity

7, 0n considerin( the process of fantasi<in(/ a psycholo(ist who adheres to the approach *nown as would %e most concerned with understandin( the adapti#e #alue of fantasi<in(,

K functionalism

4, &hen Tara saw the lush (reen lawn/ it reminded her of ust how dry the lawn had %een the pre#ious year,Amon( the four laws of association/ this is %est descri%ed as an example of the law of ,

K contrast

G, After stru((lin( unsuccessfully to eliminate his test anxiety/ Andres finally accepts that there are some aspectsof himself that he can control and some that he cannot control, This conclusion is similar to that of the "rench philosopher and his theory of dualism,

K DescartesJ mind-%ody

8, 0n tryin( to understand her feelin(s for uan/ 3amela pays close attention to the sensations she feels each time

she sees him, This is an example of the method of , This was a fa#orite method ofresearch %y psycholo(ists who adhered to the approach *nown as ,

K introspectionJ structuralism

9, ason once found 75 while cleanin( the apartment, As a result/ he often cleans the apartment, This is anexample of conditionin(,

K operant

CHAPTER 126




C, 1My cat ne#er (ets lost, 0t's li*e she has a %lueprint in her mind of the exact layout of the entire town,2 Thisstatement fits %est with name the %eha#iorist. 's %rand of %eha#iorism *nown as ,

K TolmanJ co(niti#e or purposi#e. %eha#iorism

, Descartes %elie#ed that the %eha#ior of is entirely reflexi#e,K animals

, The law of holds that simpler explanations are usually prefera%le explanations,K parsimony

65, The assumption that en#ironmental e#ents/ o%ser#a%le %eha#ior/ and internal e#ents all influence each other iscalled ,

K reciprocal determinism

66, Diane often (ets lost when she dri#es around the city in which she li#es, Tolman mi(ht say that she has a faulty ,

K co(niti#e map

67, Althou(h Ro%erta ust sits there throu(hout the lecture/ she can afterwards repeat e#erythin( the professor said,

This is an example of learnin(/ which illustrates the distinction %etween learnin( and ,

K o%ser#ational or latent.J performance

64, S*inner's approach to the study of %eha#ior is a approach, 0n this sense/ S*inner is +uite similar to ,

K molarJ Tolman

6G, The %eha#ioral science that (rew out of the philosophy of radical %eha#iorism is called ,K %eha#ior analysis or the experimental analysis of %eha#ior.

68, The mental representation of one's spatial surroundin(s is called a ,K co(niti#e map &&&

69, The results of Tolman and on<i*'s 645. experiment was re(arded as a demonstration of learnin( or the distinction %etween performance and %eha#ior.,

K latent &&&

6C, )eal was recently %itten %y a spider/ and is now afraid of spiders, This is %est seen as an example of conditionin(,

K classical &&&

hort8Anser Ite"sMost of these items are end-of-chapter study +uestions from the textJ those mar*ed &&& are additional items fromthe student resource we%site,

6, )ame and %riefly descri%e the two fundamental forms of learnin( emphasi<ed in this text%oo*,

!lassical conditionin( is the process %y which certain in%orn/ in#oluntary %eha#iors come to %e elicited in newsituations, $perant conditionin( in#ol#es the stren(thenin( or wea*enin( of a %eha#ior as a result of itsconse+uences, 4-8.




7, Descri%e the nati#ist #ersus empiricist approaches to *nowled(e, ow would a nati#ist #ersus an empiricist

explain how 3icasso %ecame such a (reat artistO

The nati#ist nature. perspecti#e assumes that a person's characteristics are lar(ely in%orn/ while the empiricist

nurture. perspecti#e assumes that a person's characteristics are mostly learned, A nati#ist would assume that3icasso's artistic talent is lar(ely innate/ while an empiricist would assume that his artistic talent is lar(ely theresult of learnin(, 9.

4, )ame and %riefly descri%e the four laws of association,

Law of %imilarity: E#ents that are similar to each other are readily associated, Law of 3ontrast : E#ents that are opposite from each other are readily associated, Law of 3ontiguity: E#ents that occur in close proximity to each other in time or space are readily associated, Law of re4uency: The more fre+uently two items occur to(ether/ the more stron(ly they are associated,

9-C.

G, $utline Descartes' dualistic model of human %eha#ior, 0n his #iew/ what is the %asic distinction %etween the

%eha#ior of humans and the %eha#ior of animals,

Descartes' notion of mind-%ody dualism holds that some human %eha#iors are reflexes that are automaticallyelicited %y external stimulation/ while other %eha#iors are freely chosen and controlled %y the mind, Animal %eha#ior is entirely reflexi#e/ while human %eha#ior is a com%ination of reflexes and freely chosen %eha#iors,.

8, ow did the British empiricists #iew the ac+uisition of *nowled(e and the composition of the conscious mindO

The British empiricists maintained that almost all *nowled(e is a function of experience, They also %elie#edthat the conscious mind is composed of a finite set of %asic elements specific colors/ sounds/ smells/ etc,. that

are com%ined throu(h the principles of association into complex sensations and thou(ht patterns, .

9, Descri%e the structuralist approach to psycholo(y, )ame and define the %asic method %y which the structuralists

(athered data,

Structuralism assumes that it is possi%le to determine the structure of the mind %y identifyin( the %asic elementsof which it is composed, Structuralists used the method of introsection/ in which the su%ect in an experimentattempts to accurately descri%e his or her conscious thou(hts/ emotions/ and sensory experiences, .

C, Descri%e the functionalist approach to psycholo(y, &here did functionalists stand on the issue of animal

experimentation/ and what was their reasonin( %ehind thisO

"unctionalists assumed that the mind e#ol#ed to help us adapt to the world around us/ and that the focus of psycholo(y should %e the study of those adapti#e processes, They %elie#ed/ li*e Darwin/ that humans e#ol#edfrom other animals and that much of what we learn from other animals may %e of direct rele#ance to humans,65.

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, Descri%e Darwin's principle of natural selection, &hat are the three main components of the principle of natural

selectionO

The principle of natural selection states that indi#iduals that are capa%le of adaptin( to en#ironmental pressuresare more li*ely to sur#i#e and reproduce than those that cannot adapt, The three components of natural

selection are 6. #aria%ility of traits e,(,/ some indi#iduals are lar(er than others./ 7. traits are herita%le/ or ha#ea (enetic %asis/ and 4. or(anisms must compete for limited resources, 66.

, Define the law of parsimony and Mor(an's !anon,

The law of parsimony holds that simpler explanations for a phenomenon are (enerally prefera%le to morecomplex explanations, Mor(an's !anon holds that one should interpret an animal's %eha#ior in terms of lower/more primiti#e processes e,(,/ reflex or ha%it. than hi(her/ more mentalistic processes e,(,/ decision-ma*in( or ima(ination., 6G.

65, Descri%e &atson's methodolo(ical %eha#iorism, ow did &atson's position on the nature-nurture de%ate

chan(e o#er timeO

Methodolo(ical %eha#iorism asserts that/ for methodolo(ical reasons/ psycholo(ists should study only those %eha#iors that can %e directly o%ser#ed, $#er time/ &atson also %ecame somethin( of an extremist re(ardin(the nature-nurture issue, 0n his ori(inal 664 article/ he emphasi<ed the influence of %oth heredity anden#ironment on %eha#ior, Later/ followin( extensi#e o%ser#ations of human infants/ he came to the conclusionthat humans inherit only a few fundamental reflexes alon( with three %asic emotions lo#e/ ra(e/ and fear.,E#erythin( else/ he %elie#ed/ is learned, 69-6.

66, Descri%e ull's neo%eha#iorism, ow does Tolman's co(niti#e %eha#iorism differ from it,

ull's neo%eha#iorism is a %rand of %eha#iorism that utili<es inter#enin( #aria%les/ in the form of hypothesi<ed physiolo(ical processes/ to help explain %eha#ior, Tolman's co(niti#e %eha#iorism is similar except that the

inter#enin( #aria%les are usually in the form of hypothesi<ed co(niti#e processes, 76-7G.

67, Descri%e Bandura's social learnin( theory, $utline or dia(ram his concept of reciprocal determinism,

Social learnin( theory is a %eha#ioral approach that stron(ly emphasi<es the importance of o%ser#ationallearnin( and co(niti#e #aria%les in explainin( human %eha#ior, Accordin( to the concept of reciprocaldeterminism/ en#ironmental e#ents/ o%ser#a%le %eha#ior/ and 1person #aria%les2 which include thou(hts andfeelin(s. are seen as ha#in( a reciprocal influence on each other, 7-7.

64, Descri%e S*inner's radical %eha#iorism, ow does his approach to determinism differ from that of Bandura'sO

Radical %eha#iorism emphasi<es the influence of the en#ironment on o#ert %eha#ior/ reects the use of internale#ents to explain %eha#ior/ and #iews thou(hts and feelin(s as %eha#iors which themsel#es need to %eexplained, Althou(h S*inner mi(ht %e seen as a(reein( with some aspects of Bandura's notion of reciprocaldeterminismin the sense that en#ironmental e#ents/ internal e#ents/ and o%ser#a%le %eha#ior are seen ascapa%le of interactin( with each otherhe differs from Bandura in assumin( that it is the en#ironment thatultimately determines %oth external %eha#ior and internal pri#ate. %eha#ior, 45-4G.




6G, 0n what way is operant conditionin( similar to Darwin's principle of natural selectionO &hy was S*inner

cautious a%out placin( too much emphasis on (enetic factors in %eha#iorO

0n the same way that the principle of natural selection specifies that adapti#e characteristics are more li*ely toincrease across (enerations within a species/ operant conditionin( specifies that adapti#e %eha#iors those %eha#iors that lead to reinforcers. are more li*ely to increase in fre+uency within an indi#idual, S*inner %elie#ed that %eha#ior was ultimately the result of the interaction of %oth (enes and the en#ironment, )e#ertheless/ he was cautious a%out emphasi<in( (enetic factors insofar as assumin( that a %eha#ior pattern has %een (enetically determined often leads to a pessimistic attitude a%out the possi%ility of chan(in( the %eha#ior,Simply put/ if one assumes that a maladapti#e %eha#ior pattern has %een (enetically determined/ we tend toassume that it cannot %e chan(ed, By contrast/ if one assumes that a maladapti#e %eha#ior pattern has %eenlearned/ we tend to assume that it can also %e chan(ed, 48-49.

68, &hat is the distinction %etween radical %eha#iorism/ %eha#ior analysis/ and applied %eha#ior analysisO

Radical %eha#iorism is the set of philosophical assumptions that underlie S*inner's approach to the science of %eha#ior/ %eha#ior analysis or the experimental analysis of %eha#ior. is the %asic science that (rew out ofradical %eha#iorism/ and applied %eha#ior analysis is a technolo(y of %eha#ior in which %asic principles of

%eha#ior are applied to real world issues, 4C.

69, !ompare and contrast &atson's #ersion of %eha#iorism with S*inner's, &&&

&atson's methodolo(ical %eha#iorism completely reects the inclusion of internal e#ents in the science of %eha#ior and proposes that we should focus exclusi#ely on o%ser#a%le %eha#ior and the en#ironment thatsurrounds it, S*inner %elie#ed that internal e#ents can %e included in a science of %eha#ior/ %ut only as a type of %eha#ior that itself needs to %e explained and not as explanations for %eha#ior, Li*e &atson/ S*inneremphasi<ed the importance of the en#ironment in determinin( %eha#iorJ unli*e &atson/ he was not as extremean ad#ocate of the nurture perspecti#e, )e#ertheless/ he was wary of placin( too much emphasis on (eneticdeterminants of %eha#ior/ since this tends to lead to pessimistic assumptions a%out the possi%ility of chan(in(maladapti#e %eha#iors, "inally/ S*inner's #iew of the learnin( process tends to %e more molar and lessmachine-li*e than &atson's/ who %elie#ed that all %eha#ior could %e explained in terms of stimulus-response

connections, 69-6/ 45-49.

6C, !ompare and contrast Tolman's co(niti#e %eha#iorism with Bandura's social learnin( theory, &&&

Tolman and Bandura a(ree on the usefulness of includin( internal mental e#ents in their theori<in(, They differin that these internal e#ents are purely hypothetical from Tolman's perspecti#e/ %ut +uite real from Bandura's perspecti#e, "or Tolman/ these internal e#ents are utili<ed as inter#enin( #aria%les that mediate %etween theen#ironment and %eha#iorJ for Bandura/ these internal e#ents reciprocally interact with o#ert %eha#ior and theen#ironment to determine %eha#ior, Tolman almost exclusi#ely studied rats/ while Bandura's approach is muchmore focused on human %eha#ior, Both Tolman and Bandura utili<ed a molar perspecti#e in their study of %eha#ior and emphasi<ed the distinction %etween learnin( and performance, 74-45.

6, !ompare and contrast functionalism with structuralism, &&&

Structuralism attempted to determine the structure of the mind %y disco#erin( the %asic elements of which it iscomposed, "unctionalism was concerned with in#esti(atin( the adapti#e si(nificance of the mind/ theassumption %ein( that the mind e#ol#ed %ecause it was in some way adapti#e, Both structuralists andfunctionalists made use of the method of introspection/ althou(h functionalism was not a#erse to other methodsof in#esti(ation/ such as animal experimentation, -65.

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Test Bank for Introduction to Learning and Behavior 4th Edition by Powell

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