McqMate
These multiple-choice questions (MCQs) are designed to enhance your knowledge and understanding in the following areas: Bachelor of Science in Counselling Psychology (BSc Counselling Psychology) .
| 51. |
Which learning theory says that a set stimulus, over a period of time, will produce the same response every time? |
| A. | classical conditioning |
| B. | insight learning |
| C. | drive motive |
| D. | operant conditioning |
| Answer» A. classical conditioning | |
| 52. |
What are the three laws of Thorndike's law? |
| A. | law of exercise |
| B. | law of effect |
| C. | law of readiness |
| D. | a, b & c |
| Answer» D. a, b & c | |
| 53. |
Which of the following is/are part of the definition of learning? |
| A. | change in behaviour |
| B. | relatively permanent |
| C. | brought about by experience |
| D. | all of the above |
| Answer» D. all of the above | |
| 54. |
Pavlov's initial interest in classical conditioning was stimulated when he observed his research dogs salivating at the sight of |
| A. | food |
| B. | the attendants |
| C. | the saliva |
| D. | the food dish |
| Answer» B. the attendants | |
| 55. |
In classical conditioning, an unlearned, inborn reaction to an unconditioned stimulus is a(n) |
| A. | unconditioned stimulus |
| B. | unconditioned response |
| C. | conditioned stimulus |
| D. | conditioned response |
| Answer» B. unconditioned response | |
| 56. |
In Pavlov's classic experiment, meat powder was the |
| A. | unconditioned stimulus |
| B. | unconditioned response |
| C. | conditioned stimulus |
| D. | conditioned response |
| Answer» A. unconditioned stimulus | |
| 57. |
Classical conditioning apparently plays a role in the development of |
| A. | resistance to disease |
| B. | allergic reactions |
| C. | sexual arousal |
| D. | all of the above |
| Answer» D. all of the above | |
| 58. |
Irrational fears that are thought to be caused by classical conditioning are called |
| A. | psychosomatic illness |
| B. | avoidance behaviour |
| C. | phobias |
| D. | stimulus discrimination |
| Answer» C. phobias | |
| 59. |
Learning that results from the consequences of behaviours called |
| A. | extinguished conditioning |
| B. | operant conditioning |
| C. | classical conditioning |
| D. | positive conditioning |
| Answer» B. operant conditioning | |
| 60. |
If positive reinforcement is not given within a short time following the response, learning will proceed slowly. This phenomenon is called |
| A. | delay of reinforcement |
| B. | extinction |
| C. | conditioned response |
| D. | consistency |
| Answer» A. delay of reinforcement | |
| 61. |
Jill was trying to operantly condition her dog to roll over. Each time her dog rolled over she immediately said "good dog." However, the dog did not roll over on command. Which of the following may best explain why? |
| A. | jill used inconsistent reinforcement |
| B. | the cs did not match the cr |
| C. | jill should have delayed reinforcement |
| D. | saying "good dog" was not reinforcing |
| Answer» D. saying "good dog" was not reinforcing | |
| 62. |
Reinforcers that are innately reinforcing, such as food, water, and warmth are called |
| A. | primary reinforcers |
| B. | secondary reinforcers |
| C. | extinguished reinforcers |
| D. | superstitious reinforcers |
| Answer» A. primary reinforcers | |
| 63. |
If a child is rewarded for appropriate behavior every 15 minutes, what type of schedule is being used? |
| A. | fixed ratio |
| B. | variable ratio |
| C. | fixed interval |
| D. | variable interval |
| Answer» C. fixed interval | |
| 64. |
Salespeople who are paid exclusively by commission are reinforced on which type of schedule? |
| A. | fixed ratio |
| B. | fixed interval |
| C. | variable ratio |
| D. | variable interval |
| Answer» C. variable ratio | |
| 65. |
If you wanted to teach a chicken to "play" the piano, you should |
| A. | wait for a musically inclined chicken to show up |
| B. | extinguish piano-playing behavior |
| C. | use shaping |
| D. | use negative reinforcement |
| Answer» C. use shaping | |
| 66. |
Behavior that is reinforced because it causes a negative event to stop is called |
| A. | shaping |
| B. | punishment |
| C. | escape conditioning |
| D. | avoidance conditioning |
| Answer» C. escape conditioning | |
| 67. |
Both escape conditioning and avoidance conditioning are forms of |
| A. | superstitious behavior |
| B. | positive reinforcement |
| C. | negative reinforcement |
| D. | secondary reinforcement |
| Answer» C. negative reinforcement | |
| 68. |
Which of the following is suggested as a guideline for the use of punishment? |
| A. | do not use physical punishment |
| B. | do not give punishment mixed with rewards |
| C. | make it clear to the individual which behavior is being punished |
| D. | all of the above |
| Answer» D. all of the above | |
| 69. |
If the consequence of a behavior is negative and the frequency of that behavior decreases, the behavior has been |
| A. | positively reinforced |
| B. | negatively reinforced |
| C. | disinhibited |
| D. | punished |
| Answer» D. punished | |
| 70. |
Which of the following is correct? |
| A. | classical conditioning usually involves reflexive behavior, while operant conditioning usually involves more complicated, spontaneous behavior. |
| B. | classical conditioning usually involves more complicated, spontaneous behavior, while operant conditioning involves reflexive behavior. |
| C. | in classical conditioning, the reinforcement is contingent on the behavior of the learner. |
| D. | in operant conditioning the ucs and cs occur independently of the learner\s behavior. |
| Answer» A. classical conditioning usually involves reflexive behavior, while operant conditioning usually involves more complicated, spontaneous behavior. | |
| 71. |
John loves to receive mail. Over the years, he has learned to tell the difference between the sound of the mail truck and the other cars and trucks that pass his house. What process is at work here? |
| A. | stimulus discrimination |
| B. | stimulus generalization |
| C. | extinction |
| D. | negative reinforcement |
| Answer» A. stimulus discrimination | |
| 72. |
After Little Albert was conditioned to fear a white rat, he also displayed fear responses to a white rabbit and a white coat. This is an example of |
| A. | stimulus generalization |
| B. | stimulus discrimination |
| C. | variable interval reinforcement |
| D. | superstitious behavior |
| Answer» A. stimulus generalization | |
| 73. |
An intense internal force that motivates behavior is known as a(n) |
| A. | incentive |
| B. | drive |
| C. | reinforcement |
| D. | reward |
| Answer» B. drive | |
| 74. |
What, according to Hull, is reinforcing? |
| A. | drive reduction |
| B. | drive induction |
| C. | incentive reduction |
| D. | incentive deduction |
| Answer» A. drive reduction | |
| 75. |
If drive motivation is based on deprivation, incentive motivation is based on |
| A. | drive reduction |
| B. | habit strength |
| C. | inhibition |
| D. | reward value |
| Answer» D. reward value | |
| 76. |
Environmental stimuli can acquire the ability to produce an internal drive state. Hull called these |
| A. | environmental drives |
| B. | acquired drives |
| C. | conditioned drives |
| D. | unconditioned drives |
| Answer» B. acquired drives | |
| 77. |
Habit strength increases based on |
| A. | incentive induction |
| B. | drive reduction |
| C. | inhibition induction |
| D. | behavioral induction |
| Answer» B. drive reduction | |
| 78. |
When a response continues to fail to produce drive reduction, it is permanently suppressed via |
| A. | reactive inhibition |
| B. | latent inhibition |
| C. | conditioned inhibition |
| D. | higher order inhibition |
| Answer» C. conditioned inhibition | |
| 79. |
Crespi's findings regarding the effect of reward magnitude on running speed forced Hull to propose that |
| A. | reward magnitude directly influences motivation |
| B. | reward magnitude has no effect on motivation |
| C. | shifts in reward result in forgetting |
| D. | learning is reduced with large reward |
| Answer» A. reward magnitude directly influences motivation | |
| 80. |
According to Amsel, the extinction of an instrumental response is due to |
| A. | anger |
| B. | frustration |
| C. | repression |
| D. | anxiety |
| Answer» B. frustration | |
| 81. |
In Mowrer's two-factor theory of avoidance learning, the two factors are |
| A. | vicarious learning and classical conditioning |
| B. | instrumental conditioning and operant conditioning |
| C. | classical conditioning and pavlovian conditioning |
| D. | classical conditioning and instrumental (or operant) conditioning |
| Answer» D. classical conditioning and instrumental (or operant) conditioning | |
| 82. |
Guthrie believed that all learning is |
| A. | s-r associations reinforced by drive reduction |
| B. | s-r associations based on contiguity |
| C. | s-s associations based on reinforcement |
| D. | s-s associations based on contiguity |
| Answer» B. s-r associations based on contiguity | |
| 83. |
Which traditional theorist believed that behavior involves purpose, goals, and expectations? |
| A. | tolman |
| B. | hull |
| C. | thorndike |
| D. | skinner |
| Answer» A. tolman | |
| 84. |
Spence's anticipatory goal concept is comparable to Tolman's |
| A. | cathexis |
| B. | cognitive map |
| C. | equivalence belief principle |
| D. | law of effect |
| Answer» C. equivalence belief principle | |
| 85. |
Which traditional learning theorist believed that the use of hypothetical constructs does not contribute to our understanding of behavior? |
| A. | hull |
| B. | skinner |
| C. | tolman |
| D. | rotter |
| Answer» B. skinner | |
| 86. |
Guthrie rejected Thorndike's |
| A. | law of exercise |
| B. | law of readiness |
| C. | law of equivalence |
| D. | law of effect |
| Answer» D. law of effect | |
| 87. |
According to Tolman, reward is not required for learning but is required for |
| A. | extinction |
| B. | performance |
| C. | memory |
| D. | direction |
| Answer» B. performance | |
| 88. |
Instrumental aversive conditioning involves |
| A. | escape training |
| B. | punishment training |
| C. | avoidance training |
| D. | all of the above |
| Answer» D. all of the above | |
| 89. |
Once exposed to an aversive situation, learning a response that removes the aversive situation involves |
| A. | avoidance learning |
| B. | escape learning |
| C. | stimulus discrimination |
| D. | response generalization |
| Answer» B. escape learning | |
| 90. |
According to Skinner, a reinforcer is any event that |
| A. | increases a behavior |
| B. | decreases a behavior |
| C. | makes a person happy |
| D. | is satisfying |
| Answer» A. increases a behavior | |
| 91. |
Skinner defines an operant behavior as that which is |
| A. | elicited by environmental stimuli |
| B. | a result of s-r associations |
| C. | emitted by the organism |
| D. | unlearned |
| Answer» C. emitted by the organism | |
| 92. |
Whenever Kendra's dog whines at the door to go out she says "good dog" and pets the dog. The word "good" becomes a secondary reinforcer through the process of |
| A. | classical conditioning |
| B. | operant conditioning |
| C. | instrumental conditioning |
| D. | vicarious conditioning |
| Answer» A. classical conditioning | |
| 93. |
To teach a complex behavior, one should use |
| A. | shaping |
| B. | classical conditioning |
| C. | punishment |
| D. | contingency management |
| Answer» A. shaping | |
| 94. |
Kohler's research with Sultan supports which theoretical view of learning? |
| A. | insight learning |
| B. | latent learning |
| C. | place learning |
| D. | modeling |
| Answer» A. insight learning | |
Done Studing? Take A Test.
Great job completing your study session! Now it's time to put your knowledge to the test. Challenge yourself, see how much you've learned, and identify areas for improvement. Don’t worry, this is all part of the journey to mastery. Ready for the next step? Take a quiz to solidify what you've just studied.