Which of the following processes is equivalent to a roller-coaster ride that gradually flattens out?

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Introduction to Learning And Behavior 4th Edition By Russell A. Powell – Test Bank

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Sample Question

CHAPTER 4: Classical Conditioning:

Basic Phenomena and Various Complexities

Chapter Outline

Some Basic Conditioning Phenomena

Acquisition

Extinction, Spontaneous Recovery, and Disinhibition

Stimulus Generalization and Discrimination

Discrimination Training and Experimental Neurosis

Two Extensions to Classical Conditioning

Higher-Order Conditioning

Sensory Preconditioning

Three Examples of Specificity in Classical Conditioning

Overshadowing

Blocking

Latent Inhibition

Additional Phenomena

Temporal Conditioning

Occasion Setting

External Inhibition

US Revaluation

Pseudoconditioning

Explanation of Opening Scenario

The point here is that too much unpredictability can be stressful, even when the unpredictable event is something that is usually pleasant. This is congruent with Pavlov’s experimental neurosis paradigm (p143).

Dr. Dee Assignment (See Chapter 1 in this manual for a sample set of instructions.)

1. Dear Dr. Dee,

My old boyfriend is still in love with me. I keep introducing him to other women, but he’s never interested in them. What am I doing wrong?

                                                                                                Marla Matchmaker

1. Dear Dr. Dee,

I read somewhere that children who grow up together in a commune rarely get romantically involved with each other when they become teenagers. If true, why would this be this case?

                                                                                                Quizzical

Relevant concepts:

1. If he is still in love with her, her presence when she introduces him to other women would likely block (155-157) the formation of positive associations to the other women.

1. In keeping with the phenomenon of latent inhibition (157), a person whom one has grown up with would be an extremely familiar stimulus, and it would therefore be difficult for them to become associated with emerging feelings of sexual attraction in adolescence. (In fact, it is probably for this reason that brother-sister incest is relatively rare, and that stepfathers and fathers who have been estranged from their families for considerable periods of time are more likely to commit incest than fathers who have actively raised their children.)

Internet Resources

“Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex” by Ivan P. Pavlov (1927): //psychclassics.yorku.ca/Pavlov

A series of lectures by Pavlov describing his research findings in classical conditioning. (From York University Classics in the History of Psychology.)

Suggested Readings

Domjan, M. (2003). The principles of learning and behavior (5th ed.). Belmont, CA: Wadsworth.

Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Charles C. Thomas.

Lieberman, D. A. (2000). Learning: Behavior and cognition (3rd ed.). Belmont, CA: Wadsworth.

Lubow, R. E., & Gewirtz, J. C. (1995). Latent inhibition in humans: Data, theory, and implications for schizophrenia. Psychological Bulletin, 117, 87–103.

Pavlov, I. P. (1927). Conditioned reflexes (G. V. Anrep, Trans.). London: Oxford University Press.

Answers to Quick Quiz Items

Quick Quiz A

1. acquisition; rapidly
2. asymptote
3. more
4. more

Quick Quiz B

1. the CS is presented without the US
2. presenting the CS without the US
3. more
4. spontaneous recovery
5. weaker; quickly
6. inhibition
7. disinhibition

Quick Quiz C

1. CR; CS; similar
2. semantic
3. discrimination; see glossary
4. generalization; discrimination
5. generalization

Quick Quiz D

1. more
2. experimental neurosis; unpredictable; neurotic
3. anxious; catatonic; not all
4. inherited; temperament
5. more; cannot
6. more
7. anxiety; physical
8. extraverts; very poorly; anxiety

Quick Quiz E

1. higher-order
2. weaker
3. first; second
4. CS1; CS2

Quick Quiz F

1. sensory preconditioning
2. weaker
3. relatively few
4. simultaneously

Quick Quiz G

1. simultaneous
2. overshadowing
3. blocking
4. latent inhibition
5. blocking; overshadowing
6. prevents
7. blocking

Quick Quiz H

1. US; CS; CR
2. occasion setting; US; occasion setter; facilitate; CR
3. temporal
4. occasion setter

Quick Quiz I

1. external inhibition; novel; decrease
2. US revaluation; post; US
3. external inhibition
4. CS; US; CR; US revaluation (or US deflation)

Quick Quiz J

1. pseudoconditioning
2. emotional
3. quite separate; sensitization

Answers to Study Question Items: See short-answer test items in the test bank.

Test Bank for Chapter 4

Basic Conditioning Phenomena

Acquisition

1. The strengthening of a CR through repeated pairings of a CS and US is known as

1. • C 135

1. The development of a conditioned fear response through pairing a flash of light with a shock is known as

1. acquisition
   • D 135

1. The maximum amount of conditioning that can take place in a given setting is known as the ____ of conditioning.
   1. asymmetry
   2. asymptote

• assignment

1. maximal assignment
   • B 135

1. When we have reached the maximum amount of conditioning that can be obtained, we say we have reached the ________ of conditioning.
   1. threshold
   2. trace level

• critical level

1. asymptote
   • D 135        QZ

1. The strength of conditioning increases more rapidly during the
   1. middle conditioning trials.
   2. later conditioning trials.

• earlier conditioning trials.

1. both a and b
   • C 135

1. The strength of conditioning varies directly with the strength of the

• both a and b

1. neither a nor b
   • C 135-136

• In pairing a light with a shock, a brighter light will result in
  1. weaker conditioning.
  2. stronger conditioning.

• less predictable conditioning.

1. both a and c
   • B 136

1. In pairing a light with a shock, a stronger shock will result in
   1. stronger conditioning.
   2. weaker conditioning.

• less predictable conditioning.

1. both b and c
   • A 135-136

1. In pairing a bee with a sting, a bigger bee should result in
   1. stronger conditioning.
   2. weaker conditioning.

• less predictable conditioning.

1. both a and c
   • A 135-136

1. A bright light paired with food will produce ______ conditioning compared to a faint light paired with food.
   1. weaker
   2. the same amount of conditioning

• stronger

1. less predictable
   • C 135-136     WWW

1. In pairing a bee with a sting, a more painful sting should result in
   1. weaker conditioning.
   2. stronger conditioning.

• less predictable conditioning.

1. both b and c
   • B 135-136

Extinction, Spontaneous Recovery, and Disinhibition

1. Gain is to ____ as loss is to ____.
   1. spontaneous recovery; acquisition
   2. disinhibition; spontaneous recovery

• acquisition; extinction

1. extinction; acquisition
   • C 136

1. The repeated presentation of a CS without the US is the procedure of

1. • B 136

1. You repeatedly pair a tone with food until the dog salivates to the sound of the tone. You then present the tone several times without the food until the dog no longer salivates when he hears it. Presenting the tone several times without food is an example of
   1. the procedure of extinction.
   2. the process of extinction.

• the procedure of habituation.

1. the process of habituation.
   • A 136

1. The weakening of a CS that has been repeatedly presented in the absence of the US is known as the process of

1. • D 136

1. A response that has been extinguished
   1. often becomes transformed into a fixed action pattern.
   2. can be slowly reacquired.

• can be rapidly reacquired.

1. cannot be reacquired.
   • C 137

1. Once a phobia has been extinguished,
   1. it is relatively easy to reacquire.
   2. it is relatively difficult to reacquire.

• other phobias will easily extinguish.

1. both b and c
   • A 137         QZ

1. When one attempts to conduct further conditioning trials after a CR has been extinguished,
   1. the CR is difficult to reacquire.
   2. the CR is impossible to reacquire.

• the CR can be reacquired only if the intensity of the US is increased.

1. the CR is easily reacquired.
   • D 137

1. Toward the end of a day in which she wrote several exams in a row, Susan felt none of the test anxiety that she typically feels. According to the process of _______, she might still feel some degree of anxiety at the start of another test the following week.
   1. external inhibition
   2. dishabituation

• spontaneous recovery

1. disinhibition
   • C 137        MD

1. The term ____ refers to the reappearance of a CR following a rest period after extinction.
   1. spontaneous reacquisition
   2. reacquisition

• spontaneous recovery

1. disinhibition
   • C 137        FN

1. Spontaneous recovery is the reappearance of a ____ following a rest period after ____.
   1. CS; extinction
   2. CR; extinction

• CS; disinhibition

1. CR; disinhibition
   • B 137

1. Spontaneous recovery tends to ____ across repeated sessions of extinction.
   1. decrease
   2. increase

• remain constant

1. fluctuate unpredictably
   • A 137

1. Which of the following processes is equivalent to a roller-coaster ride that gradually flattens out?
   1. dishabituation
   2. blocking

• spontaneous recovery

1. occasion setting.
   • C 137-138

1. To Pavlov, the existence of spontaneous recovery indicated that extinction is NOT simply a process of

1. both a and b
   • C 138        QZ

1. Pavlov regarded ____ as evidence that extinction involves the ____ of a response.
   1. dishabituation; unlearning
   2. spontaneous recovery; unlearning

• dishabituation; inhibition

1. spontaneous recovery; inhibition
   • D 138        MD

1. Pavlov regarded ____ as evidence that extinction involves the ____ of a response.
   1. dishabituation; unlearning
   2. disinhibition; inhibition

• dishabituation; inhibition

1. disinhibition; unlearning
   • B 138

1. The term ____ refers to the sudden recovery of a response during an extinction procedure when a ____ stimulus is introduced.
   1. dishabituation; familiar
   2. disinhibition; novel

• dishabituation; novel

1. disinhibition; familiar
   • B 138

1. Toward the end of a day in which she experienced several interviews, Susan began to feel quite relaxed. Unfortunately, during the last interview, a phone rang which disrupted the proceedings. Interestingly, it also brought back some of her nervousness. This is best described as an example of
   2. spontaneous recovery.

1. • C 138

1. Jollena decided to confront her fear of dogs by volunteering to look after Arnold, the neighbor’s Golden Retriever. By the end of the first day, she was becoming quite comfortable around Arnold. However, when the smoke detector accidentally went off, she found that some of her nervousness toward Arnold had returned. This is best described as an example of
   2. spontaneous recovery.

1. • D 138

1. Disinhibition is to dishabituation as
   1. inhibition is to extinction.
   2. extinction is to habituation.

• extinction is to sensitization.

1. latent inhibition is to latent habituation.
   • B 138

1. Disinhibition is similar to dishabituation in that both involve
   1. classical conditioning.

• spontaneous recovery.

1. novel stimuli.
   • D 138

1. Spontaneous recovery differs from disinhibition in that the latter requires the presence of
   1. the CS.
   2. the US.

• the CS and the US.

1. a novel stimulus.
   • D 138         WWW

Stimulus Generalization and Discrimination

1. Stimulus generalization in classical conditioning is the tendency of the ____ to occur in the presence of a stimulus that is similar to the ____.
   1. CS; US
   2. CR; US

• CR; CS

1. UR; US
   • C 140

1. The tendency of the CR to occur in the presence of a stimulus that is similar to the ____ is called stimulus ____.
   1. CS; generalization
   2. US; generalization

• CS; discrimination

1. US; discrimination
   • A 140

1. If a pigeon always receives a frightening air blast following the presentation of a red light, it will show a stronger fear response to the presentation of a(n) ____ light than a(n) ____ light.
   1. red; orange-reddish
   2. orange-reddish; red

• orange-reddish; orange

1. both a and c
   • D 140

1. If a rat always receives a shock following the presentation of an 800 Hz tone, it will show a stronger fear response to the presentation of a ____ tone than a ____ tone.
   1. 900 Hz; 1000 Hz
   2. 1000 Hz; 900 Hz

• 600 Hz; 700 Hz

1. both b and c
   • A 140

1. The generalization of a CR to a word that is similar in meaning to a CS is called
   1. verbal generalization.
   2. semantic generalization.

• verbal discrimination.

1. semantic discrimination.
   • B 140

1. Semantic generalization is the occurrence of a conditioned response to a(n) ____ stimulus that is ____ the CS.
   1. visual; similar to
   2. olfactory; more intense than

• verbal stimulus; similar in meaning to

1. verbal stimulus; similar in sound to
   • C 140

1. While sitting in a room that had a very bad smell, Marcie read a story about snakes. Afterwards, in a different room, Marcie wrinkled her nose when she saw the word cobra. This is an example of
   1. stimulus discrimination.
   2. semantic generalization.

• olfactory discrimination.

1. olfactory generalization.
   • B 140        FN

1. After receiving a shock while seeing the word DOG, Muhammad becomes somewhat tense when he sees the word PUPPY. This is an example of
   1. stimulus discrimination.
   2. olfactory discrimination.

• semantic generalization.

1. olfactory generalization.
   • C 140        QZ

1. After being frightened by a cockroach, Joe cringes when someone talks about “bugs.” This is best described as an example of
   1. experimental neurosis.
   2. semantic generalization.

• the peak shift effect.

1. adjunctive conditioning.
   • B 140

1. When Bobby was little, his mother used to tell him, “Be polite,” and then slap him. As an adult, Bobby feels anxious whenever he overhears a mother tell her child, “Say thank you.” This seems to be an example of
   1. stimulus discrimination.
   2. spontaneous recovery.

• semantic generalization.

1. semantic recovery.
   • C 140         WWW

1. CAT-BAT is to ____ generalization as DOG-CANINE is to ____ generalization.
   1. stimulus; semantic
   2. semantic; stimulus

• verbal; stimulus

1. visual; verbal
   • A 140

1. Stimulus ____ is the tendency for a CR to be elicited by one stimulus and not another.
   1. generalization
   2. differentiation

• disparity

1. discrimination
   • D 141

1. Broader is to narrower as
   1. extinction is to conditioning.
   2. discrimination is to extinction.

• generalization is to discrimination.

1. discrimination is to generalization.
   • C 141

1. Stimulus discrimination in classical conditioning is the tendency for a CR
   1. to suddenly recover following extinction.
   2. to decrease in strength across repeated presentations of the CS.

• to become more differentiated from other responses.

1. to be elicited by one stimulus and not another.
   • D 141

1. A multiple choice exam is similar to the phenomenon of
   2. stimulus discrimination.

• stimulus generalization.

1. response generalization.
   • B 141

1. Being fearful of wasps but not of houseflies is an example of what is known as stimulus

1. • A 141

1. A useful procedure for testing the sensory capacities of animals is a(n) ____ procedure.
   1. extinction
   2. discrimination training

• spontaneous recovery

1. dishabituation
   • B 141

1. In determining whether my goldfish is capable of visually distinguishing blue from green, it would be best to use a(n) ____ procedure.
   1. classical conditioning
   2. extinction

• disinhibition

1. discrimination training
   • D 141        WWW

Discrimination Training and Experimental Neurosis

1. Experimental neurosis is an experimentally produced disorder that results from exposure to ____ events.
   1. inhibitory
   2. extremely predictable

• unpredictable

1. aversive
   • C 142

1. In the original experimental neurosis experiments, dogs were exposed to a circle and an ellipse that were
   1. gradually made more and more different.
   2. gradually made more and more similar.

• suddenly made very similar.

1. suddenly made very different.
   • B 142

1. When exposed to the experimental neurosis procedure, some dogs
   1. became catatonic and almost hypnotized.
   2. became anxious and upset.

• displayed few if any symptoms.

1. any of these depending on the dog
   • D 143

1. Pavlov reported that dogs with a(n) ____ temperament were ____ to condition.
   1. shy; more difficult
   2. outgoing; easier

• shy; easier

1. both a and b
   • C 143        QZ

1. In general, according to Eysenck, introverts
   1. condition easily.
   2. condition poorly.

• react strongly to external stimulation.

1. both a and c
   • D 143

1. According to Eysenck, extroverts typically ____ than introverts.
   1. condition more easily
   2. are more reactive to external stimulation

• are less reactive external stimulation

1. both a and b
   • C 143        MD

1. Allana isn’t bothered much by loud noises or lots of activity. In fact, she rather enjoys it. According to Eysenck (1957), she is most likely an ______ who conditions ______.
   1. extrovert; easily
   2. introvert; poorly

• extrovert; poorly

1. both a and b
   • C 144

1. According to Eysenck, the behavior of psychopaths tends to be
   1. easy to condition.
   2. difficult to condition.

• easy to condition with visual but not auditory stimuli.

1. easy to condition when the stimuli involved are aversive in nature.
   • B 144        WWW

Two Extensions to Classical Conditioning

Higher-Order Conditioning

1. In ____, a stimulus that is associated with a CS also becomes a CS.
   1. higher-order conditioning
   2. sensory preconditioning

• occasion setting

1. overshadowing
   • A  145

1. During a higher-order conditioning procedure, the presentation of a(n) _____ is followed by a(n) _____.
   1. CS; NS
   2. NS; CS

• US; CS

1. NS; US.
   • B 145

1. In ____, a CS is used in place of a US to condition another CS.
   1. sensory preconditioning
   2. blocking

• occasion setting

1. higher-order conditioning
   • D 145

1. In higher-order conditioning, a(n) ____ is used in place of a(n) ____ to condition another stimulus.
   1. US; CS
   2. CS; US

• NS; CS

1. US; NS
   • B 145

1. A CS established through ____ conditioning is likely to produce a stronger response than a CS established through ____ conditioning.
   1. first-order; second-order
   2. second-order; first-order

• third-order; second-order

1. both b and c
   • A 145

1. In higher-order conditioning, the response to the CS2 is usually weaker than the response to the
   1. CS3.

• CS1.

1. both b and c
   • D 145

1. Sam refuses to talk to Bobbi ever since he saw her holding hands with the person who used to harass him in the sixth grade. This situation seems most analogous to the process of
   1. sensory preconditioning.

• higher-order conditioning.

1. temporal conditioning.
   • C 145        MD

1. Consider the following sequence of events: (1) A: B —>C; (2) A —> C; (3) D: A —> C; (4) D —> C. This is most similar to
   1. sensory preconditioning.
   2. higher-order conditioning.

• occasion setting.

1. latent inhibition.
   • B 145         QZ

1. Ben immediately takes a liking to Jan after learning that she is a friend of the famous pop artist, Alicia Keys, whom he has always adored. This situation seems most analogous to the process of
   1. US revaluation.
   2. higher-order conditioning.

1. temporal conditioning.
   • B 145        FN

1. Large companies hire famous people for their advertising campaigns so as to make use of the process of
   1. higher-order conditioning.
   2. sensory preconditioning.

1. US revaluation.
   • A 147

Sensory Preconditioning

1. In ____, when one stimulus becomes a CS, another stimulus with which it was previously paired also becomes a CS.
   1. higher-order conditioning
   2. overshadowing

• US revaluation

1. sensory preconditioning
   • D 148

1. In ____, the response to the CS2 is usually ____ than the response to the CS1.
   1. occasion setting; weaker
   2. sensory preconditioning; weaker

• blocking; stronger

1. latent inhibition; stronger
   • B 148

1. When Juan’s childhood friend became a famous movie star, Juan also became something of a town celebrity. This is most analogous to the process of
   1. sensory preconditioning.
   2. higher-order conditioning.

1. latent inhibition.
   • A 148

1. Most of your fellow workers have coffee breaks in the staff lounge. One day, in the meeting room, a couple of them verbally attack you, causing you to feel quite anxious. Later that day, you also feel anxious when you are in the staff lounge, even though no one else is present. This example best illustrates
   1. higher-order conditioning.
   2. latent inhibition.

• sensory preconditioning.

1. • C 148        MD

1. A sensory preconditioning experiment begins with the pairing of
   1. two NSs.
   2. two CSs.

• an NS and a CS.

1. an NS and a US.
   • A 148

1. Consider the following sequence of events: (1) [A + B]; (2) B: C —> D; (3) B —> D; (4) A —> D. This is most similar to

• US revaluation.

1. sensory preconditioning.
   • D 148

1. Which of the following can be considered a demonstration of latent learning?
   1. blocking
   2. occasion setting

• sensory preconditioning

1. overshadowing
   • C 148         WWW
2. You are acquainted with Colin and his wife. One day, Colin says something very insulting to you, which makes you feel quite angry toward him. Then, when you later meet his wife on the street, you also feel angry toward her. This is best described as an example of
   1. sensory preconditioning.

• occasion setting.

1. higher-order conditioning.
   • A 148

1. Among the following, the phenomenon of ____ can most clearly be interpreted as an example of latent learning.
   1. disinhibition
   2. sensory preconditioning

• sensitization

1. blocking
   • B 148

1. Sensory preconditioning can be considered as a demonstration of
   1. latent inhibition.
   2. latent learning.

• S-R learning.

1. both b and c
   • B 148         FN

And Furthermore: When Celebrities Misbehave

1. Which of the following explains why a star involved in a scandal would be at risk of losing an endorsement contract with a product or company?
   1. The US has been removed.
   2. The CR has been removed.

• The UR is now elicited by a different CS.

1. The CS has become associated with an aversive US.
   • D 149

1. Which of the following reactions is a company hoping that consumers will experience, when its product is paired with a ‘scandalous’ celebrity?
   1. a UR of disgust
   2. a UR of loyalty

• a CR of interest

1. a CR of memory loss
   • B 149

Three Examples of Specificity in Classical Conditioning

Overshadowing

1. A _________________ consists of the simultaneous presentation of two or more individual stimuli.
   1. conjunctive stimulus
   2. combined stimulus

• CS+

1. compound stimulus

>     D     153

1. In a classical conditioning experiment, a light and a tone are presented together prior to the presentation of food. The presentation of the light and tone together is considered a ________________
   1. CS+
   2. compound stimulus

• coordinate stimulus

1. latent inhibition procedure

>     B     153

1. In ____, the more salient member of a compound stimulus is more easily conditioned as a CS.
   1. US revaluation
   2. sensory preconditioning

• overshadowing

1. latent inhibition
   • C 153

1. An experiment on classical conditioning involves the presentation of two stimuli of different intensity. This is most likely an experiment on which of the following phenomena?
   1. overshadowing
   2. pseudoconditioning

• blocking

1. sensory preconditioning
   • A 153         WWW

1. An overshadowing procedure begins with the pairing of
   1. two CSs.
   2. two NSs and a US.

• two NSs.

1. an NS and a US.
   • B 153

1. In overshadowing, the ____ member of a compound stimulus is more easily conditioned as a CS.
   1. less predictable
   2. more familiar

• less salient

1. more salient
   • D 153

1. Jim was harassed by a couple of bullies while walking home from school one day. Although the two bullies were equally abusive, he subsequently developed a strong fear of the larger bully and almost no fear of the smaller bully. This is most clearly an example of
   1. latent inhibition.
   2. temporal conditioning.

1. US revaluation.
   • C 153        QZ

1. Consider the following sequence of events: (1) [A + B]: C —> D; (2) A —> D; (3) B —> No D. This is most similar to
   1. overshadowing
   2. blocking

• US revaluation

1. latent inhibition
   • A 153

1. Suppose you work on a group project for one of your classes. You do 80% of the work for the project, and also do an excellent job of presenting it to the rest of the class. However, your teacher gives a higher mark to another member of the group who actually contributed very little to the project, but who is very outgoing and flamboyant. This example is most similar to the process of
   2. US revaluation.

• latent inhibition.

1. • D 153     MD

Blocking

1. In ____, the presence of a previously conditioned CS prevents conditioning of a new CS.
   1. latent inhibition
   2. blocking

• overshadowing

1. occasion setting
   • B 155

1. In blocking, the presence of a ____ prevents conditioning of a new CS.
   1. salient stimulus
   2. familiar stimulus

• previously conditioned CS

1. US
   • C 155

1. The phenomenon of ____ indicates that mere contiguity is insufficient for conditioning.
   1. blocking
   2. overshadowing

• higher-order conditioning

1. both a and b
   • D 155

1. In blocking, a compound stimulus consisting of ______ is paired with a US.
   1. an NS and CS
   2. two NSs

• two CSs

1. a higher-order CS and a lower-order CS
   • A 155         WWW

1. Both blocking and overshadowing provide evidence that
   1. contiguity is the critical factor in conditioning.
   2. mere contingency is insufficient for conditioning.

• mere contiguity is insufficient for conditioning.

1. both a and b
   • C 155

1. Sol was harassed by a couple of bullies while walking home from school one day. Although the two bullies were equally abusive, he subsequently feared only the bully whom he had previously feared. This seems to be an example of
   1. latent inhibition.

• higher order.

1. sensory preconditioning.
   • B 155

1. Consider the following sequence of events: (1) A: B —> C; (2) A —> C; (3) [A + D]: B —> C; (4) D —> no C. This is most similar to

• US revaluation.

1. latent inhibition.
   • B 155         MD

1. Suppose you work on a group project for one of your classes. You do 80% of the work for the project, and also do an excellent job of presenting it to the rest of the class. However, your teacher gives a higher mark to another member of the group who actually contributed very little to the project, but had previously attained a high mark in a different class with that teacher. This example is most similar to the process of
   2. higher-order conditioning.

• latent inhibition.

1. sensory preconditioning.
   • A 155        QZ

1. Prior conditioning is to more salient as _____ is to _____.
   1. overshadowing; blocking
   2. blocking; overshadowing

• latent inhibition; blocking

1. blocking; latent inhibition
   • B 153-155

Latent Inhibition

1. In what is known as ____, it is easier to condition a less familiar stimulus as a CS.
   1. latent inhibition
   2. blocking

• overshadowing

1. occasion setting
   • A 157

1. According to the latent inhibition effect, it is more difficult to condition a stimulus that is relatively
   2. more intense.

• less intense.

1. • D 157

1. Sol was harassed by a couple of bullies while walking home from school one day. Although the two bullies were equally abusive, he developed a much stronger fear of the bully whom he had never seen before. This seems to be an example of
   1. latent inhibition.

• higher order.

1. sensory preconditioning.
   • A 157        FN

1. An experiment on classical conditioning begins with repeated presentations of a flashing light. Chances are that this is an experiment on
   1. higher-order conditioning.

• latent inhibition.

1. occasion setting.
   • C 157

1. Zoe has had her pet terrier, Roscoe, for several years. Although recently Zoe has twice been bitten by Roscoe, she is completely unafraid of him. Of the following, this is most clearly an example of the ____ effect.
   1. overshadowing
   2. blocking

• latent inhibition

1. latent habituation
   • C 157

1. Latent inhibition is useful in that it ensures that we do not develop conditioned associations to ____ aspects of our environment.
   1. common and thereby redundant
   2. fluctuating

• less common

1. overly salient
   • A 157

1. According to the text, a person suffering from schizophrenia will show a deficit in which of the following?
   1. latent inhibition
   2. classical conditioning

• aversive conditioning

1. higher-order conditioning
   • A 159         WWW

Additional Phenomena

Temporal Conditioning

1. A form of classical conditioning in which the ____ is the passage of time is ____.
   1. US; temporal conditioning
   2. CS; temporal conditioning

• US; occasion setting

1. CS; occasion setting
   • B 160

1. A rat is given an electric shock every two minutes. As a result, toward the end of each two minute interval, it ceases pressing a lever for food. This is an example of
   1. occasion setting.

• temporal conditioning.

1. latent inhibition.
   • C 160

1. Waking up at the same time each morning, even without an alarm clock, is analogous to a form of classical conditioning known as
   1. temporal conditioning.
   2. occasion setting.

• sensory preconditioning.

1. higher-order conditioning.
   • A 160

1. Feeling hungry at the same time each day is best described as an example of
   2. temporal conditioning.

• temporal preconditioning.

1. occasion setting.
   • B 160

Occasion Setting

1. The term ____ refers to a procedure in which a certain stimulus indicates that a CS will be followed by the US with which it is associated.
   1. blocking
   2. sensory preconditioning

• higher-order conditioning

1. occasion setting
   • D 161

1. In an experiment, a certain stimulus is presented which signals that another stimulus will be followed by a US. This is an experiment on
   2. occasion setting.

• latent inhibition.

1. • B 161

1. A stimulus which signals that a CS is likely to be followed by a US is known as a(n)
   1. neutral stimulus.
   2. CS2.

• occasion setter.

1. inhibitory stimulus.
   • C 161        QZ

1. Jozef’s brother is always mean to him following any kind of disciplinary action by their parents. This is most similar to the procedure used to demonstrate which of the following?
   1. latent inhibition
   2. occasion setting

• higher-order conditioning

1. sensory preconditioning
   • B 161         WWW

1. In a classical conditioning experiment, rats sometimes experience a tone followed by a light followed by a shock and sometimes experience just a light that is not followed by a shock. This appears to be an experiment on the phenomenon known as
   1. latent inhibition.

1. occasion setting.
   • D 161        MD

1. In Pavlov’s conditioning experiments, the experimental chamber likely functioned as a(n)
   1. occasion setter.
   2. semantic stimulus.

1. • A 161

1. Darren is afraid of bees, but only when he is near a nest, since bees are most likely to attack when their nest is threatened. This is best described as an example of
   1. selective sensitization.

• occasion setting.

1. • C 161

1. “Context matters.” This statement is most relevant to the concept of

• occasion setting.

1. latent inhibition.
   • C 161

External Inhibition

1. In _____, the presentation of a novel stimulus at the same time as the _____ produces a decrease in the CR.
   1. disinhibition; US
   2. dishabituation; CS

• external inhibition; US

1. external inhibition; CS
   • D 162

1. In external inhibition, the presentation of a novel stimulus at the same time as the _____ produces a(n) decrease in the strength of the _____.
   1. US; UR
   2. CS; CR

• US; UR & CR

1. US; CR
   • B 162

1. Julie finds that by focusing on the strangely dressed man in the front aisle, her stage fright is somewhat alleviated. The is best described as an example of
   1. disinhibition
   2. dishabituation

• external inhibition

1. external habituation
   • C 162         FN

1. Pinching yourself in order to counter feelings of anxiety is best described as an example of

• external inhibition.

1. • C 162

1. External inhibition is to _____ as disinhibition is to _____.
   1. decreased responding; increased responding
   2. increased responding; decreased responding

• operant; classical

1. classical; operant
   • A 162

US Revaluation

1. The term ____ refers to the post-conditioning presentation of a US at a different level of intensity, thereby altering the strength of response to the CS with which it was associated.
   1. sensory preconditioning
   2. US revaluation

• CS revaluation

1. occasion setting
   • B 163

1. June once had a skiing accident in which she broke her leg, the result of which was that she became slightly anxious while skiing. Later, she heard of someone who died from a broken leg that became infected. The next time she went skiing, she found that she was quite anxious. This is most similar to a conditioning phenomenon known as
   1. US revaluation.
   2. CS revaluation.

• occasion setting.

1. latent inhibition.
   • A  163

1. After being slightly bitten by one of her lab rats, June became slightly fearful of them. Then one day at home, she accidentally jabbed a needle right through her finger, after which she became MUCH more fearful of rats. This is an example of a conditioning phenomenon known as
   1. sensory preconditioning.
   2. US revaluation.

• occasion setting.

1. latent disinhibition.
   • B 163

1. In a US revaluation procedure conducted in a laboratory, the intensity is manipulated for which of the following?
   1. US
   2. CS

• UR

1. NS
   • A    163

1. A conditioning procedure in which the strength of the US varies over time is
   1. occasion setting.
   2. US fluctuation.

• US revaluation.

1. • C 163

Pseudoconditioning

1. In ____, the elicited response is actually the result of sensitization rather than conditioning.
   1. sensory preconditioning
   2. pseudoconditioning

• latent inhibition

1. occasion setting
   • B 165

1. In pseudoconditioning, the “CR” is
   1. identical to the UR.
   2. similar to the UR.

• the opposite of the UR.

1. the result of sensitization rather than conditioning.
   • D 165

1. In an experiment, some rats are exposed to a tone followed by a shock while other rats are exposed to a tone and shock that are unpaired. This latter condition is designed to test for
   2. short-term habituation.

1. latent inhibition.
   • A 165        MD

1. One group of rats is exposed to a conditioning procedure in which a tone and a shock are consistently paired, while another group is exposed to a procedure in which the tone and shock are not paired. The difference between groups in strength of responding to the tone represents the effect of

1. both a and b
   • C 165        QZ

1. One group of rats is exposed to a conditioning procedure in which a tone and a shock are consistently paired, while another group is exposed to a procedure in which the tone and shock are not paired. The subsequent strength of responding to the tone by the rats in the second group represents the effect of
   1. sensory preconditioning.

1. latent inhibition.
   • B 165        FN

1. The amount of pseudoconditioning is represented by the strength of response elicited in those animals that were exposed to a(n)
   1. closely paired NS and US.
   2. unpaired NS and US.

• unpaired NS and CS.

1. closely paired NS and CS.
   • B 165

Fill-in-the-Blank Items

Most of these items are taken from or are very similar to the end-of-chapter test items in the text; the items at the end that are marked WWW are posted on the student resource website.

1. The maximum amount of conditioning that can take place in a particular situation is known as the ________________ of conditioning.
   1. asymptote

1. Following an experience in which you were stung by a bee and subsequently developed a fear of bees, you are hired for a one-day job with a biologist in which your task is to catch bees. During the day, you never once get stung by a bee. As a result, your fear of bees will likely decrease, which is a process known as _____________________.
   1. extinction

1. Based partially on Pavlov’s work on experimental neurosis, Eysenck concluded that (introverts/extraverts) _________________ tend to be highly reactive to external stimulation, condition easily, and develop anxiety-type symptoms in reaction to stress. By contrast, _________________ are less reactive, condition less easily, and develop physical-type symptoms in reaction to stress.
   1. introverts; extroverts

1. The fact that you learned to fear wasps and hornets, as well as bees, after being stung by a bee is an example of the process of _____________________________________.
   1. stimulus generalization

1. In higher-order conditioning, conditioning of the CS1 is sometimes called ____________________________ conditioning, while conditioning of the CS2 is called _______________________________ conditioning.
   1. first-order; second-order

1. Two limitations to conditioning, known as _____________________ and ______________________, both involve pairing a compound stimulus with a US.
   1. blocking; overshadowing

1. I’m much less afraid of my pet spider than I am of strange spiders. This is best described as an example of the effect of _______________________________.
   1. latent inhibition

1. A student has great difficulty focusing on the relevant material being discussed in class and is easily distracted. This student might also display (stronger/weaker) ________________ evidence of _______________ inhibition compared to the average student.
   1. weaker; latent

1. You once played in an all-star game alongside Joe, an unknown basketball player just like you. Joe, however, has a very flamboyant manner on the court. Although you both played equally well, almost all the credit for the win went to _______, which seems analogous to the ____________________ effect in classical conditioning.
   1. Joe; overshadowing

1. While playing tennis one day, you suffer a minor ankle sprain. Two weeks later you severely twist your ankle while stepping off a curb. The next time you play tennis, you find yourself surprisingly worried about spraining your ankle. This is an example of _____________________________.
   1. US revaluation

1. Jared’s parent always start arguing at about midnight each night. As a result, he wakes up feeling anxious each night just prior to midnight. This seems to be an example of _______________ conditioning.
   1. temporal

1. Charlene feels anxious whenever the manager walks into the store accompanied by the owner, because the manager always finds fault with the employees when the owner is there. This is best seen as an example of ________________________ with the owner functioning as the _________________________________.
   1. occasion setting; occasion setter

1. Bowser finds it extremely difficult to tell when his master will give him dog food. As a result, he is quite stressed, which seems somewhat analogous to the phenomenon of __________________________________.
   1. experimental neurosis

1. During acquisition, the later pairings of light and food are likely to produce _______________ increments in conditioning compared to early pairings.
   1. smaller                WWW

1. The fact that you like people who remind you of your mother is an example of stimulus ___________________.
   1. generalization    WWW

1. In ________________, an already established CS prevents conditioning from occurring to a(n) ________.
   1. blocking; NS      WWW

Short-Answer Items

Most of these items are end-of-chapter study questions from the text; those marked WWW are additional items from the student resource website.

1. Define acquisition. Draw a graph of a typical acquisition curve (remember to properly label each axis), and indicate the asymptote of conditioning.

Acquisition is the process of developing and strengthening a conditioned response through repeated pairings of a CS with a US. The acquisition curve should approximate that which is shown in Figure 4.1 in the text. (135)

1. Define the processes of extinction and spontaneous recovery.

In extinction, a CR is weakened or eliminated when the CS is repeatedly presented in the absence of the US. Spontaneous recovery is the reappearance of a CR following a rest period after extinction. (136-138)

1. Define disinhibition. How does it differ from dishabituation?

Disinhibition is the sudden recovery of a response during an extinction procedure when a novel stimulus is introduced. By contrast, dishabituation involves the reappearance of a habituated response rather than an extinguished response. (138-139)

1. Describe stimulus generalization and semantic generalization.

In classical conditioning, stimulus generalization is the tendency for a CR to occur in the presence of a stimulus that is similar to the CS. Semantic generalization is the generalization of a conditioned response to verbal stimuli that are similar in meaning to the CS. (140)

1. What is stimulus discrimination? Outline an example of a discrimination training procedure. Be sure to label each component using the appropriate abbreviations.

Stimulus discrimination is the tendency for a response to be elicited by one stimulus and not another. Example:

Step 1: (with the two types of trials presented in random order)

2000 Hz Tone: Food —> Salivation

NS               US               UR

1900 Hz Tone: No Food

NS                 —

Step 2: (test trials)

2000 Hz Tone —> Salivation

CS+                      CR

1900 Hz Tone —> No salivation

CS–                      —                    (141)

1. Define experimental neurosis, and describe Shenger-Krestovnikova’s procedure for producing it.

Experimental neurosis is an experimentally produced disorder in which animals exposed to unpredictable or uncontrollable events develop neurotic-like symptoms. To create the disorder, dogs were shown a circle that was paired with food and an ellipse that was paired with no food. Once this discrimination was established, the ellipse was made gradually more and more circular until it became difficult for the dogs to predict whether food was being delivered. At that point, many of the dogs began to develop neurotic-like symptoms. (142-143)

1. Define higher-order conditioning, and diagram an example. Be sure to label each component using the appropriate abbreviations.

In higher-order conditioning, a stimulus that is associated with a CS can also become a CS.

Diagram:

Step 1:

Wasp: Sting —> Fear

NS1     US             UR

Wasp —> Fear

CS1           CR

Step 2:

Trash bin: Wasp —> Fear

NS2         CS1           CR

Trash bin —> Fear

CS2             CR                                (145-147)

1. Define sensory preconditioning, and diagram an example. Label each component using the appropriate abbreviations.

In sensory preconditioning, when one stimulus is conditioned as a CS, another stimulus with which it was previously associated can also become a CS. Example:

Step 1 (Preconditioning phase):

Tool shed: Wasps

NS2         NS1

Step 2:

Wasp: Sting —> Fear

NS1     US             UR

Wasp —> Fear

CS1           CR

Step 3:

Tool shed —> Fear

CS2               CR                              (148-149, 150-151)

1. Define overshadowing, and diagram an example. Use the appropriate abbreviations to label each component.

In overshadowing, the most salient member of a compound stimulus is more readily conditioned as a CS and thereby interferes with conditioning of the less salient member. Example:

Step 1:

        [Bright Light + Faint Metronome]:  Food —> Salivation

NS                                       US               UR

[Bright Light + Faint Metronome] —> Salivation

CS                                                 CR

Step 2: (Test each component separately)

Bright Light —> Salivation

CS                       CR

Faint Metronome —> No Salivation

NS                               —              (153-154)

1. Define blocking, and diagram an example. Label each component using the appropriate abbreviations.

In blocking, the presence of an established CS interferes with conditioning of a new CS. Example:

Step 1:

Light: Food —> Salivation

NS         US             UR

Light —> Salivation

CS                 CR

Step 2:

[Light + Metronome]: Food —> Salivation

CS  +        NS               US               UR

Step 3:

Light —> Salivation

CS               CR

Metronome —> No Salivation

NS                         —                        (155-157)

1. Define latent inhibition, and diagram an example. Label each component using the appropriate abbreviations.

In latent inhibition, a familiar stimulus is more difficult to condition as a CS than an unfamiliar (novel) stimulus. Example:

Step 1:

Metronome           (40 presentations)

NS

Step 2:

Metronome:  Food —> Salivation   (10 trials)

NS               US               UR

Step 3:

Metronome —> No Salivation

NS                           —                                      (157-159)

1. What is temporal conditioning? Describe an example.

Temporal conditioning is a form of classical conditioning in which the CS is the passage of time. For example, if a dog is given a bite of food every 10 minutes, it will eventually salivate more strongly toward the end of each 10-minute interval than at the start of the interval. The end of the 10-minute interval has become an effective CS for salivation. (160-161)

1. Define occasion setting, and diagram an example. Use the appropriate abbreviations to label each component.

Occasion setting is a procedure in which a stimulus (known as an occasion setter) signals that a CS is likely to be followed by the US with which it is associated. Example:

Step 1: (Present light-metronome and metronome alone trials in random order)

Light { Metronome: Food —> Salivation

NS             US                 UR

Metronome: No food

NS               —

Step 2: (Test trials)

Light { Metronome —> Salivation

CS                       CR

Metronome —> No salivation

NS                       —                                        (161-162)

1. Define external inhibition. Diagram an example. Use the appropriate abbreviations to label each component.

In external inhibition, the presentation of a novel stimulus at the same time as the conditioned stimulus produces a decrease in the strength of the conditioned response.

Metronome: Food —> Salivation

NS             US               UR

Metronome —> Salivation

CS                     CR

Light { Metronome —> Little salivation

CS                       CR (weak)                     (162-163)

1. Define US revaluation, and diagram an example. Use the appropriate abbreviations to label each component.

US revaluation involves the post-conditioning presentation of the US at a different level of intensity, thereby altering the strength of response to the previously conditioned CS. Example:

Step 1:

Metronome: Small amount of food —> Weak salivation

NS                           US                                     UR

Metronome —> Weak salivation

CS                                 CR

Step 2:

Large amount of food —> Strong salivation

US                                       UR

Step 3:

Metronome —> Strong salivation

CS                         CR                                    (163-164)

1. How does pseudoconditioning differ from classical conditioning. How can one experimentally determine whether a response is the result of classical conditioning or pseudoconditioning?

In pseudoconditioning, an elicited response that appears to be a CR is actually the result of sensitization rather than conditioning. To test for pseudoconditioning, one can compare a control group in which the NS and US are presented separately with an experimental group in which the NS and US are paired. The level of responding shown by the control group will reflect the amount of sensitization (pseudoconditioning) due to the use of an upsetting US (such as shock). The level of responding shown by the experimental group should be higher than that shown by the control group, with the difference between the two groups reflecting the amount of conditioning. (165-166)

1. What are the two conditions under which sensory preconditioning works best and what is their significance? WWW

First, sensory preconditioning works best if the two NSs are paired only a few times in the preconditioning phase. This is because too many preconditioning pairings will result in the build-up of latent inhibition to both stimuli, which will then interfere with later conditioning. Second, sensory preconditioning works best if the two NSs are paired simultaneously rather than sequentially, which is counterintuitive given the relative ineffectiveness of simultaneous pairings between an NS and a US. (150)

1. In what sense can blocking be seen as a form of overshadowing? WWW

In overshadowing, the more salient stimulus in the compound prevents conditioning to the less salient stimulus. Blocking can be interpreted as involving the same process except that one stimulus in the compound is more salient by virtue of being a CS. (155-157)

1. Why would Tolman have loved the phenomenon of blocking? WWW

As noted in chapter 1, Tolman believed that behavior could usefully be analyzed in terms of cognitive-type intervening variables such as expectations and cognitive maps. The blocking effect has been interpreted in terms of expectations. A CS is effective to the extent that the rat expects the US when it perceives the CS. Thus, the CS is an effective predictor of the US. When the CS is later paired with an NS, the NS provides no additional information as to whether the US is about to occur; hence, the NS does not also become a CS. (See also the footnote on page 157 for the more precise description of how increases in conditioning can be interpreted in terms of the extent to which a particular event is unexpected or surprising.) (157)

What is the tendency for a response to be elicited more by one stimulus than another?

When we have reached the maximum amount of conditioning that can be obtained in a particular situation we say we have reached the _____ of conditioning?

What is known as it is easier to condition a less familiar stimulus as a CS?

When the CS is repeatedly presented in the absence of the UCS food in this case the CR will weaken in a process called?