Questions and Answers of Methods Behavioral Research

1. The activity anorexia model suggests that therapists should focus as much on QUICK QUIZ M establishing normal a levels as they presently do on establishing normal eating patterns.
5. This evolutionary perspective is supported by evidence that the activity anorexia cycle can be broken by suddenly providing (intermittent/continuous)access to food.
4. From an evolutionary perspective, increased activity in response to decreased food intake could (interfere with / facilitate) contacting a new food supply.
3. This finding suggests that both activity anorexia in rats and anorexia nervosa in humans may be maintained by an high.
2. Congruent with the possibility that endorphins may be involved in activity anorexia, endorphins have been implicated in the feeling of p that is sometimes experienced following prolonged exercise.
1. Endorphins are a class of morphine-like substances in the brain that are associated with p reduction.
5. Activity anorexia in rats is most similar to the r type of anorexia in humans rather than the b -p type of anorexia.
4. Similar to anorexia nervosa in humans, activity anorexia in rats is more easily induced in (adolescent/adult) rats.
3. Anecdotal evidence suggests that, as with anorexia in humans, rats suffering from activity anorexia are often quite (interested/uninterested) in food.
2. A sharp increase in activity is usually associated with a (decrease/increase) in food intake, which in turn can result in a(n) (decrease/increase) in activity.
1. As with the development of activity anorexia in rats, most instances of human QUICK QUIZ K anorexia begin with the person undertaking a d . As well, humans with anorexia tend to display (high/low)
2. Thus, is an abnormally (low/high) level of and a (low/high) level of food intake generated by exposure to a r schedule of feeding.
1. The basic procedure for the development of ac an in QUICK QUIZ J rats is the presentation of (one/several) meal period(s) each day along with access to a running wheel during the
4. To the extent that adjunctive activities facilitate waiting for, or working toward, a(n) (immediate/delayed) reinforcer, such activities may (facilitate/impede) efforts at self-control.
3. The second benefit derived from such activities is that they may facilitate(moving away from / remaining near) a potential reinforcer.
2. One benefit of such activities is that it is often useful to engage in (just one type /a diverse range) of behavior(s) in a situation.
1. According to Falk, adjunctive behavior may be a type of d activity, which is an irrelevant activity displayed by animals when confronted by c or when they are (able/unable) to achieve a goal.
4. Adjunctive processes may play a particularly important role in the development of an addiction during its (early/later) stages.
3. It has also been noted that alcohol and drug abuse is most likely to develop in environments in which economic and social reinforcers are (frequently/infrequently) available, which (agrees with /
2. Certain behavior patterns in humans, such as smoking and nail biting, are often associated with periods of (extreme activity / enforced waiting) , which(agrees with / contradicts) the notion that
1. Evidence that humans engage in adjunctive behavior includes the fact that studQUICK QUIZ H ies of adjunctive-type behavior patterns in human subjects usually (find / do not find) an optimal time
4. The optimal interreinforcement interval for the production of adjunctive behavior is often in the range of (a few seconds / a few minutes / several minutes) .
3. The opportunity to engage in an adjunctive behavior can serve as a (reinforcer/punisher) for some other behavior. This is in keeping with the P principle.
2. As the deprivation level for the scheduled reinforcer increases, the strength of the adjunctive behavior associated with it tends to (increase/decrease) .
1. Adjunctive behavior tends to occur (just before / just after) delivery of a reinforcer.
4. Studies of adjunctive behavior typically use (fixed interval / variable interval)or (fixed time / variable time) schedules of food reinforcement. This is because adjunctive behavior tends to occur
3. An excessive pattern of drinking that is produced by exposure to an intermittent schedule of food reinforcement is called s -p .
2. Adjunctive behavior is also referred to as s - behavior.
1. Adjunctive behavior is an excessive pattern of behavior that emerges as QUICK QUIZ F a of an schedule of reinforcement for (that behavior / a different behavior) .
3. In n_________ aut _________, pigeons will peck a lit response key that signals food delivery even when the act of pecking (prevents/facilitates) the delivery of food.
2. In au , a pigeon will begin to peck a lit response key that is presented for 8 seconds before the non delivery of food. The peck in this situation appears to be functioning as a(n)
1. In s t , an organism approaches a stimulus that signals the availability of food. In such circumstances, the stimulus is best defined as a(n) (CS/US/SD) , while the approach behavior is best
2. In the experiment with the raccoon, the coin became a (CS/SD) that elicited a (R/CR/UR) of washing and rubbing.
1. In the phenomenon known as i d , a genetically based f a pattern gradually emerges and displaces the behavior being shaped.
3. According to Bolles, these types of avoidance responses are s-s defense reactions that are naturally e by the aversive stimulus.
2. Rats are biologically prepared to learn to avoid a painful stimulus by (lever pressing / running) , while pigeons are biologically prepared to learn to avoid a painful stimulus by (pecking/flying)
1. Chaffinches easily learn to associate (perching/pecking) with the QUICK QUIZ C consequence of hearing a song and with the consequence of obtaining food.
5. According to the concept of , certain types of stimuli are more easily associated with each other.
4. To counter the possibility that chemotherapy-induced nausea will result in the development of taste aversions, patients should be fed meals that consist mostly of highly(familiar/unfamiliar)
3. In the experiment on taste aversions in quail and rats, the rats avoided the (blue/sour) water, while the quail avoided the water.
2. In the classic experiment by Garcia and Koelling, the rats that had been made ill avoided the (sweet/bright, noisy) water, while the rats that had been shocked avoided the water.
1. Distinctive features of taste aversion conditioning, compared to other types of QUICK QUIZ B classical conditioning, include the fact that the associations can be formed over(short/long) delays,
7. In keeping with the process of l i , Robbie would have been less likely to develop a taste aversion to oatmeal porridge if he had frequently eaten oatmeal before his illness
6. According to the o effect, the strongest-tasting item in a meal is most likely to become associated with a subsequent illness. As well, a food item that was previously associated with illness will
5. Robbie’s aversion to porridge would likely be e if he repeatedly ate it without experiencing any further illness.
4. Robbie now dislikes other types of porridge as well, which appears to be an example of s g .
3. After recovering from a bad case of the flu, Robbie could not bring himself to eat oatmeal, which he had tried to eat during his illness. In all likelihood, Robbie has developed a t a to the
2. Taste aversion conditioning is a type of conditioning in which a food item that has been paired with gastrointestinal illness becomes a c av stimulus.
1. The term p refers to an innate tendency for an organism to more QUICK QUIZ A easily learn certain types of behaviors or to associate certain types of events with each other.
17. What is a personal process rule (or implementation intention)? Why (in terms of bright boundaries) are personal process rules particularly effective?
16. What is a personal rule? What is say–do correspondence, and how is it related to the effectiveness of personal rules for controlling behavior?
15. Describe the main advantage of rule-governed behavior over contingency-shaped behavior. What are two disadvantages of rulegoverned behavior?
14. Define the terms rule and rule-governed behavior. What is the distinction between a rule and an instruction?
13. Why has evidence about the relationship between violent media and violent behavior been underestimated or ignored?
12. What are the sex differences associated with exposure to violent media and subsequent violent behavior?
11. Describe research which indicates that interaction with violent media increases the risk of violent behavior.
10. Describe Bandura’s Bobo doll studies. What were the main conclusions from those studies?
9. Use examples to illustrate the difference between stimulus enhancement and true imitation.
8. Define stimulus enhancement. How does it differ from true imitation?
7. Define true imitation. Describe evidence that some animals are capable of imitation.
6. List three ways in which acquisition of information through observational learning translates into performance of the behavior.
5. List three important features that determine whether an observer will attend to a model’s behavior.
4. Distinguish the roles of classical and operant conditioning in observational learning.
3. Define vicarious emotional responses. Diagram the conditioning process by which a smile can become a conditioned stimulus for pleasant emotions.
2. Define contagious behavior and stimulus enhancement, and give an example of each.
1. Define observational learning, and give an example. Be sure to clearly differentiate the model from the observer.
4. P p rules indicate the specific process by which a task is to be carried out. The formulation of such rules tends to (increase/decrease) the likelihood that the task will be accomplished. Such
3. People who have been trained to display a high level of correspondence can more effectively use personal rules (or selfinstructions) to influence their behavior.
2. A close match between what we say we are going to do and what we actually do at a later point in time is called a – c .
1. A p rule is a description of a contingency that we verbalize to QUICK QUIZ I ourselves to influence our own behavior.
3. As an example of the above, experimental subjects who are told to press a button to earn money sometimes display a (scalloped pattern / high rate) of responding on an FI schedule of reinforcement,
2. A second problem with rule-governed behavior is that such behavior is sometimes surprisingly to the actual contingencies of reinforcement in a particular setting.
1. One problem with rule-governed behavior is that it is often (less/more) efficient than behavior that has been shaped by natural c .
7. In general, the extent to which we follow instructions—as well as the specific instructions we choose to follow—depends largely on the c we have received for following instructions.
6. The result is that most children acquire a (generalized/localized)tendency to follow instructions.
5. Children learn to follow instructions because they are often (praised/ignored) for following instructions. As well, they learn that following instructions is usually a (good/poor) way to actually
4. Rules are extremely useful in that they allow us to learn about appropriate patterns of behavior in a setting (with/without) direct exposure to the contingencies operating in that setting.
3. A rule that also indicates how you should behave with respect to a contingency is an .
2. Behavior that is generated through exposure to rules is known as r g behavior.
1. A rule can be defined as a v d of a c .QUICK QUIZ G
3. The problem with the media giving equal air time to those who are (convinced/skeptical) about the effects of media violence on violent behavior is that the public is then misled into thinking that
2. One troubling aspect of sex differences in response to media violence is that while (males/females) are more likely to become violent as a result of such exposure, (males/females) may be more
1. Longitudinal studies have shown that exposure to violent media is (strongly/QUICK QUIZ F weakly) correlated with ag and anti behavior.
3. Although children in Bandura’s study exhibited somewhat less violent behavior if the model’s behavior had been p , their levels of violence increased again if they were later offered a(n) for
2. Watching a model demonstrate violent behavior has been shown to lead to an(increase/decrease) in violence by observers; observing the reinforcement of violent behavior further
1. The aggressive behavior of children in Bandura’s studies was so similar to the model’s behavior that it can be considered as an example of t .
4. Joe has also purchased a new computer and is trying to access the Internet. He watches his friend Daryl as he accesses the Internet and notices that he uses a couple of applications to do so. Joe
3. Jessica has just purchased a new computer and is trying to learn how to use the modem to access the Internet. She asks her friend Jill to show her how to do it.Jill performs a complicated series
2. Copying a new behavior to achieve a particular result is (true imitation / stimulus enhancement) ; having one’s attention drawn to a particular place or thing is (true imitation / stimulus
1. If a young gorilla learns to gather tasty wild ginger plants by watching his QUICK QUIZ D mother forage, we can say that he has demonstrated o learning.
4. When you repeat an off-color joke to your friends, they laugh heartily; but when you tell the same jokes to your parents, you are met with frowns. Due to d reinforcement, you soon learn to tell
3. A third factor that influences our performance of a modeled behavior is our h of r for performing modeled behaviors.
2. A second factor that influences whether we will perform a modeled behavior is the c we receive for performing the behavior.
1. Not only are you more likely to a to a model’s behavior if you see the model’s behavior reinforced, you are also more likely to p that behavior.
5. You are more likely to pay attention to a model whose behavior is (reinforced / not reinforced) , who is (similar/dissimilar) to you, who is(admired/hated) , and who is a noted au in that activity.
4. The average person is unlikely to pay much attention to the precise moves of a grand master in chess simply because the average person does not have the sk to benefit from that type of modeling.
3. Teachers often directly reinforce the behavior of paying a , sometimes accompanied by the use of pr , such as “Look at what I’m doing.”
2. An important aspect of gaining information about a modeled behavior is the extent to which we a to the model.
4. David watches a television infomercial about a new product guaranteed to promote weight loss. The audience members are smiling, laughing, and enthusiastic in their praise for the product. Later,
3. In fear conditioning, the expressions of fear in other people may function as (CSs/USs / both CSs and USs) that elicit the same emotional response in ourselves.

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