Questions and Answers of Methods Behavioral Research

2. From a classical conditioning perspective, smiles, giggles, and laughs are that can elicit v e r in observers.
1. In observational learning, the person performing a behavior is the m ; the person watching the behavior is the o .
15. Describe the small-but-cumulative effects model of self-control and impulsiveness. Explain how this accounts for the difficulty people often have in following an exercise program.
14. With the help of a graph, describe how a commitment response serves to facilitate self-control.
13. List four of the variables that can affect the shape of the delay function and hence the extent to which a person or animal is likely to display self-control.
12. With the help of a graph, describe how the Ainslie–Rachlin model accounts for preference reversal between a smaller sooner reward and a larger later reward.
11. With the help of a graph, describe the general effect of delay on reward value.
10. What are the definitions of self-control and impulsiveness within the context of a delay-of-gratification task? Describe some of the strategies children use to facilitate success in a
9. Describe the major difficulty with the use of self-reinforcement and self-punishment.
8. Describe melioration theory. Briefly describe three ways in which the tendency to meliorate can reduce the overall level of reinforcement.
7. What is bias from matching? Give an example of bias (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule, and response alternatives consisting of a green
6. What is undermatching? Give an example of undermatching (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule.
5. What is overmatching? Give an example of overmatching (with hypothetical proportions) that might occur on a concurrent VI 20-sec VI 30-sec schedule.
4. What is a changeover delay (COD)? In what sense is a COD similar to a foraging situation with animals?
3. Using the matching equation, show what the matching law predicts concerning the distribution of behavior displayed on a concurrent VI 10-sec VI 30-sec schedule of reinforcement. (Hint: What is the
2. Define the matching law. State the matching law as an equation, and define each of its terms.
1. What is a concurrent schedule? Diagram an example of a concurrent schedule that might be used in an operant conditioning experiment with pigeons.
2. This model highlights the potential usefulness of establishing clear r for distinguishing between acceptable and unacceptable behaviors, since the point at which impulsive behavior becomes harmful
1. According to the model, self-control is a difficult task because each temptation has only a but effect on our likelihood of obtaining the long-term goal.
3. Gary would love to go running each evening but always feels so tired after work that he just plumps down in his favorite chair when he gets home and has a glass of wine. If Gary wishes to make a
2. Such a response is most likely to be carried out at an (early/later)point in time when the temptation is quite (near/distant) .
1. A response is designed to either eliminate or reduce the value of an upcoming temptation.
6. From the perspective of the Ainslie–Rachlin model, the setting up and attainment of a subgoal related to a delayed reward serves to (raise/lower) the delay function for that reward, making it
5. A person is likely to be (more/less) impulsive in a pleasant environment as opposed to an unpleasant environment.
4. Exposure to gradually increasing delays seems to make the delay function (more/less) deeply scalloped.
3. The delay functions for a 6-year-old child will likely be (more/less)deeply scalloped than those for a 15-year-old.
2. The delay functions for a pigeon will likely be (more/less) deeply scalloped than those for a human.
1. One strategy for increasing self-control is to make the delay function (or delay curve) for the larger later reward (more/less) deeply scalloped.
2. In the above example, as the (smaller sooner / larger later) reward becomes imminent, its value comes to outweigh the value of the (smaller sooner / larger later) reward.
2. I offer to give people a thousand dollars. People are told that they will receive the thousand dollars in either 3 months, 2 months, 1 month, or immediately. Between which of the following
1. The Ainslie–Rachlin model is based on the finding that as a reward becomes QUICK QUIZ J imminent, its value increases more and more (slowly/sharply) , yielding a “delay curve” (or delay
2. While waiting for dessert, Housam imagines that the Jell-O looks like wobbly chunks of glass. By contrast, Ruby views the Jell-O as, well, Jell-O. Between the two of them, is less likely to get
1. Children who are (most/least) successful at a delay of gratification QUICK QUIZ I task generally keep their attention firmly fixed on the desired treat.
5. Outline the full set of consequences involved in choosing between studying and not studying:Immediate Delayed Studying Not studying
4. An additional problem in self-control situations is that the delayed consequences tend to be (more/less) certain than the immediate consequences.
3. With respect to choice between rewards, the opposite of self-control is called i , which is demonstrated by choice of a (smaller sooner / larger later) reward over a reward.
2. Self-control is shown by choice of a (smaller sooner / larger later)reward over a reward. It can also be shown by choice of a (smaller sooner / larger later) punisher over a punisher.
1. From a temporal perspective, self-control problems arise from the extent to which we are (more/less) heavily influenced by delayed consequences.
9. Bandura believes that self-reinforcement and self-punishment can work for people who are likely to feel g if they violate standards that they have set for themselves.
8. There is also some evidence that self-reinforcement is more effective when others(know / do not know) about the contingency that we have arranged for ourselves.
7. Some people believe that self-reinforcement is really a way of making the completion of a behavior (more/less) salient, thereby enhancing its value as a s reinforcer.
6. This can also be a problem in the use of s - p , in which case we may engage in the behavior and not p ourselves.
5. A problem with the use of self-reinforcement is that we may be tempted to consume the without engaging in the behavior. This problem is known as s - the contingency.
4. Folding your arms to keep from chewing your nails is an example of the use of p r to control your behavior.
3. Suppose you post a reminder on your refrigerator about a long-distance phone call you should make this weekend. Posting the reminder is the response, while making the call on the weekend is the
2. Skinner analyzed self-control from the perspective of a response that alters the frequency of a subsequent response that is known as the response.
1. Behavioral approaches largely (accept/reject) the concept of willQUICK QUIZ G power as an explanation for self-control.
2. Another problem is that melioration can result in too much time being spent on those alternatives that provide relatively i reinforcement and not enough time on those that provide d reinforcement.
1. One problem with melioration is that this tendency may result in (over/QUICK QUIZ F under) indulgence of a favored reinforcer with the result that we may experience long-term h to it. This means
3. Shona spends a lot of time cleaning her apartment, which she quite enjoys, and little time studying, which she does not enjoy. Chances are that this distribution of behavior, which results from
2. A rat faced with a concurrent VR 60 VI 80-sec schedule will spend more time on the schedule than necessary to pick up all of the available reinforcers on that schedule. This result is consistent
1. According to theory, the distribution of behavior in a choice situation shifts toward that alternative that has a (lower/higher) value.This shifting will cease at the point where the two outcomes
3. When a bear obtains 70% of its food from a nearby stream, it spends 80% of its time at the stream; when it obtains 30% of its food from the stream, it spends 25% of its time at the stream. When a
2. Food patches that differ in the type of prey found within them may produce the type of deviation from matching known as .
1. When greater responding is shown for a particular response alternative than would be predicted by matching, irrespective of the amount of reinforcement obtained from that alternative, we say that
5. In general, food patches that are separated by a very great distance will produce matching, while food patches that are separated by a very short distance will produce matching.
4. This experimental procedure seems analogous to f situations in which an animal has to t a certain d from one food patch to another.
3. In experimental studies of matching, the act of switching from one alternative to another results in a c d : a short period of time that must pass before any response can produce a reinforcer.
2. When the difference in the proportion of responding on richer versus poorer alternatives is less than would be predicted by matching, we say that has occurred.
1. When the difference in the proportion of responding on richer versus poorer alterQUICK QUIZ C natives is greater than would be predicted by matching, we say that has occurred.
3. If a pigeon emits 1100 responses on key A and 3100 responses on key B, then the proportion of responses on key A is . If the pigeon also earned 32 reinforcers on key A and 85 reinforcers on key B,
2. On a concurrent VI 60-sec VI 120-sec schedule, the pigeon should emit about(half/twice) as many responses on the VI 60-sec alternative as opposed to the VI 120-sec alternative.
1. According to the matching law, the (number/proportion) of on QUICK QUIZ B an alternative matches the (number/proportion) of obtained on that alternative.
2. If a VR 25 and VR 75 schedule of reinforcement are simultaneously available, your best strategy would be to choose the schedule(100/50/25) % of the time.
1. Many behaviors are reinforced on a c schedule in which two or more in schedules of reinforcement are s available.
19. Describe Masserman’s procedure for inducing experimental neurosis in cats, and list some of the symptoms he observed?
17. Describe the basic experimental procedure (with control group) that was first used to demonstrate learned helplessness in dogs and the outcome that was observed.
16. Describe the avoidance theory of punishment. Describe the Premack approach to punishment.
15. Describe the conditioned suppression theory of punishment.
14. Outline at least five of the characteristics of effective punishment.
13. What is the major advantage of punishment over extinction? What are three beneficial side effects of punishment?
12. Briefly outline at least five of the problems listed concerning the use of punishment.
11. What is the distinction between a primary punisher and a secondary punisher? What is a generalized punisher?
10. What is the distinction between extrinsic punishment and intrinsic punishment? Give an example of each.
8. How can the two-process theory of avoidance account for obsessivecompulsive disorder?
4. Outline two criticisms of Mowrer’s two-process theory of avoidance.
2. Describe the evolution of avoidance behavior in a typical shuttle avoidance procedure.
1. Distinguish between escape and avoidance behavior.
1. Experimental neurosis occurs when animals exposed to un events develop neurotic-like symptoms.
5. According to the Premack principle, if running (an HPB) is followed by push-ups(an LPB), then running should (decrease/increase) in frequency, which is an instance of (reinforcement/punishment) .
1. According to the conditioned suppression theory of punishment, the application QUICK QUIZ K of punishment does not directly w a behavior; instead, it produces an em reaction that tends to
6. If punishment is to be used, it should be im , since d punishment tends to be relatively ineffective.
5. In general, when attempting to punish a maladaptive behavior, one should also attempt to more adaptive behavior.
4. Unlike reinforcement, punishment tends to have a stronger impact on behavior if delivered (consistently/intermittently) .
3. In general, when implementing a punishment procedure, one should begin with a punisher of sufficient i to s the behavior.
2. With verbally proficient humans, punishment tends to be more effective when it is accompanied by an e .
1. Beneficial side effects of punishment include increases in s behavior, improvements in m , and increased a to the environment.
6. If punishment has an i effect in getting someone to stop annoying us, this result can then act as a strong n r for using punishment in the future.
5. Yelling at your dog for chewing your slippers might also teach your dog not to chew the slippers only when .
4. Yelling at your dog for chewing your slippers might teach the dog to avoid rather than the slippers.
3. The use of punishment could, through the process of m , teach the recipient that punishment is an acceptable means for modifying a person’s behavior.
2. Punishment of an inappropriate behavior (will / will not) directly strengthen the occurrence of an appropriate behavior. It might even result in a general s of behavior.
1. Punishment, especially (positive/negative) punishment, can often QUICK QUIZ I elicit a strong e reaction. This reaction might include that, if not directed toward the punisher, might be directed
3. Looking at an old photo album reminds you of your loneliness as a child, the loss of a favorite pet, and a childhood friend who died. As a result, you stop looking at it. The old photo album can
2. The bad taste of rotting food will likely, for most people, function as a (primary/secondary) punisher, while a restaurant that has served such food will function as a punisher.
1. Exercising to the point of exhaustion is for many people likely to be an QUICK QUIZ H(extrinsically/intrinsically) punishing event.
8. If the frequency of a behavior decreases because performing the behavior no longer leads to something, the process involved is (extinction / negative punishment) . If the frequency of a behavior
7. Val’s mother used to play with Val whenever she whined but then stopped doing so. As a result, Val’s whining soon ceased. This is an example of (extinction /negative punishment) .
6. When Val began whining, her mother immediately stopped playing with her and left the room. Val quickly stopped whining. This is an example of (extinction /negative punishment) .
5. A(n) (advantage/disadvantage) of a time-out procedure is that one(does / does not) have to clearly identify a specific reinforcer before implementing the procedure. A(n) (advantage/disadvantage)

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