Questions and Answers of Methods Behavioral Research

2. Two types of flooding therapy are flooding in which one visualizes the feared stimulus, and flooding in which one encounters a real example of the feared stimulus.
1. In flooding therapy, the avoidance response is (blocked/facilitated) , thereby providing maximal opportunity for the conditioned fear to .
6. One bit of evidence against the counterconditioning explanation for this type of treatment is that relaxation (is / is not) always necessary for the treatment to be effective. On the other hand,
5. Wolpe’s procedure is very effective with people who have (few/many) phobias that are highly (general/specific) .Thus, this procedure (does / does not) work well with people who have a social
4. A version of Wolpe’s procedure that uses real-life rather than imaginary stimuli is called . A major advantage of this procedure is that there is less worry about whether the treatment effect
3. The three basic components of Wolpe’s procedure are:
2. Mary Cover Jones used the stimulus of to counter Peter’s feelings of anxiety, while Wolpe, in his s d procedure, used .
1. Associating a stimulus that already elicits one type of response with an event that elicits an incompatible response is called c . Wolpe believed that the underlying process is r i in which
4. The process of s s refers to an increase in one’s reactivity to a potentially fearful stimulus following exposure to a stressful event, even though the stressful event is (related/unrelated) to
3. According to the concept of revaluation, phobic behavior might sometimes develop when the person encounters a (more/less)intense version of the (CS/US) than was used in the original conditioning.
2. Brief exposures to a feared CS in the absence of the US may result in a phenomenon known as in which the conditioned fear response grows(stronger/weaker) . This runs counter to the general
1. We will probably be (more/less) susceptible to acquiring a condiQUICK QUIZ H tioned fear response if we grow up in a world in which we experience little or no control over the available rewards.
5. The fact that many people are more petrified of encountering snakes than they are of being run over by cars, even though the latter is a far more relevant danger in the world in which they live,
4. Travis rolled his pickup truck, yet he had no qualms about driving home afterwards; Cam was in a minor fender bender last week and remained petrified of driving for several days afterward. These
3. The concept of p holds that we are genetically programmed to acquire certain kinds of fears, such as fear of snakes and spiders, more readily than other kinds.
2. The term refers to an individual’s genetically determined level of emotionality and reactivity to stimulation. It (does / does not)seem to affect the extent to which responses can be classically
1. From a conditioning perspective, viewing a display of fear in others can be conceptualized as a(n) stimulus that elicits a(n)response of fear in oneself. The event the other person is reacting to
6. Albert’s fear response was (present/absent) whenever he was sucking his thumb, which suggests that the fear conditioning was actually relatively(strong/weak) .
5. Unlike real-life phobias, Albert’s fear of the rat seemed to grow (stronger/weaker) following a 30-day break.
4. One difference between Albert’s fear conditioning and conditioning of real-life phobias is that the latter often require (only one / more than one)conditioning trial.
3. Albert’s startle response to the noise was a(n) response, while his crying in response to the rat was a(n) response.
2. In the Little Albert experiment, the rat was originally a(n) stimulus, while the loud noise was a(n) stimulus.
1. A phobia is an extreme, irrational fear reaction to a particular event. From a classical conditioning perspective, it seems to represent a process of over-?
6. Suppose a tone and a light are each conditioned with food to a maximum associative value of 8 units. If the tone and light are combined into a compound stimulus for further conditioning trials,
5. Suppose a compound stimulus has an associative value of 25 following conditioning. According to the Rescorla-Wagner theory, if one CS has acquired 15 units of associative value, the other CS must
4. According to the Rescorla-Wagner theory, blocking occurs because the (CS/NS) in the compound has already picked up all of the available associative value.
3. According to the Rescorla-Wagner theory, overshadowing occurs because the more salient CS picks up (most/little) of the associative value available in that setting.
2. In general, stronger USs support (more/less) conditioning than weaker USs.
1. The Rescorla-Wagner theory proposes that a given can support only QUICK QUIZ E so much conditioning, and this amount of conditioning must be distributed among the various available.
5. A person who drinks a glass of wine in a fine restaurant is likely to be (more/less) affected by the alcohol than if she drank the same amount of wine in a courtroom.
4. Suppose an addict always injects heroin in her bedroom at home, but one time stays overnight at a friend’s house and decides to take an injection there. The addict will likely experience a(n)
3. We tend to have (higher/lower) tolerance for a drug in the presence of cues associated with taking the drug.
2. In keeping with the compensatory-response model, modern treatments for drug addiction often recommend (exposure to / removal of)drug-related cues to allow (conditioning/extinction) of the cravings
1. According to the compensatory-response model of drug addiction, symptoms of withdrawal are likely to be (stronger/weaker) in the presence of drug-related cues. This is because the drug-related
6. Following from question 5, a tone that is repeatedly paired with shock will eventually come to elicit a compensatory decrease in heart rate. Diagram the actual events involved in this type of
5. Following from question 4, an increase in heart rate naturally elicits a compensatory decrease in heart rate. For this sequence of events, the increase in heart rate is the (NS/CS/US) and the
4. Shock naturally elicits an increase in heart rate. In this case, shock is the (NS/CS/US) and the increase in heart rate is the (CR/UR) .
3. Diagram the actual events involved in the conditioning of an increase in blood pressure in response to a hypodermic needle that has been consistently associated with heroin administration (hint:
2. Another way of looking at it is that the CS has become associated with the(a-process/b-process) and therefore eventually comes to elicit the(a-process/b-process) .
1. According to the - model of drug conditioning, a CS that has been associated with (a drug / primary response to a drug)will eventually come to elicit a c reaction.
3. According to - theory, the CR and UR should always be the same or at least highly similar. As it turns out, this is (true/false) .
2. According to - theory, the purpose of the CR is to prepare the organism for the occurrence of the US.
1. According to - theory, the CS acts as a substitute for the US.
3. Tyrell was once bitten by Rover, the neighbor’s dog, and as a result he developed a strong fear of the dog. However, when he heard that Rover had to have all his teeth removed, Tyrell’s fear
2. In the - model of classical conditioning, conditioning involves establishing a direct connection between an NS and a US.
1. In the - model of classical conditioning, conditioning is viewed as a process of directly attaching a reflex response to a new stimulus.
16. How does pseudoconditioning differ from classical conditioning? How can one experimentally determine whether a response is the result of classical conditioning or pseudoconditioning
15. Define US revaluation, and diagram an example.
14. Define external inhibition, and diagram an example.
13. Define occasion setting, and diagram an example.
12. What is temporal conditioning? Describe an example.
11. Define latent inhibition, and diagram an example.
10. Define blocking, and diagram an example.
9. Define overshadowing, and diagram an example.
8. Define sensory preconditioning, and diagram an example.
7. Define higher-order conditioning, and diagram an example.
6. Define experimental neurosis, and describe Shenger-Krestovnikova’s procedure for producing it.
5. What is stimulus discrimination? Diagram an example of a discrimination training procedure. (For both this question and ones that follow, when asked to diagram a conditioning procedure, be sure to
4. Describe stimulus generalization and semantic generalization.
3. Define disinhibition. How does it differ from dishabituation?
2. Define the processes of extinction and spontaneous recovery.
1. Define acquisition. Draw a graph of a typical acquisition curve (remember to properly label each axis), and indicate the asymptote of conditioning.
4. Nikki feels all excited when she sees her father arrive home each evening because he always brings her some licorice. One day her mother bought her a lot of licorice earlier in the day, and Nikki
3. Shahid usually salivates when he enters Joe’s restaurant because he loves their turkey gumbo. One time, however, when the waiters were all dressed like clowns and bagpipes were playing in the
2. The (US/CS) ______ r procedure involves the (pre/post)_____________ conditioning presentation of the (CS/US) ______ at a different level of intensity
1. In e i the presentation of a (novel/familiar)stimulus at the same time as the conditioned stimulus produces a(n) (increase/decrease) in the strength of the conditioned response.
4. Brandon notices that the doctor gives him an injection only when a nurse is present in the examining room. As a result, he feels more anxious about the medical exam when the nurse is present than
3. Kessler became very accustomed to having a snack at about 4:00 p.m. each afternoon. As a result, he now finds that he automatically starts thinking about food at about 4:00 p.m. each afternoon,
2. In classical conditioning, o s is a procedure in which a stimulus signals that a CS is likely to be followed by the . This stimulus is called a(n) , and serves to (facilitate/retard) the
1. In temporal conditioning, the (NS/US) is presented at regular intervals, with the result that the end of each interval becomes a (CS/US) that elicits a (CR/UR) .
7. Because Jez has a history of getting into trouble, he often catches most of the blame when something goes wrong, even when others are also responsible for what happened. This is most similar to
6. Latent inhibition (prevents/promotes) the development of conditioned associations to redundant stimuli.
5. In a(n) procedure, the compound stimulus consists of a neutral stimulus and a CS, whereas in a(n) procedure, the compound stimulus consists of two neutral stimuli that differ in salience or
4. In , a familiar stimulus is more difficult to condition as a CS than is an unfamiliar stimulus.
3. In , the presence of an established CS interferes with conditioning of another stimulus.
2. In , 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.
1. A compound stimulus consists of the (simultaneous/successive) preQUICK QUIZ G sentation of two or more separate stimuli.
4. Unlike NS-US pairings in normal conditioning, NS-NS pairings in sensory preconditioning can produce stronger conditioning when the two stimuli are presented
3. Sensory preconditioning often works best when the two neutral stimuli are paired (relatively few / hundreds of) times in the preconditioning phase.
2. In the above example, the in-line skating paths will probably elicit a (stronger/weaker) fear response than will the sight of the dogs.
1. Suppose you suddenly developed a strong fear of dogs after being severely bitten.As a result, you are also anxious about in-line skating because, on several occasions in the past, you witnessed
4. In a higher-order conditioning procedure in which a car is associated with an attractive model, the attractive model is the (CS1/CS2) and the car is the (CS1/CS2) .
3. In higher-order conditioning, conditioning of the CS1 is often called -order conditioning, while conditioning of the CS2 is called -order conditioning.
2. In general, the CS2 elicits a (weaker/stronger) response than the CS1.
1. In conditioning, an already established CS is used to condition a new CS.
8. Psychopaths are extreme (introverts/extroverts) who condition(very easily / very poorly) . They therefore feel little or no conditioned when harming or manipulating others.
7. Introverts seem to develop a -type symptoms in reaction to stress, whereas extroverts develop p -type symptoms.
6. Introverts also condition (more/less) easily than extroverts.
5. In Eysenck’s theory, introverts are (more/less) reactive to external stimulation than extroverts are, and they therefore (can/cannot)tolerate large doses of stimulation.
4. Pavlov believed that these differences between dogs reflected (learned/inherited) differences in t .
3. Pavlov and his assistants noted that the dogs displayed two general patterns of symptoms. Some dogs became while other dogs became . In addition, (all / not all) dogs developed symptoms.
2. Pavlov referred to this nervous breakdown as e n , an experimentally produced disorder in which animals exposed to unp events develop n -like symptoms.
1. In Shenger-Krestovnikova’s experiment the animal suffered a nervous breakdown when exposed to a CS+ and a CS− that were made progressively (more/less)similar.
5. Suppose Cary disliked his physics instructor and, as a result, came to dislike all science instructors. This example illustrates the process of over- .
4. Feeling anxious around all objects that look like a rattlesnake is an example of stimulus , whereas feeling anxious only around rattlesnakes is an example of stimulus .
3. The opposite of stimulus generalization is stimulus . This can be defined as.
2. The generalization of a conditioned response to stimuli that are similar in meaning to a verbal CS is called s generalization.
1. Stimulus generalization is the tendency for a (CR/UR) to occur in the presence of stimuli that are similar to the original (CS/US) . In general, the more (similar/different) the stimulus, the
7. The sudden recovery of a response during an extinction procedure when a novel stimulus is introduced is called______
6. Pavlov believed that this phenomenon indicates that extinction involves the(inhibition/unlearning) of a conditioned response.

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