A) anger.
B) frustration.
C) anticipated fear.
D) withdrawal.
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A) you can present cues present during the extinction phase.
B) you can present cues present during the conditioning phase.
C) you can wait approximately a week following the extinction phase before testing.
D) you can do nothing; spontaneous recovery is remarkably robust.
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A) The pigeon will begin to vary its responses.
B) The pigeon will learn that pecking does not lead to food.
C) The pigeon will learn that the key and food are no longer associated.
D) The pigeon will steadily increase its conditioned response rate.
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A) not immediately noticing when reinforcers are omitted.
B) learning to respond in the face of no expected reinforcement.
C) the aggression that accompanies the onset of extinction.
D) a subject's memories of whether or not it was rewarded for performing the instrumental response in the recent past.
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A) discrimination hypothesis
B) modern two-process theory
C) sequential theory
D) frustration theory
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A) evidence of Pavlovian conditioning in instrumental procedures.
B) evidence of S-O associations in instrumental procedures.
C) evidence of spontaneous recovery following extinction.
D) evidence of PREE.
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A) continuous reinforcement trains an animal to be persistent in the absence of reinforcement.
B) partial reinforcement teaches an animal the difference between rewarded and nonrewarded trials.
C) there is nothing about continuous reinforcement that teaches an animal to respond when it expects nonreward.
D) memory of nonreward becomes the cue for performing the instrumental response.
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A) the opposite of inhibition.
B) unlearning of a conditioned response.
C) unlearning of a CS-US relationship.
D) new learning.
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A) that extensive training provides some protection from extinction.
B) that extinction occurs more rapidly after extensive training.
C) that extensive training eliminates spontaneous recovery.
D) that extensive training does not affect the rate of extinction.
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A) typically restores responding to pre-extinction levels.
B) typically leads to incomplete recovery of responding.
C) demonstrates that CS-US relationships are disrupted due to extinction.
D) demonstrates that subjects unlearn only excitatory associations.
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A) that extinction disrupts the CS-US association.
B) that spontaneous recover y is probably due to inadvertent conditioning during extinction trials.
C) that S-S learning remains intact through extinction.
D) that reinstatement effects are diminished with further training.
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A) extinction.
B) renewal.
C) restoration of extinction.
D) spontaneous recovery.
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A) frustration has only minor effects on extinction.
B) contextual cues are important only for excitatory associations.
C) a change in context after extinction will recover acquisition performance.
D) S-S associations are developed in acquisition and disrupted by extinction.
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A) the rate of responding.
B) the rate of reinforcement.
C) both the rate of responding and reinforcement.
D) None of the above
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A) the frustration theory.
B) the sequential theory.
C) the discrimination hypothesis.
D) the detection theory.
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A) the overtraining extinction effect
B) the magnitude reinforcement effect
C) the partial reinforcement extinction effect
D) the behavioral momentum effect
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A) your puppy
B) your friend's puppy
C) Both will extinguish at the same rate.
D) It is impossible to predict.
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A) The subject learns the CS and US are no longer associated.
B) The subject increases the variety of responses it makes.
C) The subject decreases the number of conditioned responses it makes.
D) The subject becomes aggressive.
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