Quiz 2

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Ball State University *

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Psychology

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Jun 14, 2024

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Quiz 2  Due Oct 8 at 11:59pm  Points 30  Questions 31  Available Oct 4 at 12am - Oct 8 at 11:59pm  Time Limit 60 Minutes Instructions This quiz covers Modules 4-7 and Chapters 3-6 from your text. The exam includes 30 multiple choice, multiple answer, or true/false questions. There will also be a one-point extra credit essay question. You will have 60 minutes to complete the exam. You may not leave or close the window, or the test will auto submit. At the end of the 60-minute time period your exam will auto submit. Please let your instructor know if you have any technical difficulties when taking the exam. You MUST click the SUBMIT button at the bottom to register your answers. Until then, you can freely move back and forth through the questions. Do NOT use your browser BACK button while working on the test. Please note: some choices within the question might be out of order. This is a problem with Canvas. Please use the following key in case the answers are out of order:

 “All of the above” refers to “All answers”  “None of the above” refers to “None of the answers”  The questions that have a “Both a & b” answer option all have two potential “legitimate” options, “both a & b” option, and a “none of the above” option. If the student feels that both “legitimate” options are correct, they should select “both a & b” regardless if the answers are in the “a” and “b” locations.  If your selection boxes are circles, choose only one answer. If your selection boxes are squares, you will need to select all the correct answers for that question. Timed Test: This test has a time limit of 1 hour. Timer Setting: This test will save and submit automatically when the time expires. Force Completion: Once started, this test must be completed in one sitting. Do not leave the test before clicking Save and Submit . Attempt History Attempt Time Score LATEST Attempt 1 43 minutes 27.33 out of 30 * * Some questions not yet graded Correct answers will be available on Oct 9 at 12am. Score for this quiz: 27.33 out of 30 * Submitted Oct 4 at 11:28pm This attempt took 43 minutes. Question 1 1 / 1 pts Drawing a trend arrow through the baseline data (as in the inset graph) allows us to predict…

the likelihood that the individual will withdraw from the experiment before it is concluded. the likely effect of the intervention, once it is introduced. the future trend and/or level of behavior in the immediate future, assuming nothing changes. nothing; it is impossible to predict future behavior based on past behavior. Partial Question 2 0.33 / 1 pts Which of the following is a weakness of group experimental designs? Select all that apply. To evaluate if the independent variable changed behavior, the group experimental designs must rely upon inferential statistical analyses, which can be misused. Focusing on the behavior of the group means that we are not studying the behavior of the individual. Behavior is something that individuals do.

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When the independent variable is a therapeutic intervention, all potential participants will want to be assigned to the control group. The behavior of the experimental and control groups will differ before the experiment even begins; this is because the individuals assigned to the two groups are different. This makes these designs noisy, which can only be overcome by recruiting large groups of participants. Question 3 1 / 1 pts Experimental designs that expose individuals to baseline (independent variable OFF) and experimental (independent variable ON) phases to determine if the independent variable systematically and reliably changes behavior are known as ________? Double-blind Single-subject Inferential Group Incorrect Question 4 0 / 1 pts The data in the below graph were collected using one of the single-subject experimental designs. Which one?

Alternating-treatments design Comparison (A-B) design Reversal (A-B-A) design Multiple-baseline design Question 5 1 / 1 pts This design is often referred to as a “quasi-experimental design” because it cannot rule out confounds. Comparison (A-B) Reversal (A-B-A) Alternating-treatments

Multiple-baseline Question 6 1 / 1 pts Given the baseline data shown in the below graph, we are able to predict… the level of the behavior will remain very low if the intervention is never turned ON. the behavior is highly sensitive to environmental manipulations. regression to the mean will make any subsequent change in trend dubious. nothing; there is an upward trend in the data that prevent us from making any predictions. Question 7 1 / 1 pts When using a group experimental design, decisions about whether or not the independent variable affected behavior will be made by…

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an evaluation of philosophical maxims an interdisciplinary team of medical experts and behavioral scientists inferential statistics an infrared test Question 8 1 / 1 pts The data in the below graph were collected using one of the single-subject experimental designs. Which one? Comparison (A-B) design Alternating-treatments design Multiple-baseline design Reversal (A-B-A) design

Question 9 1 / 1 pts In the diagram below, the US --> US interval is 30 mins and the CS->US interval is 3 mins. Use the equation in the book to calculate the delay- reduction ratio. Delay-reduction ratio = _______ / _______ = ______ 30/30=1 30/3=10 3/30=0.1 3/3=1 Question 10 1 / 1 pts The fourth principle effective Pavlovian conditioning is to ensure that the CS is not ______________. redundant with another stimulus that already functions as a CS too loud

a smell (olfactory stimuli are not amenable to Pavlovian conditioning) operative Question 11 1 / 1 pts The book discusses three things learned during Pavlovian conditioning. The first of these was discussed while referring to the below graph. What is the first thing learned during Pavlovian conditioning? The CS signals a delay-reduction to the US. The larger the delay-reduction, the faster Pavlovian learning occurs. The US signals a delay-reduction to the CS. The larger the delay-reduction, the faster Pavlovian learning occurs. The larger the reinforcer, the faster the conditioning. The larger the reinforcer, the slower the conditioning.

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Unanswered Question 12 0 / 1 pts The second principle of effective Pavlovian conditioning is to ensure that the CS is a(n) ______________ event. salient (something easily noticed) operant (something that operates within the individual’s environment) ontogenetic (something of that will appeal to the individual’s genes) consequent (something that happens after the response) Question 13 1 / 1 pts This refers to the gradual reduction in reflex responding following repeated presentations of the eliciting stimulus. habituation generalization extinction repetition Question 14 1 / 1 pts

Pavlovian generalization occurs when a conditioned response (CR) is evoked by a(n) _____________ stimulus because that stimulus resembles a conditioned stimulus (CS). Raynerian novel VS over-learned Question 15 1 / 1 pts The book discusses three things learned during Pavlovian conditioning. The third of these was discussed while referring to the inset figure. What is the third thing learned during Pavlovian conditioning? The CS elicits closed-beak pecking in female pigeons, and open-beak pecking in males The CS signals which US is coming. The US signals which CS is coming,

The CS elicits pecking. Question 16 1 / 1 pts The first scientist to demonstrate that reinforcers increase the probability of behavior was ______________________. BF Skinner Edward L. Thorndike. John B. Watson Rosalie Rayner Question 17 1 / 1 pts Use your memory of the book’s flowchart to decide if the stimulus change (bolded) is a reinforcer or not. The behavior if interest is underlined . MacLean cut her finger so she immediately drove to the hospital . At the hospital, she was required to complete some forms, was eventually seen by a physician, and was released with 10 stitches. No, this is not a reinforcer Yes, this is a reinforcer Question 18 1 / 1 pts

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If you drop your cellphone in the toilet, then it will stop working. Which behavior-analytic concept does this example illustrate? The antecedent-response contingency Bad things happen to careless people The response-consequence contingency Behavior-behavior relations Question 19 1 / 1 pts _____________ behavior may be defined as a generic class of responses influenced by antecedents, with each response in the class producing the same consequence . Rewarded Operant Progressive Generative Question 20 1 / 1 pts An operant behavior, like turning on the AC, is a _______________ class of behavior comprised of lots of topographically (physically) different responses, all of which produce the same consequence.

phylogenetic innate genetic generic Question 21 1 / 1 pts A(n) ___________________ consequence occurs after a response, but not because the response caused it to occur. non-contingent non-behavioral non-tangential ephemeral Question 22 1 / 1 pts Use your memory of the book’s flowchart to decide if the stimulus change (bolded) is a reinforcer or not. The behavior if interest is underlined . Anderson received his package after placing his order with an international online retailer. Although Anderson hates that this retailer treats their fulfillment center employees badly, he buys a lot of stuff from them. It’s

just so convenient! However, if Anderson's orders were never delivered to his house, he would eventually stop buying things from this retailer. Yes, this is a reinforcer No, this is not a reinforcer Question 23 1 / 1 pts This form of negative reinforcement is defined as a consequent prevention of a stimulus change, the effect of which is to increase operant behavior above its no-reinforcer baseline level. escape avoidance access extinction Question 24 1 / 1 pts Laura is going to make fried chicken for dinner. They buy a whole chicken at the grocery store and then uses their poultry scissors to cut out the backbone. Backbone removed , Laura soaks the chicken in buttermilk before applying the flour and frying it up. This is the way Laura has always made fried chicken. Assuming that this stimulus removal functions as a reinforcer, it would be classified as a... positive reinforcer (SR+)

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negative reinforcer – escape (SRE-) one of the above negative reinforcer – avoidance (SRA-) Question 25 1 / 1 pts One objection to using reinforcement to influence human behavior is that reinforcing a behavior with _____________ reinforcers may reduce the individual’s ____________ motivation to engage in that behavior. negative; positive positive; extrinsic intrinsic; extrinsic extrinsic; intrinsic Question 26 1 / 1 pts The systematic application of positive reinforcement (and other behavioral principles covered) to workplace settings is called ____________________. Experimental Analysis of Human Behavior (EAHB)

Organizational Behavior Management (OBM) Experimental Analysis of Behavior (EAB) Applied Behavior Therapy (ABT) Question 27 1 / 1 pts Markus is studying at the kitchen island when his mom comes in and starts making dinner. The commotion is distracting, so he puts on his headphones and the noise is gone . Assuming that this stimulus removal functions as a reinforcer, it would be classified as a... negative reinforcer – avoidance (SRA-) none of the above negative reinforcer – escape (SRE-) positive reinforcer (SR+) Question 28 1 / 1 pts This form of negative reinforcement is defined as a consequent removal or reduction of a stimulus, the effect of which is to increase operant behavior above its no-reinforcer baseline level. extinction

avoidance escape access Question 29 1 / 1 pts Positive reinforcers increase behavior above its baseline (no reinforcement) level. Negative reinforcers ______________ behavior _______________ its baseline level. have no effect on; they do not alter decrease; below improve; above increase; above Question 30 1 / 1 pts Another objection to the use of reinforcement is that it causes people to choke under pressure. However, this only seems to happen when ________ reinforcers are available. very large

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modest small social Question 31 Not yet graded / 0 pts Extra Credit: Describe the steps you would take to shape a child's behavior of tying her shoes when she currently cannot complete any steps for this skill independently. List the specific steps you would use (minimum of 4) to teach this skill and how you would transition to the next step. Your Answer: Steps to teach a child to tie their shoes: 1. Assess readiness for shoe-tying. 2. Choose suitable shoes with laces. 3. Use visual supports and aids. 4. Break down the process into smaller steps. 5. Begin with hand-over-hand assistance. 6. Provide clear verbal instructions. 7. Practice regularly, ideally daily. 8. Offer positive reinforcement and rewards. 9. Transition to traditional laces gradually. 10. Maintain consistency in teaching methods. 11. Encourage generalization to different shoes. Quiz Score: 27.33 out of 30

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