AP Psychology: Classical and Operant Conditioning
15 practice questions · 15 flashcards · made from study notes
Terms in this set (15)
- What is the definition of learning?
- A relatively permanent change in behavior caused by experience.
- Two major forms of associative learning are ___ and ___.
- classical conditioning and operant conditioning
- Who described classical conditioning?
- Ivan Pavlov
- In classical conditioning, what is an unconditioned stimulus (US)?
- A stimulus that naturally triggers an unconditioned response, such as food triggering salivation.
- When does a neutral stimulus become a conditioned stimulus (CS)?
- After it is repeatedly paired with an unconditioned stimulus (US).
- What is extinction in classical conditioning?
- It occurs when the conditioned stimulus (CS) is presented repeatedly without the unconditioned stimulus (US) and the conditioned response (CR) fades.
- The reappearance of an extinguished CR after a rest period is known as ___.
- spontaneous recovery
- In classical conditioning, ___ is responding to stimuli similar to the CS, while ___ is learning to respond only to the CS.
- Generalization; discrimination
- Who is primarily associated with the study of operant conditioning?
- B. F. Skinner
- What does Edward Thorndike's law of effect state?
- Behaviors followed by pleasant consequences become more likely.
- Provide an example of positive reinforcement.
- Adding something pleasant, such as praise after homework.
- Losing phone privileges for misbehavior is an example of ___.
- negative punishment
- Which schedule of reinforcement produces the highest, steadiest response rates and is most resistant to extinction?
- Variable-ratio schedule
- What is shaping in operant conditioning?
- Reinforcing successive approximations of a target behavior.
- Edward Tolman's work with rats demonstrated ___ and ___ learning.
- cognitive maps; latent
Practice questions (15)
1.In classical conditioning, an organism learns to associate two stimuli (like a bell and food), while in operant conditioning, it learns to associate a behavior with its consequence (like pressing a lever to get food).
- ATrue
- BFalse
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Answer: True
This question directly tests the core distinction between classical and operant conditioning: classical conditioning involves associating stimuli that precede a response, whereas operant conditioning involves associating a voluntary behavior with a resulting event.
2.Which of the following scenarios is a clear example of operant conditioning, not classical conditioning?
- AA student studies more often after receiving praise from a teacher for good grades.
- BA dog starts to salivate at the sound of a can opener.
- CA child fears the sight of a needle after receiving a painful injection.
- DA cat blinks when a puff of air is blown into its eye.
Show answer
Answer: A student studies more often after receiving praise from a teacher for good grades.
This question requires the student to analyze different scenarios and apply the definitions of classical and operant conditioning. The correct answer is an example of positive reinforcement (praise) increasing a voluntary behavior (studying), which is the essence of operant conditioning.
3.In Ivan Pavlov's experiments, the dog's salivation in response to food is an unconditioned response. In operant conditioning, what is the equivalent of this involuntary, natural reaction?
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Answer: There is no direct equivalent; operant conditioning is based on voluntary behaviors, not involuntary, unconditioned responses.
This is a challenging question that probes a key difference. Classical conditioning works with involuntary, reflexive responses (URs), while operant conditioning shapes voluntary behaviors. There isn't a direct parallel for the UR in operant conditioning's framework.
4.In classical conditioning, the key event (the unconditioned stimulus, like food) happens *before* the learned behavior (the conditioned response, like salivating to a bell). In operant conditioning, when does the key event (the reinforcement or punishment) occur in relation to the behavior?
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Answer: In operant conditioning, the reinforcement or punishment occurs *after* the behavior.
This question focuses on the critical timing of stimuli and consequences that distinguishes the two learning types. Understanding this sequence is fundamental to telling them apart.
5.Both classical and operant conditioning are subject to extinction, where the learned behavior fades. However, the process is different. Which statement accurately contrasts extinction in the two types of conditioning?
- AExtinction in classical conditioning involves punishing the response, while in operant conditioning it involves presenting the conditioned stimulus alone.
- BExtinction in classical conditioning involves removing the unconditioned stimulus, while in operant conditioning it involves stopping the reinforcement.
- CExtinction is permanent in operant conditioning but not in classical conditioning.
- DExtinction in both types of conditioning occurs when a pleasant stimulus is removed.
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Answer: Extinction in classical conditioning involves removing the unconditioned stimulus, while in operant conditioning it involves stopping the reinforcement.
This question requires a deeper analysis of how extinction works in each paradigm. It forces the student to compare the mechanisms: removing the US-CS pairing versus withholding the consequence that was maintaining the behavior.
6.John Watson's 'Little Albert' study showed that a fear response could be created by pairing a neutral stimulus (a white rat) with a frightening stimulus (a loud noise). This is an example of classical conditioning because the fear is an involuntary emotional response, not a voluntary action being rewarded or punished.
- ATrue
- BFalse
Show answer
Answer: True
This question uses a specific example from the text to test the student's ability to classify the type of learning. It hinges on the distinction between an involuntary emotional reaction (classical) and a voluntary, goal-oriented action (operant).
7.If a parent gives their child a cookie for cleaning their room, what type of consequence is this, according to B.F. Skinner's principles of operant conditioning?
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Answer: This is positive reinforcement.
This question requires the student to identify a classic example of positive reinforcement. A pleasant stimulus (a cookie) is added to increase a desired behavior (cleaning the room). This helps solidify the core definition of positive reinforcement.
8.A driver receives a fine for speeding. According to operant conditioning, this is an example of positive punishment because an unpleasant consequence (the fine) is added to decrease the behavior (speeding).
- ATrue
- BFalse
Show answer
Answer: True
This question checks the student's understanding of positive punishment. It correctly identifies that adding an unpleasant stimulus (the ticket/fine) to discourage a behavior (speeding) fits the definition. It challenges the common misconception that 'positive' always means 'good'.
9.A teenager loses their video game privileges for a week because they missed their curfew. Which type of operant conditioning is being used, and what is the intended effect on the teenager's future behavior regarding their curfew?
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Answer: This is negative punishment. The intended effect is that the teenager will be less likely to miss their curfew in the future to avoid losing their privileges again.
This question requires a two-part analysis: identifying the type of punishment and predicting its outcome. The student must recognize that removing a pleasant stimulus (video games) constitutes negative punishment and then apply the law of effect to predict a decrease in the undesired behavior (missing curfew).
10.To encourage a child to eat their vegetables, a parent stops nagging them at the dinner table as soon as the child takes a bite. This is an example of:
- APositive reinforcement
- BNegative punishment
- CPositive punishment
- DNegative reinforcement
Show answer
Answer: Negative reinforcement
This scenario is a challenging application of negative reinforcement. The removal of an aversive stimulus (nagging) is used to increase a desired behavior (eating vegetables). This tests a deeper understanding beyond simple examples like taking aspirin for a headache.
11.A slot machine provides rewards to players after an unpredictable number of plays. Which schedule of reinforcement does this represent, and what is its effect on behavior?
- AFixed-ratio; it produces a high response rate but is easy to extinguish.
- BFixed-interval; it produces a scalloped pattern of responding.
- CVariable-ratio; it produces a high, steady response rate and is very resistant to extinction.
- DVariable-interval; it produces a slow, steady response rate.
Show answer
Answer: Variable-ratio; it produces a high, steady response rate and is very resistant to extinction.
This question assesses the student's ability to identify a real-world example of a variable-ratio schedule and recall its specific impact on behavior, which is a key concept in operant conditioning.
12.A manager wants to encourage employees to complete reports quickly. If the manager uses a continuous reinforcement schedule, offering praise every single time a report is completed, what would be the likely outcome for learning speed and extinction rate?
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Answer: The behavior of completing reports would be learned very quickly, but it would also undergo fast extinction if the praise were to stop.
This question requires students to apply the concept of continuous reinforcement to a practical scenario and predict the two main outcomes: fast learning and fast extinction. This tests their understanding of the trade-offs between different reinforcement schedules.
13.True or False: A fixed-interval reinforcement schedule, such as receiving a paycheck every two weeks, is the most effective method for producing high, steady rates of behavior.
- ATrue
- BFalse
Show answer
Answer: False
This question challenges a common misconception. While fixed-interval schedules are common, the text explicitly states that variable-ratio schedules are the most effective at producing high, steady response rates. This forces the student to differentiate between the effects of different schedules.
14.To make a behavior most resistant to extinction, which reinforcement schedule should be used and why?
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Answer: A variable-ratio schedule should be used. Because the reward is delivered after an unpredictable number of responses, the learner is encouraged to keep responding, making the behavior very persistent and resistant to extinction.
This question asks students to synthesize information to determine the 'best' schedule for a specific goal (resistance to extinction) and explain the underlying reason. It requires a deeper level of analysis than simply identifying a definition.
15.Edward Tolman's experiments with rats in mazes demonstrated 'latent learning,' where learning occurred without any obvious reward. The rats only showed they had learned the maze's layout when a food reward was introduced. What does this finding suggest about the role of cognition in operant conditioning?
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Answer: Latent learning suggests that in operant conditioning, cognition plays a role and learning can occur without direct, immediate reinforcement. The rats formed a 'cognitive map' of the maze, and this internal mental representation was used later when a reward was offered, challenging the purely behaviorist view that learning is only a change in behavior due to consequences.
This question challenges students to think beyond the basic principles of reinforcement and punishment. It introduces the idea of cognitive processes (like forming a mental map) in learning, which was a key counterpoint to Skinner's strict behaviorism. It requires analyzing an experimental result and drawing a conclusion about a theoretical debate in psychology.
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