Question 1

Which statement about a connectionist model is false?

Accepted Answer

A)  The connectionist model assumes that a given node representing a feature can be connected to multiple nodes representing categories and that a given category node can be connected to multiple different feature nodes. 
B)  Networks may contain a layer of "hidden units" that enable particular compounds of feature nodes to predict something different from either single inputs or inputs from other feature compounds. 
C)  The most efficient connectionist models assume that a novel "configural input" is formed to represent each unique set of feature compounds 
D)  Connectionist models that are similar to the Rescorla-Wagner model cannot predict the extraction of a rule that describes a general outcome when the subject has merely been exposed to a series of learning trials. 
A)  The connectionist model assumes that a given node representing a feature can be connected to multiple nodes representing categories and that a given category node can be connected to multiple different feature nodes. 
B)  Networks may contain a layer of "hidden units" that enable particular compounds of feature nodes to predict something different from either single inputs or inputs from other feature compounds. 
C)  The most efficient connectionist models assume that a novel "configural input" is formed to represent each unique set of feature compounds 
D)  Connectionist models that are similar to the Rescorla-Wagner model cannot predict the extraction of a rule that describes a general outcome when the subject has merely been exposed to a series of learning trials.

Question 2

Which example illustrates a successive negative contrast effect?

Accepted Answer

A)  You are painting a room and run out of paint. You go to the paint store but forget the paint chip and accidentally purchase a lighter shade of the paint than wanted. 
B)  Meghan has always been paid $15 an hour for working in Dave's Diner and is happy. Travis, on the other hand, used to make $20 an hour at Mark's Place, but now makes $15 an hour at Dave's Diner. Travis feels cheated making the same amount as Meghan. 
C)  You are new to living on your own and to cooking. You prepare a meal with meat that is one day past the "sell by" date but experience no negative side effects. The next time you prepare a meal that is older than the "sell by" date, you become ill. 
D)  For ten years, employees at a company have pressed 9 to access an outside telephone line, but occasionally they have dialed 911 by mistake. After ten years the company changes its procedure, so that employees have to dial 7 for an outside line. 
A)  You are painting a room and run out of paint. You go to the paint store but forget the paint chip and accidentally purchase a lighter shade of the paint than wanted. 
B)  Meghan has always been paid $15 an hour for working in Dave's Diner and is happy. Travis, on the other hand, used to make $20 an hour at Mark's Place, but now makes $15 an hour at Dave's Diner. Travis feels cheated making the same amount as Meghan. 
C)  You are new to living on your own and to cooking. You prepare a meal with meat that is one day past the "sell by" date but experience no negative side effects. The next time you prepare a meal that is older than the "sell by" date, you become ill. 
D)  For ten years, employees at a company have pressed 9 to access an outside telephone line, but occasionally they have dialed 911 by mistake. After ten years the company changes its procedure, so that employees have to dial 7 for an outside line.

Question 3

One of the key issues in the argument about the generality of the laws of learning is whether

Accepted Answer

A)  learning principles generalize completely from species to species. 
B)  contiguity is the basis for classical and instrumental learning. 
C)  the laws apply from one learning phenomenon to another. 
D)  motivation and response production during training are crucial for learning to occur. 
A)  learning principles generalize completely from species to species. 
B)  contiguity is the basis for classical and instrumental learning. 
C)  the laws apply from one learning phenomenon to another. 
D)  motivation and response production during training are crucial for learning to occur.

Question 4

The relative validity effect

Accepted Answer

A)  has been demonstrated in a wide array of species, ranging from invertebrates to vertebrates. 
B)  occurs with appetitive stimuli but not aversive stimuli. 
C)  occurs only when compound stimuli are used. 
D)  occurs only when stimuli are equally salient. 
A)  has been demonstrated in a wide array of species, ranging from invertebrates to vertebrates. 
B)  occurs with appetitive stimuli but not aversive stimuli. 
C)  occurs only when compound stimuli are used. 
D)  occurs only when stimuli are equally salient.

Question 5

Which set of stimulus-pairing procedures below should be most likely to result in O's development of associative strength?

Accepted Answer

A)  J+, V+, VO+, O- 
B)  JO+, VO- 
C)  JO+, JO-, VO+, VO- 
D)  JO+, J-, O+, O- 
A)  J+, V+, VO+, O- 
B)  JO+, VO- 
C)  JO+, JO-, VO+, VO- 
D)  JO+, J-, O+, O-

Question 6

In connectionist models, the delta rule is analogous to

Accepted Answer

A)  CS and US intensity effects. 
B)  CS and US temporal parameter effects. 
C)  the A2 state in Wagner's SOP model. 
D)  the method for changing associative strength in the Rescorla-Wagner model. 
A)  CS and US intensity effects. 
B)  CS and US temporal parameter effects. 
C)  the A2 state in Wagner's SOP model. 
D)  the method for changing associative strength in the Rescorla-Wagner model.

Question 7

Which aspects of taste aversion learning called into question the generality of the laws of learning?

Accepted Answer

A)  The long interval between the CS and US, and the selective condition ability of CSs 
B)  The salience of the CS and US, and the rate of learning 
C)  The nature of the CS-US contingency, and the resistance to extinction 
D)  The lack of latent inhibition effects, and the exaggerated level of retroactive interference 
A)  The long interval between the CS and US, and the selective condition ability of CSs 
B)  The salience of the CS and US, and the rate of learning 
C)  The nature of the CS-US contingency, and the resistance to extinction 
D)  The lack of latent inhibition effects, and the exaggerated level of retroactive interference

Question 8

If a second relevant CS is presented after the first CS and before illness occurs, then

Accepted Answer

A)  the subject forms a taste aversion to both CSs. 
B)  blocking causes the subject to form a taste aversion only to the first CS. 
C)  interference causes the subject to form a taste aversion more strongly to the second CS. 
D)  the second CS displaces the first CS from short-term memory and neither CS is associated with illness. 
A)  the subject forms a taste aversion to both CSs. 
B)  blocking causes the subject to form a taste aversion only to the first CS. 
C)  interference causes the subject to form a taste aversion more strongly to the second CS. 
D)  the second CS displaces the first CS from short-term memory and neither CS is associated with illness.

Question 9

A researcher is short on time and funding for her research, so wants to use a learning method in which learning happens quickly. Which would be the best option?

Accepted Answer

A)  Sensory preconditioning 
B)  Blocking 
C)  Taste aversion learning 
D)  Appetitive conditioning 
A)  Sensory preconditioning 
B)  Blocking 
C)  Taste aversion learning 
D)  Appetitive conditioning

Question 10

Ethologists and psychologists would likely find common ground in the assumption that

Accepted Answer

A)  evolutionary forces become less important as we move from simple, one-celled animals to invertebrates to vertebrates. 
B)  learning capacity places limits on the extent to which a species can evolve. 
C)  evolution is functional learning because it is the only way behavior can be transmitted from one generation to the next. 
D)  learning is capable of modifying and enhancing inherited behaviors and predispositions. 
A)  evolutionary forces become less important as we move from simple, one-celled animals to invertebrates to vertebrates. 
B)  learning capacity places limits on the extent to which a species can evolve. 
C)  evolution is functional learning because it is the only way behavior can be transmitted from one generation to the next. 
D)  learning is capable of modifying and enhancing inherited behaviors and predispositions.

Question 11

One group of subjects in a study is given orange-flavored water and made ill on even days, and given orange-flavored water with a mildly bitter tasted without being made ill on odd days (Group Ob). Another group of subjects is given orange-flavored water on even days and given orange-flavored bitter water on odd days without being made ill (Group ob). A third group of subjects is given bitter water on odd days without being made ill (Group b-only). If learned safety requires an excitatory context or background, then consumption of bitter water alone would be

Accepted Answer

A)  the same in all three groups. 
B)  greater in Group ob than in b-only. 
C)  greater in Group ob than in Ob. 
D)  greater in Group Ob than in Groups ob and b-only. 
A)  the same in all three groups. 
B)  greater in Group ob than in b-only. 
C)  greater in Group ob than in Ob. 
D)  greater in Group Ob than in Groups ob and b-only.

Question 12

If taste aversion learning produces a visceral, noncognitive association that changes the hedonic value of a flavor, then

Accepted Answer

A)  increasing or decreasing the intensity of the US after taste aversion has been learned should increase or decrease the strength of the aversion. 
B)  adapting the subject to the training US by making it less pleasant or aversive after the taste aversion has been learned should not affect the strength of the taste aversion. 
C)  once a taste aversion or taste preference has been learned, it should be impossible to change the hedonic value of the flavor. 
D)  we should see a differences in the rates and strength of conditioning in human versus nonhuman animals. 
A)  increasing or decreasing the intensity of the US after taste aversion has been learned should increase or decrease the strength of the aversion. 
B)  adapting the subject to the training US by making it less pleasant or aversive after the taste aversion has been learned should not affect the strength of the taste aversion. 
C)  once a taste aversion or taste preference has been learned, it should be impossible to change the hedonic value of the flavor. 
D)  we should see a differences in the rates and strength of conditioning in human versus nonhuman animals.

Question 13

If Seligman is correct in his assumption that learning mechanisms evolved to deal with specific problems faced by organisms, then

Accepted Answer

A)  all learning should take place quickly and forgetting should seldom occur. 
B)  not all stimuli or responses would be capable of entering into associations with other stimuli and outcomes. 
C)  the laws of learning should be general because all organisms face the same kinds of problems (e.g., finding food, finding mates, protecting themselves from predation, etc.). 
D)  the laws of learning should generalize across evolutionarily prepared, unprepared, and contraprepared behaviors. 
A)  all learning should take place quickly and forgetting should seldom occur. 
B)  not all stimuli or responses would be capable of entering into associations with other stimuli and outcomes. 
C)  the laws of learning should be general because all organisms face the same kinds of problems (e.g., finding food, finding mates, protecting themselves from predation, etc.). 
D)  the laws of learning should generalize across evolutionarily prepared, unprepared, and contraprepared behaviors.

Question 14

General laws of learning could have resulted from evolution if

Accepted Answer

A)  two different behaviors evolved separately but obeyed similar rules because they both solved similar problems. 
B)  evolution produced specializations or separate mechanisms whenever the structure of problems was different. 
C)  a genetic feature such as a learning or memory process that was adaptive in solving one problem could not be co-opted to solve other problems. 
D)  exaptation is prevented by genetic drift. 
A)  two different behaviors evolved separately but obeyed similar rules because they both solved similar problems. 
B)  evolution produced specializations or separate mechanisms whenever the structure of problems was different. 
C)  a genetic feature such as a learning or memory process that was adaptive in solving one problem could not be co-opted to solve other problems. 
D)  exaptation is prevented by genetic drift.

Question 15

Is the lack of a US revaluation effect in taste aversion good evidence that the animals may not be learning to expect the US in this paradigm?

Accepted Answer

A)  Yes, changes in the US should affect changes in the response elicited by the CS. 
B)  No, we do not fully understand the situations in which US revaluation will produce clear changes in responses. 
C)  Yes, US revaluation effects are easy to see in virtually all other paradigms. 
D)  No, taste aversion is a form of S-S learning in which such effects are not always expected. 
A)  Yes, changes in the US should affect changes in the response elicited by the CS. 
B)  No, we do not fully understand the situations in which US revaluation will produce clear changes in responses. 
C)  Yes, US revaluation effects are easy to see in virtually all other paradigms. 
D)  No, taste aversion is a form of S-S learning in which such effects are not always expected.

Question 16

Consider the hypothetical study below, in which subjects experience the following types of training trials:
P1 ( LT+, L-, T-) Light + Tone = food, Light = no food, Tone = no food
P2 (B+, A+, BA-) Buzzer = food, Air puff = food, Buzzer + Air puff = no food
P3 (S+, F+, RC-) Lemon scent = food, Flashing light = food, Rose scent + Click = no food
Predict how subjects would respond in the test phase if they have learned a simple association, versus how they would respond if they had learned a rule, when the following comparisons are made:
1. Lemon scent + Flashing light versus Lemon scent only, Flashing light only
2. Rose scent + Click versus Rose scent only, Pulsed tone only

Accepted Answer

Based on learning associations, in the f

Question 17

Research on taste aversions and preferences has found that this learning may occur robustly because a flavor is either

Accepted Answer

A)  a signal for an aversive outcome or has changed in terms of its appeal or palatability. 
B)  one that the subject is prepared to learn about or is neutral. 
C)  memorable and long-lasting or salient but labile. 
D)  intense, novel, and unique, or weak, familiar, and commonplace. 
A)  a signal for an aversive outcome or has changed in terms of its appeal or palatability. 
B)  one that the subject is prepared to learn about or is neutral. 
C)  memorable and long-lasting or salient but labile. 
D)  intense, novel, and unique, or weak, familiar, and commonplace.

Question 18

According to Seligman, learning that has been specially designed by evolution typically takes place

Accepted Answer

A)  with little or no interference effects. 
B)  even when the stimuli are not very salient. 
C)  even when attention is minimal. 
D)  even when few conditioning trials are given. 
A)  with little or no interference effects. 
B)  even when the stimuli are not very salient. 
C)  even when attention is minimal. 
D)  even when few conditioning trials are given.

Question 19

What are the effects of US reevaluation in taste aversion, and what ideas justify the conclusion that they are of limited use in arguing that taste aversion is special.

Accepted Answer

There are no effects of US reevaluation

Question 20

You initially learn to like a certain high-calorie meal, but after being made ill by the same meal, you dislike it and never like it again. Your learning network has likely suffered

Accepted Answer

A)  from insufficient hidden units. 
B)  from too few connections. 
C)  catastrophic interference. 
D)  propositional reasoning. 
A)  from insufficient hidden units. 
B)  from too few connections. 
C)  catastrophic interference. 
D)  propositional reasoning.

Which statement about a connectionist model is false?

Which example illustrates a successive negative contrast effect?

One of the key issues in the argument about the generality of the laws of learning is whether

The relative validity effect

Which set of stimulus-pairing procedures below should be most likely to result in O's development of associative strength?

In connectionist models, the delta rule is analogous to

Which aspects of taste aversion learning called into question the generality of the laws of learning?

If a second relevant CS is presented after the first CS and before illness occurs, then

A researcher is short on time and funding for her research, so wants to use a learning method in which learning happens quickly. Which would be the best option?

Ethologists and psychologists would likely find common ground in the assumption that

If taste aversion learning produces a visceral, noncognitive association that changes the hedonic value of a flavor, then

If Seligman is correct in his assumption that learning mechanisms evolved to deal with specific problems faced by organisms, then

General laws of learning could have resulted from evolution if

Is the lack of a US revaluation effect in taste aversion good evidence that the animals may not be learning to expect the US in this paradigm?

Research on taste aversions and preferences has found that this learning may occur robustly because a flavor is either

According to Seligman, learning that has been specially designed by evolution typically takes place

What are the effects of US reevaluation in taste aversion, and what ideas justify the conclusion that they are of limited use in arguing that taste aversion is special.

You initially learn to like a certain high-calorie meal, but after being made ill by the same meal, you dislike it and never like it again. Your learning network has likely suffered

Learning Theory: What It Is and How It Got This Way

Learning and Adaptation

The Nuts and Bolts of Classical Conditioning

Theories of Conditioning

What Ever Happened to Behavior Anyway

Behavior and Its Consequences

How Stimuli Guide Instrumental Action

The Motivation of Instrumental Action

A Synthetic Perspective on Instrumental Action

Filters

Exam 6: Are the Laws of Conditioning General

Which statement about a connectionist model is false?

Which example illustrates a successive negative contrast effect?

One of the key issues in the argument about the generality of the laws of learning is whether

The relative validity effect

Which set of stimulus-pairing procedures below should be most likely to result in O's development of associative strength?

In connectionist models, the delta rule is analogous to

Which aspects of taste aversion learning called into question the generality of the laws of learning?

If a second relevant CS is presented after the first CS and before illness occurs, then

A researcher is short on time and funding for her research, so wants to use a learning method in which learning happens quickly. Which would be the best option?

Ethologists and psychologists would likely find common ground in the assumption that

If taste aversion learning produces a visceral, noncognitive association that changes the hedonic value of a flavor, then

If Seligman is correct in his assumption that learning mechanisms evolved to deal with specific problems faced by organisms, then

General laws of learning could have resulted from evolution if

Is the lack of a US revaluation effect in taste aversion good evidence that the animals may not be learning to expect the US in this paradigm?

Research on taste aversions and preferences has found that this learning may occur robustly because a flavor is either

According to Seligman, learning that has been specially designed by evolution typically takes place

What are the effects of US reevaluation in taste aversion, and what ideas justify the conclusion that they are of limited use in arguing that taste aversion is special.

You initially learn to like a certain high-calorie meal, but after being made ill by the same meal, you dislike it and never like it again. Your learning network has likely suffered

Learning Theory: What It Is and How It Got This Way

Learning and Adaptation

The Nuts and Bolts of Classical Conditioning

Theories of Conditioning

What Ever Happened to Behavior Anyway

Behavior and Its Consequences

How Stimuli Guide Instrumental Action

The Motivation of Instrumental Action

A Synthetic Perspective on Instrumental Action

Filters