PSYCH 111: Introduction to Psychology: Week 9: Chapter 6 Quizzes: Learning

Correct Answer:

B. A neutral stimulus becomes associated with an unconditioned stimulus, producing a conditioned response

Explanation:

Classical conditioning, discovered by Ivan Pavlov, occurs when a previously neutral stimulus (like a bell) is repeatedly paired with an unconditioned stimulus (such as food) that naturally triggers an unconditioned response (salivation). Over time, the neutral stimulus alone elicits the same response, now called a conditioned response. This process explains how organisms form associations between stimuli and develop new learned responses.

Why Other Options Are Wrong:

A. Learning happens when behaviors are shaped by their consequences, such as rewards or punishments

This describes operant conditioning, not classical conditioning.

C. Learning occurs by watching and imitating the actions of others in the environment

This is observational learning, not Pavlovian conditioning.

D. A reflexive response is suppressed through repeated exposure to the same stimulus

This reflects habituation, a form of non-associative learning, not classical conditioning.

Correct Answer:

A. UCS: Formula; CS: Blue canister; UCR: Excitement and salivation to formula; CR: Excitement and salivation to canister

Explanation:

The formula is the unconditioned stimulus (UCS) because it naturally produces excitement and salivation. The excitement and salivation to the formula is the unconditioned response (UCR). The blue canister starts out as neutral but, after repeated pairings with the formula, becomes the conditioned stimulus (CS). Finally, Angelina’s excitement and salivation at just seeing the canister is the conditioned response (CR). This is a clear case of classical conditioning in infants.

Why Other Options Are Wrong:

B. UCS: Blue canister; CS: Formula; UCR: Excitement and salivation to canister; CR: Excitement and salivation to formula

This reverses the roles of the UCS and CS. The canister is not naturally exciting—it becomes associated only through learning.

C. UCS: Formula; CS: Elan; UCR: Crying when hungry; CR: Reaching for Elan

This incorrectly identifies Elan as the CS and introduces unrelated responses like crying and reaching, which are not part of the conditioning.

D. UCS: Excitement; CS: Hunger; UCR: Salivation; CR: Sleepiness

This does not reflect classical conditioning. Excitement is not a stimulus, and hunger and sleepiness are unrelated in this context.

Correct Answer:

B. A student receives a paycheck every two weeks regardless of performance

Explanation:

A fixed-interval reinforcement schedule provides reinforcement after a consistent, predictable amount of time has passed. The reinforcement does not depend on the number of responses, only on time. For example, paychecks given every two weeks or June’s pain medication available once per hour both demonstrate fixed intervals. This type of reinforcement tends to produce a "scalloped" response pattern, where behavior increases as the reinforcement time approaches.

Why Other Options Are Wrong:

A. A worker receives $20 for every five shirts they sew

This describes a fixed-ratio schedule because reinforcement is delivered after a specific number of responses (five shirts), not after a fixed amount of time.

C. A slot machine pays out after an unpredictable number of pulls

This is a variable-ratio schedule. The reinforcement is based on the number of responses, but the number required is unpredictable and constantly changing.

D. A dog gets a treat after every third time it rolls over

This also represents a fixed-ratio schedule, where reinforcement occurs after a set number of responses (every third rollover), not according to a time interval.

Correct Answer:

B. A student checks their email and sometimes finds a new message at unpredictable times

Explanation:

A variable-interval reinforcement schedule delivers reinforcement after varying, unpredictable periods of time. Because the timing cannot be anticipated, behaviors are performed steadily over time to maximize chances of reinforcement. For example, Manuel’s fast-food team keeps the restaurant consistently clean and efficient since they do not know when the quality control inspector will appear. Similarly, checking emails is reinforced at unpredictable times, producing steady, moderate response rates.

Why Other Options Are Wrong:

A. A factory worker gets paid for every 100 items produced

This is a fixed-ratio schedule because reinforcement is tied to a specific number of responses (100 items), not time intervals.

C. A dog receives a treat every time it sits on command

This is continuous reinforcement. The behavior is rewarded each time it occurs, rather than after unpredictable time intervals.

D. A salesperson earns a commission for each product sold

This represents a ratio schedule, specifically fixed or variable ratio depending on the structure, since reinforcement depends on responses (sales), not the passage of time.

Correct Answer:

B. Reinforcement occurs only after some, but not all, desired behaviors are performed

Explanation:

Partial reinforcement, also known as intermittent reinforcement, is a schedule where reinforcement does not happen every time the behavior occurs. Instead, reinforcement is delivered occasionally, based on either a fixed or variable schedule, tied to time (interval) or number of responses (ratio). This approach makes the learned behavior more resistant to extinction compared to continuous reinforcement. For example, if a child gets praised only sometimes when they clean their room, they may continue the behavior longer than if they were praised every single time.

Why Other Options Are Wrong:

A. Reinforcement is delivered every single time a behavior is performed

This describes continuous reinforcement, not partial. Continuous reinforcement is useful in teaching a new behavior, but it is not the same as intermittent reinforcement.

C. Reinforcement is given continuously without breaks, regardless of the behavior

This does not describe any recognized reinforcement schedule. Reinforcement must be linked to the target behavior to be effective in shaping or maintaining behavior.

D. Reinforcement occurs randomly without any relationship to the behavior

This is inaccurate because reinforcement schedules—whether fixed or variable—are always connected to the behavior or time. Random reinforcement unrelated to behavior would not effectively strengthen the desired response.

Correct Answer:

B. Extinction

Explanation:

Extinction occurs when the conditioned stimulus (CS) is repeatedly presented without the unconditioned stimulus (UCS), leading to a gradual weakening and eventual disappearance of the conditioned response (CR). For example, if Pavlov’s bell (CS) is rung but food (UCS) is no longer presented, the dog will eventually stop salivating (CR) to the bell. Extinction does not erase learning; it simply suppresses the conditioned response.

Why Other Options Are Wrong:

A. Acquisition

Acquisition is the initial learning stage where the CS and UCS are paired to form an association.

C. Generalization

Generalization occurs when stimuli similar to the conditioned stimulus also trigger the conditioned response.

D. Spontaneous recovery

Spontaneous recovery is when a previously extinguished conditioned response reappears after a pause, not the process of its decline.

Correct Answer:

B. Acquisition strengthens the learned association, while extinction weakens it when the UCS is no longer paired with the CS

Explanation:

Acquisition is the learning phase in which a conditioned stimulus (CS) is repeatedly paired with an unconditioned stimulus (UCS), causing the conditioned response (CR) to become stronger. Extinction, by contrast, happens when the CS is presented without the UCS, leading the CR to weaken or disappear over time. Importantly, extinction does not erase the learning completely, as spontaneous recovery shows that the association can reappear.

Why Other Options Are Wrong:

A. Acquisition is when a conditioned response weakens, while extinction is when it strengthens

This reverses the definitions—acquisition strengthens and extinction weakens.

C. Acquisition and extinction both permanently erase the learned association

Neither process permanently erases the association; extinction only suppresses it.

D. Acquisition occurs only with operant conditioning, while extinction occurs only with classical conditioning

Both acquisition and extinction occur in classical and operant conditioning, not separately.

Correct Answer:

A. Live, verbal, and symbolic models that show, explain, or represent behaviors

Explanation:

Albert Bandura identified three types of models in observational learning. A live model directly demonstrates behavior, such as standing on a surfboard. A verbal instructional model explains the behavior without performing it, such as a coach giving directions. A symbolic model represents behavior through media, including books, movies, or television. These forms of modeling show how people learn not just by doing but also by observing, listening, and interpreting symbolic representations.

Why Other Options Are Wrong:

B. Primary, secondary, and tertiary models that depend on reinforcement schedules

This option incorrectly uses reinforcement terminology. Bandura’s models are not categorized this way.

C. Fixed, variable, and interval models that control reinforcement timing

These terms apply to reinforcement schedules in operant conditioning, not to modeling in observational learning.

D. Immediate, delayed, and continuous models that determine learning speed

This option incorrectly frames models in terms of timing. Bandura’s categories are based on how behavior is demonstrated, not the speed of learning.

Correct Answer:

B. Attention, retention, reproduction, motivation

Explanation:

Bandura identified four key steps necessary for observational learning to occur. First is attention, where the learner must focus on the model’s behavior. Next is retention, the ability to remember what was observed. The third step is reproduction, where the learner demonstrates the behavior. Finally, motivation determines whether the learner chooses to perform the behavior, often influenced by vicarious reinforcement or punishment. Together, these steps explain how modeling leads to lasting learning.

Why Other Options Are Wrong:

A. Motivation, retention, attention, reproduction

This sequence is incorrect because attention must come first for learning to occur. Without focus, no other steps can follow.

C. Retention, motivation, attention, reproduction

This order is inaccurate. Motivation occurs last, after the learner has paid attention, retained the information, and can reproduce the behavior.

D. Attention, reproduction, motivation, retention

This skips the crucial step of retention before reproduction. One cannot reproduce a behavior without first remembering it.