THE PRINCIPLES OF LEARNING AND BEHAVIOR 7TH EDITION MICHAEL DOMJAN – TEST BANK

THE PRINCIPLES OF LEARNING AND BEHAVIOR 7TH EDITION MICHAEL DOMJAN – TEST BANK

Chapter 08 : Stimulus Control of Behavior

1. Stimulus control of instrumental behavior is demonstrated by which of the following?
2. a. similar responding in the presence of similar stimuli
3. similar responding in the presence of different stimuli
4. c. differential responding in the presence of different stimuli differential responding in the presence of similar stimuli

ANSWER: c

REFERENCES: Page 210-211

KEYWORDS: Fact

2. A training stimulus of a red square inside of a yellow circle was used in a keypeck experiment with pigeons. In a follow-up experiment, one trained pigeon was found to respond more to a red square than a yellow circle. Another trained pigeon responded more to the yellow circle. This demonstrates that
3. a. stimulus control did not develop in the initial
4. stimulus control developed only in the subject responding more to the red square.
5. c. stimulus control developed only in the subject responding more to the yellow d. stimulus control can vary from subject to subject.

ANSWER: d

REFERENCES: Pages 210-211

KEYWORDS: Concept

3. Your professor tells you that your dog is demonstrating stimulus discrimination. This means that a. your dog is responding differently to two or more stimuli.
4. your dog is responding differently to repeated presentations of the same stimulus. c. your dog is responding similarly to two or more stimuli.
5. it is time to find a new dog.

ANSWER: a

REFERENCES: Pages 210-211

KEYWORDS: Fact

4. Which of the following is a true statement about stimulus control?
5. a. Stimulus control frequently occurs without stimulus b. Stimulus control cannot occur without stimulus discrimination.
6. c. Stimulus control of behavior is constant across a d. None of the above

ANSWER: b

REFERENCES: Page 210-211

KEYWORDS: Fact

5. Your roommate gets excited every time he receives mail. Even junk mailings bring him joy. His behavior towards the mail demonstrates
6. a. stimulus
7. stimulus discrimination. c. stimulus generalization. d. stimulus learning.

ANSWER: c

REFERENCES: Page 211

KEYWORDS: Concept

6. An animal demonstrates stimulus generalization when it
7. a. responds in a similar fashion to repeated presentations of the same
8. responds in a different fashion to repeated presentations of the same stimulus. c. responds in a similar fashion to two or more stimuli.
9. responds in a different fashion to two or more stimuli.

ANSWER: c

REFERENCES: Pages 211-212

KEYWORDS: Fact

7. A colorblind dog is trained to press a lever in the presence of a 590 nm wavelength colored light. The stimulus generalization gradient when the dog is tested in the presence of other colors will
8. a. be
9. rise steeply just before the 590 nm mark, then drop shortly after. c. gradually rise and fall, with a peak at 590 nm.
10. rise to a high at 590 nm and remain there.

ANSWER: a

REFERENCES: Pages 212-213

KEYWORDS: Concept

8. Your friend has enrolled in a course in music training. The first part of the course involves learning to recognize different tones. Every time the students hear a middle C, they are to raise their right hands. Early in training you expect the stimulus generalization gradient to
9. a. be
10. rise steeply just before the middle C mark, then drop immediately after. c. rise to a high at middle C and remain there.
11. gradually rise and fall, with a peak at middle C.

ANSWER: d

REFERENCES: Pages 212-213

KEYWORDS: Concept

9. A flat stimulus generalization gradient indicates that subjects are a. not responding to conditioning.
10. responding similarly to several stimuli.
11. c. responding mostly but not exclusively to the test d. responding only to the test stimulus.

ANSWER: b

REFERENCES: Pages 212-213

KEYWORDS: Concept

10. 10. A steep stimulus generalization gradient indicates that a. the stimulus being varied has little stimulus
11. the subjects are demonstrating stimulus generalization.
12. c. the instrumental behavior is under the control of the stimulus feature being d. further testing is needed to determine if stimulus differentiation has occurred.

ANSWER: c

REFERENCES: Pages 212-213

KEYWORDS: Concept

11. 11. Assume you would like your therapeutic treatments to generalize to outside settings. Which of the following would you not do?
12. a. Conduct sessions in your office so the client comes to associate the cues of the office with preparing for
13. Use numerous exemplars during training.
14. c. Make the treatment procedure indiscriminable or incidental to other
15. Make the treatment situation as similar as possible to the natural environment of the client.

ANSWER: a

REFERENCES: Pages 213-214

KEYWORDS: Concept

12. 12. The extent to which an organism learns about a stimulus depends on how easily other stimuli in the environment can become conditioned. This phenomenon is called
13. a. stimulus b. discrimination.
14. c.
15. overshadowing.

ANSWER: d

REFERENCES: Page 215

KEYWORDS: Fact

13. 13. You are attempting to train your dog to sit. Every time you say the word sit and raise your hand, a friend pushes the dog into a sitting position. After a week of training, your dog sits when you speak the command, but still does nothing when you raise your hand. There may be a problem with in this
14. a. generalization overshadowing c. discrimination d. context

ANSWER: b

REFERENCES: Page 215

KEYWORDS: Concept

14. 14. After eating a foot-long spicy chili dog at the homecoming game, your friend becomes violently ill. Now he cannot stand to eat chili, but still loves hot dogs. His ability to eat hot dogs was likely spared because of
15. a. discrimination b. stimulus generalization. c. overshadowing.
16. contextual conditioning.

ANSWER: c

REFERENCES: Page 215

KEYWORDS: Concept

15. 15. When pigeons are trained to earn access to food in the presence of a combined light/tone stimulus, the is most likely to control the instrumental
16. a. light tone
17. c. combined light/tone stimulus
18. Stimulus control is likely to vary widely across individuals.

ANSWER: a

REFERENCES: Pages 216-217

KEYWORDS: Fact

16. 16. When pigeons are trained to respond to avoid shock in the presence of a combined light/tone stimulus, the is most likely to control the instrumental
17. a. light tone
18. c. context of the test chamber
19. Stimulus control is likely to vary widely across individuals.

ANSWER: b

REFERENCES: Pages 216-217

KEYWORDS: Fact

17. 17. Which of the following best states the distribution of stimulus control over the instrumental behavior of pigeons?
18. a. Responding in both appetitive and aversive situations is likely to be controlled by visual rather than auditory
19. Responding in both appetitive and aversive situations is likely to be controlled by auditory rather than visual stimuli.
20. c. Responding in appetitive situations is more likely to be controlled by auditory cues; responding in aversive situations by visual
21. Responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues.

ANSWER: d

REFERENCES: Pages 216-217

KEYWORDS: Fact

18. 18. In the presence of a tone/light cue, pigeons were trained to press a foot treadle to gain access to food or to avoid footshock. Subsequent investigations determined that responding in appetitive situations is more likely to be controlled by visual cues; responding in aversive situations by auditory cues. This demonstrates that
19. a. the type of instrumental response required is a determinant of stimulus b. the sensory capacity of an organism is a determinant of stimulus control.
20. c. the type of reinforcement is a determinant of stimulus d. the determinants of stimulus control are idiosyncratic.

ANSWER: c

REFERENCES: Pages 216-217

KEYWORDS: Concept

19. 19. The stimulus-element approach assumes that
20. a. stimulus elements maintain their individuality in their control of behavior even when in a compound
21. stimulus elements maintain their individuality in their control of behavior except when in a compound stimulus. c. stimulus elements maintain their individuality in their control of behavior only when in a compound stimulus.
22. stimulus elements act as a configuration to control behavior when they are presented in a compound stimulus.

ANSWER: a

REFERENCES: Pages 270-271

KEYWORDS: Fact

20. 20. According to the configural-cue approach,
21. a. stimulus elements maintain their individuality in their control of behavior even when in a compound b. individuals respond to a compound stimulus in terms of the unique blend of the compound elements.
22. c. stimulus elements maintain their individuality in their control of behavior only when in a compound d. a less salient stimulus element can control behavior if the required response is carefully chosen.

ANSWER: b

REFERENCES: Pages 217-218

KEYWORDS: Fact

21. 21. The configural-cue approach asserts that the overshadowing effect is due to a. the type of instrumental response
22. the ease with which one of the stimuli can be conditioned. c. the type of reinforcer delivered.
23. the generalization decrement from training to test trials.

ANSWER: d

REFERENCES: Pages 217-218

KEYWORDS: Fact

22. 22. A loud buzzer is paired with a dim light as a signal for a dog to press a lever to gain access to food. The dog quickly learns to respond to the buzzer alone, but does not learn to respond vigorously to the light alone. According to the configural-cue approach, this is because of
23. a. the type of reinforcer being
24. the type of response required of the dog.
25. c. a generalization decrement from training to test d. the evolutionary configuration of appetitive responding.

ANSWER: c

REFERENCES: Pages 217-218

KEYWORDS: Concept

23. 23. In a stimulus discrimination procedure, subjects are
24. a. repeatedly exposed to a single stimulus as a cue for the availability of a b. exposed once to a single stimulus as a cue for the availability of a reinforcer.
25. c. exposed to at least two stimuli, only one of which is a cue for the availability of a d. exposed to at least two stimuli, all of which signal the availability of a reinforcer.

ANSWER: c

REFERENCES: Pages 219-220

KEYWORDS: Concept

24. 24. In driving school, you are reinforced for driving into an intersection when the light is green, but not reinforced when the light is red. This is an example of
25. a. a stimulus discrimination b. a stimulus generalization procedure. c. the peak-shift phenomenon.
26. the configural-cue approach.

ANSWER: a

REFERENCES: Pages 219-220

KEYWORDS: Concept

25. 25. Other students take advantage of the professor’s absence to look on each others’ papers. When the professor

periodically returns, this behavior stops, only to start again when the professor leaves. This is an example of a. overshadowing.

1. a multiple schedule of reinforcement. c. stimulus generalization.
2. the peak-shift effect.

ANSWER: b

REFERENCES: Page 220

KEYWORDS: Concept

26. 26. Which of the following conditioning procedures will result in the steepest stimulus generalization gradient?
27. a. S+ = 1000 Hz tone; S- = no tone
28. S+ = 500 Hz tone; S- = 850 Hz tone c. S+ = 600 Hz tone; S- = 450 Hz tone d. S+ = 950 Hz tone; S- = 900 Hz tone

ANSWER: d

REFERENCES: Pages 221-222

KEYWORDS: Concept

27. 27. Which of the following conditioning procedures will result in the flattest stimulus generalization gradient?
28. a. no training prior to testing with various frequency tones S+ = 500 Hz tone; S- = no tone
29. c. S+ = 1000 Hz tone; S- = 900 Hz tone S+ = 600 Hz tone: S- = 500 Hz tone

ANSWER: a

REFERENCES: Pages 221-222

KEYWORDS: Concept

28. 28. Suppose you want your goldfish to swim to the top of the tank only when you shine a red light, and no other color, into the water. Assuming the fish can see most colors, to condition the fish you should
29. a. train it only with the red
30. use red, blue, and yellow lights, and only reward the fish for swimming to the surface when the red light is used.
31. c. use red, orange, and purple lights, and only reward the fish for swimming to the surface when the red light is
32. withhold training until the testing phase.

ANSWER: c

REFERENCES: Pages 221-222

KEYWORDS: Concept

29. 29. If a researcher is interested in determining with rat subjects whether the effects of alcohol are similar to the effect of opiates, she could use a procedure employing
30. a. discrimination training using interoceptive b. discrimination training using transfer cues.
31. c. salience training using drug
32. salience training using non-drug cues.

ANSWER: a

REFERENCES: Page 222

KEYWORDS: Concept

30. 30. In a positive patterning procedure of discrimination training a. cue A is reinforced, cue B is not
31. cue AB is reinforced, cue A is not reinforced, cue B is reinforced.
32. c. cue AB is reinforced, cue A is not reinforced, cue B is not d. cue B is reinforced, cue A is not reinforced.

ANSWER: c

REFERENCES: Page 224

KEYWORDS: Fact

31. 31. Which of the following most resembles a positive patterning procedure of discrimination training?
32. a. Responding to a tone and a light together is reinforced; responding is not reinforced to either the tone or light
33. Responding to a tone alone or light alone is reinforced, but not when they occur together. c. Responding when a tone, or tone-light pair is reinforced, but not to the light alone.
34. Responding to only a tone alone or light alone is reinforced, but not both.

ANSWER: a

REFERENCES: Page 224

KEYWORDS: Concept

32. 32. According to Spence’s theory of discrimination learning, discrimination training results in
33. a. only the development of an excitatory generalization gradient around the S+.
34. the development of an excitatory generalization gradient around the S+, but an inhibitory generalization gradient around the S-.
35. c. the development of an excitatory generalization gradient around both the S+ and S-. only the development of an excitatory generalization gradient around the S-.

ANSWER: b

REFERENCES: Page 225-226

KEYWORDS: Fact

33. 33. A hamster is trained to push a lever to earn a food pellet each time it hears a bell. When a buzzer sounds, pushing the lever does not result in food delivery. The hamster quickly learns to respond to the bell and does not respond to the buzzer. We can conclude
34. a. the hamster has learned to respond only when the S+ is
35. the hamster has learned to suppress responding only when the S- is present.
36. c. the hamster has learned to respond only when the S+ is present and to suppress responding only when the S- is
37. that more information is needed to determine what the hamster has learned.

ANSWER: d

REFERENCES: Pages 225-226

KEYWORDS: Concept

34. 34. A cat is trained to hit a suspended ball in the presence of a red light. Presentations of other lights were not followed by any reinforcers if the cat hit the ball. According to Spence, the cat learned
35. a. to respond only when the S+ is
36. to suppress responding only when the S- is present.
37. c. to respond only when the S+ is present and to suppress responding only when the S- is d. to suppress inhibition when the S- is present.

ANSWER: c

REFERENCES: Pages 225-226

KEYWORDS: Concept

35. 35. According to Spence, discrimination training results in a. only excitatory
36. only inhibitory conditioning.
37. c. either excitatory or inhibitory d. both excitatory and inhibitory conditioning.

ANSWER: d

REFERENCES: Pages 225-226

KEYWORDS: Fact

36. 36. For one group of pigeons, a black vertical bar on a white key light served as the S+ and the blank key light the S-.

For another, the bar served as the S- and the blank key light the S+. When the bar was rotated toward the horizontal, the first group decreased pecking, and the second increased pecking. This demonstrates that

1. a. the response required influences discrimination
2. excitatory and inhibitory conditioning can occur in discrimination training.
3. c. discrimination training results in either excitatory or inhibitory conditioning, but not d. overshadowing can influence discrimination training.

ANSWER: b

REFERENCES: Page 225-226

KEYWORDS: Concept

37. 37. When the S+ and S- differ only in terms of one stimulus feature, the training procedure is called a. intradimensional
38. interdimensional discrimination. c. extradimensional discrimination. d. hypodimensional discrimination.

ANSWER: a

REFERENCES: Page 227

KEYWORDS: Fact

38. 38. Which of the following stimuli could be used in an intradimensional discrimination procedure?
39. a. S+ = bright red light: S- = no light
40. S+ = bright red light: S- = bright yellow light c. S+ = bright red light: S- = tone
41. S+ = bright red light: S- = white key light with black bar

ANSWER: b

REFERENCES: Page 227

KEYWORDS: Concept

39. 39. A pigeon is trained to peck in the presence of a 500 nm wavelength light and is not reinforced for pecking in the presence of a 510 nm wavelength light. After training, most performance will be demonstrated in response to a a. 400 nm
40. 490 nm light. c. 500 nm light. d. 505 nm light.

ANSWER: b

REFERENCES: Pages 227-228

KEYWORDS: Concept

40. 40. In the peak-shift phenomenon, the peak performance shifts a. to the training S+.
41. to the training S-.
42. c. from the training S+ away from the training S-. from the training S+ towards the training S-.

ANSWER: c

REFERENCES: Pages 227-228

KEYWORDS: Fact

41. 41. Which of the following pairs of stimuli will result in the greatest peak-shift phenomenon?
42. a. S+ = bright red light: S- = no light
43. S+ = bright red light: S- = bright yellow light c. S+ = bright red light: S- = tone
44. S+ = bright red light: S- = bright orange light

ANSWER: d

REFERENCES: Pages 227-228

KEYWORDS: Concept

42. 42. Which of the following tones will result in the greatest peak-shift phenomenon?
43. a. S+ = 1000 Hz: S- = no tone S+ = 1000 Hz: S- = 990 Hz c. S+ = 1000 Hz: S- = 1030 Hz d. S+ = 1000 Hz: S- = 900 Hz

ANSWER: b

REFERENCES: Pages 227-228

KEYWORDS: Concept

43. 43. The peak-shift phenomenon is important because it demonstrates that
44. a. the greatest level of performance may occur in response to an untrained b. excitatory conditioning may take place in response to the training S+.
45. c. inhibitory conditioning may take place in response to the training S+. overshadowing effects are also present in discrimination training.

ANSWER: a

REFERENCES: Pages 227-228

KEYWORDS: Fact

44. 44. Which of the following phenomena demonstrates that the greatest level of instrumental performance may occur in response to a novel stimulus?
45. a. the blocking effect overshadowing
46. c. peak-shift
47. equivalence training

ANSWER: c

REFERENCES: Pages 227-228

KEYWORDS: Fact

45. 45. Which of the following pairs of stimuli is least likely to result in a peak-shift effect?
46. a. S+ = red light: S- = yellow light
47. S+ = 900 Hz tone: S- = 990 Hz tone
48. c. S+ = 90 degree line: S- = 45 degree line S+ = red square: S- = blue triangle

ANSWER: d

REFERENCES: Pages 227-228

KEYWORDS: Concept

46. 46. According to Spence’s theory, the peak shift phenomenon occurs because
47. a. the excitatory generalization gradient shifts away from the S-. the excitatory generalization gradient shifts towards the S-.
48. c. the excitatory and inhibitory generalization gradients d. the inhibitory generalization gradient shifts towards the S+.

ANSWER: c

REFERENCES: Page 228-229

KEYWORDS: Fact

47. 47. Spence’s theory suggests that the peak shift phenomenon will only occur when
48. a. the excitatory and inhibitory generalization gradients
49. the excitatory and inhibitory generalization gradients do not overlap. c. the inhibitory generalization gradient shifts towards the S+.
50. the excitatory generalization gradient shifts away from the S-.

ANSWER: a

REFERENCES: Page 228-229

KEYWORDS: Concept

48. 48. Which of the following is true of Spence’s theory as applied to the peak­shift phenomenon?
49. a. It predicts the peak shift phenomenon will only occur when the excitatory and inhibitory generalization gradients
50. It predicts behavior based on the excitatory properties of a stimulus complex.
51. c. It assumes that responses to a stimulus are based on the relation of that stimulus to other cues in the d. It predicts that the shape of a generalization gradient will change as a function of the test stimuli.

ANSWER: a

REFERENCES: Page 228-229

KEYWORDS: Concept

49. 49. Which of the following is not true of Spence’s theory as applied to the peak shift phenomenon?
50. a. It is an absolute stimulus learning model basing behavior on the net excitatory properties of individual b. It assumes that organisms learn to respond to a stimulus based on the relation of that stimulus to other cues

present.

1. c. It predicts the peak shift phenomenon will only occur when the excitatory and inhibitory generalization gradients
2. The excitatory and inhibitory stimulus generalization gradients do not depend on one another.

ANSWER: b

REFERENCES: Page 228-229

KEYWORDS: Concept

50. 50. According to Sidman, an equivalence class exists if members of the class have a. symmetry
51. reflexivity c. transitivity
52. all of the above

ANSWER: d

REFERENCES: Page 231

KEYWORDS: Fact

51. 51. Stimulus equivalence training refers to procedures in which
52. a. two different stimuli are trained to elicit different
53. the same response to two or more different stimuli results in different reinforcers. c. two or more different stimuli are treated in the same fashion.
54. the same response to a single stimulus is rewarded with different outcomes.

ANSWER: c

REFERENCES: Page 229-232

KEYWORDS: Fact

52. 52. The fact that you are less likely to cheer in class than at a football game is an indication that a. the peak-shift phenomenon occurs in humans as well as
53. contextual cues can be involved in discrimination training. c. blocking effects occur across contexts.
54. you are stuck with a boring professor.

ANSWER: b

REFERENCES: Page 232-234

KEYWORDS: Concept

53. 53. Context is an important determinant of learned behavior performance
54. a. only when the contingency requires the subject to attend to the b. when the context is more than background cues.
55. c. only when the context serves as a discriminative d. even when it is truly background.

ANSWER: d

REFERENCES: Pages 233-234

KEYWORDS: Fact

54. 54. Dogs are trained with a red-light S+ and a yellow-light S- in context 1. Then, in context 2, the same dogs receive training with a yellow-light S+ and a red-light S-. Assuming they receive the same number of reinforcers in each context during training, what will be the role of the contexts in the subsequent test trials in each context?
55. a. The contexts will be associated with different S+/S-
56. The contexts will not appear to control behavior because the reinforcers delivered in each context were the same.
57. c. Context 1 will cause a peak shift of the performance in context 2 because excitatory training occurred there
58. Context 2 will cause a peak shift of the performance in context 1 because of recency effects.

ANSWER: a

REFERENCES: Pages 233-234

KEYWORDS: Concept

55. 55. Damage to the hippocampus most severely affects which type of memory?
56. a. long-term semantic c. episodic
57. procedural

ANSWER: c

REFERENCES: Page 235

KEYWORDS: Fact

56. 56. From which receptor subtype must Mg++ be removed for long-term potentiation to occur a. dopaminergic
57. NMDA
58. c. AMPA
59. acetylcholenergic

ANSWER: b

REFERENCES: Pages 236-237

KEYWORDS: Fact

57. 57. A drug has been developed to keep Mg++ in the NMDA receptor. You predict this will a. facilitate long-term
58. increase the expression of AMPA in the postsynaptic membrane. c. disrupt long-term potentiation.
59. enhance transfer of memory from short to long-term.

ANSWER: c

REFERENCES: Pages 235-237

KEYWORDS: Concept

58. 58. Modulators serve to
59. a. mediate overshadowing b. modulate generalization effects.
60. c. indicate when a binary relation is in
61. indicate when discrimination training has begun.

ANSWER: c

REFERENCES: Page 292

KEYWORDS: Fact

OTHER: WWW

59. 59. In an instrumental discrimination procedure, which of the following serves as a modulator?
60. a. the response the S+
61. c. the reinforcer
62. the response-reinforcer relationship

ANSWER: b

REFERENCES: Page 238

KEYWORDS: Fact

60. 60. The best evidence suggests that conditional relationships control behavior a. in only instrumental conditioning
61. in only classical conditioning situations.
62. c. in both instrumental and classical conditioning
63. in neither instrumental nor classical conditioning situations; they are important only in discrimination training.

ANSWER: c

REFERENCES: Pages 238-239

KEYWORDS: Fact

61. 61. The term “occasion setters” refers to
62. a. modulators of the response-reinforcer relationship in instrumental b. modulators of the stimulus-response relationship in instrumental conditioning.
63. c. modulators of the stimulus-reinforcer relationship in instrumental d. modulators of the CS-US relationship in classical conditioning.

ANSWER: d

REFERENCES: Page 239

KEYWORDS: Fact

62. 62. A tone signals that a red light will be followed by food delivery. Without the tone, food does not follow the red light presentation. After some training, the tone is repeatedly presented alone. You expect that its ability to facilitate the CR will be
63. a.
64. unchanged. c. enhanced.
65. unpredictable.

ANSWER: b

REFERENCES: Page 240

KEYWORDS: Concept

63. 63. Which of the following is not true of a modulator?
64. a. A modulator signals a CS-US
65. When a modulator is presented alone, the facilitory properties gradually extinguish. c. A stimulus can be a modulator without itself eliciting visible conditioned responding. d. The effects of a modulator can transfer to new target CSs.

ANSWER: b

REFERENCES: Pages 240

KEYWORDS: Fact

64. 64. Modulator effects require that an organism treat the stimulus compound as independent cues. To ensure that this occurs, researchers present the stimuli
65. a. on independent
66. one after the other in a given trial. c. in a mixed order across trials.
67. as a facilitated compound.

ANSWER: b

REFERENCES: Page 295

KEYWORDS: Fact

65. 65. Describe a way to determine if an animal is demonstrating stimulus

ANSWER: Answer not provided

66. 66. Describe a way to determine if an animal is demonstrating stimulus

ANSWER: Answer not provided

67. 67. What does the steepness of a stimulus generalization reveal to a researcher?

ANSWER: Answer not provided

68. 68. Assume you have a new position as a therapist. What are four things you can do to ensure that the treatment outcomes for your clients will generalize to settings outside your office?

ANSWER: Answer not provided

69. 69. Explain how the type of reinforcement provided can contribute to stimulus

ANSWER: Answer not provided

70. 70. What is the configural-cue approach? How does it differ from other approaches to the study of stimulus control?

ANSWER: Answer not provided

71. 71. How might a music teacher use learning factors of stimulus control to train students to recognize different tones?

ANSWER: Answer not provided

72. 72. Describe Spence’s theory of discrimination learning. What evidence supports this theory? How does this theory

account for the peak-shift effect?

ANSWER: Answer not provided

73. 73. Describe the role of contextual cues in the control of a common human

ANSWER: Answer not provided

74. 74. Describe two changes that take place at the level of the synapse in long-term

ANSWER: Answer not provided

75. 75. What are some of the differences between conditioned excitation and modulation?

ANSWER: Answer not provided

76. 76. Describe the relationship between stimulus discrimination and stimulus

ANSWER: Answer not provided

77. 77. Describe the phenomenon of overshadowing and describe how it may be explained by elemental and configural approaches to stimulus

ANSWER: Answer not provided

78. 78. Describe how the steepness of a generalization gradient may be altered by experience and

ANSWER: Answer not provided

79. 79. Describe the difference between intradimensional- and interdimensional- discrimination

ANSWER: Answer not provided

80. 80. Describe the peak-shift effect and its

ANSWER: Answer not provided

81. 81. Describe the ways in which contextual cues can come to control

ANSWER: Answer not provided

82. 82. Compare and contrast conditioned excitation and modulatory or occasion setting properties of

ANSWER: Answer not provided