Operant Conditioning: Reinforcement, Schedules, Extinction & Avoidance

Thorndike's Law of Effect predicts that a behavior followed by a satisfying consequence will:

A. Become more likely

B. Always disappear

C. Become a reflex

D. Be unaffected

Become more likely. : Satisfying consequences tend to strengthen preceding behavior.

Skinner's selection by consequences emphasizes that:

A. All behavior is inherited

B. Consequences select and maintain operant behavior

C. Only reflexes can be learned

D. Learning requires conscious insight

Consequences select and maintain operant behavior. : Operant behavior changes as a function of its

consequences.

Which is the clearest example of operant behavior?

A. Pupil constriction in bright light

B. Knee-jerk reflex

C. Studying longer to earn a better grade

D. Salivating to food

Studying longer to earn a better grade. : Studying is emitted behavior influenced by its consequences.

A consequence is called a reinforcer when it:

A. Is pleasant to the teacher

B. Increases the future frequency of a behavior

C. Is given immediately

D. Removes an object

Increases the future frequency of a behavior. : Reinforcement is defined by an increase in responding, not

by intention.

A discriminative stimulus (SD) is best described as:

A. A cue signaling that a response is likely to be reinforced

B. A reward delivered after behavior

C. A stimulus that always causes a reflex

D. Any unpleasant event

A cue signaling that a response is likely to be reinforced. : An SD signals the availability of reinforcement

for a response.

A child receives praise for raising a hand and raises it more often. This is:

A. Negative punishment

B. Positive punishment

C. Positive reinforcement

D. Negative reinforcement

Positive reinforcement. : Adding praise increases hand raising.

7. Fastening a seat belt stops an irritating alarm, increasing future fastening. This is:

A. Negative reinforcement

B. Positive punishment

C. Positive reinforcement

D. Negative punishment

Negative reinforcement. : Removal of an aversive alarm increases the response.

A coach assigns extra laps after unsportsmanlike conduct, and the conduct decreases. This is:

A. Positive reinforcement

B. Negative reinforcement

C. Negative punishment

D. Positive punishment

Positive punishment. : An aversive consequence is added and behavior decreases.

A teenager loses gaming privileges after breaking curfew, and curfew violations decrease. This is:

A. Negative punishment

B. Negative reinforcement

C. Positive reinforcement

D. Positive punishment

Negative punishment. : Removal of a valued privilege reduces behavior.

In operant terminology, "positive" and "negative" refer to:

A. Good and bad outcomes

B. Adding and removing stimuli

C. Strong and weak rewards

D. Voluntary and involuntary behavior

Adding and removing stimuli. : Positive means presentation; negative means removal.

11. Why is immediate reinforcement often more effective than delayed reinforcement?

A. It makes the behavior easier to connect with its consequence

B. It is always a primary reinforcer

C. It eliminates extinction

D. It guarantees permanent learning

It makes the behavior easier to connect with its consequence. : Short delays make the response-

consequence relation clearer.

12. Which is a primary reinforcer?

A. Money

B. A gold star

C. Water when thirsty

D. A high grade

Water when thirsty. : Water can reinforce without a learned association when biologically needed.

Which is the best example of a secondary reinforcer?

A. Warmth when cold

B. Food when hungry

C. Relief from thirst

D. Money

Money. : Money acquires reinforcing value through learning.

A person practices piano because playing itself is enjoyable. This illustrates:

A. Intrinsic reinforcement

B. Negative punishment

C. A discriminative stimulus

D. Extinction

Intrinsic reinforcement. : The activity itself provides reinforcement.

Shaping involves:

A. Waiting for perfect behavior

B. Reinforcing successive approximations of a target response

C. Punishing all incorrect attempts

D. Removing all prompts at once

Reinforcing successive approximations of a target response. Closer approximations are reinforced as

the target skill develops.

Under continuous reinforcement, a response is reinforced:

A. After an unpredictable number of responses

B. Only at the end of each day

C. Every time it occurs

D. Only after long pauses

Every time it occurs. : CRF provides reinforcement for each target response.

Which schedule reinforces after every tenth completed response?

A. Fixed ratio

B. Variable ratio

C. Fixed interval

D. Variable interval

Fixed ratio. : A fixed number of responses is required.

A salesperson earns a bonus after an unpredictable number of sales. This is:

A. Fixed interval

B. Variable ratio

C. Variable interval

D. Fixed ratio

Variable ratio. : The response requirement varies unpredictably.

On an FI 5-minute schedule, reinforcement becomes available:

A. After five responses

B. At unpredictable times

C. For the first qualifying response after five minutes

D. Every time a response occurs

For the first qualifying response after five minutes. : Fixed interval schedules depend on elapsed time

and a response.

Checking for a message that arrives at unpredictable intervals most closely resembles:

A. Fixed ratio

B. Fixed interval

C. Variable ratio

D. Variable interval

Variable interval. : The opportunity for reinforcement follows varying time intervals.

Which schedule typically produces high, steady responding with little postreinforcement pausing?

A. Variable ratio

B. Fixed interval

C. Continuous reinforcement

D. Fixed duration

Variable ratio. : Variable ratio often maintains high, steady response rates.

The "scalloped" response pattern is most characteristic of:

A. Variable ratio

B. Fixed interval

C. Variable interval

D. Fixed ratio

Fixed interval. : Responding often accelerates as the fixed interval nears completion.

A worker must remain on task continuously for 15 minutes to earn a break. This is most like:

A. Fixed ratio

B. Variable ratio

C. Fixed duration

D. Variable interval

Fixed duration. : A fixed duration of sustained behavior is required.

Reinforcing a student only when interruptions stay below two per hour is an example of:

A. DRH

B. DRL

C. Fixed ratio

D. Shaping

DRL. : DRL reinforces low rates of a target response.

A red light signals one schedule and a green light signals another, alternating across sessions. This is a:

A. Multiple schedule

B. Mixed schedule

C. Concurrent schedule

D. Chained schedule

Multiple schedule. : Multiple schedules use distinct stimuli to signal components.

Two reinforcement schedules are simultaneously available for choosing between two tasks. This is a:

A. Chained schedule

B. Multiple schedule

C. Concurrent schedule

D. Fixed duration schedule

Concurrent schedule. : Concurrent schedules operate at the same time.

A child completes chores to gain access to a preferred game. This illustrates:

A. Drive reduction theory

B. Premack principle

C. Learned helplessness

D. Peak shift

Premack principle. : A higher-probability activity reinforces a lower-probability activity.

The response deprivation hypothesis predicts an activity may become reinforcing when:

A. It is always biologically necessary

B. It is made completely effortless

C. Access is restricted below its usual level

D. It has never been performed before

Access is restricted below its usual level. : Restricted access to a customary activity can create

reinforcing value.

Drive reduction theory most readily explains reinforcement from:

A. Receiving a symbolic badge

B. Reducing hunger by eating

C. Earning a compliment

D. Seeing a green light

Reducing hunger by eating. : Reducing a biological drive can reinforce behavior.

In operant extinction, a previously reinforced response decreases because:

A. The reinforcer maintaining it is withheld

B. The learner forgets all past experience

C. A punisher is always added

D. The SD is made brighter

The reinforcer maintaining it is withheld. : Extinction discontinues the response-reinforcer relation.

A temporary increase in tantrums when attention is no longer given is a(n):

A. Spontaneous recovery

B. Extinction burst

C. Peak shift

D. Generalization gradient

Extinction burst. : Extinction can initially increase response frequency or intensity.

A behavior returns briefly after a rest period following extinction. This is:

A. Spontaneous recovery

B. Shaping

C. Behavioral contrast

D. Errorless learning

Spontaneous recovery. : Spontaneous recovery is a return after time has passed.

Which behavior is often more resistant to extinction?

A. A response reinforced every time

B. A response never reinforced

C. A response maintained on intermittent reinforcement

D. A purely reflexive response

A response maintained on intermittent reinforcement. : Intermittent reinforcement histories commonly

increase persistence.

In DRO, reinforcement is provided when:

A. The target behavior occurs at a high rate

B. The target behavior does not occur during a specified interval

C. A response occurs after a fixed number of trials

D. An unwanted behavior is punished every time

The target behavior does not occur during a specified interval. : DRO reinforces periods without the

target behavior.

A child calls several similar animals "dogs" after learning the word for one dog. This is:

A. Stimulus discrimination

B. Stimulus generalization

C. Negative reinforcement

D. Behavioral contrast

Stimulus generalization. : The learned response extends to similar stimuli.

A student learns to respond to a green card but not a red card. This demonstrates:

A. Stimulus discrimination

B. Spontaneous recovery

C. Learned helplessness

D. Response deprivation

Stimulus discrimination. : Different stimuli come to control different response probabilities.

After discrimination training, the strongest response shifts away from an S− and beyond the S+. This is:

A. Extinction burst

B. Fading

C. Peak shift effect

D. DRL

Peak shift effect. : Peak shift is a displacement of maximum responding away from S−.

When reinforcement decreases in one component and responding increases in an unchanged

component, this is:

A. Positive behavioral contrast

B. Shaping

C. Response deprivation

D. Stimulus generalization

Positive behavioral contrast. : Behavioral contrast involves inverse response-rate changes across

components.

Gradually reducing a teacher's pointing prompt while the student responds independently is:

A. Extinction burst

B. Fading

C. Negative punishment

D. Drive reduction

Fading. : Fading systematically removes or changes prompts.

Errorless discrimination learning seeks to:

A. Make mistakes more frequent

B. Avoid all reinforcement

C. Minimize errors during discrimination training

D. Punish each incorrect response

Minimize errors during discrimination training. : Training is arranged to produce very few errors.

Turning off a loud alarm that is already sounding is an example of:

A. Avoidance

B. Escape

C. Positive punishment

D. Shaping

Escape. : Escape terminates an ongoing aversive event.

Leaving early to prevent being stuck in traffic is an example of:

A. Escape

B. Extinction

C. Avoidance

D. Positive punishment

Avoidance.: Avoidance prevents or postpones an anticipated aversive event.

According to two-process theory, avoidance learning involves:

A. Classical fear conditioning and operant negative reinforcement

B. Only imitation

C. Only positive punishment

D. Only biological drives

Classical fear conditioning and operant negative reinforcement : A conditioned fear cue develops and

avoidance is maintained by fear reduction.

Avoidance may maintain a phobia because it:

A. Guarantees the feared event occurs

B. Prevents opportunities to learn that the feared situation may be safe

C. Always eliminates anxiety permanently

D. Functions as a primary reinforcer

Prevents opportunities to learn that the feared situation may be safe. : Avoidance can block corrective

exposure and maintain fear.

A ritual temporarily reduces anxiety, making the ritual more likely in the future. This is:

A. Positive punishment

B. Extinction

C. Negative reinforcement

D. Stimulus fading

Negative reinforcement: Removal or reduction of distress strengthens the ritual.

A potential problem with punishment is that it:

A. Always teaches a replacement skill

B. Cannot suppress behavior

C. May produce fear, aggression, or avoidance

D. Always strengthens the target response

May produce fear, aggression, or avoidance: Punishment can produce adverse side effects and may

not teach alternatives.

Which practice best supports effective, ethical behavior reduction?

A. Using unpredictable severe consequences

B. Teaching and reinforcing appropriate alternatives

C. Ignoring the function of behavior

D. Relying exclusively on punishment

Teaching and reinforcing appropriate alternatives: A replacement response should be taught and

reinforced.

Learned helplessness is associated with:

A. Exposure to uncontrollable aversive events

B. Continuous positive reinforcement

C. High-rate responding under VR

D. Errorless discrimination

Exposure to uncontrollable aversive events : Uncontrollable outcomes can reduce later attempts to

exercise control.

Noncontingent aversive events are delivered:

A. Only after a specific response

B. Only after a fixed ratio

C. Independently of the person's behavior

D. Only when the person escapes

Independently of the person's behavior : Noncontingent events are not dependent on the target

response.

Masserman's experimental neurosis research is associated with:

A. Teaching language by shaping

B. Conflict and aversive experiences producing disrupted behavior

C. Variable-ratio gambling

D. The Premack principle

Conflict and aversive experiences producing disrupted behavior : Masserman studied disrupted

behavior under conflict and aversive conditions.