The phenomenon of higher-order conditioning shows that:

Related Mcqs:

1. Taste aversions are a type of classical conditioning, and if there is a long delay between the CS and US, conditioning is usually prevented. The fact that people and animals can be develop taste aversions even though sickness occurs long after eating indicates that:

   A. taste aversions are really more like operant conditioning
   B. taste aversions can be unlearned as well
   C. there is a biological tendency to associate sickness with any food eaten earlier
   D. there is less aversion associated with the actual sickness than with whatever caused the sickness in the first place

2. Which TWO of the following statements are true of blocking?
   1: The phenomenon of blocking provides an interesting and much-studied instance of failure to learn, in spite of contiguous presentations of the CS and the US
   2: In a blocking experiment, animals receive training with what is termed a compound CS (Phase 2)
   3: The experimental group has first received a phase of training in which the US alone is conditioned (Phase 1)
   4: The experimental groups shows no (or very little evidence of learning about the CS that is presented in Phase 1

   A. 1 & 2
   B. 2 & 3
   C. 3 & 4
   D. 1 & 3

3. Phobias can be very debilitating and distressing phenomena. Which, if any, of the following statements are correct in relation to Watson and Rayner’s (1920) research into them?
   1:Watson and Rayner speculated that the complexity of emotional responsiveness in adults might be explained by the conditioning of children’s simple emotional reactions when they are exposed to new stimuli
   2:Watson and Rayner found evidence for emotional from a test trial in which the rat was accompanied by the noise
   3:The fear reaction in Albert could be produced by a loud noise
   4:None of the above

   A. 1 & 2
   B. 1 & 3
   C. 2 & 3
   D. 4

4. Which of the following phenomena demonstrate the importance of classical conditioning for human behaviour?

   A. Salivation and responses to light
   B. Illness-induced aversions and phobias
   C. Nausea and headaches
   D. (a),(b) and (c)
   E. None the above

5. Consider this sequence: (1) food, (2) salivation with food (3) light with food, (4) salivation with light. This procedure for presenting stimuli and observing responses with dogs is based on Pavlov’s experiments, and represents which sequence of classical conditioning?

   A. Unconditioned stimulus, conditioned response, conditioned stimulus, unconditioned response
   B. Conditioned stimulus, conditioned response, unconditioned stimulus, unconditioned response
   C. Unconditioned stimulus, conditioned stimulus, unconditioned response, conditioned response
   D. Unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response
   E. Conditioned response, conditioned stimulus, unconditioned response, unconditioned stimulus

6. The fundamental element required for learning through classical conditioning is:

   A. Conditioned stimuli
   B. Unconditioned stimuli
   C. Change
   D. Association
   E. All of the above

7. In Pavlov’s experiments with dogs, the bell (prior to conditioning) was the:

   A. neutral stimulus
   B. unconditioned stimulus
   C. conditioned stimulus
   D. unconditioned response

8. In operant conditioning, what is the relationship between events critical to learning and the response to be learned?

   A. They occur before the response
   B. They occur after the response
   C. They occur simultaneously with the response
   D. they are unrelated to the response

9. One difference between classical and operant conditioning is that:

   A. animals learn only by operant conditioning
   B. operant conditioning involves learning in which antecedent events are associated with one another
   C. classical conditioning involves learning in which antecedent events are associated with one another
   D. operant conditioning occurs when a response is not affected by consequences

10. In Thorndike’s law of effect, events critical for conditioning:

    A. occur after the response
    B. occur before the response
    C. occur simultaneously with the response
    D. are unrelated to the response except during extinction