Test Bank for Behavior Modification: What It Is and How To Do It, 11th Edition (Chapters 1-30)
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TEST BANK Behavior Modification:
What It Is and How to Do It 11th
Edition by Garry Martin & Joseph J
2024/2025 GUARANTEED PASS
What It Is and How to Do It 11th
Edition by Garry Martin & Joseph J
2024/2025 GUARANTEED PASS
OPTION-BASED QUESTIONS
Chapter 1. Introduction
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
1. A behavioral deficit is:
* a) too little of a particular type of behavior
b) too much of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
2. A behavioral excess is:
* a) too much of a particular type of behavior
b) too little of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
3. Which of the following is an example of behavior?
a) hair color b) the color of someone’s eyes
c) the clothes someone is wearing *d) dressing in the morning
Difficulty: Medium
Type: Factual
4. In behavior modification, motivation and intelligence refer to:
a) inner mental processes * b) ways of behaving
c) causes of behavior d) major sources of abnormality
Difficulty: Easy
Type: Conceptual
5. In behavior modification, the term “environment” refers to:
a) the neighborhood in which a person is raised
b) the natural habitat of an organism
* c) the specific physical variables in one’s immediate surroundings
d) the general situation where one happens to be
Difficulty: Easy
Type: Factual
6. A child does not pronounce words clearly and does not interact with other children.
These are examples of:
a) behavioral excesses b) behavioral abnormalities
* c) behavioral deficits d) behavioral characteristics
Difficulty: Medium
Type: Conceptual
7. Behavior modifiers stress the importance of defining problems in terms of
specific behavioral deficits or behavioral excesses because:
a) therapists can then focus on the individual’s problem behaviors rather than on his or
her strengths
* b) it is behavior that causes concern, and there are specific procedures now available
to change behavior
Chapter 1. Introduction
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
1. A behavioral deficit is:
* a) too little of a particular type of behavior
b) too much of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
2. A behavioral excess is:
* a) too much of a particular type of behavior
b) too little of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
3. Which of the following is an example of behavior?
a) hair color b) the color of someone’s eyes
c) the clothes someone is wearing *d) dressing in the morning
Difficulty: Medium
Type: Factual
4. In behavior modification, motivation and intelligence refer to:
a) inner mental processes * b) ways of behaving
c) causes of behavior d) major sources of abnormality
Difficulty: Easy
Type: Conceptual
5. In behavior modification, the term “environment” refers to:
a) the neighborhood in which a person is raised
b) the natural habitat of an organism
* c) the specific physical variables in one’s immediate surroundings
d) the general situation where one happens to be
Difficulty: Easy
Type: Factual
6. A child does not pronounce words clearly and does not interact with other children.
These are examples of:
a) behavioral excesses b) behavioral abnormalities
* c) behavioral deficits d) behavioral characteristics
Difficulty: Medium
Type: Conceptual
7. Behavior modifiers stress the importance of defining problems in terms of
specific behavioral deficits or behavioral excesses because:
a) therapists can then focus on the individual’s problem behaviors rather than on his or
her strengths
* b) it is behavior that causes concern, and there are specific procedures now available
to change behavior
OPTION-BASED QUESTIONS
Chapter 1. Introduction
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
1. A behavioral deficit is:
* a) too little of a particular type of behavior
b) too much of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
2. A behavioral excess is:
* a) too much of a particular type of behavior
b) too little of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
3. Which of the following is an example of behavior?
a) hair color b) the color of someone’s eyes
c) the clothes someone is wearing *d) dressing in the morning
Difficulty: Medium
Type: Factual
4. In behavior modification, motivation and intelligence refer to:
a) inner mental processes * b) ways of behaving
c) causes of behavior d) major sources of abnormality
Difficulty: Easy
Type: Conceptual
5. In behavior modification, the term “environment” refers to:
a) the neighborhood in which a person is raised
b) the natural habitat of an organism
* c) the specific physical variables in one’s immediate surroundings
d) the general situation where one happens to be
Difficulty: Easy
Type: Factual
6. A child does not pronounce words clearly and does not interact with other children.
These are examples of:
a) behavioral excesses b) behavioral abnormalities
* c) behavioral deficits d) behavioral characteristics
Difficulty: Medium
Type: Conceptual
7. Behavior modifiers stress the importance of defining problems in terms of
specific behavioral deficits or behavioral excesses because:
a) therapists can then focus on the individual’s problem behaviors rather than on his or
her strengths
* b) it is behavior that causes concern, and there are specific procedures now available
to change behavior
Chapter 1. Introduction
Multiple Choice Questions On Main Text (Note: * indicates the correct answer)
1. A behavioral deficit is:
* a) too little of a particular type of behavior
b) too much of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
2. A behavioral excess is:
* a) too much of a particular type of behavior
b) too little of a particular type of behavior
c) an appropriate behavior occurring to the wrong stimulus
d) an appropriate behavior occurring at the wrong time or place
Difficulty: Easy
Type: Conceptual
3. Which of the following is an example of behavior?
a) hair color b) the color of someone’s eyes
c) the clothes someone is wearing *d) dressing in the morning
Difficulty: Medium
Type: Factual
4. In behavior modification, motivation and intelligence refer to:
a) inner mental processes * b) ways of behaving
c) causes of behavior d) major sources of abnormality
Difficulty: Easy
Type: Conceptual
5. In behavior modification, the term “environment” refers to:
a) the neighborhood in which a person is raised
b) the natural habitat of an organism
* c) the specific physical variables in one’s immediate surroundings
d) the general situation where one happens to be
Difficulty: Easy
Type: Factual
6. A child does not pronounce words clearly and does not interact with other children.
These are examples of:
a) behavioral excesses b) behavioral abnormalities
* c) behavioral deficits d) behavioral characteristics
Difficulty: Medium
Type: Conceptual
7. Behavior modifiers stress the importance of defining problems in terms of
specific behavioral deficits or behavioral excesses because:
a) therapists can then focus on the individual’s problem behaviors rather than on his or
her strengths
* b) it is behavior that causes concern, and there are specific procedures now available
to change behavior
c) labeling an individual implies that a particular treatment program will be helpful
d) labeling an individual is useful for quickly providing general information about how that
individual might perform
Difficulty: Hard
Type: Applied
8. Which of the following is not a characteristic of behavior modification?
a) It defines problems in terms of behavior.
b) Its treatment procedures and techniques are ways of rearranging an individual’s
environment.
c) Its techniques draw extensively from the principles of operant and Pavlovian
conditioning.
* d) It emphasizes the use of summary labels for classifying individuals.
Difficulty: Easy
Type: Applied
9. Which of the following is an example of covert behavior?
* a) a skier thinking, “I hope I don’t fall” b) a pitcher throwing a ball
c) a student drinking coffee d) a child talking to her dog in the backyard
Difficulty: Medium
Type: Conceptual
10. Which of the following is an example of overt behavior?
a) feelings of nervousness * b) yelling at someone
c) a boy on a date thinking, “I like this girl” d) imagining a beautiful sunset
Difficulty: Medium
Type: Conceptual
11. Behavior therapy was first used to refer to:
a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
b) the scientific study of laws that govern the behavior of human beings and other animals
*c) Joseph Wolpe’s behavioral treatment for specific phobias
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Conceptual
12. Which of the following is an example of an outcome of behavior?
a) throwing a baseball
b) lifting a heavy weight
*c) scoring a goal in ice hockey
d) standing at the free throw line in basketball
Difficulty: Medium
Type: Conceptual
13. Behavior modifiers are cautious about using summary labels to refer to individuals or
their actions because:
a) the label for the behavior is often used as a pseudo-explanation for the behavior
b) labels can negatively affect the way an individual might be treated
c) labeling may influence us to focus on an individual’s problem behaviors rather than on
his or her strengths
* d) all of the above
d) labeling an individual is useful for quickly providing general information about how that
individual might perform
Difficulty: Hard
Type: Applied
8. Which of the following is not a characteristic of behavior modification?
a) It defines problems in terms of behavior.
b) Its treatment procedures and techniques are ways of rearranging an individual’s
environment.
c) Its techniques draw extensively from the principles of operant and Pavlovian
conditioning.
* d) It emphasizes the use of summary labels for classifying individuals.
Difficulty: Easy
Type: Applied
9. Which of the following is an example of covert behavior?
* a) a skier thinking, “I hope I don’t fall” b) a pitcher throwing a ball
c) a student drinking coffee d) a child talking to her dog in the backyard
Difficulty: Medium
Type: Conceptual
10. Which of the following is an example of overt behavior?
a) feelings of nervousness * b) yelling at someone
c) a boy on a date thinking, “I like this girl” d) imagining a beautiful sunset
Difficulty: Medium
Type: Conceptual
11. Behavior therapy was first used to refer to:
a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
b) the scientific study of laws that govern the behavior of human beings and other animals
*c) Joseph Wolpe’s behavioral treatment for specific phobias
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Conceptual
12. Which of the following is an example of an outcome of behavior?
a) throwing a baseball
b) lifting a heavy weight
*c) scoring a goal in ice hockey
d) standing at the free throw line in basketball
Difficulty: Medium
Type: Conceptual
13. Behavior modifiers are cautious about using summary labels to refer to individuals or
their actions because:
a) the label for the behavior is often used as a pseudo-explanation for the behavior
b) labels can negatively affect the way an individual might be treated
c) labeling may influence us to focus on an individual’s problem behaviors rather than on
his or her strengths
* d) all of the above
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Difficulty: Hard
Type: Conceptual
14. The people, objects, and events that make up a person’s environment are called:
* a) stimuli b) conditioned stimuli
c) unconditioned stimuli d) reinforcing stimuli
Difficulty: Easy
Type: Factual
15. Which of the following is not a characteristic of behavior modification?
a) Its treatment procedures are ways of altering an individual’s environment.
b) Its methods and rationales can be described precisely.
* c) Its techniques stem primarily from cognitive psychology.
d) Its techniques are often applied by individuals in everyday life.
Difficulty: Easy
Type: Conceptual
16. Behavioral assessment seeks to:
a) determine the underlying mental disturbance responsible for behavioral symptoms
b) identify the type of mental disorder assumed to underlie particular patterns of abnormal
behavior
* c) identify potential controlling variables of problem behaviors, and select behavioral
treatment
d) determine the necessary intelligence level of potential clients as a prerequisite to
behavior modification programs
Difficulty: Medium
Type: Applied
17. Which of the following is not a misconception about behavior modification?
a) Behavior modifiers only deal with the observable and they don’t deal with the thoughts
and feelings of clients.
* b) Behavior modification involves the systematic application of learning principles to
improve covert and overt behaviors.
c) Behavior modification involves the use of drugs, psychosurgery, and electroconvulsive
therapy.
d) Behavior modification only changes symptoms; it doesn’t get at the underlying problems.
Difficulty: Hard
Type: Applied
18. Which of the following is an example of cognitive behavior?
a) a child reading out loud for a parent
b) a baseball player talking to her coach
* c) a person on a hot day imagining that he is sitting at the ocean
d) a student writing with a pen
Difficulty: Medium
Type: Conceptual
19. Behaviors to be improved in a behavior modification program are frequently called:
a) overt behaviors b) covert behaviors
c) cognitive behaviors * d) target behaviors
Type: Conceptual
14. The people, objects, and events that make up a person’s environment are called:
* a) stimuli b) conditioned stimuli
c) unconditioned stimuli d) reinforcing stimuli
Difficulty: Easy
Type: Factual
15. Which of the following is not a characteristic of behavior modification?
a) Its treatment procedures are ways of altering an individual’s environment.
b) Its methods and rationales can be described precisely.
* c) Its techniques stem primarily from cognitive psychology.
d) Its techniques are often applied by individuals in everyday life.
Difficulty: Easy
Type: Conceptual
16. Behavioral assessment seeks to:
a) determine the underlying mental disturbance responsible for behavioral symptoms
b) identify the type of mental disorder assumed to underlie particular patterns of abnormal
behavior
* c) identify potential controlling variables of problem behaviors, and select behavioral
treatment
d) determine the necessary intelligence level of potential clients as a prerequisite to
behavior modification programs
Difficulty: Medium
Type: Applied
17. Which of the following is not a misconception about behavior modification?
a) Behavior modifiers only deal with the observable and they don’t deal with the thoughts
and feelings of clients.
* b) Behavior modification involves the systematic application of learning principles to
improve covert and overt behaviors.
c) Behavior modification involves the use of drugs, psychosurgery, and electroconvulsive
therapy.
d) Behavior modification only changes symptoms; it doesn’t get at the underlying problems.
Difficulty: Hard
Type: Applied
18. Which of the following is an example of cognitive behavior?
a) a child reading out loud for a parent
b) a baseball player talking to her coach
* c) a person on a hot day imagining that he is sitting at the ocean
d) a student writing with a pen
Difficulty: Medium
Type: Conceptual
19. Behaviors to be improved in a behavior modification program are frequently called:
a) overt behaviors b) covert behaviors
c) cognitive behaviors * d) target behaviors
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Type: Conceptual
20. Behavior Analysis refers to:
a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
* b) the scientific study of laws that govern the behavior of human beings and other animals
c) behavioral treatment carried out on dysfunctional behavior
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Applied
21. involves the systematic application of learning principles and techniques to
assess and improve individuals’ covert and overt behaviors in order to enhance their daily
functioning.
a) Behavioral assessment b) Behavior analysis
* c) Behavior modification d) Cognitive behavior therapy
Difficulty: Easy
Type: Applied
22. Classical conditioning was developed by:
a) B.F. Skinner * b) Ivan Pavlov
c) Joseph Wolpe d) Aaron Beck
Difficulty: Easy
Type: Factual
23. In the 1950s, developed a behavioral treatment for specific phobias.
a) Hans Eyesenck b) Aaron Beck
c) Albert Ellis *d) Joseph Wolpe
Difficulty: Easy
Type: Factual
24. The term “cognitive therapy” was used by to refer to strategies for recognizing
maladaptive thinking and replacing it with adaptive thinking.
* a) Beck b) Ellis
c) Wolpe d) Skinner
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 25. Behavior modification accepts changes in a behavior as the indicator of the
extent to which a problem is being helped.
Difficulty: Medium
Type: Conceptual
F 26. One of the defining characteristics of behavior modification is that it does not
emphasize scientific demonstration that an intervention was responsible for a particular
behavior change.
Difficulty: Easy
Type: Conceptual
T 27. Behavior is, essentially, anything a person does or says.
20. Behavior Analysis refers to:
a) behavior modification in which there is typically an attempt to analyze or clearly
demonstrate controlling variables
* b) the scientific study of laws that govern the behavior of human beings and other animals
c) behavioral treatment carried out on dysfunctional behavior
d) behavior modification that focuses on overt behaviors that are of social significance
Difficulty: Easy
Type: Applied
21. involves the systematic application of learning principles and techniques to
assess and improve individuals’ covert and overt behaviors in order to enhance their daily
functioning.
a) Behavioral assessment b) Behavior analysis
* c) Behavior modification d) Cognitive behavior therapy
Difficulty: Easy
Type: Applied
22. Classical conditioning was developed by:
a) B.F. Skinner * b) Ivan Pavlov
c) Joseph Wolpe d) Aaron Beck
Difficulty: Easy
Type: Factual
23. In the 1950s, developed a behavioral treatment for specific phobias.
a) Hans Eyesenck b) Aaron Beck
c) Albert Ellis *d) Joseph Wolpe
Difficulty: Easy
Type: Factual
24. The term “cognitive therapy” was used by to refer to strategies for recognizing
maladaptive thinking and replacing it with adaptive thinking.
* a) Beck b) Ellis
c) Wolpe d) Skinner
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 25. Behavior modification accepts changes in a behavior as the indicator of the
extent to which a problem is being helped.
Difficulty: Medium
Type: Conceptual
F 26. One of the defining characteristics of behavior modification is that it does not
emphasize scientific demonstration that an intervention was responsible for a particular
behavior change.
Difficulty: Easy
Type: Conceptual
T 27. Behavior is, essentially, anything a person does or says.
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Type: Factual
F 28. Behavior modifiers deal only with observable behavior, and discount
subjective events such as thoughts and feelings.
Difficulty: Medium
Type: Factual
F 29. The color of a person’s eyes is an example of behavior.
Difficulty: Medium
Type: Factual
T 30. Studying for a course is an example of a behavior.
Difficulty: Medium
Type: Factual
F 31. Remembering the feelings of your first kiss is an example of overt behavior.
Difficulty: Medium
Type: Conceptual
T 32. Thinking “I hope I pass this course” while sitting in class, is an example of covert
behavior.
Difficulty: Medium
Type: Conceptual
F 33. To a behavior modifier, intelligence is something that you were born with, a sort
of “inherited capacity for learning.”
Difficulty: Medium
Type: Factual
T 34. Hyperactivity is a label for certain behaviors.
Difficulty: Easy
Type: Factual
T 35. According to the authors of the text, the term behavior modification has a
broader meaning than the term behavior therapy.
Difficulty: Easy
Type: Conceptual
F 36. A teenager frequently interrupts conversations between his parents. That’s
an example of a behavioral deficit.
Difficulty: Medium
Type: Factual
T 37. A golfer often thinks negatively just before important shots. That’s an example
of a behavioral excess.
Difficulty: Medium
Type: Factual
F 38. Behavior modification can only be applied by experts, and not by
individuals in everyday life.
Difficulty: Medium
Type: Conceptual
F 28. Behavior modifiers deal only with observable behavior, and discount
subjective events such as thoughts and feelings.
Difficulty: Medium
Type: Factual
F 29. The color of a person’s eyes is an example of behavior.
Difficulty: Medium
Type: Factual
T 30. Studying for a course is an example of a behavior.
Difficulty: Medium
Type: Factual
F 31. Remembering the feelings of your first kiss is an example of overt behavior.
Difficulty: Medium
Type: Conceptual
T 32. Thinking “I hope I pass this course” while sitting in class, is an example of covert
behavior.
Difficulty: Medium
Type: Conceptual
F 33. To a behavior modifier, intelligence is something that you were born with, a sort
of “inherited capacity for learning.”
Difficulty: Medium
Type: Factual
T 34. Hyperactivity is a label for certain behaviors.
Difficulty: Easy
Type: Factual
T 35. According to the authors of the text, the term behavior modification has a
broader meaning than the term behavior therapy.
Difficulty: Easy
Type: Conceptual
F 36. A teenager frequently interrupts conversations between his parents. That’s
an example of a behavioral deficit.
Difficulty: Medium
Type: Factual
T 37. A golfer often thinks negatively just before important shots. That’s an example
of a behavioral excess.
Difficulty: Medium
Type: Factual
F 38. Behavior modification can only be applied by experts, and not by
individuals in everyday life.
Difficulty: Medium
Type: Conceptual
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T 39. Environmental events that impinge on one’s sense receptors and that can
affect behavior are called stimuli.
Difficulty: Easy
Type: Factual
F 40. Cognitive behavior is another term for overt behavior.
Difficulty: Easy
Type: Factual
T 41. Behavior analysis refers to the scientific study of laws that govern the
behavior of human beings and other animals.
Difficulty: Easy
Type: Factual
F 42. The term behavior therapy is typically used to refer to behavior modification
where there is an attempt to clearly demonstrate controlling variables of the behavior of
concern.
Difficulty: Easy
Type: Conceptual
T 43. Characteristics of behavior that can be measured are called dimensions of
behavior.
Difficulty: Easy
Type: Factual
T 44. In 1960 the British psychologist Hans Eysenck used the term “behavior therapy”
to refer to the treatment procedure developed by Joseph Wolpe.
Difficulty: Easy
Type: Factual
F 45. In a landmark experiment in 1920, Mary Cover Jones demonstrated Pavlovian
conditioning of a fear response in an 11 month-old infant.
Difficulty: Easy
Type: Conceptual
F 46. Strategies for recognizing maladaptive thinking and replacing it with adaptive
thinking were referred to by Beck as behavior therapy.
Difficulty: Easy
Type: Factual
T 47. The terms behavior therapy and cognitive behavior therapy are often used
interchangeably.
Difficulty: Easy
Type: Conceptual
Multiple Choice Question on NfFL Section (Note: * indicates the correct answer)
48. Behavior modifiers made little use of the first three DSMs because:
a) they were based primarily on research rather than on Freud’s theory
b) individual disorders were based on categories of problem
behaviors
c) they used a multidimensional recording system
affect behavior are called stimuli.
Difficulty: Easy
Type: Factual
F 40. Cognitive behavior is another term for overt behavior.
Difficulty: Easy
Type: Factual
T 41. Behavior analysis refers to the scientific study of laws that govern the
behavior of human beings and other animals.
Difficulty: Easy
Type: Factual
F 42. The term behavior therapy is typically used to refer to behavior modification
where there is an attempt to clearly demonstrate controlling variables of the behavior of
concern.
Difficulty: Easy
Type: Conceptual
T 43. Characteristics of behavior that can be measured are called dimensions of
behavior.
Difficulty: Easy
Type: Factual
T 44. In 1960 the British psychologist Hans Eysenck used the term “behavior therapy”
to refer to the treatment procedure developed by Joseph Wolpe.
Difficulty: Easy
Type: Factual
F 45. In a landmark experiment in 1920, Mary Cover Jones demonstrated Pavlovian
conditioning of a fear response in an 11 month-old infant.
Difficulty: Easy
Type: Conceptual
F 46. Strategies for recognizing maladaptive thinking and replacing it with adaptive
thinking were referred to by Beck as behavior therapy.
Difficulty: Easy
Type: Factual
T 47. The terms behavior therapy and cognitive behavior therapy are often used
interchangeably.
Difficulty: Easy
Type: Conceptual
Multiple Choice Question on NfFL Section (Note: * indicates the correct answer)
48. Behavior modifiers made little use of the first three DSMs because:
a) they were based primarily on research rather than on Freud’s theory
b) individual disorders were based on categories of problem
behaviors
c) they used a multidimensional recording system
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* d) they were based on Freud’s theory of abnormal behavior
Difficulty: Medium
Type: Conceptual
True/False Question on NfFL Section (Note: Correct answer indicated in left margin)
F 49. To avoid problems associated with labeling, in the case of autism, for example,
we should describe the client as an autistic child rather than as a child with autism.
Difficulty: Hard
Type: Factual
Difficulty: Medium
Type: Conceptual
True/False Question on NfFL Section (Note: Correct answer indicated in left margin)
F 49. To avoid problems associated with labeling, in the case of autism, for example,
we should describe the client as an autistic child rather than as a child with autism.
Difficulty: Hard
Type: Factual
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Chapter 2. Areas of Application: An Overview
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. PSI stands for:
a) popular standards of instruction b) personalized systems of information
* c) personalized system of instruction d) personalized students’ instruction
Difficulty: Easy
Type: Factual
2. Which of the following is not a characteristic of behavioral approaches to university teaching?
a) It identifies the instructional goals for a course in the form of study questions.
b) It has frequent tests in which students are required to demonstrate their knowledge to
the answers of study questions.
c) Students are given detailed information at the beginning of a course about what is expected
of them on tests and assignments to achieve various letter grades
* d) It emphasizes multiple-choice items and examinations as an objective scoring strategy
ideally suited for large classes.
Difficulty: Easy
Type: Applied
3. Studies with clinical populations have shown behavior therapy to be:
a) significantly inferior to the alternative treatment to which it was compared, which was
usually some form of verbal psychotherapy
* b) demonstrably superior to other forms of psychotherapy in certain problem areas (e.g.,
phobias)
c) used as the main mode of therapy for treating adults by approximately 60% of practicing
therapists
d) used about as often as psychodynamic therapy in the treatment of children by pediatric
psychologists
Difficulty: Medium
Type: Applied
4. The characteristics of impaired communication, impaired social behavior, and repetitive self-
stimulatory behaviors during the first few years after birth are shown by individuals diagnosed
as:
a) moderately developmentally disabled b) schizophrenic
c) severely intellectually disabled * d) autistic
Difficulty: Medium
Type: Conceptual
5. A broad interdisciplinary field concerned with the links between health, illness, and behavior
is referred to as:
a) health psychology b) stress management
* c) behavioral medicine d) behavioral health
Difficulty: Easy
Type: Factual
6. Organizational behavior management refers to:
* a) the application of behavior modification techniques to individual or group performance
within an organizational setting
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. PSI stands for:
a) popular standards of instruction b) personalized systems of information
* c) personalized system of instruction d) personalized students’ instruction
Difficulty: Easy
Type: Factual
2. Which of the following is not a characteristic of behavioral approaches to university teaching?
a) It identifies the instructional goals for a course in the form of study questions.
b) It has frequent tests in which students are required to demonstrate their knowledge to
the answers of study questions.
c) Students are given detailed information at the beginning of a course about what is expected
of them on tests and assignments to achieve various letter grades
* d) It emphasizes multiple-choice items and examinations as an objective scoring strategy
ideally suited for large classes.
Difficulty: Easy
Type: Applied
3. Studies with clinical populations have shown behavior therapy to be:
a) significantly inferior to the alternative treatment to which it was compared, which was
usually some form of verbal psychotherapy
* b) demonstrably superior to other forms of psychotherapy in certain problem areas (e.g.,
phobias)
c) used as the main mode of therapy for treating adults by approximately 60% of practicing
therapists
d) used about as often as psychodynamic therapy in the treatment of children by pediatric
psychologists
Difficulty: Medium
Type: Applied
4. The characteristics of impaired communication, impaired social behavior, and repetitive self-
stimulatory behaviors during the first few years after birth are shown by individuals diagnosed
as:
a) moderately developmentally disabled b) schizophrenic
c) severely intellectually disabled * d) autistic
Difficulty: Medium
Type: Conceptual
5. A broad interdisciplinary field concerned with the links between health, illness, and behavior
is referred to as:
a) health psychology b) stress management
* c) behavioral medicine d) behavioral health
Difficulty: Easy
Type: Factual
6. Organizational behavior management refers to:
* a) the application of behavior modification techniques to individual or group performance
within an organizational setting
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b) an emphasis on the use of non-professionals in human service programs
c) use of behavior modification to help individuals adhere to a healthy lifestyle
d) seeking out intervention strategies at the organizational level rather than at the
individual level
Difficulty: Easy
Type: Applied
7. Behavior modifiers have begun to pay more attention to issues of race, gender, ethnicity,
and sexual orientation because:
a) the Association of Behavior Analysis is now an international organization
b) culturally diverse individuals now make up 30% of the American population
* c) these variables can influence the effectiveness of treatment
d) there are no dangers of overgeneralizing about any particular cultural group
Difficulty: Medium
Type: Applied
8. Which of the following is not a general area in which behavior modification has been
applied in behavioral sport psychology?
a) Teaching new athletic skills
* b) Selecting athletes for Olympic programs on the basis of those with the personality most
suited to sacrifice and dedication to winning
c) Motivating practice and fitness training
d) Helping athletes to cope with pressure at major competitions
Difficulty: Easy
Type: Conceptual
9. In the 1960s and 70s, developed early intensive behavioral treatment
programs for children with autism.
a) B.F. Skinner
* b) Ivar Lovaas
c) Fred Keller
d) Joseph Pear
Difficulty: Easy
Type: Factual
10. The American Association on Intellectual and Developmental Disabilities now prefers the
term to refer to individuals characterized by significant limitations in
intellectual functioning and adaptive behavior.
* a) intellectual disability
b) mental retardation
c) developmental disability
d) mentally handicapped
Difficulty: Easy
Type: Factual
11. Which of the following is not a sub-area of the application of behavioral principles in health
psychology?
a) establishing treatment compliance b) promotion of healthy living
c) stress management * d) psychological testing of personality disorders
Difficulty: Easy
Type: Conceptual
12. “Applications to socially significant problems in unstructured community settings where
c) use of behavior modification to help individuals adhere to a healthy lifestyle
d) seeking out intervention strategies at the organizational level rather than at the
individual level
Difficulty: Easy
Type: Applied
7. Behavior modifiers have begun to pay more attention to issues of race, gender, ethnicity,
and sexual orientation because:
a) the Association of Behavior Analysis is now an international organization
b) culturally diverse individuals now make up 30% of the American population
* c) these variables can influence the effectiveness of treatment
d) there are no dangers of overgeneralizing about any particular cultural group
Difficulty: Medium
Type: Applied
8. Which of the following is not a general area in which behavior modification has been
applied in behavioral sport psychology?
a) Teaching new athletic skills
* b) Selecting athletes for Olympic programs on the basis of those with the personality most
suited to sacrifice and dedication to winning
c) Motivating practice and fitness training
d) Helping athletes to cope with pressure at major competitions
Difficulty: Easy
Type: Conceptual
9. In the 1960s and 70s, developed early intensive behavioral treatment
programs for children with autism.
a) B.F. Skinner
* b) Ivar Lovaas
c) Fred Keller
d) Joseph Pear
Difficulty: Easy
Type: Factual
10. The American Association on Intellectual and Developmental Disabilities now prefers the
term to refer to individuals characterized by significant limitations in
intellectual functioning and adaptive behavior.
* a) intellectual disability
b) mental retardation
c) developmental disability
d) mentally handicapped
Difficulty: Easy
Type: Factual
11. Which of the following is not a sub-area of the application of behavioral principles in health
psychology?
a) establishing treatment compliance b) promotion of healthy living
c) stress management * d) psychological testing of personality disorders
Difficulty: Easy
Type: Conceptual
12. “Applications to socially significant problems in unstructured community settings where
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the behavior of individuals is not considered deviant in the traditional sense” is the definition
of:
a) organizational behavior management b) health psychology
* c) behavior community psychology d) behavior therapy
Difficulty: Easy
Type: Conceptual
13. PSI (Personalized System of Instruction) was developed by:
a) Lovaas b) Bellack *c) Keller d) Skinner
Difficulty: Easy
Type: Factual
14. Helping the elderly to function independently during old age is part of the field referred to
as:
* a) gerontology b) behavioral medicine
c) behavioral community psychology d) behavior management
Difficulty: Easy
Type: Conceptual
15. The study of how psychological factors can influence or cause illness, and how people can
be encouraged to practice healthy behavior so as to prevent health problems, is referred to as:
a) Cognitive behavior therapy b) Stress therapy
c) Treatment compliance * d) Health Psychology
Difficulty: Easy
Type: Conceptual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 16. Behavior modification has been successfully applied within each of the following areas:
education, social work, rehabilitation medicine, industry, and sports.
Difficulty: Easy
Type: Factual
T 17. Personalized System of Instruction, or PSI, was developed by Fred Keller and his
colleagues.
Difficulty: Easy
Type: Factual
T 18. Behavioral sport psychology has been defined as the use of behavior analysis principles
and techniques to enhance the performance and satisfaction of athletes and others associated
with sports.
Difficulty: Easy
Type: Factual
F 19. Many studies have demonstrated that there are psychological problems (e.g., anxiety
disorders, depression, habit disorders) for which specific behavioral procedures have
been demonstrated to be about equally effective with other forms of psychotherapy.
Difficulty: Medium
Type: Conceptual
T 20. One of the areas of health psychology involves the use of behavior modification
procedures to directly treat certain diseases that were previously thought to require medical
treatment.
of:
a) organizational behavior management b) health psychology
* c) behavior community psychology d) behavior therapy
Difficulty: Easy
Type: Conceptual
13. PSI (Personalized System of Instruction) was developed by:
a) Lovaas b) Bellack *c) Keller d) Skinner
Difficulty: Easy
Type: Factual
14. Helping the elderly to function independently during old age is part of the field referred to
as:
* a) gerontology b) behavioral medicine
c) behavioral community psychology d) behavior management
Difficulty: Easy
Type: Conceptual
15. The study of how psychological factors can influence or cause illness, and how people can
be encouraged to practice healthy behavior so as to prevent health problems, is referred to as:
a) Cognitive behavior therapy b) Stress therapy
c) Treatment compliance * d) Health Psychology
Difficulty: Easy
Type: Conceptual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 16. Behavior modification has been successfully applied within each of the following areas:
education, social work, rehabilitation medicine, industry, and sports.
Difficulty: Easy
Type: Factual
T 17. Personalized System of Instruction, or PSI, was developed by Fred Keller and his
colleagues.
Difficulty: Easy
Type: Factual
T 18. Behavioral sport psychology has been defined as the use of behavior analysis principles
and techniques to enhance the performance and satisfaction of athletes and others associated
with sports.
Difficulty: Easy
Type: Factual
F 19. Many studies have demonstrated that there are psychological problems (e.g., anxiety
disorders, depression, habit disorders) for which specific behavioral procedures have
been demonstrated to be about equally effective with other forms of psychotherapy.
Difficulty: Medium
Type: Conceptual
T 20. One of the areas of health psychology involves the use of behavior modification
procedures to directly treat certain diseases that were previously thought to require medical
treatment.
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Difficulty: Medium
Type: Conceptual
F 21. The application of behavior modification techniques to individual or group performance
within an organizational setting defines the area referred to as community behavioral
psychology.
Difficulty: Easy
Type: Conceptual
T 22. Littering, recycling, energy conservation, and job skills training are all sub-areas that
have been dealt with successfully by behavior modification in the area of behavioral
community psychology.
Difficulty: Easy
Type: Conceptual
F 23. Issues of race, gender, ethnicity, and sexual orientation are variables that do not
influence the effectiveness of behavioral treatment.
Difficulty: Medium
Type: Factual
T 24. CAPSI stands for Computer-Aided Personalized System of Instruction.
Difficulty: Easy
Type: Factual
T 25. The person who initially developed behavioral treatments for children with autism is
Ivar Lovaas.
Difficulty: Easy
Type: Factual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
26. A common strategy for delivering early intensive behavioral intervention with children
with autism is referred to as:
a) behavior management b) developmental teaching
* c) discrete-trials teaching d) behavior analysis
Difficulty: Easy
Type: Factual
Type: Conceptual
F 21. The application of behavior modification techniques to individual or group performance
within an organizational setting defines the area referred to as community behavioral
psychology.
Difficulty: Easy
Type: Conceptual
T 22. Littering, recycling, energy conservation, and job skills training are all sub-areas that
have been dealt with successfully by behavior modification in the area of behavioral
community psychology.
Difficulty: Easy
Type: Conceptual
F 23. Issues of race, gender, ethnicity, and sexual orientation are variables that do not
influence the effectiveness of behavioral treatment.
Difficulty: Medium
Type: Factual
T 24. CAPSI stands for Computer-Aided Personalized System of Instruction.
Difficulty: Easy
Type: Factual
T 25. The person who initially developed behavioral treatments for children with autism is
Ivar Lovaas.
Difficulty: Easy
Type: Factual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
26. A common strategy for delivering early intensive behavioral intervention with children
with autism is referred to as:
a) behavior management b) developmental teaching
* c) discrete-trials teaching d) behavior analysis
Difficulty: Easy
Type: Factual
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Chapter 3. Respondent (Classical, Pavlovian) Conditioning of Reflexive
Behavior
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. That behavior can be modified by its consequences is the basic tenet of:
a) respondent conditioning b) respondent extinction
* c) operant conditioning d) aversion therapy
Difficulty: Easy
Type: Conceptual
2. If a stimulus (that does not elicit a particular response) is closely followed in time by a
second stimulus that elicits a particular response, then the first stimulus will come to elicit
the response that was elicited by the second stimulus. This is the definition of the principle
of:
a) positive reinforcement b) operant conditioning
c) counterconditioning * d) respondent conditioning
Difficulty: Easy
Type: Conceptual
3. If a conditioned stimulus (CS) is presented without further pairings with the
unconditioned stimulus, the CS will gradually lose its capacity to elicit the conditioned
response. This is the definition of:
a) respondent conditioning * b) respondent extinction
c) counterconditioning d) operant extinction
Difficulty: Easy
Type: Conceptual
4. A stimulus that elicits a response without prior learning or conditioning is called a(n):
* a) unconditioned stimulus b) discriminative stimulus
c) conditioned stimulus d) establishing stimulus
Difficulty: Easy
Type: Conceptual
5. When a person salivates at the sight of food, the response of salivating is classified as a(n):
* a) conditioned response b) conditioned reflex
c) unconditioned response d) unconditioned reflex
Difficulty: Medium
Type: Conceptual
6. Over several meals, classical music is played at the dinner table. Eventually, classical
music is played without pairing it with food, and the person who ate at that dinner table
begins salivating. In this example, the sound of classical music became a:
* a) conditioned stimulus b) conditioned reflex
c) conditioned response d) conditioned reinforcer
Difficulty: Hard
Type: Conceptual
7. Repeatedly pairing an undesirable reinforcer with an aversive event, such as pairing
alcohol with a drug that elicits vomiting, is the basic procedure of:
a) operant conditioning * b) aversion therapy
c) respondent extinction d) counterconditioning
Behavior
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. That behavior can be modified by its consequences is the basic tenet of:
a) respondent conditioning b) respondent extinction
* c) operant conditioning d) aversion therapy
Difficulty: Easy
Type: Conceptual
2. If a stimulus (that does not elicit a particular response) is closely followed in time by a
second stimulus that elicits a particular response, then the first stimulus will come to elicit
the response that was elicited by the second stimulus. This is the definition of the principle
of:
a) positive reinforcement b) operant conditioning
c) counterconditioning * d) respondent conditioning
Difficulty: Easy
Type: Conceptual
3. If a conditioned stimulus (CS) is presented without further pairings with the
unconditioned stimulus, the CS will gradually lose its capacity to elicit the conditioned
response. This is the definition of:
a) respondent conditioning * b) respondent extinction
c) counterconditioning d) operant extinction
Difficulty: Easy
Type: Conceptual
4. A stimulus that elicits a response without prior learning or conditioning is called a(n):
* a) unconditioned stimulus b) discriminative stimulus
c) conditioned stimulus d) establishing stimulus
Difficulty: Easy
Type: Conceptual
5. When a person salivates at the sight of food, the response of salivating is classified as a(n):
* a) conditioned response b) conditioned reflex
c) unconditioned response d) unconditioned reflex
Difficulty: Medium
Type: Conceptual
6. Over several meals, classical music is played at the dinner table. Eventually, classical
music is played without pairing it with food, and the person who ate at that dinner table
begins salivating. In this example, the sound of classical music became a:
* a) conditioned stimulus b) conditioned reflex
c) conditioned response d) conditioned reinforcer
Difficulty: Hard
Type: Conceptual
7. Repeatedly pairing an undesirable reinforcer with an aversive event, such as pairing
alcohol with a drug that elicits vomiting, is the basic procedure of:
a) operant conditioning * b) aversion therapy
c) respondent extinction d) counterconditioning
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Difficulty: Easy
Type: Conceptual
8. In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS is occasionally paired with the US
b) the CS follows the US by a few seconds
* c) the CS is always paired with the US
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
9. A new response is conditioned to the conditioned stimulus at the same time that the
former conditioned response is being extinguished. This process is called:
a) respondent extinction b) operant extinction
c) aversion therapy * d) counterconditioning
Difficulty: Easy
Type: Conceptual
10. A conditioned stimulus (e.g., the sound of a bell) is no longer followed by the taste of food.
After several trials, the conditioned response of salivating no longer occurs at the sound of the
bell. This is referred to as ?
a) spontaneous recovery b) respondent conditioning
* c) respondent extinction d) response generalization
Difficulty: Medium
Type: Conceptual
11. When you open the cupboard door to get cat food, your cats come running to the kitchen,
where they are typically fed. This illustrates the effect of:
a) respondent conditioning * b) operant conditioning
c) counterconditioning d) modeling
Difficulty: Medium
Type: Conceptual
12. When food is presented to a dog, the dog salivates. We would say that the stimulus has
the response.
a) evoked b) emitted c) cued * d) elicited
Difficulty: Medium
Type: Factual
13. In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS consistently follows the US by a few seconds
b) the CS is occasionally paired with the US
* c) the CS consistently precedes the US by a few seconds
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
14. If an organism has been conditioned so that a particular CS elicits a CR, and
then a similar stimulus elicits that CR, the latter is referred to as:
a) Respondent stimulus discrimination
* b) Respondent stimulus generalization
c) Counterconditioning
d) Respondent extinction
Type: Conceptual
8. In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS is occasionally paired with the US
b) the CS follows the US by a few seconds
* c) the CS is always paired with the US
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
9. A new response is conditioned to the conditioned stimulus at the same time that the
former conditioned response is being extinguished. This process is called:
a) respondent extinction b) operant extinction
c) aversion therapy * d) counterconditioning
Difficulty: Easy
Type: Conceptual
10. A conditioned stimulus (e.g., the sound of a bell) is no longer followed by the taste of food.
After several trials, the conditioned response of salivating no longer occurs at the sound of the
bell. This is referred to as ?
a) spontaneous recovery b) respondent conditioning
* c) respondent extinction d) response generalization
Difficulty: Medium
Type: Conceptual
11. When you open the cupboard door to get cat food, your cats come running to the kitchen,
where they are typically fed. This illustrates the effect of:
a) respondent conditioning * b) operant conditioning
c) counterconditioning d) modeling
Difficulty: Medium
Type: Conceptual
12. When food is presented to a dog, the dog salivates. We would say that the stimulus has
the response.
a) evoked b) emitted c) cued * d) elicited
Difficulty: Medium
Type: Factual
13. In Pavlovian conditioning, the CS acquires greater ability to elicit a CR if:
a) the CS consistently follows the US by a few seconds
b) the CS is occasionally paired with the US
* c) the CS consistently precedes the US by a few seconds
d) the CS is occasionally paired with a strong US
Difficulty: Medium
Type: Conceptual
14. If an organism has been conditioned so that a particular CS elicits a CR, and
then a similar stimulus elicits that CR, the latter is referred to as:
a) Respondent stimulus discrimination
* b) Respondent stimulus generalization
c) Counterconditioning
d) Respondent extinction
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Difficulty: Easy
Type: Conceptual
15. The loud barking of a dog causes a child to experience fear. If sight of the dog now elicits
fear, then the sight of the dog is called a , and the fear is called the .
a) US, CR b) CS, UR c) US, UR * d) CS, CR
Difficulty: Medium
Type: Factual
16. Suppose that an adult has a chronic problem with constipation. During treatment, each
morning the adult inserts a suppository, reads the morning paper, and in a few minutes
experiences a bowel movement. After a month of this procedure, the bowel movement occurs
after reading the paper. In this example, the CS is:
* a) reading the paper
b) the bowel movement to the suppository c) the
suppository
d) the bowel movement to reading the paper
Difficulty: Hard
Type: Conceptual
17. For children who suffer from enuresis (chronic bedwetting), the pressure from a full bladder
when the child is asleep is not sufficient to cause the child to awaken. An apparatus is wired to
the child’s bed such that when the child urinates during the night, a tone sounds to awaken the
child. Eventually the child learns to awaken to pressure on the bladder, and can then urinate in
the toilet. In this example, the CR is:
a) awakening to the tone b)
urinating in the bed
c) urinating in the toilet
* d) awakening to pressure on the bladder
Difficulty: Hard
Type: Conceptual
18. In one type of aversion therapy with alcoholics, a drug is added to an alcoholic beverage so
that sipping the beverage causes nausea. Eventually, just the sight and smell of the beverage
causes nausea, which hopefully decreases excessive drinking of alcohol. In this treatment, the
CS is:
a) the drug that causes nausea
b) the nausea that occurs to the smell of the drink
* c) the smell of the drink
d) the nausea that occurs to the drug
Difficulty: Hard
Type: Conceptual
19. Behaviors that are elicited by prior stimuli and are not affected by their consequences are
called:
a) operant behaviors
* b) respondent behaviors
c) unconditioned behaviors
d) conditioned behaviors
Difficulty: Easy
Type: Factual
20. A stimulus-response relationship in which a stimulus automatically elicits a response
Type: Conceptual
15. The loud barking of a dog causes a child to experience fear. If sight of the dog now elicits
fear, then the sight of the dog is called a , and the fear is called the .
a) US, CR b) CS, UR c) US, UR * d) CS, CR
Difficulty: Medium
Type: Factual
16. Suppose that an adult has a chronic problem with constipation. During treatment, each
morning the adult inserts a suppository, reads the morning paper, and in a few minutes
experiences a bowel movement. After a month of this procedure, the bowel movement occurs
after reading the paper. In this example, the CS is:
* a) reading the paper
b) the bowel movement to the suppository c) the
suppository
d) the bowel movement to reading the paper
Difficulty: Hard
Type: Conceptual
17. For children who suffer from enuresis (chronic bedwetting), the pressure from a full bladder
when the child is asleep is not sufficient to cause the child to awaken. An apparatus is wired to
the child’s bed such that when the child urinates during the night, a tone sounds to awaken the
child. Eventually the child learns to awaken to pressure on the bladder, and can then urinate in
the toilet. In this example, the CR is:
a) awakening to the tone b)
urinating in the bed
c) urinating in the toilet
* d) awakening to pressure on the bladder
Difficulty: Hard
Type: Conceptual
18. In one type of aversion therapy with alcoholics, a drug is added to an alcoholic beverage so
that sipping the beverage causes nausea. Eventually, just the sight and smell of the beverage
causes nausea, which hopefully decreases excessive drinking of alcohol. In this treatment, the
CS is:
a) the drug that causes nausea
b) the nausea that occurs to the smell of the drink
* c) the smell of the drink
d) the nausea that occurs to the drug
Difficulty: Hard
Type: Conceptual
19. Behaviors that are elicited by prior stimuli and are not affected by their consequences are
called:
a) operant behaviors
* b) respondent behaviors
c) unconditioned behaviors
d) conditioned behaviors
Difficulty: Easy
Type: Factual
20. A stimulus-response relationship in which a stimulus automatically elicits a response
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apart from any prior learning defines
a) a conditioned reflex
b) operant conditioning
c) respondent conditioning
* d) an unconditioned reflex
Difficulty: Easy
Type: Factual
21. Respondent conditioning will develop more quickly and strongly when:
* a) the CS or US or both are intense rather than weak
b) the CS follows the US by about a half a second, rather than preceding it c)
both the CS and the US are weak rather than intense
d) the CS is paired with the US just once rather than many times
Difficulty: Medium
Type: Conceptual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 22. A conditioned response may be eliminated more effectively if a new response is
conditioned to the conditioned stimulus at the same time that the former conditioned response
is being extinguished.
Difficulty: Hard
Type: Applied
F 23. Behaviors that are controlled by their consequences are called respondent behaviors.
Difficulty: Easy
Type: Factual
F 24. A conditioned stimulus is said to evoke a conditioned response.
Difficulty: Easy
Type: Factual
T 25. A stimulus that elicits a response without prior learning is called an unconditioned
stimulus.
Difficulty: Easy
Type: Factual
F 26. Stronger conditioning occurs if the CS just follows the US by up to a few seconds,
rather than by preceding the US.
Difficulty: Medium
Type: Conceptual
T 27. When several neutral stimuli precede a US, the stimulus that is most consistently
associated with the US is the one most likely to become a strong CS.
Difficulty: Hard
Type: Conceptual
True/False Question on NfFL Section (Note: Correct answer indicated in left margin)
T 28. It is possible to demonstrate that a neutral stimulus like saccharine can be conditioned
to suppress immune system functioning through Pavlovian conditioning procedures.
Difficulty: Hard
Type: Conceptual
a) a conditioned reflex
b) operant conditioning
c) respondent conditioning
* d) an unconditioned reflex
Difficulty: Easy
Type: Factual
21. Respondent conditioning will develop more quickly and strongly when:
* a) the CS or US or both are intense rather than weak
b) the CS follows the US by about a half a second, rather than preceding it c)
both the CS and the US are weak rather than intense
d) the CS is paired with the US just once rather than many times
Difficulty: Medium
Type: Conceptual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 22. A conditioned response may be eliminated more effectively if a new response is
conditioned to the conditioned stimulus at the same time that the former conditioned response
is being extinguished.
Difficulty: Hard
Type: Applied
F 23. Behaviors that are controlled by their consequences are called respondent behaviors.
Difficulty: Easy
Type: Factual
F 24. A conditioned stimulus is said to evoke a conditioned response.
Difficulty: Easy
Type: Factual
T 25. A stimulus that elicits a response without prior learning is called an unconditioned
stimulus.
Difficulty: Easy
Type: Factual
F 26. Stronger conditioning occurs if the CS just follows the US by up to a few seconds,
rather than by preceding the US.
Difficulty: Medium
Type: Conceptual
T 27. When several neutral stimuli precede a US, the stimulus that is most consistently
associated with the US is the one most likely to become a strong CS.
Difficulty: Hard
Type: Conceptual
True/False Question on NfFL Section (Note: Correct answer indicated in left margin)
T 28. It is possible to demonstrate that a neutral stimulus like saccharine can be conditioned
to suppress immune system functioning through Pavlovian conditioning procedures.
Difficulty: Hard
Type: Conceptual
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Chapter 4. Increasing a Behavior with Positive Reinforcement
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. A positive reinforcer is defined as:
a) an event which, when presented immediately following a behavior, causes the behavior to
decrease in frequency
b) an event which is preferred by a subject
c) an event which the subject finds rewarding
* d) an event which, when presented immediately following a behavior, causes the behavior to
increase in frequency
Difficulty: Easy
Type:Conceptual
2. The principle of positive reinforcement states that:
a) if, in a given situation, an individual is given a choice of two or more items, the item
chosen will be the positive reinforcer
* b) if, in a given situation, somebody does something that is immediately followed by a
positive reinforcer, then that person is more likely to do the same thing again
c) if, in a given situation, an individual is positively reinforced, then that individual will
select that situation in future opportunities
d) a reinforcer can be used to strengthen behavior
Difficulty: Easy
Type: Conceptual
3. The best way to determine if something is reinforcing is to:
a) ask the individual what they prefer for a reinforcer
b) watch others perform the same behavior and find out what reinforces them and then use
that with the individual of concern
* c) conduct an experimental test in which you present an item following some behavior on
several trials to see if the frequency of that behavior increases
d) provide a choice situation in which the “something” is presented along with known
reinforcers to see if it will be chosen by the subject instead of the known reinforcers
Difficulty: Hard
Type: Conceptual
4. In training programs in which reinforcers are dispensed frequently, it’s best to use a small
amount of the reinforcer on any one trial in order to:
a) let the client know that there’s more to come
* b) minimize satiation and maximize the number of trials in a training session
c) ensure that the program is cost-effective
d) prevent the client from becoming greedy
Difficulty: Medium
Type: Conceptual
5. developed the principle that states: For any pair of responses, the more
probable one will reinforce the less probable one.
a) Skinner b) Michael
* c) Premack d) Greenspoon
Difficulty: Easy
Type: Factual
6. Unprogrammed reinforcers that occur in the normal course of everyday living are called:
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. A positive reinforcer is defined as:
a) an event which, when presented immediately following a behavior, causes the behavior to
decrease in frequency
b) an event which is preferred by a subject
c) an event which the subject finds rewarding
* d) an event which, when presented immediately following a behavior, causes the behavior to
increase in frequency
Difficulty: Easy
Type:Conceptual
2. The principle of positive reinforcement states that:
a) if, in a given situation, an individual is given a choice of two or more items, the item
chosen will be the positive reinforcer
* b) if, in a given situation, somebody does something that is immediately followed by a
positive reinforcer, then that person is more likely to do the same thing again
c) if, in a given situation, an individual is positively reinforced, then that individual will
select that situation in future opportunities
d) a reinforcer can be used to strengthen behavior
Difficulty: Easy
Type: Conceptual
3. The best way to determine if something is reinforcing is to:
a) ask the individual what they prefer for a reinforcer
b) watch others perform the same behavior and find out what reinforces them and then use
that with the individual of concern
* c) conduct an experimental test in which you present an item following some behavior on
several trials to see if the frequency of that behavior increases
d) provide a choice situation in which the “something” is presented along with known
reinforcers to see if it will be chosen by the subject instead of the known reinforcers
Difficulty: Hard
Type: Conceptual
4. In training programs in which reinforcers are dispensed frequently, it’s best to use a small
amount of the reinforcer on any one trial in order to:
a) let the client know that there’s more to come
* b) minimize satiation and maximize the number of trials in a training session
c) ensure that the program is cost-effective
d) prevent the client from becoming greedy
Difficulty: Medium
Type: Conceptual
5. developed the principle that states: For any pair of responses, the more
probable one will reinforce the less probable one.
a) Skinner b) Michael
* c) Premack d) Greenspoon
Difficulty: Easy
Type: Factual
6. Unprogrammed reinforcers that occur in the normal course of everyday living are called:
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* a) natural reinforcers b) arbitrary reinforcers
c) contrived reinforcers d) rewards
Difficulty: Easy
Type: Factual
7. If a response increases in frequency because of its immediate reinforcing consequences,
this is known as:
* a) the direct-acting effects of positive reinforcement
b) a functional response-reinforcer relationship
c) the indirect-acting effects of positive reinforcement d)
natural reinforcement
Difficulty: Easy
Type: Factual
8. A parent tells a child, “If you pick up the toys in your room, then I’ll take you to buy your
favorite ice cream after dinner.” This is an example of:
a) direct acting reinforcement
b) the Premack principle c) a
natural reinforcer
* d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
9. Which of the following is not one of the reasons for explaining a reinforcement program to
the individual whose behavior is to be reinforced?
a) Instructions may speed up the learning process for individuals who already understand them.
* b) Instructions increase the effects of deprivation for making a reinforcer more effective.
c) Instructions may influence an individual to work for delayed reinforcement.
d) Instructions about reinforcement programs may help to teach individuals (such as
young children) to follow instructions.
Difficulty: Hard
Type: Applied
10. Eating is reinforced by the taste of food. This is an example of:
a) indirect acting reinforcement b) arbitrary reinforcement
* c) natural reinforcement d) the Premack principl
Difficulty: Medium
Type: Conceptual
11. A coach of young hockey players always has a scrimmage at the end of each practice,
something that the players really enjoy. This is an example of:
* a) noncontingent reinforcement b) direct acting reinforcement
c) contingent reinforcement d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
12. Giving a person salty foods, or depriving that person of water are examples of:
a) discriminative stimuli b) unconditioned stimuli
c) direct-acting reinforcers * d) motivating operations
Difficulty: Medium
Type: Conceptual
c) contrived reinforcers d) rewards
Difficulty: Easy
Type: Factual
7. If a response increases in frequency because of its immediate reinforcing consequences,
this is known as:
* a) the direct-acting effects of positive reinforcement
b) a functional response-reinforcer relationship
c) the indirect-acting effects of positive reinforcement d)
natural reinforcement
Difficulty: Easy
Type: Factual
8. A parent tells a child, “If you pick up the toys in your room, then I’ll take you to buy your
favorite ice cream after dinner.” This is an example of:
a) direct acting reinforcement
b) the Premack principle c) a
natural reinforcer
* d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
9. Which of the following is not one of the reasons for explaining a reinforcement program to
the individual whose behavior is to be reinforced?
a) Instructions may speed up the learning process for individuals who already understand them.
* b) Instructions increase the effects of deprivation for making a reinforcer more effective.
c) Instructions may influence an individual to work for delayed reinforcement.
d) Instructions about reinforcement programs may help to teach individuals (such as
young children) to follow instructions.
Difficulty: Hard
Type: Applied
10. Eating is reinforced by the taste of food. This is an example of:
a) indirect acting reinforcement b) arbitrary reinforcement
* c) natural reinforcement d) the Premack principl
Difficulty: Medium
Type: Conceptual
11. A coach of young hockey players always has a scrimmage at the end of each practice,
something that the players really enjoy. This is an example of:
* a) noncontingent reinforcement b) direct acting reinforcement
c) contingent reinforcement d) indirect acting reinforcement
Difficulty: Medium
Type: Conceptual
12. Giving a person salty foods, or depriving that person of water are examples of:
a) discriminative stimuli b) unconditioned stimuli
c) direct-acting reinforcers * d) motivating operations
Difficulty: Medium
Type: Conceptual
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13. Behaviors that operate on the environment to generate consequences, and are in turn
influenced by those consequences, are called:
a) behaviors b) respondent behaviors
c) reflexive behavior * d) operant behaviors
Difficulty: Easy
Type: Factual
14. Strengthening a response by adding an event immediately following that response is
referred to as:
* a) positive reinforcement b) negative reinforcement
c) escape conditioning d) the Premack principle
Difficulty: Easy
Type: Factual
15. Events or conditions that temporarily alter the effectiveness of a reinforcer, and increase
the frequency of behavior reinforced by that reinforcer, are called:
a) positive reinforcers b) direct-acting events
c) indirect-acting events * d) motivating operations
Difficulty: Easy
Type: Factual
16. If a reinforcer is presented at a particular time, irrespective of the preceding behavior, we say
that the reinforcer is:
* a) noncontingent b) contingent
c) direct-acting d) indirect-acting
Difficulty: Easy
Type: Factual
17. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is upon that behavior.
a) noncontingent * b) contingent
c) direct-acting d) indirect-acting
Difficulty: M Easy
Type: Factual
18. When reinforcers are manipulated deliberately in a behavior modification program, we say
that they are reinforcers.
a) direct-acting b) indirect-acting
c) natural * d) programmed
Difficulty: Easy
Type: Factual
19. Behaviors that act on the environment to generate consequences and are in turn
influenced by those consequences, are called behaviors.
* a) operant b) reflexive
c) covert d) overt
Difficulty: Easy
Type: Factual
influenced by those consequences, are called:
a) behaviors b) respondent behaviors
c) reflexive behavior * d) operant behaviors
Difficulty: Easy
Type: Factual
14. Strengthening a response by adding an event immediately following that response is
referred to as:
* a) positive reinforcement b) negative reinforcement
c) escape conditioning d) the Premack principle
Difficulty: Easy
Type: Factual
15. Events or conditions that temporarily alter the effectiveness of a reinforcer, and increase
the frequency of behavior reinforced by that reinforcer, are called:
a) positive reinforcers b) direct-acting events
c) indirect-acting events * d) motivating operations
Difficulty: Easy
Type: Factual
16. If a reinforcer is presented at a particular time, irrespective of the preceding behavior, we say
that the reinforcer is:
* a) noncontingent b) contingent
c) direct-acting d) indirect-acting
Difficulty: Easy
Type: Factual
17. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is upon that behavior.
a) noncontingent * b) contingent
c) direct-acting d) indirect-acting
Difficulty: M Easy
Type: Factual
18. When reinforcers are manipulated deliberately in a behavior modification program, we say
that they are reinforcers.
a) direct-acting b) indirect-acting
c) natural * d) programmed
Difficulty: Easy
Type: Factual
19. Behaviors that act on the environment to generate consequences and are in turn
influenced by those consequences, are called behaviors.
* a) operant b) reflexive
c) covert d) overt
Difficulty: Easy
Type: Factual
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20. The principle of states that there are certain stimuli whose removal
immediately after the occurrence of a response will strengthen that response.
a) positive reinforcement b) non-contingent reinforcement
* c) negative reinforcement d) motivating operations
Difficulty: Easy
Type: Conceptual
21. A behavior that is strengthened because it accidently precedes a reinforcer, even though
it did not actually produce the reinforcer, is called:
a) operant behavior * b) superstitious behavior
c) respondent behavior d) reflexive behavior
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 22. Technically speaking, a stimulus is defined as a reinforcer only by its effects on
behavior.
Difficulty: Easy
Type: Conceptual
F 23. Explaining a reinforcement program to a client is necessary before a reinforcer can be
used to increase the frequency of a particular behavior of that client.
Difficulty: Medium
Type: Conceptual
F 24. Natural reinforcers are those deliberately presented following a particular behavior in a
training program.
Difficulty: Easy
Type: Factual
T 25. The terms positive reinforcement and reinforcement are often used interchangeably.
Difficulty: Easy
Type: Factual
T 26. Consumable, activity, manipulative, possessional, and social are categories of
reinforcers.
Difficulty: Easy
Type: Factual
F 27. Giving a child her favorite candy following a desirable behavior is an example of a
motivating operation.
Difficulty: Medium
Type: Factual
T 28. Food deprivation is a type of motivating operation.
Difficulty: Easy
Type: Factual
immediately after the occurrence of a response will strengthen that response.
a) positive reinforcement b) non-contingent reinforcement
* c) negative reinforcement d) motivating operations
Difficulty: Easy
Type: Conceptual
21. A behavior that is strengthened because it accidently precedes a reinforcer, even though
it did not actually produce the reinforcer, is called:
a) operant behavior * b) superstitious behavior
c) respondent behavior d) reflexive behavior
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
T 22. Technically speaking, a stimulus is defined as a reinforcer only by its effects on
behavior.
Difficulty: Easy
Type: Conceptual
F 23. Explaining a reinforcement program to a client is necessary before a reinforcer can be
used to increase the frequency of a particular behavior of that client.
Difficulty: Medium
Type: Conceptual
F 24. Natural reinforcers are those deliberately presented following a particular behavior in a
training program.
Difficulty: Easy
Type: Factual
T 25. The terms positive reinforcement and reinforcement are often used interchangeably.
Difficulty: Easy
Type: Factual
T 26. Consumable, activity, manipulative, possessional, and social are categories of
reinforcers.
Difficulty: Easy
Type: Factual
F 27. Giving a child her favorite candy following a desirable behavior is an example of a
motivating operation.
Difficulty: Medium
Type: Factual
T 28. Food deprivation is a type of motivating operation.
Difficulty: Easy
Type: Factual
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F 29. The increased frequency of a response because of its immediate reinforcing
consequences is referred to as the indirect-acting effect of reinforcement.
Difficulty: Easy
Type: Conceptual
T 30. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is contingent upon that behavior.
Difficulty: Medium
Type: Conceptual
F 31. Unprogrammed reinforcers that occur in the normal course of everyday living are
called arbitrary reinforcers.
Difficulty: Easy
Type: Factual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
32. Persons with developmental disabilities learn certain discriminations better when the
correct response reveals a reinforcer hidden inside a container, rather than when a
reinforcer is simply handed to the individual for a correct response. Martin and Pear
suggest that such a contingency should be described as:
a) a direct-acting contingency b) an indirect-acting contingency
* c) a reinforcer-discovery contingency d) a response equilibrium contingency
Difficulty: Medium
Type: Conceptual
33. Suppose that a single occurrence of a consequence produces a large change in the behavior
that preceded that consequence. This is a clue that the results are due to:
* a) indirect-acting reinforcement b) direct-acting reinforcement
c) the Premack principle d) response disequilibrium
Difficulty: Hard
Type: Conceptual
34. Suppose that a critical response precedes the reinforcer by more than 30 seconds. This is a
clue that the results are due to:
a) the Premack principle b) direct-acting reinforcement
* c) indirect-acting reinforcement d) response disequilibrium
Difficulty: Hard
Type: Conceptual
True/False Questions on NfFL Section (Note: Correct answer indicated in left margin)
T 35. A behavior change is likely due to indirect acting effects of positive reinforcement if the
behavior that is measured shows some increase in strength prior to the first occurrence of the
consequence.
Difficulty: Medium
Type: Conceptual
T 36. Animals can learn even though they are not able to verbalize an understanding or an
awareness of their behavior.
consequences is referred to as the indirect-acting effect of reinforcement.
Difficulty: Easy
Type: Conceptual
T 30. When a behavior must occur before a reinforcer will be presented, we say that the
reinforcer is contingent upon that behavior.
Difficulty: Medium
Type: Conceptual
F 31. Unprogrammed reinforcers that occur in the normal course of everyday living are
called arbitrary reinforcers.
Difficulty: Easy
Type: Factual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
32. Persons with developmental disabilities learn certain discriminations better when the
correct response reveals a reinforcer hidden inside a container, rather than when a
reinforcer is simply handed to the individual for a correct response. Martin and Pear
suggest that such a contingency should be described as:
a) a direct-acting contingency b) an indirect-acting contingency
* c) a reinforcer-discovery contingency d) a response equilibrium contingency
Difficulty: Medium
Type: Conceptual
33. Suppose that a single occurrence of a consequence produces a large change in the behavior
that preceded that consequence. This is a clue that the results are due to:
* a) indirect-acting reinforcement b) direct-acting reinforcement
c) the Premack principle d) response disequilibrium
Difficulty: Hard
Type: Conceptual
34. Suppose that a critical response precedes the reinforcer by more than 30 seconds. This is a
clue that the results are due to:
a) the Premack principle b) direct-acting reinforcement
* c) indirect-acting reinforcement d) response disequilibrium
Difficulty: Hard
Type: Conceptual
True/False Questions on NfFL Section (Note: Correct answer indicated in left margin)
T 35. A behavior change is likely due to indirect acting effects of positive reinforcement if the
behavior that is measured shows some increase in strength prior to the first occurrence of the
consequence.
Difficulty: Medium
Type: Conceptual
T 36. Animals can learn even though they are not able to verbalize an understanding or an
awareness of their behavior.
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Difficulty: Easy
Type: Factual
Type: Factual
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Chapter 5. Increasing Behavior with Conditioned Reinforcement
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. A stimulus which is not originally reinforcing but which acquires reinforcing power through
association with a stimulus that is reinforcing is called:
* a) a conditioned reinforcer b) a conditioned stimulus
c) a natural reinforcer d) a back-up reinforce
Difficulty: Easy
Type: Conceptual
2. A dollar bill may not be reinforcing for a young child who has had no experience with money.
However, after the dollar bill is paired with a variety of back-up reinforcers while making various
purchases in the store, the dollar bill becomes a powerful reinforcer. This is an example of the
development of a:
a) extrinsic reinforcer * b) generalized conditioned reinforcer
c) simple conditioned reinforcer d) primary reinforce
Difficulty: Medium
Type: Conceptual
3. A reinforcer for which tokens can be exchanged in order to maintain their reinforcing power
is called a(n):
a) secondary reinforcer b) conditioned reinforcer
* c) back-up reinforcer d) primary reinforce
Difficulty: Easy
Type: Factual
4. Stimuli which are reinforcing without prior learning are called:
a) conditioned reinforcers b) back-up reinforcers
c) intrinsic reinforcers * d) primary reinforcers
Difficulty: Easy
Type: Factual
5. For someone who has not eaten for several hours, food would be a reinforcer,
as it is naturally reinforcing in and of itself.
* a) primary b) conditioned
c) back-up d) secondary
Difficulty: Medium
Type: Factual
6. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
known as:
a) adventitious reinforcers * b) tokens
c) back-up reinforcers d) extrinsic reinforcers
Difficulty: Easy
Type: Factual
7. Which of the following is a stimulus that is a conditioned reinforcer (i.e., associated with
more powerful reinforcers) but is not a token?
a) gold stars on an improvement chart b) coupons for food products
* c) the sight of a loved one d) money
Difficulty: Easy
Type: Conceptual
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. A stimulus which is not originally reinforcing but which acquires reinforcing power through
association with a stimulus that is reinforcing is called:
* a) a conditioned reinforcer b) a conditioned stimulus
c) a natural reinforcer d) a back-up reinforce
Difficulty: Easy
Type: Conceptual
2. A dollar bill may not be reinforcing for a young child who has had no experience with money.
However, after the dollar bill is paired with a variety of back-up reinforcers while making various
purchases in the store, the dollar bill becomes a powerful reinforcer. This is an example of the
development of a:
a) extrinsic reinforcer * b) generalized conditioned reinforcer
c) simple conditioned reinforcer d) primary reinforce
Difficulty: Medium
Type: Conceptual
3. A reinforcer for which tokens can be exchanged in order to maintain their reinforcing power
is called a(n):
a) secondary reinforcer b) conditioned reinforcer
* c) back-up reinforcer d) primary reinforce
Difficulty: Easy
Type: Factual
4. Stimuli which are reinforcing without prior learning are called:
a) conditioned reinforcers b) back-up reinforcers
c) intrinsic reinforcers * d) primary reinforcers
Difficulty: Easy
Type: Factual
5. For someone who has not eaten for several hours, food would be a reinforcer,
as it is naturally reinforcing in and of itself.
* a) primary b) conditioned
c) back-up d) secondary
Difficulty: Medium
Type: Factual
6. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
known as:
a) adventitious reinforcers * b) tokens
c) back-up reinforcers d) extrinsic reinforcers
Difficulty: Easy
Type: Factual
7. Which of the following is a stimulus that is a conditioned reinforcer (i.e., associated with
more powerful reinforcers) but is not a token?
a) gold stars on an improvement chart b) coupons for food products
* c) the sight of a loved one d) money
Difficulty: Easy
Type: Conceptual
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8. In a behavior modification token system, tokens can be exchanged for more powerful
reinforcers called:
a) extrinsic reinforcers b) primary reinforcers
c) intrinsic reinforcers * d) back-up reinforcers
Difficulty: Easy
Type: Conceptual
9. A stimulus which is not originally punishing but which acquires punishing power through
association with a stimulus that is punishing is called a(n):
* a) conditioned punisher b) warning stimulus
c) unconditioned punisher d) conditioned stimulus
Difficulty: Easy
Type: Conceptual
10. A reinforcer that is based on a number of different back-up reinforcers is called a(n):
a) natural reinforcer * b) generalized reinforcer
c) intrinsic reinforcer d) extrinsic reinforce
Difficulty: Easy
Type: Factual
11. At the end of a poker game, poker chips that you have obtained can be exchanged for
money. In this case, money can best be described as a(n):
* a) back-up reinforcer b) unconditioned reinforcer
c) natural reinforcer d) conditioned reinforce
Difficulty: Medium
Type: Factual
12. In Erin’s program, the time on Facebook or YouTube are examples of:
a) tokens * b) back-up reinforcers
c) unconditioned reinforcers d) intrinsic reinforcers
Difficulty: Medium
Type: Factual
13. Which of the following is most likely to be a primary reinforcer?
a) a toy b) money * c) a candy bar d) poker chips
Difficulty: Easy
Type: Factual
14. Which of the following is a conditioned reinforcer?
a) a drink of water b) a candy bar c) warmth from a fireplace *d) money
Difficulty: Easy
Type: Factual
15. Praise is best referred to as a(n):
a) natural reinforcer * b) generalized reinforcer
c) intrinsic reinforcer d) back-up reinforce
Difficulty: Easy
Type: Factual
16. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
called:
a) backup reinforcers * b) tokens
reinforcers called:
a) extrinsic reinforcers b) primary reinforcers
c) intrinsic reinforcers * d) back-up reinforcers
Difficulty: Easy
Type: Conceptual
9. A stimulus which is not originally punishing but which acquires punishing power through
association with a stimulus that is punishing is called a(n):
* a) conditioned punisher b) warning stimulus
c) unconditioned punisher d) conditioned stimulus
Difficulty: Easy
Type: Conceptual
10. A reinforcer that is based on a number of different back-up reinforcers is called a(n):
a) natural reinforcer * b) generalized reinforcer
c) intrinsic reinforcer d) extrinsic reinforce
Difficulty: Easy
Type: Factual
11. At the end of a poker game, poker chips that you have obtained can be exchanged for
money. In this case, money can best be described as a(n):
* a) back-up reinforcer b) unconditioned reinforcer
c) natural reinforcer d) conditioned reinforce
Difficulty: Medium
Type: Factual
12. In Erin’s program, the time on Facebook or YouTube are examples of:
a) tokens * b) back-up reinforcers
c) unconditioned reinforcers d) intrinsic reinforcers
Difficulty: Medium
Type: Factual
13. Which of the following is most likely to be a primary reinforcer?
a) a toy b) money * c) a candy bar d) poker chips
Difficulty: Easy
Type: Factual
14. Which of the following is a conditioned reinforcer?
a) a drink of water b) a candy bar c) warmth from a fireplace *d) money
Difficulty: Easy
Type: Factual
15. Praise is best referred to as a(n):
a) natural reinforcer * b) generalized reinforcer
c) intrinsic reinforcer d) back-up reinforce
Difficulty: Easy
Type: Factual
16. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers are
called:
a) backup reinforcers * b) tokens
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c) natural reinforcers d) intrinsic reinforcers
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
F 17. Back-up reinforcers are stimuli that are naturally reinforcing in and of themselves,
such as food for someone who has not eaten for several hours.
Difficulty: Medium
Type: Conceptual
F 18. A primary reinforcer is a reinforcer that is based on a number of different back-up
reinforcers.
Difficulty: Easy
Type: Conceptual
T 19. A conditioned reinforcer that is a generalized reinforcer is more effective than one that
is not.
Difficulty: Easy
Type: Conceptual
T 20. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers
are called tokens.
Difficulty: Easy
Type: Factual
T 21. A stimulus that is paired with punishment becomes a conditioned punisher.
Difficulty: Easy
Type: Conceptual
True/False Questions on NfFL Section (Note: Correct answer indicated in left margin)
T 22. Automatic conditioned reinforcement enables us to explain why babies babble a great
deal, even when no adults are around.
Difficulty: Easy
Type: Conceptual
F 23. Research shows that, although the smell and taste that occurs while smoking
cigarettes are paired with the reinforcing effects of nicotine in the bloodstream, the smell and
taste of cigarettes do not become conditioned reinforcers for regular smokers.
Difficulty: Medium
Type: Conceptual
Difficulty: Easy
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
F 17. Back-up reinforcers are stimuli that are naturally reinforcing in and of themselves,
such as food for someone who has not eaten for several hours.
Difficulty: Medium
Type: Conceptual
F 18. A primary reinforcer is a reinforcer that is based on a number of different back-up
reinforcers.
Difficulty: Easy
Type: Conceptual
T 19. A conditioned reinforcer that is a generalized reinforcer is more effective than one that
is not.
Difficulty: Easy
Type: Conceptual
T 20. Conditioned reinforcers that can be accumulated and exchanged for other reinforcers
are called tokens.
Difficulty: Easy
Type: Factual
T 21. A stimulus that is paired with punishment becomes a conditioned punisher.
Difficulty: Easy
Type: Conceptual
True/False Questions on NfFL Section (Note: Correct answer indicated in left margin)
T 22. Automatic conditioned reinforcement enables us to explain why babies babble a great
deal, even when no adults are around.
Difficulty: Easy
Type: Conceptual
F 23. Research shows that, although the smell and taste that occurs while smoking
cigarettes are paired with the reinforcing effects of nicotine in the bloodstream, the smell and
taste of cigarettes do not become conditioned reinforcers for regular smokers.
Difficulty: Medium
Type: Conceptual
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Chapter 6. Decreasing a Behavior with Extinction
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. If, in a given situation, an individual emits a previously reinforced response that is not
followed by the usual reinforcing consequence, then that person:
* a) is less likely to do the same thing again in that situation
b) will stop emitting that behavior immediately in that situation
c) is more likely to do the same thing again in that situation d)
will become very aggressive in that situation
Difficulty: Medium
Type: Conceptual
2. When observing an undesirable behavior prior to introducing an extinction program, you
would take into account:
* a) events that may be reinforcing the behavior
b) ways to minimize the number of trials for the extinction program
c) punishers that may be used to decrease the behavior that is to be extinguished
d) how to implement the program without the client’s knowledge
Difficulty: Easy
Type: Conceptual
3. An extinction program may fail because:
a) spontaneous recovery did not occur
* b) a desirable alternative behavior was not appropriately strengthened
c) instructions were not given to the client prior to the program
d) prior to the extinction program, the behavior was on a continuous rather than an
intermittent schedule of reinforcement
Difficulty: Hard
Type: Conceptual
4. The reappearance of an extinguished behavior following a rest is called:
a) intermittent reinforcement b) an extinction burst
* c) spontaneous recovery d) indirect reinforcement
Difficulty: Easy
Type: Factual
5. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
* b) minimize the influence of alternative reinforcers on the undesirable behavior
c) put the undesirable behavior on intermittent reinforcement before introducing
extinction
d) minimize spontaneous recovery
Difficulty: Medium
Type: Conceptual
6. Which of the following is not a potential problem of an extinction program?
a) The behavior may get worse before it gets better.
b) The program may produce aggression by the person whose behavior is being
extinguished.
c) Spontaneous recovery may occur.
* d) Other reinforced behaviors will also decrease in frequency.
Difficulty: Hard
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. If, in a given situation, an individual emits a previously reinforced response that is not
followed by the usual reinforcing consequence, then that person:
* a) is less likely to do the same thing again in that situation
b) will stop emitting that behavior immediately in that situation
c) is more likely to do the same thing again in that situation d)
will become very aggressive in that situation
Difficulty: Medium
Type: Conceptual
2. When observing an undesirable behavior prior to introducing an extinction program, you
would take into account:
* a) events that may be reinforcing the behavior
b) ways to minimize the number of trials for the extinction program
c) punishers that may be used to decrease the behavior that is to be extinguished
d) how to implement the program without the client’s knowledge
Difficulty: Easy
Type: Conceptual
3. An extinction program may fail because:
a) spontaneous recovery did not occur
* b) a desirable alternative behavior was not appropriately strengthened
c) instructions were not given to the client prior to the program
d) prior to the extinction program, the behavior was on a continuous rather than an
intermittent schedule of reinforcement
Difficulty: Hard
Type: Conceptual
4. The reappearance of an extinguished behavior following a rest is called:
a) intermittent reinforcement b) an extinction burst
* c) spontaneous recovery d) indirect reinforcement
Difficulty: Easy
Type: Factual
5. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
* b) minimize the influence of alternative reinforcers on the undesirable behavior
c) put the undesirable behavior on intermittent reinforcement before introducing
extinction
d) minimize spontaneous recovery
Difficulty: Medium
Type: Conceptual
6. Which of the following is not a potential problem of an extinction program?
a) The behavior may get worse before it gets better.
b) The program may produce aggression by the person whose behavior is being
extinguished.
c) Spontaneous recovery may occur.
* d) Other reinforced behaviors will also decrease in frequency.
Difficulty: Hard
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Type: Applied
7. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
b) put the undesirable behavior on intermittent reinforcement before introducing
extinction
* c) maximize the chances of the behavior modifier persisting with the program
d) minimize spontaneous recovery
Difficulty: Medium
Type: Applied
8. A behavior is likely to extinguish very slowly if:
* a) that behavior was reinforced intermittently prior to the extinction program
b) that behavior was reinforced continuously prior to the extinction program c) an
alternative desirable behavior is reinforced
d) there is no aggression as a side-effect
Difficulty: Medium
Type: Applied
9. If you tell someone to stop eating candies, and the person stops, that is an example of:
a) extinction b) the Premack principle
* c) instructional control over behavior d) indirect-acting reinforcement
Difficulty: Medium
Type: Factual
10. If a parent ignores the behavior of a child, that is an example of extinction if:
a) the child listens to the parent * b) the parent’s attention was reinforcing the
child’s behavior
c) the child is obedient d) the child’s behavior was annoying to the
parent
Difficulty: Medium
Type: Factual
11. Behavior that extinguishes slowly is said to be:
a) reinforced intermittently b) showing spontaneous recovery
* c) resistant to extinction d) exhibiting extinction bursts
Difficulty: Easy
Type: Factual
12. An increase in responding during extinction is commonly referred to as:
* a) an extinction burst b) spontaneous recovery
c) an establishing operation d) a pitfall of extinction
Difficulty: Easy
Type: Factual
13. Extinction and forgetting are similar in that both involve:
a) weakening a behavior as a function of that behavior being emitted without being
reinforced
b) weakening a behavior as a function of time following that behavior
c) weakening a behavior as a function of intermittent reinforcement
* d) weakening of behavior
7. It is important to consider the setting in which extinction will be carried out in order to:
a) capitalize on use of instructions
b) put the undesirable behavior on intermittent reinforcement before introducing
extinction
* c) maximize the chances of the behavior modifier persisting with the program
d) minimize spontaneous recovery
Difficulty: Medium
Type: Applied
8. A behavior is likely to extinguish very slowly if:
* a) that behavior was reinforced intermittently prior to the extinction program
b) that behavior was reinforced continuously prior to the extinction program c) an
alternative desirable behavior is reinforced
d) there is no aggression as a side-effect
Difficulty: Medium
Type: Applied
9. If you tell someone to stop eating candies, and the person stops, that is an example of:
a) extinction b) the Premack principle
* c) instructional control over behavior d) indirect-acting reinforcement
Difficulty: Medium
Type: Factual
10. If a parent ignores the behavior of a child, that is an example of extinction if:
a) the child listens to the parent * b) the parent’s attention was reinforcing the
child’s behavior
c) the child is obedient d) the child’s behavior was annoying to the
parent
Difficulty: Medium
Type: Factual
11. Behavior that extinguishes slowly is said to be:
a) reinforced intermittently b) showing spontaneous recovery
* c) resistant to extinction d) exhibiting extinction bursts
Difficulty: Easy
Type: Factual
12. An increase in responding during extinction is commonly referred to as:
* a) an extinction burst b) spontaneous recovery
c) an establishing operation d) a pitfall of extinction
Difficulty: Easy
Type: Factual
13. Extinction and forgetting are similar in that both involve:
a) weakening a behavior as a function of that behavior being emitted without being
reinforced
b) weakening a behavior as a function of time following that behavior
c) weakening a behavior as a function of intermittent reinforcement
* d) weakening of behavior
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Difficulty: Medium
Type: Conceptual
14. Suppose that, following instances of a child swearing, the parents said to the child, “You
have just lost 25 cents of your weekly allowance.” This is an example of:
a) extinction c) reprimand punishment
b) forgetting * d) response cost punishment
Difficulty: Medium
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
F 15. An example of extinction is when you tell someone to stop smoking cigarettes, and the
person stops.
Difficulty: Medium
Type: Factual
T 16. A possible reason for the failure of an extinction program is that the undesirable
behavior is receiving reinforcement from another source.
Difficulty: Medium
Type: Factual
F 17. Ignoring the behavior of a person is always an example of extinction.
Difficulty: Easy
Type: Factual
T 18. Extinction may be quicker after continuous reinforcement than after intermittent
reinforcement.
Difficulty: Medium
Type: Factual
T 19. If a behavior is not reinforced at least once in a while, it will gradually extinguish.
Difficulty: Medium
Type: Factual
F 20. Research has shown that extinction can be successfully applied in any setting.
Difficulty: Easy
Type: Conceptual
F 21. Behavior that has been reinforced on a continuous reinforcement schedule is more
persistent during extinction than behavior that has been reinforced on an intermittent
reinforcement schedule.
Difficulty: Medium
Type: Conceptual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
22. Unauthorized reinforcement provided for a behavior being subjected to an extinction
program is the definition of:
a) continuous reinforcement b) functional reinforcement
* c) bootleg reinforcement d) intrinsic reinforcement
Type: Conceptual
14. Suppose that, following instances of a child swearing, the parents said to the child, “You
have just lost 25 cents of your weekly allowance.” This is an example of:
a) extinction c) reprimand punishment
b) forgetting * d) response cost punishment
Difficulty: Medium
Type: Factual
True/False Questions on Main Text (Note: Correct answer indicated in left margin)
F 15. An example of extinction is when you tell someone to stop smoking cigarettes, and the
person stops.
Difficulty: Medium
Type: Factual
T 16. A possible reason for the failure of an extinction program is that the undesirable
behavior is receiving reinforcement from another source.
Difficulty: Medium
Type: Factual
F 17. Ignoring the behavior of a person is always an example of extinction.
Difficulty: Easy
Type: Factual
T 18. Extinction may be quicker after continuous reinforcement than after intermittent
reinforcement.
Difficulty: Medium
Type: Factual
T 19. If a behavior is not reinforced at least once in a while, it will gradually extinguish.
Difficulty: Medium
Type: Factual
F 20. Research has shown that extinction can be successfully applied in any setting.
Difficulty: Easy
Type: Conceptual
F 21. Behavior that has been reinforced on a continuous reinforcement schedule is more
persistent during extinction than behavior that has been reinforced on an intermittent
reinforcement schedule.
Difficulty: Medium
Type: Conceptual
Multiple Choice Questions on NfFL Section (Note: * indicates the correct answer)
22. Unauthorized reinforcement provided for a behavior being subjected to an extinction
program is the definition of:
a) continuous reinforcement b) functional reinforcement
* c) bootleg reinforcement d) intrinsic reinforcement
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Difficulty: Easy
Type: Factual
23. After Susie appeared to display frequent tantrums that usually led to adult attention, the
treatment program involved giving Susie adult attention once every 30 seconds regardless of
Susie’s behavior. This treatment program would be referred to as:
a) Intermittent reinforcement
b) Extinction
* c) Noncontingent reinforcement
d) Bootleg reinforcement
Difficulty: Hard
Type: Applied
Type: Factual
23. After Susie appeared to display frequent tantrums that usually led to adult attention, the
treatment program involved giving Susie adult attention once every 30 seconds regardless of
Susie’s behavior. This treatment program would be referred to as:
a) Intermittent reinforcement
b) Extinction
* c) Noncontingent reinforcement
d) Bootleg reinforcement
Difficulty: Hard
Type: Applied
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Chapter 7. Getting a New Behavior to Occur With Shaping
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. Shaping is referred to as the method of:
a) intermittent reinforcement * b) successive approximations
c) contingency adjustment d) self-instruction
Difficulty: Easy
Type: Factual
2. The form or spatial configuration of a behavior is referred to as:
a) latency of behavior b) amount of behavior
c) frequency of behavior * d) topography of behavior
Difficulty: Easy
Type: Factual
3. The procedure used for developing a new behavior by successively reinforcing closer
approximations and extinguishing preceding approximations to achieve a final desired
behavior is called:
a) intermittent reinforcement * b) shaping
c) fading d) discrimination training
Difficulty: Easy
Type: Applied
4. Shaping is a procedure that involves two basic principles, namely:
a) intermittent reinforcement and extinction
b) continuous reinforcement and instructions
* c) positive reinforcement and extinction
d) reinforcer sampling and Premack principle
Difficulty: Easy
Type: Conceptual
5. A guideline for effective application of shaping is to:
* a) never move to a new approximation until the student has mastered the previous
approximation
b) overtrain at each approximation to ensure mastery
c) reinforce each approximation about 4 times before moving on to the next
approximation
d) make each approximation somewhat difficult to avoid boredom
Difficulty: Medium
Type: Conceptual
6. Which of the following is not one of the three stages of a shaping program?
a) specify the final desired behavior
b) identify a starting response to work toward the final desired behavior
* c) extinguish behaviors that interfere with the shaping program
d) reinforce the starting response, and then closer and closer approximations to the final
desired behavior
Difficulty: Easy
Type: Conceptual
7. A child is reinforced for saying “wa-wa,” then “watah,” and finally, “water.” In this example,
has been shaped.
Multiple Choice Questions on Main Text (Note: * indicates the correct answer)
1. Shaping is referred to as the method of:
a) intermittent reinforcement * b) successive approximations
c) contingency adjustment d) self-instruction
Difficulty: Easy
Type: Factual
2. The form or spatial configuration of a behavior is referred to as:
a) latency of behavior b) amount of behavior
c) frequency of behavior * d) topography of behavior
Difficulty: Easy
Type: Factual
3. The procedure used for developing a new behavior by successively reinforcing closer
approximations and extinguishing preceding approximations to achieve a final desired
behavior is called:
a) intermittent reinforcement * b) shaping
c) fading d) discrimination training
Difficulty: Easy
Type: Applied
4. Shaping is a procedure that involves two basic principles, namely:
a) intermittent reinforcement and extinction
b) continuous reinforcement and instructions
* c) positive reinforcement and extinction
d) reinforcer sampling and Premack principle
Difficulty: Easy
Type: Conceptual
5. A guideline for effective application of shaping is to:
* a) never move to a new approximation until the student has mastered the previous
approximation
b) overtrain at each approximation to ensure mastery
c) reinforce each approximation about 4 times before moving on to the next
approximation
d) make each approximation somewhat difficult to avoid boredom
Difficulty: Medium
Type: Conceptual
6. Which of the following is not one of the three stages of a shaping program?
a) specify the final desired behavior
b) identify a starting response to work toward the final desired behavior
* c) extinguish behaviors that interfere with the shaping program
d) reinforce the starting response, and then closer and closer approximations to the final
desired behavior
Difficulty: Easy
Type: Conceptual
7. A child is reinforced for saying “wa-wa,” then “watah,” and finally, “water.” In this example,
has been shaped.
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Subject
Psychology