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Describe the peak-shift effect and its determinants.

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The extent to which an organism learns about a stimulus depends on how easily other stimuli in the environment can become conditioned. This phenomenon is called


A) stimulus generalization.
B) discrimination.
C) sensitization.
D) overshadowing.

E) All of the above
F) A) and B)

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In a stimulus discrimination procedure, subjects are


A) repeatedly exposed to a single stimulus as a cue for the availability of a reinforcer.
B) exposed once to a single stimulus as a cue for the availability of a reinforcer.
C) exposed to at least two stimuli, only one of which is a cue for the availability of a reinforcer.
D) exposed to at least two stimuli, all of which signal the availability of a reinforcer.

E) A) and D)
F) B) and C)

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Assume you would like your therapeutic treatments to generalize to outside settings. Which of the following would you not do?


A) Conduct sessions in your office so the client comes to associate the cues of the office with preparing for treatment.
B) Use numerous exemplars during training.
C) Make the treatment procedure indiscriminable or incidental to other activities.
D) Make the treatment situation as similar as possible to the natural environment of the client.

E) A) and B)
F) C) and D)

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A colorblind dog is trained to press a lever in the presence of a 590 nm wavelength colored light. The stimulus generalization gradient when the dog is tested in the presence of other colors will


A) be flat.
B) rise steeply just before the 590 nm mark, then drop shortly after.
C) gradually rise and fall, with a peak at 590 nm.
D) rise to a high at 590 nm and remain there.

E) A) and B)
F) C) and D)

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

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An animal demonstrates stimulus generalization when it


A) responds in a similar fashion to repeated presentations of the same stimulus.
B) responds in a different fashion to repeated presentations of the same stimulus.
C) responds in a similar fashion to two or more stimuli.
D) responds in a different fashion to two or more stimuli.

E) A) and B)
F) A) and C)

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

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

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Spence's theory suggests that the peak shift phenomenon will only occur when


A) the excitatory and inhibitory generalization gradients overlap.
B) the excitatory and inhibitory generalization gradients do not overlap.
C) the inhibitory generalization gradient shifts towards the S+.
D) the excitatory generalization gradient shifts away from the S-.

E) A) and C)
F) None of the above

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


A) 400 nm light.
B) 490 nm light.
C) 500 nm light.
D) 505 nm light.

E) All of the above
F) A) and C)

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When the S+ and S- differ only in terms of one stimulus feature, the training procedure is called


A) intradimensional discrimination.
B) interdimensional discrimination.
C) extradimensional discrimination.
D) hypodimensional discrimination.

E) B) and D)
F) All of the above

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Suppose you want your goldfish to swim to the top of the tank only when you shine a red light, and no other color, into the water. Assuming the fish can see most colors, to condition the fish you should


A) train it only with the red light.
B) use red, blue, and yellow lights, and only reward the fish for swimming to the surface when the red light is used.
C) use red, orange, and purple lights, and only reward the fish for swimming to the surface when the red light is used.
D) withhold training until the testing phase.

E) A) and D)
F) A) and B)

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According to Spence's theory of discrimination learning, discrimination training results in


A) only the development of an excitatory generalization gradient around the S+.
B) the development of an excitatory generalization gradient around the S+, but an inhibitory generalization gradient around the S-.
C) the development of an excitatory generalization gradient around both the S+ and S-.
D) only the development of an excitatory generalization gradient around the S-.

E) C) and D)
F) B) and C)

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Dogs are trained with a red-light S+ and a yellow-light S- in context 1. Then, in context 2, the same dogs receive training with a yellow-light S+ and a red-light S-. Assuming they receive the same number of reinforcers in each context during training, what will be the role of the contexts in the subsequent test trials in each context?


A) The contexts will be associated with different S+\S- contingencies.
B) The contexts will not appear to control behavior because the reinforcers delivered in each context were the same.
C) Context 1 will cause a peak shift of the performance in context 2 because excitatory training occurred there first.
D) Context 2 will cause a peak shift of the performance in context 1 because of recency effects.

E) B) and D)
F) None of the above

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After eating a foot-long spicy chili dog at the homecoming game, your friend becomes violently ill. Now he cannot stand to eat chili, but still loves hot dogs. His ability to eat hot dogs was likely spared because of


A) discrimination training.
B) stimulus generalization.
C) overshadowing.
D) contextual conditioning.

E) A) and D)
F) B) and D)

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Modulator effects require that an organism treat the stimulus compound as independent cues. To ensure that this occurs, researchers present the stimuli


A) on independent trials.
B) one after the other in a given trial.
C) in a mixed order across trials.
D) as a facilitated compound.

E) All of the above
F) A) and B)

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

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A steep stimulus generalization gradient indicates that


A) the stimulus being varied has little stimulus control.
B) the subjects are demonstrating stimulus generalization.
C) the instrumental behavior is under the control of the stimulus feature being varied.
D) further testing is needed to determine if stimulus differentiation has occurred.

E) B) and C)
F) B) and D)

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In driving school, you are reinforced for driving into an intersection when the light is green, but not reinforced when the light is red. This is an example of


A) a stimulus discrimination procedure.
B) a stimulus generalization procedure.
C) the peak-shift phenomenon.
D) the configural-cue approach.

E) B) and C)
F) A) and D)

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