Learning Formative Assessment Packet Page 1

AP Psychology Learning
Formative Assessment Packet

*Reminder: Some content may be out of order.

Using the index may help you locate the
information in a different area of the text.

Name ________________________________

_______________/161 points
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Module 26 – How We Learn Classical Conditioning (19 points)

Ask Yourself (4 points):

 Can you remember some example from your childhood of learning through classical conditioning—perhaps salivating
at the sound or smell or smell of some delicious food cooking in our family kitchen? Can you remember an example of
operant condition, when you repeated (or decided not to repeat) a behavior because you like (or hated) its
consequences? Can you recall watching someone else perform some act and later repeating or avoiding that act?

 Do Pavlov’s experiments, showing that dogs learned to anticipate meat powder, surprise you? Why or why not?

 Psychologist Michael Tirrell recalled coming to associate his girlfriend’s onion breath with arousal. Can you remember
ever experiencing something that would normally be neutral (or even unpleasant) that came to mean something special?

 How have your emotions or behaviors been classically conditioned?

Test Yourself (6 points):

 Why are habits, such as having something sweet with that cup of coffee, so hard to break? (Hint: Think about learned
associations.)

 As we develop, we learn cues that lead us to expect and prepare for good and bad events. We learn to repeat behaviors
that bring rewards. And we watch others and learn. What do psychologists call these three types of learning?
 An experimenter sounds a tone just before delivering an air puff that causes your eye to blink. After several repetitions,
you blink to the tone alone. What is the NS? The US? The UR? The CS? The CR?

 If the aroma of a baking cake sets your mouth to watering, what is the US? The CS? The CR?
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 The first step of classical conditioning, when an NS becomes a CS, is called ____________________. When a US no
longer follows the CS, and the CR becomes weakened, this is called ____________________.

 In horror movies, sexually arousing images of women are sometimes paired with violence against women. Based on
classical conditioning principles, what might be an effect of this pairing?

Multiple Choice (6 points):

1. _____ Which of the following is the best example of learning?

a. A dog salivates when food is placed in its mouth.
b. A honeybee stings when the hive is threatened.
c. A child cries when his brother hits him.
d. A child feels ill after drinking sour milk.
e. A child flinches when he sees lightning because he is afraid of thunder.

2. _____ A family uses the microwave to prepare their cat’s food. The cat comes running into the room when the microwave
timer sounds, but not when it hears the oven timer. The cat is demonstrating the concept of
a. generalization.
b. discrimination.
c. spontaneous recovery.
d. extinction.
e. habituation.

3. _____ In classical conditioning, a person learns to anticipate events by

a. associating a response with its consequence.
b. avoiding spontaneous recovery.
c. using operant behaviors.
d. associating two stimuli.
e. employing cognitive learning.

4. _____ In classical conditioning, the conditioned stimulus

a. naturally triggers a response.
b. is a naturally occurring response.
c. is initially neutral, and then comes to trigger a response.
d. prompts spontaneous recovery.
e. is a reward offered for completing a behavior.
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5. _____ Students are accustomed to a bell ringing to indicate the end of a class period. The principal decides to substitute
popular music for the bell to indicate the end of each class period. Students quickly respond to the music in the same way they
did to the bell. In this example, the music is a(n)
a. conditioned response.
b. conditioned stimulus.
c. unconditioned response.
d. unconditioned stimulus.
e. habituated response.

6. _____ Students in a school are accustomed to moving to the next class when music plays. After a period of time, the principal
replaces the music with a bell to signal the end of class. If one days he plays the music by mistake and the students leave class,
which of the following is being shown?

a. acquisition
b. generalization
c. habituation
d. spontaneous recovery
e. operant conditioning

Practice FRQ (3 points):

A researcher paired the sound of a whistle with a puff of air to the eye to classically condition Ashley to blink when the whistle
alone was sounded. Explain how the researcher could demonstrate the following:

 Generalization

 Extinction

 Spontaneous recovery
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Formative Assessment – Classical Conditioning Phenomena (10 points)

Directions: Read each of the following statements and determine to which of the following terms each statement refers.

Stimulus generalization Stimulus discrimination

Acquisition Extinction Spontaneous recovery

1. ____________________ After Little Albert learned to fear a white mouse he also started demonstrating a fear reaction when
he saw other white objects such as a white rabbit or a man with a white beard.

2. ____________________ Dalton experiences an intense thrill whenever he buys a new outfit. After awhile just arriving at
the mall makes him feel excited. Eventually, however Dalton only feels excitement when enters Banana Republic, but not any
other clothing store.

3. ____________________ Coretta is conditioning her dog Buttons to salivate to the theme song for the television show The
Big Bang Theory by playing that song just before feeding Buttons a treat. Coretta makes sure she plays the song every time just
before she gives her dog a treat hoping he will learn to make an association between the two events.

4. ____________________ Playing soccer is thrilling to Thurston and it causes his heart to race. After playing many games on
his school soccer field he finds that just visiting the field makes his heart race a bit. After he graduates Thurston visits the field
several times but finds that the field no longer makes his heart race.

5. ____________________ Five years after graduating Thurston returns to visit his school and takes a walk out onto the soccer
field. To his surprise he finds his heart starts to race a bit. Which classical conditioning phenomenon is described in this
example?

6. ____________________ An aggressive duck at the park startled three-year-old Jill one day, and now she experiences fear
whenever she sees ducks. Her parents are concerned because lately Jill has been exhibiting fear reactions to all types of birds,
even Big Bird.

7. ____________________ Zoey has always experienced anxiety when taking tests and finds herself shaking even if the
teacher simply mentions the word ‘test’. Interestingly if the teacher mentions that the class will be taking a quiz, she does not
feel shaky.

8. ____________________ Nikki got sick after eating chicken noodle soup and as a consequence feels queasy just looking at
chicken noodle soup. However, she has also found that she also feels queasy when looking at any other type soup.

9. ____________________ Pavlov trained his dogs to salivate to the sound of a tuning fork, but after numerous presentations
of the tuning fork that were not followed by meat powder, the dog stopped salivating to the tuning fork.

10. ____________________ Whenever Monica’s roommate sprayed perfume it caused Monica to sneeze, eventually just
looking at her roommate’s perfume on the sink made her sneeze. Then for a few weeks her roommate stopped wearing perfume
and eventually the sight of the perfume bottle no longer made Monica sneeze. Her roommate went away for several weeks and
took her perfume with her, but when her roommate returned and unpacked her perfume, Monica sneezed.
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Module 27 – Operant Conditioning (14 points)

Ask Yourself (3 points):

 Consider what you have learned so far about these two types of associative learning. Why does operant conditioning
help teach a child good manners?

 In your everyday life, what type of reinforcement schedule do you respond to most strongly?

 Have you witnessed punishment that was effective? That was ineffective? Do you understand why there was a
difference?

Test Yourself (3 points):

 With classical conditioning, we learn associations between events we ____________________ (do/do not) control.
With operant conditioning, we learn associations between our behavior and ____________________
(resulting/random) events.

 People who send spam e-mail are reinforced by which schedule? Home bakers checking the oven to see if the cookies
are done on which schedule? Sandwich shops that offer a free sandwich after every 10 sandwiches purchased are using
which reinforcement schedule?
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 Fill in the three blanks with one of the following terms: positive reinforcement (PR), negative reinforcement (NR),
positive punishment (PP, and negative punishment (NP). We have provided the first answer (PR) for you.

Type of Stimulus Give It Take It Away

Desired (for example, a teen’s use

1. PR 2.
of the car):

Undesired/aversive (for example,

3. 4.
an insult)

Multiple Choice (5 points):

1. _____ The purpose of reinforcement is to

a. cause a behavior to stop.
b. cause a behavior to diminish.
c. cause a behavior to continue.
d. strengthen the spontaneous recovery process.
e. cause a behavior to occur for only a limited amount of time.

2. _____ Which of the following best describes negative reinforcement?

a. John stops shooting bad free-throws because his coach benches him when he does.
b. Brian studies hard because it earns him “A” grades in math.
c. Lillian used to walk to school but does not do so anymore because she was attacked by a dog last month.
d. Charles smokes because his anxiety is reduced when he does so.
e. Osel wears his seat belt because his driving teacher cited accident statistics in class.

3. _____ Thorndike’s principle that behaviors followed by favorable consequences become more likely to be repeated is:
a. Law of effect
b. Operant conditioning
c. Shaping
d. Respondent behavior
e. Discrimination

4. _____ All of the following are examples of primary reinforcers except a

a. rat’s food reward in a Skinner box.
b. cold drink on a hot day.
c. high score on an exam for which a student studied diligently.
d. hug from a loved one.
e. large meal following an extended time without food.
5. _____ Shea bought 10 tickets for the raffle for free homecoming entry, but she did not win. Months later she also buys 10
tickets for the senior prom raffle, hoping this will be the time she wins. Which schedule of reinforcement is best used to explain
this scenario?
a. Fixed-ratio
b. Variable-ratio
c. Fixed-interval
d. Variable-interval
e. Continuous
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Practice FRQ (3 points):

Your calculus teacher wants her students to be more diligent in completing their homework and since you are taking AP
Psychology, she has asked for your help. Give an example of how she could use each of the following to help her increase
homework completion:

 Shaping

 Negative reinforcement

 Fixed-interval schedule of reinforcement

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 Schedules of Reinforcement (15 points)

Directions: Determine to which schedule of reinforcement the following examples refers:

(FI) Fixed-Interval Schedule (FR) Fixed-Ratio Schedule

(VI) Variable-Interval Schedule (VR) Variable-Ratio Schedule

1. ______ Each day after completing 1 hour of the treadmill, Susan allows herself a break to relax and sit down.

2.______ A dog begs for food as the family sits down to the dinner table; sometimes he gets a scrap of something.

3.______ Peter e-mails his girlfriend multiple times per night, occasionally she will e-mail him back.

4.______ After Gretchen buys six coffees at her local coffee shop, she gets the next one free.

5.______ If Henry is home on Sundays, his grandmother will bake him his favorite strawberry pie.

6.______ Aki buys a ticket for the state lottery thinking the next time she might win.

7.______ Fuzzy the dog always wants to go for a walk, his owner will sometimes take him 2 times a day; other times he will

have to wait days before he gets a walk.

8.______ Sarah would like to go camping, but has to wait for a nice day to go.

9._______ If he has worked hard all year, each December Darren gets his annual bonus at work.

10._______ Gavin plays soccer for the school team, he loves playing but it is exhausting; every 20 minutes he gets a break.

11._______ Sometimes when Jane comes home from school, her parents will tell her that they are going to go out to dinner.

12.______ Reed answers many questions in class; occasionally his teacher will congratulate him on participating.

13._______ Every Friday Martha goes to the movies with her friends.

14._______ After Fiona cleans the bathroom three times her mother gives her an allowance of $20.

15._______ Gordon frequently goes to the racetrack; he bets on every race and sometimes he wins.
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Module 28 – Operant Conditioning’s Applications, and Comparison to

Classical Conditioning (11 points)
Ask Yourself (2 points):

 Have you ever found yourself engaging in any superstitious behaviors before a big sporting event or performance?
How would you explain this phenomenon?

 Can you recall a time when a teacher, coach, family member, or employer helped you learn something by shaping your
behavior in little steps until you achieved your goal?

Test Yourself (2 points):

 Ethan constantly misbehaves at preschool even though his teacher scolds him repeatedly. Why does Ethan’s
misbehavior continue, and what can his teacher do about it?

 Salivating in response to a tone paired with food is a(n) ____________________ behavior; pressing a bar to obtain
food is a(n) ____________________ behavior.

Multiple Choice (4 points):

1. _____ Paola has been classically conditioned to fear a red light because it has been paired with a loud noise. If the light is
repeatedly presented without the loud noise she will eventually stop being afraid of the light. In this instance, ____________
has occurred.
a. generalization
b. discrimination
c. spontaneous recovery
d. extinction
e. acquisition

2. _____ Which of the following is the best advice to give parents whose young children refuse to eat their dinner?

a. Do not allow them to watch television for a week for each day they do not eat dinner.
b. Give the children a small reward at the end of a week in which they have eaten dinner each night.
c. Give the children a small reward each day that they eat their dinner.
d. Require that the children do extra chores if they do not finish their dinner.
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e. Allow the children to have dessert, even if they do not eat their dinner, in the hopes that the will eat dinner the next
day.
3. _____ The reappearance, after a rest period, of an extinguished response is called
a. acquisition.
b. spontaneous recovery.
c. discrimination.
d. operant conditioning.
e. classical conditioning.

4. _____ Superstitious behavior can be produced by

a. placing a conditioned response (CR) before a conditioned stimulus (CS).
b. the accidental timing of rewards.
c. possession of a large number of traditionally lucky items.
d. cognitive awareness of superstitious behavior in others.
e. the change in a reinforcement schedule from ratio to interval.

Practice FRQ (3 points):

The Shin family is eager to train their new puppy a couple of tricks. Explain how the Shins could use the following in their
training:

 Positive reinforcement

 Schedules of reinforcement

 Shaping
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Operant Conditioning Consequences – 20 points

Positive Negative

Reinforcement + (Good) - (Bad)

(Strengthens response) (Addition or presenting) of a good (Subtraction or removal) of a bad

(desirable) stimulus, after a desired (aversive) stimulus, after a desired
voluntary action that strengthens voluntary action that strengthens
response & makes it MORE likely response & makes it MORE likely to
to occur in the future. occur in the future.

Punishment + (Bad) -  (Good)

(Weakens response) (Addition or presenting) of a bad (Subtraction or removal) of a good

(aversive) stimulus, after an (desirable) stimulus, after an
undesired voluntary action that undesired voluntary action that
weakens response & makes it LESS weakens response & makes it LESS
likely to occur in the future. likely to occur in the future.

Directions: Using the chart above as a guide, specify which operant conditioning consequence is being applied in each of the
following scenarios.

PR: Positive Reinforcement NR: Negative Reinforcement

PP: Positive Punishment NP: Negative Punishment

NA: Not Applicable – no reinforcement or punishment is occurring

HINTS:

- Underline the voluntary behavior

- Determine if the voluntary behavior increased in the future (reinforcement) or decreased in the future (punishment) – If neither
of these occurred, it is NA because learning did NOT occur.
- Identify whether the example was positive or negative

1. _____ Peter keeps swearing in class, each time he does his teacher asks him to put a dime in a jar, since this policy has been
implemented Peter’s swearing has slowed considerably. Which operant conditioning consequence did Peter receive?

2. _____ Three-year-old Benjamin behaves himself when he goes to the grocery store and gets to choose a treat at the check
out. The next time he is taken to the grocery store he is well behaved. Which operant conditioning consequence did Benjamin
receive?

3. _____ Twelve-year-old Nina developed a habit of slamming the door to her bedroom when she was not happy about
something and this behavior bothered her parents. One day when Nina came home from school her she realized her father had
removed the door from her bedroom. After the door was returned (two weeks later) Nina never slammed her door again.
Which operant conditioning consequence did Nina receive?

4. _____ Harold teases his sister Melissa just to make her angry. She hits him every time he teases her, he thinks it is funny a
teases her even more frequently. Which operant conditioning consequence did Harold receive?
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5. _____ Greta comes home over 2 hours late. She is grounded by her parents and not allowed to use the car for two weeks.
Although she hates being grounded, she continues to come home late.

6. _____ Eddie likes to drive fast, really fast. In the last week he received two speeding tickets and had to pay $250 of his own
money. Eddie now obeys all traffic laws.

7. _____ Eddie likes to drive fast, really fast. In the last week he has received two speeding tickets, that will show up, on his
driving record, Eddie now obeys all traffic laws.

8. _____ Simone has a terrible headache and takes a new type of migraine medicine. Almost immediately after taking the
medicine she feels much better. As a result she takes this same medicine again in the future.

9. _____ Robert saw the icon for his e-mail flashing at the bottom of his screen; it was so annoying that in order to make it
stop, he opened his e-mail to read the new message.

10. _____ Sarah got her haircut in a new style and was unsure if she was happy with the cut. A number of her friends
complimented her on the new look. The next time Sarah goes to have her hair done she chooses the same style. Which operant
conditioning consequence did Sarah receive?

11. _____ Shirley’s boss praises her recent work in the advertising agency. She feels great about the compliment and works
even harder. Which operant conditioning consequence did Shirley receive?

12. _____ If every member of a psychology class does not complete their assigned reading, all the students are given twice as
much on the next assignment. After this happens a few times, not a single student fails to do the reading. Which operant
conditioning consequence did the members of the class receive?

13. _____ The theme song for the ride “It’s a small world after all” would not stop playing the entire time that Martha was on
the ride that seems to last forever. Which operant conditioning consequence did Martha receive?

14. _____ If Karen is nice to her boyfriend all week he brings her flowers; she loves flowers (and her boyfriend) and is always
nice to him now. Which operant conditioning consequence did Karen receive?

15. _____ Tayla’s mother plays Barry Manilow music very loud (Tayla hates Barry Manilow) if Tayla is late coming
downstairs for dinner. Which operant conditioning consequence did Tayla receive?

16. _____ Frank likes Nicki, but often makes fun of her and pulls her ponytail. She is irritated and calls him names, but he
loves the attention and does it more often. Which operant conditioning consequence did Frank receive?

17. _____ Every time Dan plays cards with his friends, he cheats. Finally, after catching him for the 3rd time, his friends refuse
to let him join in the game for a week. When they finally allow him to play again, Dan no longer cheats. Which operant
conditioning consequence did Dan receive?

18. _____ Thirteen-year-old Delilah sees a fast-food restaurant, and begins screaming that she must have French fries or she
won’t survive. Her parents surrender and drive in for a large supply that makes Delilah stops screaming. The next time Delilah
wants something from her parents, she throws a fit and her parents give in to her demands. Which operant conditioning
consequence did Delilah receive?

19. _____ Thirteen-year-old Delilah is being driven past a fast-food restaurant, and begins screaming that she must have French
fries or she won’t survive. Her parents surrender and drive in for a large supply that makes Delilah stop screaming. The next
time Delilah wants something from her parents, she throws a fit and her parents give into her demands. Which operant
conditioning consequence did Delilah’s PARENTS receive?

20. _____ Each time that students in AP psychology complete a formative assessment worksheet correctly they are given a
high fives from their teacher. Because of this they try as hard as they can to do well on all of their worksheets.
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Module 29 – Biology, Cognition, and Learning (14 points)

Ask Yourself (3 points):

 What different foods or beverages have you eventually grown to like—or dislike—since you were a child? Has falling
ill after enjoying a special treat ever changed a one-time like to a definite dislike?

 How are you intrinsically motivated? What are some extrinsic motivators in your life?

 Consider your own ability to resist temptation. Can you think of some ways that you have developed your self-control
as you have gotten older, especially since starting high school?

Test Yourself (3 points):

 How did Garcia and Koelling’s taste-aversion studies help disprove Gregory Kimble’s early claim that “just about any
activity of which the organism is capable can be conditioned…to any stimulus that the organism can perceive”?

 Instinctive drift and latent learning are example of what important idea?

 To cope with stress when we feel in control of our world, we tend to use ____________________-focused
(emotion/problem) strategies. Toc ope with stress when we believe we cannot change a situation, we tend to use
____________________-focused (emotion/problem) strategies.

Multiple Choice (5 points):

1. _____ When parents offer good-grade rewards to children who already enjoy studying, they may find that the children no
longer enjoy studying and only enjoy the rewards. Which of the following have the parents accidentally removed from their
children?
a. Latent learning
b. Extrinsic motivation
c. Intrinsic motivation
d. Insight learning
e. Emotion-focused coping
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2. _____ Which ability is likely to predict good adjustment, better grades, and social success?
a. Self-control
b. An external locus of control
c. Problem-focused coping
d. Learned helplessness
e. Emotion-focused coping

3. _____ Elephants appear to have excellent __________ because they can remember large sections of their territory.
a. latent learning
b. insight
c. cognitive maps
d. extrinsic motivation
e. mirror neurons

4. _____ The perception that we control our own fate is also called what?
a. Self-control
b. Learned helplessness
c. Internal locus of control
d. External locus of control
e. Emotion-focused coping

5. _____ A woman had been pondering a problem for days and was about to give up when, suddenly, the solution came to her.
Her experience can best be described as what?
a. Cognitive mapping
b. Insight
c. Operant conditioning
d. Classical conditioning
e. Unconscious associative learning

Practice FRQ (3 points):

Describe how each of the following can show the impact of cognition on operant conditioning:

 Latent learning

 Insight learning

 Intrinsic motivation
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Processes of Operant and Classical Conditioning (15 points)

Directions: For each of the statements below, determine which process related to both Classical and Operant Conditioning has
been defined.

Stimulus generalization Stimulus discrimination

Acquisition Extinction Spontaneous recovery

1. ____________________ A response that has spread to other stimuli that are similar to the stimuli which originally caused a
response.

2. ____________________ The formation of understanding the association between two stimuli.

3. ____________________ The reappearance of a response after a rest period.

4. ____________________ The gradual weakening and disappearance of an associated response.

5. ____________________ Response that is associated only with the stimuli to which a response was originally associated.

Directions: For the following examples, indicate which of the above terms is being described and whether the example relates
to Operant or Classical Conditioning.

1. Fuzzy loves treats, he has realized that his owner keeps his treats in one particular cabinet in the kitchen. When Fuzzy sees
his owner stand in front of the cabinet, his heart begins to race but this does not occur when his owner stands in front of other
cabinets. Which process of conditioning is Fuzzy experiencing?

Process: ____________________
O.C. or C.C.: ____________________

2. A Social Studies instructor provides a piece of candy each time a student responds to a question. At the start of the school
year, this incentive works well and many students answer questions more often. By the middle of the school year however, the
candy reward no longer has the same effect of increasing student response. Which principle of conditioning is at play in this
classroom?

Process: ____________________
O.C. or C.C.: ____________________

3. Dylan is learning to tap dance, his dance instructor gives him a high-five each time he learns a new dance move. Now that
Dylan understands that he will be rewarded, he is learning his dance steps much more quickly. Which principle of conditioning
is Dylan experiencing?

Process: ____________________
O.C. or C.C.: ____________________

4. Kayla’s mother praises her each time she cleans her room. Kayla has also begun to clean the kitchen and the bathroom
expecting to earn praise for each of these activities. Which process of conditioning is Kayla demonstrating?

Process: ____________________
O.C. or C.C: ____________________

5. Morgan is learning to play the piano, Her teacher hits Morgan on the knuckles whenever she makes a mistake. Now,
whenever Morgan sees anyone who resembles her piano teacher she gets nervous.

Process: ____________________
O.C. or C.C.: ____________________
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6. Kathy is not a big fan of math class, when her instructor passes out a problem set of questions about the quadratic formula,
she feels herself begin to sweat. This does not happen however, when her math teacher distributes problem sets requiring other
types of problem solving, only the quadratic formula. Which component of conditioning is Kathy demonstrating?

Process: ____________________
O.C. or C.C.: ____________________

7. A dog bit Jorge when he was 4-years old. For the next few years he found himself short of breath each time he saw a dog.
However, by the time that Jorge was 7- years old he was no longer afraid of dogs. Which principle of conditioning is Jorge
exhibiting at age 7?

Process: ____________________
O.C. or C.C.: ____________________

8. A pigeon is rewarded with a food pellet each time a red light goes on in his cage. He moves towards the food dispenser, but
does not respond at all when a green or blue light is projected. What principle is the pigeon exhibiting?

Process: ____________________
O.C. or C.C.: ____________________

9. After getting into a car accident Brooke was nervous each time she drove. As time passed, she became more comfortable
and lost her nervous reaction when driving. Recently, as she started her car that same nervousness returned. Which principle is
Brooke experiencing?

Process: ____________________
O.C. or C.C.: ____________________

10. Ellen’s dog used to bring her his dog toys when she was cleaning up the house. She petted his head as this helped her with
the cleaning process. The dog stopped doing this for the past few months, but Saturday when Ellen was cleaning the house, her
dog once again brought her his toys. What conditioning principle is her dog demonstrating?

Process: ____________________
O.C. or C.C.: ____________________
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Module 30 – Observational Learning (10 points)

Ask Yourself (1 point):

 Who has been a significant role model for you? For whom are you a model?

Test Yourself (2 points):

 Jason’s parents and older friends all drive over the speed limit, but they advise him not to. Juan’s parents and friends
drive within the speed limit, but they say nothing to deter him from speeding. Will Jason or Juan be more likely to
speed?

 Match the examples (1-5) to the appropriate underlying learning principle (a-e):
a. _____ Classical conditioning
b. _____ Operant conditioning
c. _____ Latent learning
d. _____ Observational learning
e. _____ Biological predispositions

1. Knowing the way from your bed to the bathroom in the dark.
2. Your little brother getting in a fight after watching a violent action movie.
3. Salivating when you smell brownies in the oven.
4. Disliking the taste of chili after becoming violently sick a few hours after eating chili.
5. Your dog racing to greet you on your arrival home.

Multiple-Choice (5 points):

1. _____ Bandura’s famous Bob doll experiment is most closely associated with which of the following?
a. Latent learning
b. Classical conditioning
c. Operant conditioning
d. Cognitive maps
e. Observational learning

2. _____ Which of the following processes is the best term for explaining how we learn languages?
a. Biofeedback
b. Discrimination
c. Modeling
d. Insight
e. Creativity
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3. _____ Which of the following is the most likely consequence of the brain’s tendency to vicariously experience something we
observe?
a. Actual physical injury
b. The risk of misremembering our own actions.
c. Interference with associative learning.
d. The elimination of classically conditioned responses to stimuli.
e. A confusion between reinforcers and rewards in an operant conditioning setting.

4. _____ When is prosocial modeling most effective?

a. When the model acts in a way consistent with the prosocial lesson
b. When the model verbally emphasizes the prosocial lesson but acts as she chooses
c. When the model is predisposed to the prosocial conduct
d. When the observer has a close personal relationship with the model
e. When the model is well-known

5. _____ After observing his sibling walk across a balance beam, Joe’s brain reacts in a way that will enable him to imitate the
action later. Which part of his brain may be responsible for this?
a. Reward system
b. Somatosensory cortex
c. Mirror neurons
d. Motor cortex
e. Aggression areas

Practice FRQ (2 points):

A young boy is left at home with his older brother while their parents drop off the family car for repairs. While the parents are
out, the older brother prepares lunch for the young boy. Then the older brother takes the younger brother outside, where he
entertains him by building several fires with small twigs. Explain how the older brother’s conduct is related to:

 Prosocial modeling

 Mirror neurons
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Learning Unit Review Practice FRQs (8 points)

1. Martin is a sixth-grade teacher who feels he is not able to connect with some of his students. Several of them have had
academic problems in the past and although Martin feels that they can do the work, he believes that these students have given
up. Explain how Martin could use each of these concepts to learn how best to help his students succeed.

 External locus of control

 Self-control

 Learned helplessness

 Intrinsic motivation

2. Researchers investigating conditioning throughout the history of psychology reached very different conclusions about how
humans learn behaviors. Explain how these theorists might explain this example of behavior and response: A child cries when
she sees a large pile of peas on her dinner plate.

 Edward L. Thorndike

 B.F. Skinner

 Ivan Pavlov

 Albert Bandura
 Learning Formative Assessment Packet Page 22

Undesirable Behaviors Project (25 points)

(You can type this and staple it to the back of this packet.)

Following is a list of undesirable behaviors that commonly occur in society. Choose 5 of the following examples that you have
experienced personally and give a brief explanation of your behavior, and how you learned these behaviors.

OR, choose 5 dysfunctional behaviors of your own that are not on this list that you wish to change.

Write a paragraph (5 points each) on each undesirable behavior and include the following:

 How/when did this behavior first happen? Think back to the first time you behaved this way. What were the
circumstances? (1 point)
 How is this behavior being reinforced? Why does this behavior keep continuing? (1 point)
 What are at least 3 ways in which your behavior could be corrected? Remember to use both classical and operant
conditioning techniques in your answer. (3 points)

Please write full paragraphs for each of these behaviors. Your answers must be complete and thorough in order for you
to receive full points.

Procrastination Insomnia
Complaining Not observing someone’s personal space
Leaving your room/house/car/locker a mess Calling out an irrelevant answer in class/anything that pops
Phobias – fear of spiders, clowns, heights, public speaking, into your mind
etc. Not reading directions (instead, asking another person what
Avoidance (i.e. binge-watching Netflix instead of writing a to do)
paper or studying for a test) Cutting someone off while driving
Calling in sick for school because an assignment was not Hitting/physical abuse to someone when angry
complete, you didn’t study for a test, etc. Giving someone the silent treatment
Looking at your cell phone every time you have a Cursing/Swearing
notification Depression
Watching TV/listening to music/surfing the Internet while Lining up at door before school bell rings
doing homework Perfectionism
Addiction to video games Falling asleep in class
Constantly late to work/school/class Nail biting
Looking at phone when having a conversation with Staying friends with someone who is toxic
someone Needing a partner (boyfriend/girlfriend) to feel complete
Cheating on a test Refusing to ask for help
Speeding Refusing to cry in front of others
Turning in late assignments Impulsiveness
Going to the nurse at school to avoid a test/project/quiz Whining
Lying about a behavior Out of dress code/uniform violations
Gossiping Sneaky behavior/doing something you know is wrong
Making someone feel guilty when you don’t get your way Arguing with a person of authority
(manipulation) Eating junk food
Eating when stressed Shifting blame/responsibility onto others
Bullying Cyberbullying