B.M. Chapter 3

1. Pavlovian conditioning or classical conditioning

2. Respondent behaviors are behaviors that are elicited by prior stimuli and not affected by their consequences. Examples include salivating when smelling dinner cooking, feeling frightened when watching a scary movie, and blushing when told when your fly or blouse is undone. Other appropriate examples are acceptable.

3. An unconditioned reflex is a stimulus-response relationship in which a stimulus automatically elicits a response apart from any prior learning. For example: Stimulus​ Response​ a. food in the mouth --------salivation b. pepper in the nose ---------sneezing c. cinder in the eye -------------->tears Other appropriate examples are acceptable.

4. If a neutral stimulus (that does not elicit a particular response) is closely followed in time by a second stimulus that elicits a particular response, then the neutral stimulus will come to elicit the response that was elicited by the second stimulus. Another name for respondent conditioning is Pavlovian conditioning, or classical conditioning. The diagram of the example should be modelled after Figure 3-1.

5. A conditioned reflex is a stimulus-response relationship in which a stimulus elicits a response because of prior respondent conditioning. For example, in Pavlov's experiment after a tone had been paired with food (that elicited salivation) several times, the presentation of the tone along came to elicit salivation. The tone-salivation sequence was a conditioned reflex. Other appropriate examples are acceptable.

6. (a) The greater the number of pairings of a CS with a US, the greater is the ability of the CS to elicit the CR; (b) Stronger conditioning occurs if the CS just precedes the US by up to a few seconds, rather than by a longer time or rather than following the US; (c) A CS acquires greater ability to elicit a CR if the CS is always paired with a given US, than if it is only occasionally paired with the US; (d) 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; (e) respondent conditioning will develop more quickly and strongly when the CS or US, or both, are intense rather than weak.

7. Q: Give three examples of conditioned reflexes, one for each of these categories: digestion, circulation, and respiration. Answer: Any plausible examples, such as: (a) digestion, the smell of a certain food that causes a person to feel nausea; (b) circulation, such as the smell of a certain perfume causing someone to feel sexually excited; (c) respiration, such as the appearance of a certain person causing an individual to cough and wheeze as part of an asthmatic reaction.

8. For example, when someone is younger, they might overeat or drink something in a short period of time, and become violently ill soon after. an Since that time, the smell or taste of the same food or drink causes them to feel instant nausea. Any appropriate example is acceptable.

9. Because it has survival value. If tasting a potentially damaging substance can cause us to be violently ill after tasting it just once, then it decreases the likelihood that we would consume such a substance again, which could have disastrous consequences.

10. If a conditioned stimulus is presented without further pairings with the unconditioned stimulus, the conditioned stimulus will gradually lose its capability of eliciting the conditioned response. Any appropriate example is acceptable.

10. If a conditioned stimulus is presented without further pairings with the unconditioned stimulus, the conditioned stimulus will gradually lose its capability of eliciting the conditioned response. Any appropriate example is acceptable.

12. Operant behavior is behavior that affects or "operates on" the environment to produce consequences, and which is in turn, influenced by those consequences. For example, asking for directions. Other appropriate examples are acceptable.

13. Operant conditioning is a type of learning in which behavior is modified by its consequences. For example, we have learned to turn on a water tap to produce water as a consequence. Any appropriate example is acceptable.