Answer feedback: The scallop that is characteristic of FI schedules is the result of pausing following reinforcement, then a gradual transition to a high rate of responding before the next reinforcer is presented.
a. Sniffy adapts to new or changed schedules of reinforcement much faster than real rats.
b. unlike real rats, Sniffy’s behavior is much closer to idealized performance.
c. Sniffy’s cumulative records are idealized.
d. Real rats, but not Sniffy, interrupt bar pressing by drinking, wandering, and grooming.
a. Sniffy adapts to new or changed schedules of reinforcement much faster than real rats.
Answer feedback: In order to illustrate Sniffy’s behavior under a variety of schedules of reinforcement, the program greatly reduces the amount of exposure that real rats would require in order to adapt to new or changed schedules.
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A teacher is concerned about a student who seems depressed. She asks the school psychologist whether her student is likely to outgrow his current problems. How would the school psychologist respond?
a. Children are resilient and usually outgrow their depression. b. Children who have experienced childhood depression are six times more likely to commit suicide as young adults. c. What looks like depression in young children is almost always a form of age-appropriate behavior. d. Depression in young girls may get worse with age, but with young boys, it usually gets better.
Describe the studies that have demonstrated the role of emotions in gambling decisions and discuss the conclusions from these studies
What will be an ideal response?
The advantage of using a(n) __________ for brain imaging is that it produces high
resolution images of brain regions without using radioactivity or x-rays. a. CT scan b. fMRI c. EEG record d. MEG record e. PET scan
Which statement about teachers’ involvement in gender-role learning is true?
A) Teachers’ emphasis of gender differences increases preschoolers’ gender-stereotyped beliefs. B) Teachers’ emphasis of gender differences increases preschoolers’ willingness to play with other-sex peers. C) As early as kindergarten, teachers give more overall attention (both positive and negative) to girls than to boys. D) Teachers seem to expect girls to misbehave more often—a belief based partly on gender stereotypes.