C_L+exam2+prep

C_L+exam2+prep - How can self-control be conditioned?...

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Exam 2 prep. NOTE: This is not representative of everything that you will tested on. This is to be used as a tool for thinking about the material in a different manner, thereby helping you determine weaknesses/strengths in your understanding of the top- ics. 1. How can one measure instrumental behaviors? What are the indicators that learning is taking place? 2. What are the differences between negative reinforcement and punishment? Between escape and avoidance? 3. Compare the evidence for behavioral variability and stereotypy. What evidence is there that variability can be conditioned? 4. What factors contribute to the effectiveness of an instrumental reinforcer? 5. What was the purpose of Skinner’s superstition experiment? What were the results, and how have those res- ults been reinterpreted? 6. If you wanted to ensure that your employees worked at high steady rate, on what schedule of reinforcement would you reward them? Why? 7.
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Unformatted text preview: How can self-control be conditioned? Provide an example of self-control training from common human ex-perience. 8. How are concurrent-chain schedules different from concurrent schedules, and what kinds of research ques-tions require the use of concurrent-chain schedules? 9. What is the central premise of the modern two-process theory? Describe three specific predictions of the the-ory. 10. Compare the Premack principle to the response deprivation hypothesis. What evidence supports the response deprivation hypothesis? 11. What is the behavioral bliss point? How does an experimenter determine the bliss point? How does the bliss point approach account for reinforcer effects? 12. Suppose you want to reduce the occurrence of some undesired social behavior (like illegal drug use). Describe two things you would do that, according to economic concepts of response allocation, would decrease the be-havior?...
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