UNIT SIX – FRQ PRACTICE

 Write in COMPLETE SENTENCES – no bullet points, colons, semi-colons, dashes, etc.

 DEFINE, then APPLY
 UNDERLINE key terms and concepts

Ms. McKee starts class by 1. The unconditioned stimulus is Ms. McKee saying, “Please put your
saying, “Please put your phone phone away.”
away.” Students respond by *Yes, I know this is not a true US.
putting their phones away. After
two weeks, she rings a bell
before she says, “Please put 2. The unconditioned response is the students putting their phones away.
your phone away.” Students
respond by putting their phones
away. After two weeks, she just 3. The conditioned stimulus is the bell.
rings a bell and the students
respond by putting their phones
away. 4. The conditioned response is the students putting their phones away in
response to the bell alone.
In the above example, identify
the following:
 Unconditioned Stimulus 5. If Ms. McKee stops pairing the bell with saying, “Please put your phone
 Unconditioned Response away,” the students’ behavior of putting their phone away just from the
 Conditioned Stimulus ringing of the bell will eventually become extinct.
 Conditioned Response

How would extinction apply?

Stan and Beth are trying to learn
a new routine to compete
successfully in a dance
competition. Give an example
of how each of the following
could affect their learning or
performance.
 Shaping
 Punishment
 Latent Learning
 Extrinsic Motivation
1. Stan and Beth use shaping by rewarding themselves with a five-minute
break after they learn each eight count of their dance until they learn the
entire dance.
2. For every mistake Stan and Beth make during rehearsal, they are
punished with having to do twenty push-ups.
3. Latent learning is demonstrated when Stan and Beth are given a new
step to learn right before the competition. Their mastery of the new step
was not apparent until they performed for the judges.

4. Stan and Beth are extrinsically motivated to learn their dance routine
because they want to win the $500 grand prize.