Psychology Fourth Canadian Canadian 4Th Edition Wade Test Bank Full Chapter PDF

Psychology Fourth Canadian Canadian
4th Edition Wade Test Bank

Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/psychology-fourth-canadian-canadian-4th-edition-wade-test-bank/
Psychology, Cdn 4e (Wade)
Chapter 7 Learning and Conditioning
Quick Quiz (1)

1) Which of the following is NOT a guideline for behaviour modification?
A) Accentuate the positive.
B) Reinforce small improvements.
C) Use intermittent reinforcement.
D) Set realistic goals.
Answer: C
Explanation: C) In most cases of behaviour modification, continuous reinforcement is used in the
early stages of learning, followed by intermittent reinforcement later on.
Type: MC
Skill: Conceptual
2) Albert Bandura is well known for his study of:

A) observational learning.
B) latent learning.
C) conditioned taste aversion.
D) punishment.
Answer: A
Explanation: A) Albert Bandura studied observational learning. His best known study was one in
which he showed young children a film of an adult hitting a large toy clown. When allowed to play with
the clown, the children imitated the adult behaviour.
Type: MC
Skill: Factual
3) Which of the following is NOT true?

A) Skinner invented an Air-Crib for his daughter.
B) Skinner won the Humanitarian of the Year Award in 1972.
C) Skinner insisted that free will is an illusion.
D) Skinner denied the existence of human consciousness.
Answer: D
Explanation: D) Skinner did not deny the existence of human consciousness; he just didn't think it
could be used to explain behaviour.
Type: MC
Skill: Factual
1
Copyright © 2013 Pearson Canada Inc.
4) Keller and Marian Breland were unable to teach a pig to drop a "coin" in a box because of:
A) shaping.
B) intermittent reinforcement.
C) instinctive drift.
D) successive approximations.
Answer: C
Explanation: C) Instinctive drift is the tendency for an animal to behave in instinctive ways rather
than in unnatural ways. It is a biological limitation on operant conditioning.
Type: MC
Skill: Conceptual
5) Which of the following is a primary reinforcer?

A) food
B) money
C) attention
D) gold stars
Answer: A
Explanation: A) A primary reinforcer is one that satisfies a biological need.
Type: MC
Skill: Applied
6) What is the difference between punishment and negative reinforcement?

A) Nothing. They are two different terms for the same thing.
B) Punishment involves presentation of an aversive consequence, but negative reinforcement
involves removal of a positive consequence.
C) Negative reinforcement is part of operant conditioning, but punishment is used in classical
conditioning.
D) Negative reinforcement strengthens behaviour, but punishment weakens it.
Answer: D
Explanation: D) Reinforcement, whether it is positive or negative, always strengthens behaviour,
while punishment always is an attempt to eliminate behaviour, whether it is positive or negative.
Type: MC
Skill: Conceptual
2
7) One of the first psychologists to recognize the real-life implications of classical conditioning was
________, who founded North American behaviourism.
A) B. F. Skinner
B) John B. Watson
C) William James
D) Edward Tolman
Answer: B
Explanation: B) John Watson recognized that classical conditioning occurs commonly in the
everyday world. It is a common mechanism for the learning of emotional responses, for example.
Type: MC
Skill: Factual
8) When the conditioned response reappears after extinction followed by a rest period, ________ has
occurred.
A) learning
B) extinction
C) spontaneous recovery
D) stimulus generalization
Answer: C
Explanation: C) The conditioned response will often reappear after an extinction session followed
by a rest period. This is called spontaneous recovery.
Type: MC
Skill: Factual
9) ________ occurs when the conditioned stimulus is no longer paired with the unconditioned
stimulus.
A) Learning
B) Extinction
C) Spontaneous recovery
D) Stimulus generalization
Answer: B
Explanation: B) This is the procedure for extinction, that is, the elimination of a conditioned
response.
Type: MC
Skill: Conceptual
10) In Pavlov's studies of classical conditioning in dogs, the food dish was the:
A) conditioned stimulus.
B) unconditioned stimulus.
C) conditioned response.
D) unconditioned response.
Answer: A
Explanation: A) The food dish was initially a neutral stimulus that triggered salivation after it
had been paired with food. It was, therefore, a conditioned stimulus.
Type: MC
Skill: Applied
3
Quick Quiz (2)
1) In Pavlov's studies of classical conditioning in dogs, the meat powder was the:
Answer: B
Explanation: B) The meat powder triggered salivation even before learning. It was, therefore, an
unconditioned stimulus.
Type: MC
Skill: Applied
2) ________ occurs when the conditioned stimulus is repeatedly presented with the unconditioned
stimulus.
A) Learning
B) Extinction
C) Spontaneous recovery
D) Stimulus generalization
Answer: A
Explanation: A) Learning occurs when a neutral stimulus (which will become the conditioned
stimulus) is paired with an unconditioned stimulus.
Type: MC
Skill: Factual
3) When a dog has been classically conditioned to salivate in response to the sound of middle C on a
piano, and then salivates when someone plays the D by mistake, ________ has occurred.
A) learning
B) extinction
Answer: D
Explanation: D) Stimulus generalization occurs when an organism responds not only to the
conditioned stimulus, but also to other similar stimuli.
Type: MC
Skill: Factual
4) In the "Little Albert" study, what was the unconditioned stimulus?

A) a white rat
B) a loud noise
C) a Santa Claus mask
D) a neutral stimulus
Answer: B
Explanation: B) In the "Little Albert" study, a sudden loud noise was paired with the presentation
of the white rat. The sudden loud noise caused a fear response. It was the unconditioned stimulus.
Type: MC
Skill: Factual
4
5) Which of the following would be most effective in eliminating a phobia in an adult?
A) behaviour modification
B) extinction
C) systematic desensitization
D) punishment
Answer: C
Explanation: C) Systematic desensitization is a procedure similar to counterconditioning that is
used to treat phobias in adults.
Type: MC
Skill: Applied
6) Which of the following is a difference between classical and operant conditioning?

A) In classical conditioning the response is reflexive, but in operant conditioning it is more complex.
B) In classical conditioning spontaneous recovery can occur, but in operant conditioning it doesn't.
C) In classical conditioning the consequence of a response is important, but in operant conditioning
it isn't.
D) In classical conditioning both stimulus generalization and discrimination occur, but in operant
conditioning only stimulus discrimination occurs.
Answer: A
Explanation: A) Responses in classical conditioning are reflexive behaviours, such as salivation.
In operant conditioning responses are more complex and have an effect on (or operate on) the
environment.
Type: MC
Skill: Conceptual
7) Which of the following is a secondary reinforcer?

A) food
B) water
C) sex
D) money
Answer: D
Explanation: D) Secondary reinforcers acquire their reinforcing value through learning.
Type: MC
Skill: Applied
8) What procedure would be used to teach pigeons to play Ping-Pong?

A) classical conditioning
B) observational learning
C) shaping
D) systematic desensitization
Answer: C
Explanation: C) Shaping is a process of reinforcing successive approximations to a desired
behaviour. It is used to teach an organism a response that it would not normally engage in.
Type: MC
Skill: Applied
5
9) Edward Tolman demonstrated ________ in his study of rats who initially received no
reinforcement in a maze.
A) shaping
B) latent learning
C) aversive conditioning
D) instinctive drift
Answer: B
Explanation: B) In latent learning there is no obvious reinforcement and the desired behaviour,
running quickly through a maze in this case, is not demonstrated until later.
Type: MC
Skill: Factual
10) Social-learning theory, developed initially by Dollard and Miller, proposes that most human
learning is a result of:
A) classical conditioning.
B) operant conditioning.
C) observational learning.
D) latent learning.
Answer: C
Explanation: C) Social-learning theory proposes that, while humans are subject to the principles
of classical and operant conditioning, most human learning results from observational learning.
Type: MC
Skill: Factual
6
Test Questions
1) Any relatively permanent change in behaviour that occurs because of experience is called:
A) learning.
B) instinctive drift.
C) free will.
D) determinism.
Answer: A
Explanation: A) This is the textbook definition of learning.
Type: MC
Section: Chapter 7 Introduction
Skill: Factual
2) Which school of thought heavily influenced the study of learning in the twentieth century?
A) social-cognitive
B) behaviourism
C) social-learning
D) cognitive
Answer: B
Explanation: B) Behaviourism had a tremendous influence on the study of learning, and on much
of psychology, in the twentieth century.
Type: MC
Skill: Factual
3) According to the behaviourists:

A) the predominant area of research should be free will and the mind.
B) observable events and acts are the focus of psychological research.
C) researchers should focus on the interaction between nature and nurture.
D) psychological research needs to emphasize the unconscious underpinnings of behaviour.
Answer: B
Explanation: B) Behaviourists felt that for psychology to be an objective science it should study
only observable actions of organisms.
Type: MC
Skill: Conceptual
7
4) A behaviourist would agree that:
A) observable events and acts are the focus of psychological research.
B) omitting mental processes from learning is like omitting passion from descriptions of sex.
C) latent learning occurs without any direct reinforcement.
D) operant conditioning uses consequences that the organism thinks are annoying or satisfying.
Answer: A
Explanation: A) Behaviourists felt that for psychology to be an objective science it should study
only observable actions of organisms.
Type: MC
Skill: Conceptual
5) Behaviourists focus on a basic kind of learning called:

A) conditioning.
B) absolute threshold.
C) metacognition.
D) instinctive drift.
Answer: A
Explanation: A) Behaviourists focus on learning by association, including both classical
conditioning and operant conditioning.
Type: MC
Skill: Conceptual
6) Learning refers to:

A) the knowledge learned in the classroom.
B) how behaviour is learned and maintained through observation and imitation.
C) a relatively permanent change in behaviour or behaviour potential due to experience.
D) the study of observable behaviour and the role of environment as a determinant of behaviour.
Answer: C
Explanation: C) Statement of fact.
Type: MC
Skill: Factual
7) A behaviourist is MOST likely to make which of the following statements:

A) "Your behaviour is whatever it is you do."
B) "Your behaviour is whatever it is you feel."
C) "Your behaviour is whatever it is you think."
D) "Your behaviour stems from the will of your mind."
Answer: A
Explanation: A) Behaviourism accounts for behaviour in terms of observable acts and events,
without reference to mental entities.
Type: MC
Skill: Conceptual
8
8) According to behaviourists, conditioning can explain:
A) a relatively small number of human behaviours.
B) the human capacity for free will.
C) how humans learn by the imitation of others.
D) much of human behaviour.
Answer: D
Explanation: D) According to behaviourists, conditioning, which involves associations between
environmental stimuli and responses, can explain much of human behaviour.
Type: MC
Skill: Conceptual
9) A social-cognitive learning theorist would be more likely to argue that learning involves:
A) a change in behaviour due to fatigue, injury, or illness, in addition to experience.
B) a change in a person's knowledge, which may, in turn, affect behaviour.
C) the types of associations made in operant, but not classical, conditioning.
D) the connections made between stimuli and responses.
Answer: B
Explanation: B) To social-cognitive learning theorists, learning is not so much a change in
observable behaviour as a change in knowledge that may affect behaviour.
Type: MC
Skill: Conceptual
10) What does S-R stand for?

A) salivation-response
B) stimulus-response
C) social responsiveness
D) society-responsibility
Answer: B
Explanation: B) S-R stands for stimulus-response, the object of study by behaviourists.
Type: MC
Skill: Factual
9
11) Which of the following statements regarding Pavlov is accurate?
A) Pavlov was elated when his student noticed that the dogs were salivating before tasting the food.
B) Pavlov continued his Nobel Prize–winning research on digestion after documenting
conditioning.
C) Pavlov was studying salivation in dogs as part of a research program on digestion.
D) Pavlov stressed the importance of speculating about the dogs' feelings toward the food.
Answer: C
Explanation: C) Pavlov was a Russian physiologist; he was studying digestive processes when he
got interested in how salivary responses were conditioned.
Type: MC
Section: Classical Conditioning
Skill: Conceptual
12) Before studying conditioning, Ivan Pavlov studied:

A) canine anatomy.
B) the endocrine system.
C) digestive processes.
D) cardiac physiology.
Answer: C
Explanation: C) Pavlov was a Russian physiologist; he was studying digestive processes when he
got interested in how salivary responses were conditioned.
Type: MC
Skill: Factual
13) At first, Pavlov treated the dogs' drooling as:

A) a breakthrough in understanding digestion.
B) a sign of illness in his research animals.
C) an important phenomenon in understanding learning.
D) an annoying secretion.
Answer: D
Explanation: D) When Pavlov noticed that the dogs in his studies were beginning to salivate
before they received food, he treated the salivation as an annoying action.
Type: MC
Skill: Conceptual
10
14) When Pavlov first noticed that his dogs were salivating to things other than food, he called the
phenomenon a:
A) conditional reflex.
B) conditioned reflex.
D) conditional response.
Answer: A
Explanation: A) As he began to outline the processes involved in the conditioning of salivation,
he referred to the salivation (without food) as a conditional reflex.
Type: MC
Skill: Factual
15) Pavlov called the phenomenon that he had stumbled upon a "________," but an error in the
translation of his writings was made.
A) discriminative stimulus
B) primary reinforcer
C) continuous reinforcer
D) conditional reflex
Answer: D
Explanation: D) As he began to outline the processes involved in the conditioning of salivation,
he referred to the salivation (without food) as a conditional reflex.
Type: MC
Skill: Factual
16) The basic concept underlying classical conditioning is that:

A) nature provides the US–UR relationship, but the learning produced by conditioning creates the
CS–CR relationship.
B) nature provides the CS–CR relationship, but the learning produced by conditioning creates the
US–UR relationship.
C) the US acquires some of the power to influence behaviour that was originally limited to the CS.
D) the UR acquires some of the power to influence behaviour that was originally limited to the US.
Answer: A
Explanation: A) Statement of fact.
Type: MC
Skill: Conceptual
11
17) In the initial salivary reflex studied by Pavlov, what was the unconditioned stimulus?
A) salivation
B) the sight and smell of food
C) food
D) thoughts of anticipation
Answer: C
Explanation: C) The unconditioned, or unlearned, stimulus was the food, which automatically
caused salivation, an innate reflex.
Type: MC
Skill: Conceptual
18) In the initial salivary reflex studied by Pavlov, what was the unconditioned response?
A) thoughts of anticipation
B) food
C) the sight and smell of food
D) salivation
Answer: D
Explanation: D) The unconditioned, or unlearned, response was salivation in reaction to food
placed in the mouth, an innate reflex.
Type: MC
Skill: Conceptual
19) The neutral stimulus becomes a/an ________ in classical conditioning.

A) unconditioned stimulus
B) conditioned response
C) unconditioned response
D) conditioned stimulus
Answer: D
Explanation: D) In classical conditioning, the conditioned stimulus is initially neutral.
Type: MC
Skill: Conceptual
20) When salivation occurs in response to a previously neutral stimulus, it is called a/an:
B) conditioned response.
C) unconditioned response.
D) unconditioned stimulus.
Answer: B
Explanation: B) Salivation in response to an initially neutral stimulus is a conditioned response.
Type: MC
Skill: Conceptual
12
21) When Pavlov placed meat powder in the mouths of canine subjects, they began to salivate. The
food acted as a/an:
A) unconditioned stimulus.
B) successive approximation.
C) extrinsic reinforcer.
D) secondary reinforcer.
Answer: A
Explanation: A) The food was an unconditioned stimulus causing salivation.
Type: MC
Skill: Conceptual
22) When Pavlov placed meat powder or other food in the mouths of canine subjects, they began to
salivate. The salivation was a/an:
A) conditioned response.
B) conditioned stimulus.
C) unconditioned stimulus.
Answer: D
Explanation: D) When salivation occurred in response to food, it was called an unconditioned
response.
Type: MC
Skill: Conceptual
23) When Pavlov placed meat powder in the mouths of canine subjects, they began to salivate. His
student noticed that after being brought to the laboratory a number of times, the dogs would begin to
salivate at the sound of the person's footsteps. The footsteps acted as a/an:
A) unconditioned stimulus.
D) conditioned stimulus.
Answer: D
Explanation: D) The footsteps were initially neutral, but then began to trigger salivation. They
had become a conditioned stimulus.
Type: MC
Skill: Conceptual
13
24) Pavlov placed meat powder in the mouths of canine subjects and they began to salivate. His
student noticed that after being brought to the laboratory a number of times, the dogs would begin to
salivate at the sound of the person's footsteps. The salivation to the sound of the footsteps was a/an:
D) unconditioned stimulus.
Answer: B
Explanation: B) The footsteps were initially neutral, but then began to trigger salivation. They
had become a conditioned stimulus.
Type: MC
Skill: Conceptual
25) Harmony notices that her cat scurries into the kitchen as soon as Harmony opens a can of cat
food with an electric can opener. In this example, the ________ is the conditioned stimulus.
A) cat scurrying into the kitchen
B) can of cat food
C) dish that Harmony puts the food in
D) sound of the electric can opener
Answer: D
Explanation: D) The sound of the can opener is initially neutral, but then begins to trigger an
approach response. It has become a conditioned stimulus.
Type: MC
Skill: Applied
26) Miranda notices that her cat scurries into the kitchen as soon as Miranda opens a can of cat food
with an electric can opener. In this example, the ________ is the unconditioned stimulus.
A) cat scurrying into the kitchen
B) cat food
C) dish that Miranda puts the food in
D) sound of the electric can opener
Answer: B
Explanation: B) In this example, cat food is the stimulus that normally triggers approach. It is the
Type: MC
Skill: Applied
14
27) When Alan feeds his fish, he notices that they swim to the top as soon as he turns on the
aquarium light. In this example, the ________ is the unconditioned stimulus.
A) presence of Alan near the aquarium
B) fish food
C) fish swimming to the top
D) aquarium light
Answer: B
Explanation: B) In this example, fish food is the stimulus that normally triggers swimming to the
surface. It is the unconditioned stimulus.
Type: MC
Skill: Applied
28) When Danny feeds his fish, he notices that they swim to the top as soon as he turns on the
aquarium light. In this example, the ________ is the conditioned stimulus.
A) fish swimming to the top
B) fish food
C) aquarium light
D) presence of Danny near the aquarium
Answer: C
Explanation: C) In this example, the light is an initially neutral stimulus that begins to cause the
fish to swim to the surface. It has become a conditioned stimulus.
Type: MC
Skill: Applied
29) According to Pavlov, learning occurs when:

A) something negative is removed after a particular response.
B) a response is followed by reinforcement.
C) reinforcers are given for successive approximations of the desired response.
D) a neutral stimulus is regularly paired with an unconditioned stimulus.
Answer: D
Explanation: D) A new S–R association occurs when a neutral stimulus is regularly paired with
an unconditioned stimulus that already elicits the response of interest.
Type: MC
Skill: Factual
15
30) Pavlov said that learning occurs when:
A) animals or humans think that a particular stimulus acts as a signal for a response.
B) animals or humans form an internal representation about a classically-conditioned behaviour.
C) a response is produced reflexively by the presence of an eliciting stimulus.
D) a neutral stimulus is regularly paired with an unconditioned stimulus.
Answer: D
Explanation: D) A new S–R association occurs when a neutral stimulus is regularly paired with
an unconditioned stimulus that already elicits the response of interest.
Type: MC
Skill: Factual
31) Which of the following would NOT result in classical conditioning?

A) Food is presented just after a pinprick to the skin.
B) An electric shock is followed by food in less than one second.
C) A triangle drawn on a large card is associated with food.
D) A lever happens to be pressed down and food is delivered.
Answer: D
Explanation: D) Classical conditioning occurs only when two stimuli regularly occur together.
Pressing down a lever is an action or response, not a stimulus.
Type: MC
Skill: Conceptual
32) The classical-conditioning term for a stimulus that elicits a reflexive response in the absence of
learning is:
B) unconditioned response.
D) conditioned response.
Answer: C
Explanation: C) This is a definition of an unconditioned stimulus.
Type: MC
Skill: Factual
33) The classical-conditioning term for a reflexive response elicited by a stimulus in the absence of
learning is:
A) shaping.
B) unconditioned response.
C) the Garcia effect.
D) successive approximations.
Answer: B
Explanation: B) This is the definition of an unconditioned response.
Type: MC
Skill: Factual
16
34) ________ is the classical-conditioning term for an initially neutral stimulus that comes to elicit a
conditioned response.
A) Unconditioned stimulus
B) Conditioned stimulus
C) Unconditioned response
D) Conditioned response
Answer: B
Explanation: B) This is the definition of a conditioned stimulus.
Type: MC
Skill: Factual
35) The classical-conditioning term for a response that is elicited by a conditioned stimulus is:
A) conditioned response.
C) conditioned stimulus.
Answer: A
Explanation: A) This is the definition of a conditioned response.
Type: MC
Skill: Factual
36) Which of the following is NOT one of the names for the procedure by which a neutral stimulus
becomes a conditioned stimulus?
A) respondent conditioning
B) Pavlovian conditioning
C) classical conditioning
D) instrumental conditioning
Answer: D
Explanation: D) Pavlovian and respondent conditioning are all different ways of referring to
classical conditioning.
Type: MC
Skill: Conceptual
37) In classical conditioning, the US–UR connection is ________ and the CS–CR connection is
________.
A) automatic; instinctual
B) automatic; learned
C) learned; automatic
D) reflexive; automatic
Answer: B
Explanation: B) A US elicits a UR automatically or reflexively. A CS elicits a learned or CR.
Type: MC
Skill: Conceptual
17
38) The process of ________ increases the range of stimuli to which a CR will be made, while
________ decreases or narrows the range of stimuli to which a CR will be made.
A) stimulus generalization; stimulus discrimination
B) extinction; spontaneous recovery
C) spontaneous recovery; extinction
D) stimulus discrimination; stimulus generalization
Answer: A
Explanation: A) Stimulus generalization occurs when similar stimuli produce a similar reaction,
whereas stimulus discrimination is the mirror image and occurs when similar stimuli fail to evoke a
reaction.
Type: MC
Skill: Conceptual
39) Five-year-old Samantha is watching a storm from her window. A huge bolt of lightning is
followed by a tremendous thunderclap. Startled, Samantha jumps at the noise. This happens several
times. As the storm moves farther away, Samantha jumps at the sight of a lightening bolt but hears the
thunder after her jump! In this example, the unconditioned stimulus is the ________ and the conditioned
stimulus is the ________.
A) jumping; lightning
B) thunder; jumping
C) thunder; lightning
D) lightning; thunder
Answer: C
Explanation: C) The unconditioned stimulus that already causes a fear response is the loud noise
of the thunder. The lightning is an initially neutral stimulus associated with thunder that begins to trigger
a fear response as well. Lightning is a conditioned stimulus.
Type: MC
Skill: Applied
40) Every week, Jade spends her allowance on 500 grams of sour lemon gummy candies even though
they always make her mouth water. One day, as she is walking down the street, Jade sees a girl carrying a
little white bag that looks like a candy shop bag! Jade notices that her mouth is puckering and
overflowing with saliva. In this example, the unconditioned stimulus is the:
A) allowance money
B) little white bag
C) puckering and saliva
D) sour lemon gummy candy
Answer: D
Explanation: D) The unconditioned stimulus that already causes salivation is the sour candy. The
white bag is an initially neutral stimulus associated with sour candy that begins to trigger salivation as
well. The white bag is a conditioned stimulus.
Type: MC
Skill: Applied
18
41) Every week, Pearl spends her allowance on 500 grams of sour lemon gummy candies even
though they always make her mouth water. One day, as she is walking down the street, Pearl notices a
girl carrying a little white bag that looks like a candy shop bag! Pearl notices that her mouth is puckering
and overflowing with saliva. In this example, the conditioned stimulus is the:
A) sour lemon gummy candy
B) puckering and saliva
C) allowance money
D) little white bag
Answer: D
Explanation: D) The unconditioned stimulus that already causes salivation is the sour candy. The
white bag is an initially neutral stimulus associated with sour candy that begins to trigger salivation as
well. The white bag is a conditioned stimulus.
Type: MC
Skill: Applied
42) Study of the principles of classical conditioning reveals that:

A) the mere pairing of an unconditioned stimulus and a neutral stimulus is enough to produce
learning.
B) classical conditioning occurs in mammals, but not in lower species.
C) classically conditioned responses last for about two years.
D) completely eliminating a conditioned response usually requires more than one session.
Answer: D
Explanation: D) Extinction, the process of eliminating a response to some stimulus, takes several
sessions to completely occur.
Type: MC
Skill: Factual
43) The weakening and eventual disappearance of a learned response is called:

A) instinctive drift.
B) discrimination.
C) extinction.
D) counterconditioning.
Answer: C
Explanation: C) This is the definition of extinction, the weakening or elimination of a conditioned
response.
Type: MC
Skill: Conceptual
19
44) If a conditioned stimulus is repeatedly presented without the unconditioned stimulus, then
________ will occur.
A) spontaneous recovery
B) acquisition
C) extinction
D) generalization
Answer: C
Explanation: C) This is a description of the process used to extinguish a response in classical
conditioning.
Type: MC
Skill: Factual
45) In classical conditioning, when the conditioned stimulus is no longer paired with the
unconditioned stimulus, ________ occurs.
A) extinction
B) discrimination
C) instinctive drift
D) counterconditioning
Answer: A
Explanation: A) This is a description of the process used to extinguish a response in classical
conditioning.
Type: MC
Skill: Factual
46) When Arthur fed his fish, he used to switch on the light just before he gave them their food. He
noticed that they would swim to the top as soon the aquarium light came on. He decided to see what
would happen if he switched on the light but did not feed the fish. For one week he doesn't feed the fish
after turning on the light. Arthur is trying to see if ________ will occur.
A) counterconditioning
B) extinction
C) discrimination
D) instinctive drift
Answer: B
Explanation: B) Arthur is trying to extinguish the response of the fish swimming to the surface
when he turns on the light.
Type: MC
Skill: Applied
20
47) You train your dog Milo to salivate to the sound of a bell. Then you ring the bell every five
minutes and don't follow the ringing with food for Milo. He salivates less and less and finally stops
salivating at all when the bell rings. But the next morning, when you ring the bell, Milo salivates! What
term is used to explain the reappearance of this response?
A) stimulus discrimination
B) spontaneous recovery
C) instinctive drift
D) counterconditioning
Answer: B
Explanation: B) This is an example of spontaneous recovery, the reoccurrence of an extinguished
conditioned response after a rest period.
Type: MC
Skill: Applied
48) The reappearance of a learned response after its apparent extinction is called:
A) counterconditioning.
B) spontaneous recovery.
C) instinctive drift.
D) stimulus discrimination.
Answer: B
Explanation: B) This is a definition of spontaneous recovery.
Type: MC
Skill: Factual
49) Mary found herself uncontrollably salivating at the sight of the Dairy Queen sign. Her behaviour
is an example of:
A) behaviourism.
B) classical conditioning.
C) operant conditioning.
D) learning.
Answer: B
Explanation: B) Classical conditioning explains many automatic involuntary responses, such as
salivation.
Type: MC
Skill: Conceptual
21
50) A girl classically conditions her dog to blink by blowing into her dog's eyes just after saying
"blink!" Unfortunately, her parrot overhears the procedure, and says "blink" all day long when the girl is
out. When she returns, the girl says "blink" to her dog, but he does not blink. It appears as though:
A) the dog's behaviour has generalized.
B) the dog is now under the parrot's control.
C) spontaneous recovery has occurred.
D) extinction has taken place.
Answer: D
Explanation: D) Extinction refers to the weakening and eventual disappearance of a learned
response.
Type: MC
Skill: Conceptual
51) Higher-order conditioning involves using an already established ________ to establish a new
conditioned stimulus.
A) conditioned response
B) unconditioned stimulus
C) unconditioned response
D) conditioned stimulus
Answer: D
Explanation: D) Using a conditioned stimulus as the "unconditioned" stimulus to establish a new
conditioned stimulus is referred to as higher-order conditioning.
Type: MC
Skill: Factual
52) ________ is defined as a procedure in which a neutral stimulus becomes a conditioned stimulus
through association with an already established conditioned stimulus.
A) Stimulus discrimination
B) Spontaneous recovery
C) Higher-order conditioning
D) Intermittent reinforcement
Answer: C
Explanation: C) This is a definition of higher-order conditioning.
Type: MC
Skill: Factual
22
53) Higher-order conditioning may contribute to the formation of:
A) social values.
B) prejudice.
C) generalizations.
D) conditioned stimuli.
Answer: B
Explanation: B) A real-world example of higher-order conditioning is the formation of prejudice
through an association between a negative word and an ethnic or national label.
Type: MC
Skill: Conceptual
54) When words are paired with objects or other words that already elicit some emotional response,
they may come to elicit that response. This would be an example of:
A) spontaneous recovery.
B) an intrinsic reinforcer.
C) counterconditioning.
D) higher-order conditioning.
Answer: D
Explanation: D) This is a procedure using higher-order conditioning to establish an emotional
response to a word.
Type: MC
Skill: Conceptual
55) Isabella learns a positive response to the word birthday because of its association with gifts and
attention. This would be an example of:
B) higher-order conditioning.
C) spontaneous recovery.
D) an intrinsic reinforcer.
Answer: B
Explanation: B) This is a procedure using higher-order conditioning to establish an emotional
response to a word.
Type: MC
Skill: Applied
23
56) Iris learns a positive response to the word Thanksgiving because of its association with lots of
good food and visits from favourite relatives. This would be an example of:
A) continuous reinforcement.
B) extinction.
C) higher-order conditioning.
D) spontaneous recovery.
Answer: C
Explanation: C) This is a procedure using higher-order conditioning to establish an emotional
response to a word.
Type: MC
Skill: Applied
57) When an organism also responds to a stimulus that is similar to the conditioned stimulus,
________ is said to have occurred.
A) acquisition
B) extinction
C) discrimination
D) generalization
Answer: D
Explanation: D) Often organisms respond not only to the conditioned stimulus, but also to other,
similar stimuli in a process called generalization.
Type: MC
Skill: Factual
58) The proverb "He who hath been bitten by a snake fears a rope" illustrates:
A) an intrinsic reinforcer.
C) stimulus generalization.
Answer: C
Explanation: C) This is an example of generalization. A person afraid of a snake responds to a
rope, similar in appearance to a snake, in the same way he or she responds to the snake.
Type: MC
Skill: Conceptual
24
59) Using Pavlov's procedure for classical conditioning you are able to condition your dog to salivate
to middle C played on the piano. When you play the note above middle C, your pet still salivates, even
though she never received food paired with this note! This phenomenon is known as:
A) spontaneous recovery.
C) stimulus discrimination.
D) stimulus generalization.
Answer: D
Explanation: D) This is an example of generalization, wherein the dog responds not only to the
original conditioned stimulus, but also to other similar stimuli.
Type: MC
Skill: Applied
60) You classically condition your dog Milo to salivate when middle C is played on the piano. When
you play D instead of C Milo doesn't receive food and eventually Milo is salivating for C but not for D!
This phenomenon is known as:
A) instinctive drift.
B) extinction.
C) stimulus discrimination.
D) higher-order conditioning.
Answer: C
Explanation: C) Milo has now learned to distinguish the difference between C and D. In other
words, he has learned to discriminate.
Type: MC
Skill: Applied
61) For classical conditioning to be most effective, the stimulus to be conditioned should:
A) follow the unconditioned stimulus.
B) precede the unconditioned stimulus.
C) be of greater intensity than the unconditioned stimulus.
D) occur simultaneously with the unconditioned stimulus.
Answer: B
Explanation: B) Classical conditioning is most likely to occur quickly and efficiently when the
unconditioned stimulus precedes the conditioned stimulus.
Type: MC
Skill: Factual
25
62) For classical conditioning to be most effective, the neutral stimulus should ________ the
A) occur within 10 seconds before or after
B) occur simultaneously with
C) follow
D) precede
Answer: D
Explanation: D) Classical conditioning is most likely to occur quickly and efficiently when the
unconditioned stimulus precedes the conditioned stimulus.
Type: MC
Skill: Factual
63) Contemporary psychologists have suggested that what an animal or person actually learns in
classical conditioning is:
A) information conveyed by one stimulus about another.
B) an association between a neutral stimulus and an unconditioned stimulus.
C) a temporal association between one stimulus and another.
D) successive approximations of the desired conditioned response.
Answer: A
Explanation: A) Essentially, contemporary psychologists are saying that the conditioned stimulus
serves as a signal or cue to tell us that the unconditioned stimulus is about to occur. Thus one stimulus is
telling us something about another stimulus.
Type: MC
Skill: Conceptual
64) What actually is learned in classical conditioning is:

A) an association between a stimulus and a response.
B) an association between two responses.
C) an association between two stimuli.
D) information conveyed by one stimulus about another.
Answer: D
Explanation: D) Essentially, contemporary psychologists are saying that the conditioned stimulus
serves as a signal or cue to tell us that the unconditioned stimulus is about to occur. Thus not only is an
association between two stimuli being established, but also one stimulus is telling us something about
another stimulus.
Type: MC
Skill: Conceptual
26
65) Robert Rescorla said that a conditioned stimulus must reliably ________ an unconditioned
stimulus.
A) precede
B) cause
C) follow
D) predict
Answer: D
Explanation: D) Rescorla viewed the conditioned stimulus as a predictor of the unconditioned
stimulus.
Type: MC
Skill: Factual
66) For classical conditioning to be effective in forming an association, the CS should be presented:
A) a long time before the US.
B) just prior to the US.
C) after the US, but before the UR.
D) at the same time as the US.
Answer: B
Explanation: B) Statement of fact.
Type: MC
Skill: Conceptual
67) The acquisition of a conditioned fear response appears to involve a receptor for the
neurotransmitter:
A) serotonin.
B) glutamate.
C) dopamine.
D) norepinephrine.
Answer: B
Explanation: B) Statement of fact.
Type: MC
Skill: Factual
68) In a research study conducted at a college, students looked at slides of either beige pens or blue
pens while either popular or unfamiliar music played in the background. In classical conditioning terms,
the music was a/an:
B) primary reinforcer.
D) secondary reinforcer.
Answer: C
Explanation: C) In this example, the music is an unconditioned stimulus.
Type: MC
Section: Classical Conditioning in Real Life
Skill: Conceptual
27
69) Mr. Tenedor works on the assembly line building cars. His mouth begins to water whenever the
noontime bell signals the beginning of lunch. One day the bell goes haywire and rings every 30 minutes
throughout the day. By the end of the day, Mr. Tenedor realizes that he has stopped salivating to the bell,
which means that ________ has occurred.
A) extinction
B) counterconditioning
Answer: A
Explanation: A) Extinction is the elimination of a classically conditioned response.
Type: MC
Skill: Applied
70) After a child learns to fear spiders, he also responds with fear to ants and beetles. This is an
example of:
B) stimulus generalization.
Answer: B
Explanation: B) The child is responding with fear to things similar to spiders. This is called
stimulus generalization.
Type: MC
Skill: Applied
71) According to John B. Watson, the founder of North American behaviourism, you learn to love
another:
A) by pairing stroking and cuddling with the person doing the stroking and cuddling.
B) when you feel close to the other person and needed by him or her.
C) through the instant chemistry and attraction that flows back and forth.
D) by associating the person with concepts of trust, loyalty, and companionship.
Answer: A
Explanation: A) In this example, being stroked and cuddled is an unconditioned stimulus causing
a positive response. The person who does the stroking and cuddling is initially neutral, but comes to be
associated with positive feelings as well.
Type: MC
Skill: Conceptual
28
72) John B. Watson believed that classical conditioning could affect:
A) our emotional responses.
B) our environment.
C) only physiological responses, such as salivation.
D) animal, but not human, behaviour.
Answer: A
Explanation: A) John Watson was interested in the way in which emotional responses could be
classically conditioned.
Type: MC
Skill: Factual
73) College students looked at slides of either beige pens or blue pens while either appealing or
unappealing music played in the background. Based on this procedure, it is evident that the researchers
are studying:
A) secondary reinforcers.
B) successive approximations.
C) classical conditioning.
D) operant conditioning.
Answer: C
Explanation: C) This is a classical conditioning study involving the association between two
stimuli.
Type: MC
Skill: Factual
74) Researchers asked college students to look at slides of either beige pens or blue pens while either
popular or unfamiliar music played in the background. Later, when allowed to choose a pen:
A) almost all the students chose the colour of pen that was opposite to the colour seen in their slides.
B) almost three-fourths of the students chose the blue pen, assuming that the colour of pen matched
the colour of the ink.
C) about one-quarter of those who heard the unfamiliar music chose a pen that differed in colour
from the one seen in their slides.
D) almost three-fourths of those who heard the popular music chose the colour of pen seen in their
slides.
Answer: D
Explanation: D) Associating popular music with pens of a particular colour caused that colour of
pen to be popular as well.
Type: MC
Skill: Factual
29
75) A car manufacturer places an ad for its newest model in Playboy magazine, hoping that it will
increase sales. In this case, the car is a/an ________ and the female models throughout the magazine
would presumably serve as ________.
A) unconditioned response; conditioned responses
B) neutral stimulus; unconditioned stimuli
C) unconditioned stimulus; conditioned stimulus
D) conditioned stimulus; conditioned responses
Answer: B
Explanation: B) Many advertising techniques are based on the principles of classical
conditioning.
Type: MC
Skill: Conceptual
76) According to the textbook:

A) classical conditioning can be demonstrated in laboratory conditions but is rarely demonstrated in
real life.
B) it is easier to condition a fear of flowers in a person than it is to condition a fear of heights.
C) while a person can learn to fear just about anything, it is easier to learn to fear some things than
others.
D) positive emotions are the only emotions that can be classically conditioned.
Answer: C
Explanation: C) Some stimuli seem to naturally be more likely to induce fear.
Type: MC
Skill: Factual
77) It would be easiest to classically condition Yosef to acquire a fear of:

A) flowers.
B) cars.
C) snakes.
D) butterflies.
Answer: C
Explanation: C) It is normally very easy to condition a person to fear snakes.
Type: MC
Skill: Applied
30
78) Which of the following is NOT a situation that can be explained by classical conditioning?
A) development of food preferences
B) development of phobias
C) innate food preferences
D) advertising
Answer: C
Explanation: C) Innate food preferences are, by definition, innate and not learned. In other
words, they are present at birth.
Type: MC
Skill: Conceptual
79) "Little Albert" was a:

A) monkey.
B) white rat.
C) dog.
D) young child.
Answer: D
Explanation: D) Little Albert was a young boy who was the subject in a well-known classical
conditioning experiment carried out by John Watson and Rosalie Rayner.
Type: MC
Skill: Factual
80) John Watson and his colleague Rosalie Rayner showed Little Albert a live white rat. Albert:
A) liked the rat and seemed delighted.
B) didn't react to the rat, one way or another.
C) tried to crawl away and escape.
D) began to whimper and tremble.
Answer: A
Explanation: A) Little Albert initially liked the rat and was interested in it.
Type: MC
Skill: Factual
81) Watson and Rayner made a loud noise behind Little Albert's head by striking a steel bar with a
hammer. This noise served as the ________ in their study.
A) counterconditioning stimulus
B) conditioned stimulus
C) discriminative stimulus
D) unconditioned stimulus
Answer: D
Explanation: D) The loud noise was an unconditioned stimulus is this experiment.
Type: MC
Skill: Conceptual
31
82) John Watson and his colleague Rosalie Rayner offered a live white rat to Little Albert and then
made a loud noise behind his head by striking a steel bar with a hammer. The white rat served as the
________ in their study.
A) unconditioned stimulus
B) counterconditioning stimulus
C) conditioned stimulus
D) discriminative stimulus
Answer: C
Explanation: C) The white rat was a conditioned stimulus that came to elicit a fear response.
Type: MC
Skill: Conceptual
83) Watson and Rayner made a loud noise behind Little Albert's head by striking a steel bar with a
hammer and watched as Albert jumped and fell sideways on the mattress on which he had been sitting.
Albert's reaction of fear when he heard the noise served as the ________ in their study.
A) unconditioned response
B) latent response
C) counterconditioned response
D) conditioned response
Answer: A
Explanation: A) Albert's fear of the loud noise was an unconditioned response.
Type: MC
Skill: Conceptual
84) John Watson and Rosalie Rayner made a loud noise behind Little Albert's head by striking a steel
bar with a hammer and then watched as Albert jumped and fell sideways on the mattress on which he
had been sitting. Then they offered a live white rat and struck the bar. Albert began to whimper, tremble,
and fall over and cry. When the rat was later offered alone, Albert reacted with fear. The fear of the rat
served as the ________ in their study.
A) counterconditioned response
B) unconditioned response
C) latent response
D) conditioned response
Answer: D
Explanation: D) Fear of the rat was the conditioned, or learned, response.
Type: MC
Skill: Conceptual
32
85) After Little Albert acquired a conditioned fear to a rat, Watson and Rayner wanted to see how he
would react to a white rabbit, cotton wool, and a Santa Claus mask. They were studying whether or not
________ had occurred.
A) behaviour modification
B) stimulus generalization
C) stimulus discrimination
D) extinction
Answer: B
Explanation: B) When Albert responded to the white rabbit, cotton wool, and Santa Claus mask
with fear, it was because of generalization.
Type: MC
Skill: Conceptual
86) When a three-year-old named Peter was deathly afraid of rabbits, his fear was eliminated
through:
A) stimulus generalization.
B) counterconditioning.
D) stimulus discrimination.
Answer: B
Explanation: B) In this case, a conditioned response of fear was eliminated by conditioning a new
response that was incompatible with fear. This is called counterconditioning.
Type: MC
Skill: Conceptual
87) Peter was a three-year-old who was deathly afraid of rabbits. In classical conditioning terms,
rabbits had become a/an:
B) negative reinforcer.
D) primary punisher.
Answer: A
Explanation: A) Rabbits were a conditioned stimulus to fear.
Type: MC
Skill: Conceptual
33
88) Aiden is afraid of the bath, and so his father puts two inches of water in the tub and gives Aiden
a popsicle to eat while he washes Aiden's back. This is an example of:
B) latent learning.
C) spontaneous recovery.
D) operant conditioning.
Answer: A
Explanation: A) This is an example of counterconditioning. Aiden cannot scream while eating a
popsicle.
Type: MC
Skill: Applied
89) A variation of the counterconditioning procedure used in the treatment of Peter's fear of rabbits
has been used to treat adult phobias. This variation is called:
A) systematic desensitization.
B) secondary punishers.
C) latent learning.
D) intermittent reinforcement.
Answer: A
Explanation: A) Systematic desensitization is a behavioural technique similar to
counterconditioning that is used in the treatment of phobias.
Type: MC
Skill: Conceptual
90) When researchers attempted to teach slugs to dislike foods by pairing the food with an
unpleasant taste, they found that:
A) slugs learned to avoid the smell of carrots, which they normally like, but attempts at higher-order
conditioning failed.
B) after the smell of carrots was paired with the bitter-tasting drug, the slugs began to avoid the
place where the association had been formed and would not eat any food in that context.
C) despite numerous procedures and many attempts, it was not possible to classically condition any
responses in slugs.
D) slugs learned to avoid the smell of carrots and then, through higher-order conditioning pairing
carrot smells and potato smells, slugs began to avoid the smell of potatoes.
Answer: D
Explanation: D) Slugs could not only be classically conditioned; higher-order conditioning was
also possible.
Type: MC
Skill: Conceptual
34
91) Shortly after Martin and his wife ate filet mignon with Béarnaise sauce, Martin fell ill with the flu.
Classical conditioning occurred, and ________ became a conditioned stimulus for nausea.
A) the type of china used by the restaurant
B) the soft light from candles
C) Béarnaise sauce
D) the presence of Martin's wife
Answer: C
Explanation: C) Béarnaise sauce became a conditioned stimulus for nausea.
Type: MC
Skill: Applied
92) Shortly after Martin and his wife ate filet mignon with Béarnaise sauce, Martin fell ill with the flu.
Classical conditioning occurred and Béarnaise sauce became a conditioned stimuli for nausea. The waiter,
however, did not become a conditioned stimulus. According to the Garcia effect:
A) humans are primed to associate sickness with taste more readily than with sights.
B) once Martin observes another diner enjoying Béarnaise sauce then he will enjoy it too.
C) extinction occurs rapidly for food dislikes and soon Martin will enjoy Béarnaise sauce again.
D) the kindness of the waiter was sufficient to override classical conditioning.
Answer: A
Explanation: A) There seems to be an innate tendency for humans and other animals to associate
sickness with the food they have most recently eaten.
Type: MC
Skill: Applied
93) The "Garcia effect" described in the textbook explains why:

A) a type of food can become a conditioned stimulus for nausea but only when sickness immediately
follows the consumption of the food.
B) getting sick after eating a particular food can produce a conditioned response not only to the food
but also to the people you're with at the time as well.
C) animals are biologically primed to associate sickness more readily with sights and sounds than
with tastes.
D) conditioned taste aversions can occur after only one pairing of a particular food with illness.
Answer: D
Explanation: D) The "Garcia effect" refers to the biological tendency to associate sickness with
taste more readily than with sights or sounds.
Type: MC
Skill: Conceptual
35
94) Patients may generalize the nausea caused by chemotherapy to the place where the therapy takes
place. When this occurs, the unconditioned stimulus is:
A) the place where therapy takes place.
B) the sound of the nurse's voice.
C) chemotherapy.
D) nausea.
Answer: C
Explanation: C) The unconditioned stimulus is the stimulus that originally triggers nausea, the
chemotherapy.
Type: MC
Skill: Conceptual
95) When undergoing chemotherapy to treat cancer, patients may generalize the nausea caused by
chemotherapy to the place where the therapy takes place. When this occurs, the unconditioned response
is:
A) the sound of a nurse's voice.
B) nausea.
C) the place where therapy takes place.
D) chemotherapy.
Answer: B
Explanation: B) The unconditioned response is the response to the unconditioned stimulus, the
nausea.
Type: MC
Skill: Conceptual
96) Individuals being treated for cancer may generalize the nausea caused by chemotherapy to the
place where the therapy takes place. When this occurs, the conditioned stimulus is:
B) nausea.
C) avoidance by cancelling the appointment.
D) chemotherapy.
Answer: A
Explanation: A) The conditioned stimulus is the initially neutral stimulus, the location of the
chemotherapy.
Type: MC
Skill: Conceptual
36
97) When their cancer is treated through chemotherapy, individuals may generalize the nausea
caused by chemotherapy to the place where the therapy takes place. When this occurs, the conditioned
response is:
B) chemotherapy.
C) nausea.
D) the sound of a nurse's voice.
Answer: C
Explanation: C) The conditioned response is the response that comes to be triggered by the
conditioned stimulus, the nausea in response to the therapy location.
Type: MC
Skill: Conceptual
98) Which of the following would NOT be a conditioned stimulus that would reduce a cancer
patient's pain through the placebo effect?
A) the bottle containing the pills
B) the active ingredients in the pills
C) the sight and feel of the injections
D) the white coat of the doctor
Answer: B
Explanation: B) The active ingredients in the pills are the unconditioned stimulus that already
causes pain relief.
Type: MC
Skill: Conceptual
99) The "dessert tray" phenomenon" refers to:

A) feelings of satiation upon presentation of the dessert cart.
B) the oversizing of restaurant portions.
C) feelings of hunger upon presentation of the dessert cart.
D) classical conditioning of unpleasant food groups.
Answer: C
Explanation: C) Feeling full is not an all-or-none phenomenon. We can have our fill of one food
but be tempted by a second food because the stimuli associated with the second food group continue to
fire up our motivational brain centres.
Type: MC
Skill: Conceptual
37
100) In the late 1800s, G. Stanley Hall conducted a study of anger. One case involved a three-year-old
girl who asked a calm question right in the middle of a tantrum. Evidently, the child:
A) had been reinforced for having tantrums in the past.
B) had been classically conditioned to associate crying with anger.
C) experienced higher-order conditioning of her anger responses.
D) had been punished for having tantrums in the past.
Answer: A
Explanation: A) In the past, her tantrums had been reinforced; she had gotten what she wanted.
Type: MC
Section: Operant Conditioning
Skill: Conceptual
101) All of the following statements about classical and operant conditioning are true EXCEPT:
A) in classical conditioning an animal learns to control events in the environment.
B) in classical conditioning it does not matter whether an animal's behaviour has consequences.
C) responses in operant conditioning are complex and produce effects on the environment.
D) responses in classical conditioning are reflexive, automatic reactions.
Answer: A
Explanation: A) In classical conditioning, an animal is responding to stimuli in the environment,
not controlling environmental events.
Type: MC
Skill: Conceptual
102) A basic principle governing operant conditioning is that:

A) behaviours are controlled by their consequences.
B) for operant conditioning to occur, a conditioned stimulus must precede an unconditioned
stimulus.
C) behaviour must have an effect on the environment to be learned.
D) behaviours are controlled by internal causes.
Answer: A
Explanation: A) Operant conditioning is based on the fact that behaviours are controlled by their
consequences. That is, if something we do results in positive consequences, we are more likely to do it
again.
Type: MC
Skill: Conceptual
38
103) In classical conditioning, the responses involved tend to be ________, but in operant conditioning
they are ________.
A) reflexive; complex and not reflexive
B) complex and not reflexive; reflexive
C) secondary reinforcers; primary reinforcers
D) emitted; automatic
Answer: A
Explanation: A) In classical conditioning, the responses are likely to be reflexive, but in operant
conditioning the responses are more complex and have an effect on the environment.
Type: MC
Skill: Conceptual
104) Gerry wants to train his new puppy not to chew on the furniture. He will be most successful in
reducing the puppy's chewing behaviour if he uses:
A) operant conditioning.
B) behaviourism.
C) second-order conditioning.
D) classical conditioning.
Answer: A
Explanation: A) Operant conditioning refers to the process by which a response becomes more
likely to occur or less so, depending on its consequences.
Type: MC
Skill: Conceptual
105) In operant conditioning, the word "operant" denotes the idea that behaviour:
A) is reflexive or respondent.
B) is a function of a learned association between two events.
C) is elicited by an environmental stimulus.
D) produces effects on the environment, resulting in consequences.
Answer: D
Explanation: D) An organism's response "operates," or produces effects, on the environment.
Type: MC
Skill: Conceptual
39
106) Which of the following statements would be rejected by a strict behaviourist?
A) Primary reinforcers and punishers can be very powerful, but they also have drawbacks.
B) The sooner a reinforcer follows a response, the greater its effect on the response.
C) In studying the consequences of behaviour, the words reinforcer and reward are synonyms.
D) No matter how pleasurable a stimulus is, unless it increases responses, it is not a reinforcer.
Answer: C
Explanation: C) While the terms reinforcer and reward may seem to be synonymous to students,
a strict behaviourist would not use the term reward because it implies a mental state.
Type: MC
Skill: Conceptual
107) Operant conditioning is most closely associated with:

A) B. F. Skinner.
B) Ivan Pavlov.
C) John Watson.
D) John Garcia.
Answer: A
Explanation: A) B. F. Skinner spent his entire career elucidating the principles of operant
conditioning.
Type: MC
Skill: Factual
108) The process by which a stimulus strengthens or increases the probability of the response that it
follows is called:
A) reinforcement.
B) latent learning.
C) higher-order conditioning.
D) classical conditioning.
Answer: A
Explanation: A) This is a definition of reinforcement.
Type: MC
Skill: Factual
40
109) The process by which a stimulus weakens the probability of the response that it follows is called:
A) higher-order conditioning.
B) determinism.
C) punishment.
D) reinforcement.
Answer: C
Explanation: C) This is a definition of punishment.
Type: MC
Skill: Factual
110) The difference between a reinforcer and a punisher is that:

A) reinforcers are primary and punishers are secondary.
B) reinforcers are positive and punishers are negative.
C) reinforcers strengthen behaviour and punishers weaken behaviour.
D) punishers are primary and reinforcers are secondary.
Answer: C
Explanation: C) Reinforcement increases the likelihood that a behaviour will reoccur, while
punishment decreases it.
Type: MC
Skill: Conceptual
111) For Skinner, reinforcers are defined:

A) in terms of their actual effects on changing the probability of a response.
B) differently, depending on the definition given the individual researcher.
C) on the basis of physiological changes within the organism.
D) on the basis of whether the experimenter thinks they will have an effect on changing response
probability.
Answer: A
Explanation: A) Statement of fact.
Type: MC
Skill: Conceptual
112) Kelsey's dad uses a primary reinforcer to strengthen the response she just made. The reinforcing
stimulus would be:
A) playing a game of Candy Land with her.
B) applauding her appropriate behaviour.
C) offering praise for a job well done.
D) lightly stroking the hair on the top of her head.
Answer: D
Explanation: D) Lightly stroking her hair is a primary, or unlearned, reinforcement.
Type: MC
Skill: Applied
41
113) Research on reinforcers shows that:
A) money is a powerful primary reinforcer.
B) secondary reinforcers are less effective than primary reinforcers in controlling behaviour.
C) a primary reinforcer may be ineffective if the person is not in a deprived state.
D) a comfortable air temperature would be an example of a secondary reinforcer.
Answer: C
Explanation: C) Primary reinforcement is something that satisfies an innate need. If the person is
not in a deprived state, that object may not be reinforcing. For example, if a person is not thirsty, water
will probably not be reinforcing.
Type: MC
Skill: Factual

A) money
B) praise
C) food
D) gold stars
Answer: C
Explanation: C) Food satisfies an innate need and is therefore a primary reinforcer.
Type: MC
Skill: Conceptual

A) a comfortable air temperature
B) applause
C) money
D) praise
Answer: A
Explanation: A) A comfortable air temperature satisfies an innate need and is therefore a primary
reinforcer.
Type: MC
Skill: Factual
116) Which of the following is a secondary reinforcer?

A) light stroking of the hair
B) a comfortable air temperature
C) food
D) applause
Answer: D
Explanation: D) Applause does not satisfy an innate need. It is a secondary, not primary,
reinforcer.
Type: MC
Skill: Factual
42
117) You clean your room so your mother will stop nagging you. Your mother used ________ to get
you to clean your room.
A) punishment
B) positive reinforcement
C) negative reinforcement
D) primary reinforcement
Answer: C
Explanation: C) This is an example of negative reinforcement. The desired behaviour, cleaning
your room, resulted in the termination of an aversive event, nagging.
Type: MC
Skill: Applied
118) A drawback in using primary punishers and primary reinforcers in research would be that:
A) the experimenter must first make sure that the stimulus has acquired reinforcing properties.
B) using primary punishers or taking away a primary reinforcer would not be ethical.
C) they are more likely than other punishers and reinforcers to lead to superstitious behaviours.
D) they are not as effective as secondary reinforcers in conditioning procedures.
Answer: B
Explanation: B) In experiments with humans, it may not be ethical to take away a primary
reinforcer, for example, to deprive a person of food.
Type: MC
Skill: Conceptual
119) Food and water would be examples of:

A) secondary reinforcers.
B) latent reinforcers.
C) higher-order reinforcers.
D) primary reinforcers.
Answer: D
Explanation: D) These are primary reinforcers because they satisfy innate needs.
Type: MC
Skill: Factual
43
120) Brett's mom keeps a chart on his bedroom wall and adds a gold star for each day that his room is
clean. His mom is using ________ to strengthen the response.
A) secondary reinforcers
B) an unconditioned stimulus
C) latent learning
D) classical conditioning
Answer: A
Explanation: A) A star is a secondary, or learned, reinforcer.
Type: MC
Skill: Applied
121) Kyla wants to make sure that her dog Axel does not beg for food from the table. Every time that
Axel begs, Kyla says "No" in a sharp, scolding voice and she never gives in. Kyla is using:
A) positive reinforcement.
B) stimulus generalization.
C) a secondary punisher.
D) negative reinforcement.
Answer: C
Explanation: C) Kyla is using a secondary, or learned, punisher to train Axel.
Type: MC
Skill: Applied
122) You take an Aspirin and your headache goes away. This makes it more likely that you will take
an aspirin next time you have a headache. This is an example of:
A) negative punishment.
B) positive punishment.
C) negative reinforcement.
D) positive reinforcement.
Answer: C
Explanation: C) This is an example of negative reinforcement, where an aversive event, the
headache, is removed by the desired behaviour, taking Aspirin.
Type: MC
Skill: Applied
44
123) Professor Inglot gives a student a D on a term paper that was completely inadequate. The D
grade is an example of:
A) intrinsic reinforcement.
B) a secondary punisher.
C) negative reinforcement.
D) a primary punisher.
Answer: B
Explanation: B) This is an example of a learned, or secondary, punisher, a low grade, being used
to eliminate an undesired behaviour, turning in inadequate work.
Type: MC
Skill: Applied
124) Elton's mother has been nagging and nagging that he should stop fooling around with his guitar
and start studying. Finally, in order to stop her nagging, Elton complies and hits the books. This example
illustrates”
A) negative punishment.
B) positive reinforcement.
C) positive punishment.
D) negative reinforcement.
Answer: D
Explanation: D) This is an example of negative reinforcement, where a desired response,
studying, results in termination of an aversive event, nagging.
Type: MC
Skill: Applied
125) Noam's mom keeps a chart on his bedroom wall and adds a gold star for each day that his room
is clean. His mom is using ________ to strengthen the response.
A) secondary reinforcers
B) systematic desensitization
C) higher-order conditioning
D) primary reinforcers
Answer: A
Explanation: A) Secondary reinforcers are stimuli that have acquired reinforcing properties
through association with other reinforcers.
Type: MC
Skill: Applied
45
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Sunnuntai
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Sunnuntai
Romaani
Author: Ester Ståhlberg
Release date: October 8, 2023 [eBook #71834]
Language: Finnish
Original publication: Porvoo: WSOY, 1922
Credits: Juhani Kärkkäinen and Tapio Riikonen
*** START OF THE PROJECT GUTENBERG EBOOK SUNNUNTAI

***
SUNNUNTAI
Romaani
Kirj.
Ester Ståhlberg
Porvoossa, Werner Söderström Osakeyhtiö, 1922.
Äidilleni.
1.
Ilta hämärtää. Koivut ikkunani ulkopuolella ovat paksussa

huurteessa, ja tuulen henki huojuttaa hiljaa niiden valkoisia oksia. On
syvä rauha ja hiljaisuus. Viereisestä huoneesta kuuluu yksinäisen
keinutuolin natinaa, muuten ei napsahdustakaan koko talossa.
Siellä istuu isä, hitaasti kiikuttaen keinutuolia, pää kätensä
varassa. On sunnuntai-ilta. Koko päivä on ollut samaa äänetöntä
sunnuntaita, samaa pyhien pyhää. Olemme yhdessä katselleet
valokuviasi, yhdessä entisiä kirjeitäsi. Talo on ollut sinua täynnä, ja
jokainen soppi ja jokainen esine on kertonut sinusta.
Olen joskus tarkannut isää, kun hän siinä kumarassa istuu sinun
kirjeesi hyppysissään. Olen tarkannut hänen raukeata ilmettänsä,
hänen laihtuneita kasvojansa. Hän ei saa öisin unta. Hänen kätensä
ovat entistä kalpeammat, hänen huulensa väräjävät, kun hän
kuvaasi katselee. Ja kun luen kirjeistäsi jonkun kuvauksen entisestä
kesäelämästämme tai mistä tahansa, mihin mielesi on ollut kiintynyt,
sulkee hän silmänsä ja hänen rinnastaan nousee raskas huokaus
ikäänkuin jostakin syvältä, hänen olemuksensa pohjimmaisesta
pohjukasta.
Nyt on ilta. Kuuntelen tuota keinutuolin natinaa ja tiedän varsin

hyvin missä hänen mielensä vaeltaa. Hän soudattaa siinä esille
kuvan toisensa jälkeen murheellisen sydämensä lohdutukseksi. Hän
muistaa niitä äskeisiä päiviämme, jolloin sinä muutamalla
harppauksella juosten portaat saavuit koulusta ja kerroit illan suussa
hänelle juttujasi. Silloin oli vielä viihtymisemme häiriintymätön
yhteisen kotilieden ympärillä. Ja karhuntaljalla isän jalkojen juuressa
nukahti joka ilta pieni liinatukkainen tyttölapsi.
Kaikki on siitä muuttunut. Nyt on maailma äänetön ja elämämme

kulku on pysähtynyt. Arki touhuineen on poissa, ja meillä on
sunnuntai. Yhtämittainen, salaperäinen sunnuntai. Tuulen suhina on
toisenlainen kuin ennen, junan vihellys kuuluu kuin toisesta, meille
vieraasta maailmasta. Huomaan usein isän silmistä, että hän
katselee jotakin, jota eivät muut näe, ja kuuntelee jotakin, jota eivät
muut kuule. Meille on avattu salattu tie, jota kulkiessamme entisten
näköalojen takaa avautuvat uudet, jonka varsilla oudot kukkaset
loistavat ja vieraat linnut meille visertävät. Kuitenkin se on oman
elämämme polku. Astumme tätä polkua poispäin nykyisyydestämme,
mutta on kuin emme olisi siitä ennen mitään aavistaneet.
Pelkään pahoin, ettei isän silmä koskaan enää käänny siitä

maailmasta pois edes sen verran, että hän jaksaisi nykypäivän
kutsua seurata. Pelkään, että hän on menneen ajan lumoissa niin
kokonaan, ettei hän tule mitään tulevaisuutta enää tavoitelleeksi.
Uskon oi jospa voisin olla sitä uskomatta! — mutta uskon joskus,
ettei hänen katseensa enää koskaan palaja siltä veräjältä, jonka
taakse sinä hävisit.
Menen hiljaa hänen huoneeseensa. Hän ei nosta päätään. Lasken

käteni hellävaroin hänen olkapäällensä. Hän ei näy huomaavan
tuloani. Otsa on uurtunut, suupielissä on syvät vaot. Annan katseeni
liukua ulos ikkunasta huurteisten oksien lomitse yli hämärtävien
lumikenttien. Miten kutsun hänet takaisin elämään?
Kaareutuuhan täällä vielä taivas ja paistaahan joskus taas aurinko.

Onhan tässä vielä koti tallella, on pieni tyttönen vuoteessansa, ovat
tuossa ruohokentät lumen alla, ja ensi keväänä ne taas viheriöinä
helottavat. Olethan täällä sinäkin, Yrjö. Olet — vaikka oletkin poissa,
olet kuitenkin luonamme pysyväisemmin, muuttumattomammin kuin
koskaan ennen.
— Onhan hän kuitenkin luonamme — sanon ääneen.
Valkotukkainen mies katsahtaa minuun ja nyökkää päätään. Sitä

katsetta en unohda. Siinä ei ollut sillä hetkellä kaipauksen
katkeruutta. Siinä on varmuutta jostakin. Mistä?
— Muistellaan yhdessä! — sanon taasen ääneen. — Kaivataan
yhdessä! Sillä lailla on helpompi kantaa kuormaa, ja yhteinen kaipuu
muuttuu elämän voimaksi. Se, mikä meillä on yhteistä, ei ole
kenenkään muun omaa kuin meidän kahden, ja meillä on suuret
aarteet. Yrjö on avannut meille portin omaan elämäämme ja
elämään yleensä. Hän tulee itse meitä vastaan kaikkialla. Nyt vasta
näemme silmillämme, tajuamme toisin kuin ennen oman
kohtalomme ja muittenkin kohtaloita. Ja kaiken takana ovat
loppumattomat avaruudet.
Hän sulkee käteni omaansa ja minä istuudun tuolille hänen

viereensä.
Tuossa ovat mahonkituolit molemmin puolin pöytää ja sohva

pöydän takana. Yrjö! Niissä istuimme ennen iltaisin. Tule! Istuudu
tuohon isän tyhjään nojatuoliin kuten muinoin! Jutelkaamme
keskenämme kuin ennen, ja antakaamme tuon väsyneen miehen
lämmetä ääntemme kuulemisesta. Suokaamme hänelle nykyhetken
unohduksen lepo ja menneitten päivien lohdutus. Yrjö, auttakaamme
häntä, rohkaiskaamme häntä, niin että hän entisyyden muistoista
saa voimaa elämään uutta elämää. Aika ei todellisuudessa pysähdy,
ihmisen on riennettävä eteenpäin, sillä yksin kohtalo asettaa hänelle
hänen matkansa päämäärän. Mutta hän jaksaa paremmin kestää
kovat kaudet, kun hän saa rauhassa muistella ja niistä
muisteloistaan koota itsellensä uutta tarmoa. Niinpä tehkäämme
hänelle tämä ilta leppoisaksi ja rauhan täyttä suloa uhkuvaksi.
Kulukoon lohdullisesti tämä pyhäinen sunnuntai loppuansa kohti,
lampun hauskasti valaistessa hänen kirjoituspöytäänsä ja hämärän
kurkistaessa sisään punaviiruisten uutimien lomitse.
*****
Kerro, poikaseni, tulimmeko sinulle koskaan sanoneeksi, miten
paljon me sinua rakastimme? Emme suinkaan. Sillä emmehän
tulleet vakuuttaneeksi sinulle päivänselvää asiaa. Emmekä
kiittäneeksi sinua siitä, että olit olemassa. Emme siitäkään, että olit
meille olemassa, sillä niin oli kohtalomme säätänyt.
Jospa voisin puhua sinulle sanattomasti! Sanat eivät kuitenkaan

ilmaise sitä mitä tunnen. Niillä on ahtaat rajansa, mutta en tule ilman
niitä toimeen. Kun vaivun sinun kanssasi muistelemaan entistä
elämäämme, olen riippuvainen rajoista, muodoista ja väreistä Ja
kuitenkin on kaiken takana jotakin rannatonta, jotakin sanoin
sanomatonta.
2.
Ajattelen sitä hetkeä, jolloin kohtalomme langat yhtyivät. Et voi sitä

muistaa, mutta olen usein kertonut siitä sinulle. Se oli se hetki, jolloin
näimme toisemme ensi kerran. Synnyit silloin toistamiseen, sillä
synnyit silloin meille.
Siinä huoneessa ei kuulunut kiirehtiviä askelia, ei valituksia, ei

huudahduksia. Et tervehtinyt minua kirkunalla enkä minä lähestynyt
sinua tyydyttääkseni alkuperäisintä vaistoasi. Siinä huoneessa
vallitsi äänettömyys. Ja me kohtasimme toisemme ainoastaan
viipyvässä ihmettelevässä katseessa, ikäänkuin olisimme jonkin
kadonneen jälleen nähneet.
Eikä ollut silloin muuta olemassa kuin tämä lapsi, joka oli äitinsä
löytänyt, ja tämä äiti, joka oli löytänyt lapsensa.
Varmaan sinäkin vaistomaisesti tunsit, että se päivä oli ratkaiseva.
Sillä sinä olit siitä asti toisessa suhteessa minuun kuin olit
kehenkään muuhun tutussa ympäristössäsi. Enkä koskaan unohda
sitä onnen hymyä, joka aina levisi kasvoillesi myöhemmin joskus
puhuessamme tästä yhtymisestämme ja lapsuutesi varhaisimmista
muistoista.
Sinä päivänä istuit valkoisen jakkarapöydän ääressä, edessäsi

kulunut kuvakirja. Huoneen muusta sisustuksesta minulla ei ole
aavistustakaan. Sen vain tiedän, että siinä oli pieniä lastenvuoteita ja
niissä nukkuvia pikkulapsia, ja meidät saattoi sinne laitoksen
johtajatar, diakonissanpuku yllään. Hän oli korkeasukuinen nainen,
hienopiirteinen ja komearyhtinen, tottunut käskemään, mutta sinä olit
hänen silmäteränsä, ja hän valvoi tarkasti tulevaisuutesi
kaikinpuolista turvaamista. Meihin hän oli jostakin syystä saanut
ehdottoman luottamuksen. Ja sen takia hän seisoi syrjässä odottaen
kohtalomme kehitystä.
Isä jäi äänetönnä sinua katselemaan. Minä lähestyin sinua ja

kyykistyin viereesi lattialle. Sinä vain suurilla silmilläsi minua katsoit
ja katsoit. Sydämeni oli kuin vellova vesi, toivon ja pelon vaiheilla
läikkyvä. Uskaltaisinko koskettaa noita pehmeitä kämmeniä sinun
siitä säikkymättä? Otin kätesi omaani ja sinä annoit sen silmiä
räpäyttämättä tapahtua. Tunsin silkkisen hipiäsi kosketuksen ja suljin
molemmat kätesi omiini. Silloin irroitit ne otteestani ja kiersit hennot
käsivartesi kaulaani.
Silmistäni valahtivat kyyneleet ja minä nostin sinut käsivarsilleni.

Suljin sinut syliini ja painoin otsani karkean mekkosi poimuihin.
Ja minusta tuntui kuin olisi jossain ajan kello lyönyt, erottaen

ajanjakson edellisestä. Se löi sinulle ja minulle. Ja sinä olit kuitenkin
vasta pieni lapsi, joka sopertelit ensimäisiä sanojasi.
Minä nousin ja käännyin isään päin. Näin, että asia hänenkin

puoleltaan oli ratkaistu. Huoneen kynnyksellä seisoi johtajatar-
diakonissa, eikä hänkään selvityksiä kaivannut. Mitään sanomatta
läksimme huoneesta pois, sillä tavanmukaiset kysymykset ja
vastaukset olivat tässä tarpeettomat.
Tuosta hetkestä tuli elämämme rajapyykki. Monet muut ovat

vähitellen häipyneet tietoisuudestamme, mutta se on aina loistanut
vastaamme yhtä kirkkaana muistojemme kätköistä.
3.
Niin se tapahtui. Mutta kesti kauan ennenkuin saimme ottaa sinut

mukaamme kotiin, sillä olimme vieraassa maassa, jolla oli omat
lakinsa. Odottaessamme asian laillista järjestelyä meidän oli pakko
pysyä kärsivällisinä kauankin, ja tämän ajan kestäessä oli aina
mahdollista, että jotakin arvaamatonta voisi tapahtua.
Vihdoin isä ei enää voinut aikaansa hukata, hänen täytyi, jos kohta
vastahakoisesti, matkustaa kotimaahamme. Minä jäin. Ja olin valmis
odottamaan sinua vaikka vuosia, jos sikseen tulisi.
Päivästä päivään elin vain sitä hetkeä varten, jolloin sain sinut
nähdä. Sinä tähystelit tuloani ikkunasta ja tallustelit minua vastaan.
En tahtonut tavata sinua muitten läsnäollessa, ja siksi vein sinut aina
ulos. Pistin yllesi päällystakkisi, jos oli sateista, muuten sait tulla
kanssani kävelylle hoitolapuvussasi. Sinä astua tepastelit vieressäni
paksut villasukat jalassasi kesähelteestä huolimatta ja punaruutuinen
esiliina peittämässä harmaata mekkoasi. Mutta mitäpä minä
tamineistasi! Olit silmissäni maailman herttaisin lapsi, ja vieläkin olen
varmasti vakuutettu, että todella olitkin. Ja sitäpaitsi, kukapa siinä
suurkaupungin vilinässä olisi ennättänyt kiinnittää huomiotaan
nuoreen naiseen, joka talutti pientä palleroistaan!
Ne kävelyt olivat minulle elämän puhtainta onnea. Pojan pieni käsi

omassani tunsin hänen rajattoman luottamuksensa virtaavan
lävitseni ja oman sydämeni sykkivän rakkautta häntä kohtaan.
Löytäessäni tyhjän istuimen puistossa nostin hänet syliini ja hän
nojasi minuun. Hän istui siinä kuin varmimmassa turvassaan, hän
nukkui siihen kuin lintunen pesäänsä. Ja hänen herätessään laulelin
hänelle outoja lauluja omalla kielelläni, katsoen hänen ihmetteleviin
silmiinsä hänen siinä polvellani kiikkuessaan, rusopintaiset kasvot
minuun käännettyinä.
Silloin tunsin, ettei mikään mahti voisi erottaa minua sinusta. Että
kaikki äidinvaistoni olivat kasvamassa voimaksi, joka voisi siirtää
vuoria sinun tähtesi.
Ja kuitenkin oli vielä mahdollista, että hän, joka oli sinut niin
vähäiseksi arvioinut, että miltei synnyinhetkenäsi oli sinut hylännyt,
voisi sinut minulta riistää.
Mutta en sitä mahdollisuutta muuta kuin ohimennen pelännyt. Sillä

en voinut uskoa hänen vaativan sinua takaisin. Hän oli luopunut
sinusta vapaaehtoisesti, jättäen sinut elämän purteen satunnaisen
kohtalon varaan. Olit kyllä ollut hyvissä käsissä tähän asti, mutta
tällä suojelijallasi oli lupa siirtää sinut eteenpäin muitten huomaan.
Synnyttäjäsi oli enää vain nimellisesti äitisi. Sillä elämän laki on
lahjomaton.
Eikä tässä ollut muusta kysymystäkään kuin hänen valkoisen
kätensä allekirjoituksesta. Uusi sormus välkkyi hänen sormessaan,
tiesin sen. Se kiiltäisi siinä hänen piirtäessään nimensä paperille,
joka ratkaisisi elämäsi kohtalon.
Vapaaksi hän oli tahtonut tulla — siis olkoon hän vapaa ainiaaksi.
Pukekoon hän yllensä nuoruutensa ja kauneutensa hulmuavat
vaatteet ja käyköön elämän karkeloon! Huuhdelkoon kulmiltaan
öitten salaiset murheet ja rientäköön onnen tanhuville! Tulkoon
maailman loisto ja upeus hänen osakseen, jos hän sitä haluaa,
mutta älköön hän koskaan vaipuko muistelemaan varhaisimman
nuoruutensa haaveita! Silloin hiipii ehkä hänen sydämeensä avuton
autiuden tunne, joka hiljaa hänen elinlankaansa jäytää.
Nyt hän ei halunnut menneestä ajasta mitään tietää. Hän tahtoi

unohtaa nuo keväiset yöt, jolloin satakielet lehdoissa lauloivat ja
kastehelmet ruohonkorsissa hohtivat. Hän heitti ne hetket unholan
hämärään, sillä hän ei voinut sitoa itseään siihen, joka oli vain
virvatulen leikkiä. Eikä siihenkään, joka teki tämän haihtuvan kuplan
todelliseksi hänen silmissään. Hän ei ollut niitä, jotka ottavat
lapsensa käsivarrelleen astuaksensa ulos elämään sen kanssa.
Hän siis pakeni, koska hän ei muuta voinut. Hän heitti kaikki
luotansa ja sulki portin takanansa, koska hän ei tahtonut mistään
vastata. Silloin tulin minä kulkien tietä pitkin ja löysin luomakunnan
aarteen hylättynä. Jouduttakoon hän askeleitansa, häntä ei enää
tarvittu. Suljin tämän hyljätyn olennon syliini ja kannoin sen ilosta
laulahtaen oman kotini kynnyksen yli.
Niin. Minä tunsin, että tämän lapsen takia olin valmis tekemään
mahdottomiakin. Nouskoon vaikka koko maailma sanomaan, ettei
hän ole omani! Uhmailisin maailmaa vastaten, että se tuomitsi
harhaan. Kukaan ei tule äidiksi synnyttämällä lapsen, jota hän ei ole
voinut olla synnyttämättä ja jonka hän sitten hylkää. Mutta äidiksi
tulee se, joka lasta rakastaen vaalii sitä omana sielunaan, oman
elämänsä kukkana.
Mutta ainoastaan harvoin ja sivumennen ajattelin niitä, jotka olivat

antaneet sinulle elämän lahjan. Useimmiten unohdin ne tykkänään,
eivätkä ne koskaan tulleetkaan tajunnassani täysin eläviksi. Olin
ihmeteltävän huoleton. Todella tuntui sieltä, kuin olisit syntynyt sinä
hetkenä, jolloin sinut ensi kerran näin. He olivat vain kangastuksia,
jotka häipyivät olemattomiin, he olivat vain harhailevaa sumua, joka
utupilvinä pakenee päivän kehrän ensimmäisiä valoenteitä.
Mutta sinä — sinä olit kastehelminen kukkaiskupu, jonka yksin

meidän silmämme oli nähnyt. Sinä olit kaukaisessa vuoristossa
säteilevä hohtokivi, joka meidän yksin oli sallittu löytää. Tai olitko
linnunpoikanen, joka oli pudonnut pesästään ja jonka piipitystä me
yksin kuulimme? Jonka pelastin käteeni hoitaakseni sydänkäpynäni.
Ja elämä sulki meidät sykähtävään helmaansa, ja tuuli riemuitsi ohi
liitäessään. Sillä itse pyhä kohtalo oli tarttunut käteemme ohjaten
meidät sinne, missä sinä varroit. Se oli meidät vihkinyt löytämään
sinut ja ilolla ja ylpeydellä omistamaan sinut Jumalan ja ihmisten
edessä.
4.
Kävelyiltämme palattuamme tuli joskus diakonissa-täti vastaamme

käytävässä. Ja jos silloin kysäisin ratkaisun päivää tai hetkeä, kohotti
hän vain olkapäitään merkiksi siitä, ettei hän mitään tiennyt.
— Ei syytä pelkoon — sanoi hän. — Kukaan ei teiltä lastanne vie.
Olen kokenut tarpeeksi tietääkseni sen. On vain yhtä ja toista
huolehdittavaa, ennenkuin asiat ovat laillisessa järjestyksessä.
Hän oli oikeassa.
Koitti vihdoin se päivä, jolloin sain noutaa sinut luokseni

viedäkseni sinut mukaani merten ja mantereitten taakse omaan
kotiimme.
Niinpä tulit omaksemme. Ja se päivä on ollut elämämme

kohtalokkaimpia.
Viimeisen kerran tullessani laitokseen juoksit vastaani ilosta

kirkuen ja polviini kiinni tarrautuen. Nostin sinut korkealle ilmaan,
jolloin sinulta pääsi helähtävä nauru, ja olkapäilläni kieppuen ja
käsiäsi huitoen riensit kanssani käytävää pitkin huoneeseesi. Oivalsit
heti, että tänään sinua odotti jokin tavallista hauskempi, ja melkein
vapisit kuumeisesta malttamattomuudesta. Meillä oli molemmilla
tulinen kiire saada päällystakki yllesi ja lakki päähäsi. Ja sitten
kiertää laitosta sanoaksemme hyvästit kilteille tädeille.
Hyvästi ja kiitos kaikesta!
Ja sitten seisoimme yhdessä portaitten alla katukäytävällä, sinä ja

minä! Muistatko sinä sen — sinä ja minä!
Eikä meitä enää mikään eroittaisi!
Tartuit heti käteeni ja aloit epävakaisilla jaloillasi tarmokkaasti

taivaltaa eteenpäin ikäänkuin arvaten, että nyt oli kysymyksessä
pitempiaikainen matka. Sinä pieni veijari olit niin sanomattoman
tyytyväisen näköinen. Lyhyet jalantypykkäsi ponnistelivat
urhoollisesti ja syrjäsilmin kurkistit minuun ikäänkuin urkkien, mihin
maailmanmatkojen päähän nyt oli tarkoitus vaeltaa. Sinä et
rahtuakaan epäröinyt, sinä olit varma, että siellä paratiisin ovi meille
avautuisi. Enkä minäkään sitä epäillyt.
Asfaltti huokui lämpöä allamme, ja raitiovaunut kilisivät. Pikkupojat

nappipelineen unohtivat koko muun olevaisuuden, katukaupustelijat
huusivat hajamielisesti sanomalehtiänsä, banaanejansa,
kengänmustettansa kaupaksi. Avopäälapset tirkistelivät
portinpielistä, härnäsivät toisiansa ja tömistivät sitten yhtenä vilinänä
pakoon rotevaa poikaa, joka silmät vilkkuen ajoi heitä takaa.
Meitä ei mikään liikuttanut emmekä mitään huomanneet. Me

kuljimme käsi kädessä ja katse katseessa kohti yhteistä
tulevaisuuttamme.
*****
Millaisia päiviä sitten seurasikaan! Jos voisi niin varhaisista ajoista

ammentaa esille unholan pimentoon vajonneita kuvia, muistaisit sinä
kuten minäkin ennen kaikkea sen hämyhohteisen iltapäivän, jolloin
yhdessä liikuskelimme pauhaavan kaupungin keskuksessa. Oli
ainoastaan vuorokausi kulunut siitä, kun ensi kerran omana
lapsenani olit käsivarrelleni nukkunut. Seuraavana päivänä
lähdimme ulos heti päivällisen jälkeen, sillä en kärsinyt nähdä sinua
hoitolavaatteissasi. Pois siis kaikki vanha ja kuta pikemmin sitä
parempi! Pojallani tuli olla omat somat vaatteensa eikä rihmaakaan
entisyydestään.
Tuo menneisyys oli kuitattu ja ainiaaksi lopussa, ja mikä sitä

muistutti, oli karkotettava pois tietoisuudestamme. Tule siis,
mennään hakemaan pikkumiehelle sellaiset vaatteet, jotka hänen
arvolleen sopivat!
Tuolla jo raitiovaunu tulla hurisi, ja saimme paikan siinä. Matka

syrjäkaupungilta keskikaupungille kesti kauan, ja minusta tuntui, että
noitten vieraitten vaunussa istujien huomio kiintyi meihin. Enkä sitä
ensinkään ihmetellyt. Sillä kukapa ei olisi sellaista lasta ihaillut ja
hänen äitiään kadehtinut! Tunsin arvoni monin verroin kohonneen.
Olimme siis nyt niin pitkällä, että istuit polvellani kenen tahansa
nähden ja olit omanani kaikkien näitten ihmisten edessä. Se oli
meille suuri-arvoinen ja merkillinen päivä.
Katsokaa te vain! Kyllä kannattaa!
Sinä et hiiskunut halaistua sanaa koko matkalla, mutta silmäsi

seisoivat tarkkaavaisina päässäsi ja korvasi olivat pystyssä. Sinä
sirkeäsilmäinen matkamies! Mistä minä silloin arvasin, että luontaiset
harrastuksesi sinä hetkenä saivat ensimmäisen vaistomaisen
herätteen, että sinussa paloi väkevä intohimo kaikkeen, mikä
puhkuen, säikkyen, sihisten tai ulisten liikkui tai pani liikkeelle. Sitten
sen selvästi huomasin myöhemmin, kun jouduit tavalla tai toisella
tekemiseen koneellisten ilmiöiden kanssa. Nyt katsoin vain hymyillen
vaaksanpituiseen mieheen ja hänen tutkivaan ilmeeseensä, jättäen
hänet omaan rauhaansa maailman ilmiöitä havaitsemaan.
Astuimme alas jonkin lasten vaatetusliikkeen kohdalla, ja aloin

tarkastaa sen varastoja. Seisoit tuolilla lampun alla hiukan ymmällä
kaikesta tuosta kääntämisestä ja koettelemisesta, pyörittelemisestä
ja mittaamisesta, jonka alaiseksi käsittämättömästä syystä olit
joutunut. Mutta koska täällä emme saaneet kaikkia tarpeitamme
tyydytetyksi, jatkoimme retkeämme seuraavaan ja sitä seuraavaan
liikkeeseen, ja kun nämäkin sijaitsivat keskikaupungilla, kannoin
sinut toisesta toiseen niiden välisen lyhyen matkan. Ensimmäiset
valot sytytettiin katujen kulmauksissa, sanomalehtipoikain kiljunta
kävi yhä äänekkäämmäksi, polkupyöräilijäin tiu'ut helisivät yhä
tiheämmin, ja poika painoi yhä enemmän käsivarsillani. Hänen
päänsä lämmitti kosteana olkapäätäni, hänen hengityksensä kävi
tasaiseksi ja syväksi, hänen jäsenensä raukenivat rennoiksi. Hän
nukkui. Jo olin lysähtää kokoon uupumuksesta, ennenkuin tapasin
auton ja pääsin ystäviemme kotiin, jossa asuimme ja jossa suurella
myötätunnolla seurattiin tarinamme kehitystä.
Mutta tämä ensimmäinen uupumukseni sinun tähtesi värisi

ruumiissani niin suloisena raukeutena, että mieltäni vieläkin huumaa
sen muisto. Tunnen vieläkin pääsi painon rinnoillani ja käsivartesi
kiinteän puristuksen kaulani ympäri. Suu on puoliraollaan ja
valkoisten helmirivien lomitse hivelee poskeani hengityksesi keveä
kosketus. Ja minusta tuntuu kuin kaikella tällä minut olisi kultaisin
kirjaimin kirjoitettu onnellisten ihmisten kirjaan, ja kuin iloni
yltäkylläisyydessä tahtoisin jakaa omaa saamaani hyvää koko
maailmalle, siunaten kaikkia ja kaikkea.
Siunattu olkoon tämä hämärikkö ahtaitten katujen melussa!

Siunattu olkoon grammofoonien laulu avatuista kahvila-ikkunoista,
rattaiden räminä ja kellojen kilinä, raitiovaunujen vauhti ja
näyteikkunoitten silmiä hivelevä komeus! Siunattu olkoon tuokin
ihmismeri, joka hyväntahtoisesti sulki meidät hyrskivään helmaansa,
kieltämättä meiltä osuuttamme elämän onneen!
Siunattu olkoon tuo rauhaa henkivä päivänlaskun hetki, jolloin olin

vaipua maahan väsymyksestä sinua hoivatessani! Olisin iloiten
ponnistellut voimiani sinun tähtesi vielä tänäänkin ja joka päivä
tämän päivän maille mentyä. Ja tiedäthän, mikä onni minulle olisi
ollut, jos olisit pysynyt vanhuuteni huolenpidon esineenä ja päivieni
valona myöhäiseen iltaan asti.
*****
Vihdoin olimme valmiit matkustamaan kotiin.
Teit sen matkan kerran myöhemmin edestakaisin. Tiedät,

minkälainen on meri, kun se kirkkaina elokuun päivinä
auringonpaisteessa kimmeltää. Silloin se oli kuin peili, ja kalalokit
kiersivät laivaamme tehden pitkiä, loivia kaaria.
Sinä peräkannella katselit potkurin kiertämää ryöppyävää vaahtoa

tai paistattelit päivää polvellani istuen valkoisessa korituolissa
naisten salongin ikkunan alla. Se oli toinen esittelysi maailmalle,
paljon tärkeämpi kuin ensimmäinen. Mutta hauskinta meistä oli
piiloutua hyttiimme, jossa saimme leikkiä ja jutella mielinmäärin
kahden kesken. Siellä kenkäsi purjehtivat edestakaisin sohvalla, ja
sinä asuit milloin matkalaukussa, milloin sohvatyynyn takana. Ja
samallahan sinun oli opittava ensimmäiset suomalaiset sanasi —
minkä niminen oli oma paitasi, mitä rannukkaat puolisukkasi ja nuo
muutkin tavarat, jotka olimme yhdessä ostaneet tuona
puolihämyisenä iltapäivänä pauhaavassa suurkaupungissa.
Näihin ensimmäisiin tavaroihin on liittynyt niin paljon muistoja,

etten koskaan ole hennonut luopua niistä kaikista. Tiedät, että
minulla on niitä vieläkin joitakuita piironginlaatikossani, ja olet joskus
nauraen levittänyt ne polvellesi tai vetänyt lastensukat suurille
kämmenillesi. Lapselliseksi olet minua silloin sanonut ja olkapäitäsi
kohottaen minulle naurahdellut, mutta uskon sentään, että olet salaa
siitä pitänytkin. Aina, kun sattumalta olemme tulleet niitä yhdessä
katselleeksi tai edes vilaukseltakaan nähneeksi, on edessämme ollut
hohtava meren pinta, kone on kumeasti jyskyttänyt lattian alla ja
olemme häiritsemättä omistaneet toisemme ja aarteemme
ihastuttavassa kammiossamme.
Oli ainoastaan pari tuttavaa laivassa, ja muistan vielä, miten

eräänä päivänä toinen heistä ihmetellen sanoi minulle:
3°
— Sinähän jumaloit häntä!
Totta hän puhui. Minä jumaloin sinua, Yrjö.
*****
Kun kallioinen saaristomme lähestyi, nousimme kannelle. Siellä

näkyi — Suomi! Sitä sanaa olimme hartaasti harjoittaneet pitkin
matkaa, ja sinä lausuit sen jo miltei suomalaisesti ääntäen. Suomi oli
jotakin suunnattomasti hauskaa. Kaikki oli Suomea. Metsäiset
saaret, vaaleaksi maalatut huvilat, veneet laivasiltojen kupeella, uivat
lapset rannoilla, haukkuvat koirat kallioilla. Jo näkyivät Viaporin
linnoitukset ja vallit, kirkot ja sipulinmuotoiset kupukatot. Molemmin
puolin kapeata väylää laivat ja moottoriveneet jyskyttivät ja
täksyttivät, ja vihdoin sukelsi meren helmasta esille valkoisen
hohtava kaupunki torneineen ja huippuineen.
Näin tuon venäläisen lipun Viaporin valleilla ikäänkuin olisin

nähnyt sen ensi kerran. Ja nuo venäläiset sotamiehet, jotka siinä
vahtia pitivät pyssyt olallaan. Selkääni karmi ja melkein häpesin.
Sellaisen orjuutetun kansan jäseneksi hänet tuon! Vapaasta
kansasta sorron alaisuuteen! Mutta olkoon, se on sittenkin kunniakas
maa, tämä maamme. Emme ole koskaan sisäisesti taipuneet, ja kai

Psychology Fourth Canadian Canadian 4Th Edition Wade Test Bank Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Psychology Fourth Canadian Canadian 4Th Edition Wade Test Bank Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Psychology Fourth Canadian Canadian

4th Edition Wade Test Bank

Quick Quiz (1)

2) Albert Bandura is well known for his study of:

3) Which of the following is NOT true?

5) Which of the following is a primary reinforcer?

6) What is the difference between punishment and negative reinforcement?

4) In the "Little Albert" study, what was the unconditioned stimulus?

6) Which of the following is a difference between classical and operant conditioning?

7) Which of the following is a secondary reinforcer?

8) What procedure would be used to teach pigeons to play Ping-Pong?

3) According to the behaviourists:

5) Behaviourists focus on a basic kind of learning called:

6) Learning refers to:

7) A behaviourist is MOST likely to make which of the following statements:

10) What does S-R stand for?

12) Before studying conditioning, Ivan Pavlov studied:

13) At first, Pavlov treated the dogs' drooling as:

16) The basic concept underlying classical conditioning is that:

19) The neutral stimulus becomes a/an ________ in classical conditioning.

29) According to Pavlov, learning occurs when:

31) Which of the following would NOT result in classical conditioning?

42) Study of the principles of classical conditioning reveals that:

43) The weakening and eventual disappearance of a learned response is called:

64) What actually is learned in classical conditioning is:

76) According to the textbook:

77) It would be easiest to classically condition Yosef to acquire a fear of:

79) "Little Albert" was a:

93) The "Garcia effect" described in the textbook explains why:

99) The "dessert tray" phenomenon" refers to:

102) A basic principle governing operant conditioning is that:

107) Operant conditioning is most closely associated with:

110) The difference between a reinforcer and a punisher is that:

111) For Skinner, reinforcers are defined:

114) Which of the following is a primary reinforcer?

115) Which of the following is a primary reinforcer?

116) Which of the following is a secondary reinforcer?

119) Food and water would be examples of:

Author: Ester Ståhlberg

Release date: October 8, 2023 [eBook #71834]

Original publication: Porvoo: WSOY, 1922

Credits: Juhani Kärkkäinen and Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK SUNNUNTAI

Porvoossa, Werner Söderström Osakeyhtiö, 1922.

Ilta hämärtää. Koivut ikkunani ulkopuolella ovat paksussa

Nyt on ilta. Kuuntelen tuota keinutuolin natinaa ja tiedän varsin

Kaikki on siitä muuttunut. Nyt on maailma äänetön ja elämämme

Pelkään pahoin, ettei isän silmä koskaan enää käänny siitä

Menen hiljaa hänen huoneeseensa. Hän ei nosta päätään. Lasken

Kaareutuuhan täällä vielä taivas ja paistaahan joskus taas aurinko.

— Onhan hän kuitenkin luonamme — sanon ääneen.

Valkotukkainen mies katsahtaa minuun ja nyökkää päätään. Sitä

Hän sulkee käteni omaansa ja minä istuudun tuolille hänen

Tuossa ovat mahonkituolit molemmin puolin pöytää ja sohva

Jospa voisin puhua sinulle sanattomasti! Sanat eivät kuitenkaan

Ajattelen sitä hetkeä, jolloin kohtalomme langat yhtyivät. Et voi sitä

Siinä huoneessa ei kuulunut kiirehtiviä askelia, ei valituksia, ei

Sinä päivänä istuit valkoisen jakkarapöydän ääressä, edessäsi

Isä jäi äänetönnä sinua katselemaan. Minä lähestyin sinua ja

Silmistäni valahtivat kyyneleet ja minä nostin sinut käsivarsilleni.

Ja minusta tuntui kuin olisi jossain ajan kello lyönyt, erottaen

Minä nousin ja käännyin isään päin. Näin, että asia hänenkin

Tuosta hetkestä tuli elämämme rajapyykki. Monet muut ovat