CSD 718- Ch 5 Quiz Questions
Give an example of operant conditioning as it relates to stuttering:
Operant conditioning is the occurrence of a consequence after a behavior is performed that the change in the frequency of the behavior because of the consequence. Operant conditioning can include negative reinforcement, in which a behavior, such as a head jerk or eye blink, is followed by the termination of an unpleasant experience, such as a stutter, as well as positive reinforcement, such as a parent praising the child for fluent speech, leaning to more fluent speech.
"Higher-order conditioning" refers to: a. a type of operant conditioning b. conditioning that is not associated with tension c. conditioning associated with normal disfluencies d. all of the above e. none of the above
e. none of the above
Using a metronome to enhance fluency is an example of: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
e. none of the above
Give an example of avoidance conditioning as it relates to stuttering:
Avoidance behaviors in stuttering are probably triggered by fear, that is, emotional and cognitive cues that the person is about to be trapped in a stutter. The avoidance behaviors-- including putting in extra sounds such as "um" before starting a feared word, substituting easy words for ones that may be stuttered, or not volunteering in a class discussion-- reduce the conditioned fear and are thus negatively reinforced. They become part of the individual's stuttering pattern, they maintain the fear of stuttering, and they may need to be identified and confronted in treatment.
Give an example of classical conditioning as it relates to stuttering:
In classical conditioning, there is a repeated association between a neutral stimulus and stuttering. The natural stimulus might include using a particular word or sound, talking in a particular room, talking about a particular topic, making a phone call, etc. These stimuli can elicit the tension response when the child is disfluent but also even before any disfluencies occur. The particular sound on which he or she stutters may become conditioned to elicit the tension response, so in the future he or she is more likely to produce that sound with tension. As conditioning takes place again and again, the stimulus becomes a complex of many things, including words and sounds, listeners, and physical surroundings or situations.
Describe how Pavlov's experiment involving salivation of dogs used classical conditioning:
Pavlov happened to notice that the dogs he was studying were salivating even before they were fed, seemingly in response to just seeing him walk into the lab. This observation led him to begin a series of studies of how the anticipatory of salivating worked. Would any sight or sound associated with feeding elicit salivating? First, he rand a bell just before the dogs were fed; then, he rang the bell without giving them food. At first, Pavlov's bell ringing alone didn't elicit anticipatory salivation. But he persisted. His intuition about his earlier observation led him to carry out many pairings of the bell and subsequent feeding. After many pairings (the conditioning), he saw results: the bell elicited salivation even thought the food was nowhere in sight.
Describe the unlearning of one type of conditioning-- classical, operant, or avoidance-- as it relates to stuttering:
With classical conditioning, the person who stutters, depending on his or her age, participates in activities designed to, or is taught to, overcome his or her fear of stuttering in various situations, leading to reduced tension and less stuttering. (ex: counter conditioning)
Associating speaking to a large audience with stuttering is an example of: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
a. classical conditioning
Pavlov's famous study was based on: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
a. classical conditioning
To unlearn classical conditioning related to stuttering, treatment: a. focuses on decoupling stuttering and negative emotions b. should begin at puberty c. should only be undertaken at the client's home d. all of the above e. none of the above
a. focuses on decoupling stuttering and negative emotions
Avoidance conditioning is based on: a. trying to eliminate a learned fear b. avoiding verbal "starters" when stuttering c. avoiding arm-waving used to help produce a word d. all of the above e. none of the above
a. trying to eliminate a learned fear
B.F. Skinner's famous experiments with the "Skinner Box" are based on: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
b. Operant conditioning
Learning to blink one's eyes as a way to produce a word is an example of: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
b. Operant conditioning
The bell Pavlov used to elicit salivation is an example of: a. an unconditioned stimulus b. a conditioned stimulus c. a conditioned response d. all of the above e. none of the above
b. a conditioned stimulus
Once a child reaches school age, treatment of stuttering: a. gets easier b. can be targeted to elicit stuttering and making sure it is not followed by negative emotion c. does not involve a parent being present d. all of the above e. none of the above
b. can be targeted to elicit stuttering and making sure it is not followed by negative emotion
It is likely that classical conditioning: a. is a factor in the earliest signs of stuttering in a child b. is a factor in the development of stuttering in a child c. is a factor in the development of language in a child d. all of the above e. none of the above
b. is a factor in the development of stuttering in a child
Using a cough regularly to end a stutter is an example of: a. classical conditioning b. operant conditioning c. Avoidance conditioning d. all of the above e. none of the above
b. operant conditioning
Conditioning in response to stuttering often first appears: a. in the teenage years b. after age 5 c. shortly after stuttering begins d. all of the above e. none of the above
c. shortly after stuttering begins
Individual differences in emotional reactivity and conditionability: a. are due more to a child's relationships with peers than to constitutional factors b. are due to the degree to which parents interrupt a stuttering child c. may relate to stuttering persistence vs recovery d. all of the above e. none of the above
c. may relate to stuttering persistence vs recovery
"Escape Behaviors" when stuck in a stutter might include: a. pushing with the articulators b. eye blinks c. saying "uh" d. all of the above e. none of the above
d. all of the above
A critical response to his or her stuttering: a. can lead to embarrassment in a child b. can lead to the child reacting to all listeners as conditioned stimuli c. can lead to all listeners-- even those who are not critical-- eliciting tense stuttering in the child d. all of the above e. none of the above
d. all of the above
An example of an avoidance behavior is: a. putting in extra sounds before starting a feared word b. substituting easy words for ones that may be stuttered c. not volunteering in a class discussion d. all of the above e. none of the above
d. all of the above
For classical conditioning to take place: a. an unconditional stimulus that reliably elicits a response must first be present b. a neutral stimulus-- called the conditioned stimulus-- is paired with the unconditioned stimulus c. the conditioned stimulus is then presented without the unconditioned stimulus d. all of the above e. none of the above
d. all of the above
If a child stutters on a particular sound: a. the sound may become conditioned to elicit tension b. conditioning will cause him or her to be likely to feel tension when he or she speaks that sound c. anticipation of saying the sound may elicit tension even before he or she says it d. all of the above e. none of the above
d. all of the above
In operant conditioning, which type of consequence can occur?: a. a positive reinforcer b. a negative reinforcer c. A punishment d. all of the above e. none of the above
d. all of the above