3. According
to the Empirical Law of Effect, which of the following statements is
true?
a. Reinforced
Practice increases the probability of learning
b. Learning
is a relatively permanent change in behavior potential
c. Practice
leads to an increased probability of perfection
d. A
& B e. B & C
4. Word
and situation fears are
______________ cause(s) of a moment of stuttering.
a.
predisposing b. precipitating c. sustaining/maintaining
d.
a
and b e. b and c
5. As
compared to an exteriorized adult in Stage IV, the child in Stage I would most
likely be:
a.
more
fragmented, more covert b.
less
fragmented, more overt
c.
less
fragmented, more covert d.
more
psychotic, less neurotic
e. more
chronic, less episodic
6. Which
of the following would most likely be spoken fluently, by a teenager who
stutters
a. The
number nine, when counting:
1-2-3-4-5-6-7-8-9-10
b. The
syllable ³Fred² when saying his name ³Frederick²
c. The
word ³Tom² in the sentence ³Tom hit a home run and won the game²
d. The
chances of being fluent in any of these three places are just about equal
7. When
the client stutters, the clinician does something. Soon thereafter, the client decreases the frequency of moments of stuttering behavior. This is an example of:
a.
punishment b. positive reinforcement c. reward
d. negative reinforcement
8.
According
to Sheehan, secondary guilt is associated with:
a.
stuttering
b. fluency c. false role and denial
d.
awareness
on the part of the stutterer that stuttering is disturbing to the listener
e.
parental
guilt for mishandling psycho-social development
9.
According
to Brutten and Shoemaker, part-word repetitions and prolongations are:
a. involuntary b. operant c. instrumental
d.
two
of the above e. all of the above
10.
Which
of the following could NOT
account for the adaptation effect:
a.
spontaneous
recovery b. experimental extinction
c.
reduced
propositionality d. non-reinforcement
e.
all
could account for the adaptation effect
11. The
Quarrington and Douglass hypothesis regarding the change in disfluency type
from audible to inaudible is consistent with all of the following EXCEPT:
a.
frustration
theory b. learning theory c. struggle theory
d.
genetic
break down theory e. avoidance theory
12. The
client gives himself a treat each time he successfully modifies a moment of
stuttering using AVM (Air-Voice-Movement). This relates to all of the following EXCEPT:
a. response contingent
reinforcement b. successive approximations
c. positive
reinforcement
d. behavior modification e. a
reduction in negative emotion
13.
According
to Sheehan, conflict occurs at all of the following levels EXCEPT?
a.
speech-vs-silence b. primary and secondary guilt
c.
self
as stutterer-vs-self as nonstutterer d. role acceptance-vs-role denial
14.
According
to Sheehan, conflict occurs at which of the following levels:
a.
word b. situation c. role and relationship
d.
two
of the above e. all of the above
15. Hoodıs
disfluency analysis allows the measurement of:
a.
molar disfluency frequency b. molecular disfluency types c. effort/tension/struggle
d. Two of the above e. all of the above
16. "The
occurrence of stuttering reduces the fear which elicited it; during the moment
of stuttering there is a reduction in fear-motivated avoidance, and therefore
the conflict is reduced."
This idea is related to:
a. Johnson's
Anticipatory-Avoidance Hypothesis b. Sheehan's Fear Reduction Hypothesis
c. Douglass and Quarringtonıs
audibility-Avoidance theory
d. Bloodsteinıs
Anticipatory-Struggle hypothesis e. Brutten's Two-Factor Theory
17. In
order to establish a
behavior, reinforcement should be given on which of the following schedules?
a.
Variable
Interval b. Variable Ratio c. Fixed Interval
d.
Fixed
Ratio
e. It doesnıt really matter, so long
as the clinician is objective
18. The
gradual learning of a new
behavior is best explained by:
a. successive approximation b. intermittent reinforcement c. reward
d. partial reinforcement e. positive reinforcement
19. Stuttering
is intermittent in stage(s)
a.
I
and II b. I and II and III c. III and IV
d.
IV
e. I and II and III and IV
20.
Escape
conditioning is the same as:
a. Punishment
b. Negative Reinforcement c. Avoidance Conditioning
d. Learned negative emotion e. Nonreinforcement
21. Learned
behaviors are most difficult to extinguish when they have been maintained
by:
a. Variable reinforcement b.
Negative reinforcement c. Positive reinforcement
c. Punishment e. Spontaneous Recovery
22.
Reinforcement
can be used to increase the ___________ of a behavior.
a. Frequency b. Magnitude c. Intensity d. Duration e. All of the above
23. Which
of the following is NOT
related to learning theory?
a. Genetic predisposition children
to stutter
b. Factors that can
precipitate stuttering
c. Factors that can serve to
maintain stuttering
24. Tommy
speaks 100 meaningful words in 45 seconds. What is his rate of speech?
a. 75
words per minute
b. 110 words per minute
c. 125 words per
minute
d. 133
words per minute
e. 150 words per minute
You
should be able to do this on your fingers :-)
25. In
operant conditioning the first event is the response. The second event could be which of the following:
a. consequence b. reinforcer c. punisher
d. Two of the above e. All of the above
26-27 Gary
is in Van Riperıs third stage of stuttering development. After several easy repetitions of the
initial sound, Gary suddenly engages in an increasingly severe jaw tremor. It may be concluded that the initial
easy repetitions became
(26)_____. In response to
this, the frequency of jaw tremors increased. The increase in jaw tremors resulted from (27)_________ .
26.
27.
a.. aversive/unpleasant a. punishment
b. associated with guilt b. negative reinforcement
c. neither A nor B c. non-reinforcement
d. both A and B d. reward
28-29. The
reduction in the frequency of stuttering through repeated readings of the same
material is an example of (28)
_____. After a one
day's rest the passage is read again one time and stuttering increased. One possible reason for the increase in
stuttering the second day would be (29). _____.
28. 29.
a. consistency effect a. punishment
b. adaptation effect b. negative reinforcement
c. episodic variation c. spontaneous recovery
d. none of the above d. relapse
30. In
order for a reinforcer or punisher to be effective it must be presented:
a. contingently b. randomly c. immediately
d. Two of the above e. All of the above
TRUE-FALSE
31. Johnson's
concept
of normal nonfluency is the same as Brutten and Shoemaker's concept of fluency
failure.
32. Struggle
behaviors such as head-jerks are maintained by negative reinforcement.
33. Negative
reinforcement results in a decrease in the frequency of occurrence of a
response.
34. Operant
theorists draw conclusions after the fact (a-posteriori) and classical
theorists make predictions before the fact (a-priori).
35. An
increase in response strength occurs when an aversive/unpleasant stimulus is
removed contingent upon a response.
36. In
a reflex, the first event is the response, the second event is the
stimulus. This is the basis of
operant conditioning.
37. The
double approach-avoidance theory of stuttering does more to explain the
etiology of stuttering than it does to explain what precipitates and maintains
the moment of stuttering.
38. If
a client engages in a behaviors that reduce anxiety, this new behavior receives strong internal reinforcement.
39. In
the development of stuttering, struggle/escape behaviors are learned before
avoidance behaviors are learned.
40. According
to Brutten and Shoemaker, stuttering is a form of fluency failure which is
learned through operantly conditioned negative emotion to antecedent stimuli.
41. The
tendency to approach is greater than the tendency to avoid.
42. The
processes of negative reinforcement and non-reinforcement are nearly identical.
43. The
clinician should reward avoidance behaviors only when they result in
fluency.
44. Behaviors
maintained by intermittent reinforcement are harder to extinguish than
behaviors maintained by fixed ratio reinforcement.
45. Reinforcement
schedules based on time are referred to as interval schedules. Schedules based on behaviors are
referred to as ratio schedules.
46. The
threat of punishment and the promise of reward are equally as
effective as the contingent application of punishment and reward.
47. The
principles of operant conditioning can be used for both acquisition and
extinction.
48. Even
though the speech rates of persons who stutterer tend to be slow, the
articulation rates of persons who stutter tend to be within normal limits for
the personıs age, gender and dialectical region of the country.
49. The
hope of winning at gambling in Biloxi, like the hope that stuttering avoidance
will be successful, is based on a similar assumption that intermittent positive
reinforcement is a powerful factor in the maintenance in behavior.
50. Hoods
disfluency analysis is a good example of an evaluation technique designed to
measure the covert/emotional aspects of intermediate and severe stuttering.
GO ON TO THE NEXT PAGE FOR THREE BONUS QUESTIONS
IMPORTANT !!!!!!
ANSWER THESE
QUESTIONS HERE ON THIS PAGE, NOT ON COMPUTER SHEET
___________________________________
NAME
Extra Credit:
Johnny
is six years old. He has been
"stuttering since the age of three." The parents believe that his stuttering was caused by a bad
scare he had when an angry dog bit him.
Currently, he is afraid of all furry animals. For his birthday, the father plans to buy him a pet dog so
he will lose all his fear of animals.
With respect to disfluency, Johnny is disfluent on approximately 8% of
the words he speaks. These
disfluencies are mostly in the form of rhythmic word and phrase repetitions,
with occasional revisions and infrequent audible-vocalized part-word
repetitions. The clinician sees
Johnny twice a week for 30 minutes after school. Johnny resents therapy because it interferes with baseball;
he is an excellent baseball player and wants to be on the Little League team
this summer.
Based on the above description, answer the following three
questions:
_____ 1. The
concept that best explains Johnny's fear of furry animals is:
a.
carry-over
from the dog
b.
response
generalization related to furry animals
c.
stimulus
generalization related to furry animals
d.
Attention-getting
behavior consequent to disfluency
e.
the
definite cause of his stuttering
_____ 2.
The
clinician is uncertain as to whether or not she should work with Johnny. Which of the following is the best course
for her to take, based on the "limited" information presented above.
a.
She
should not work directly with his stuttering because his disfluencies are
infrequent and not highly fragmented.
b.
She
should work with him at a different time during the day so he can attend
baseball. Therapy should be aimed
at helping him to better control his stuttering.
c.
The
pet dog will probably be instrumental in reducing his fear of animals,
particularly if he is given total responsibility for its care.
d.
Instrumental
conditioning is responsible for Johnny's fear of animals.
e.
Classical
conditioning is responsible for his desire to play baseball.
_____ 3.
It
is probable that Johnny is highly aware of his disfluency and is reacting
adversely to it.
a.
This
statement is true because nearly all six-year-old children who are 8% disfluent
react adversely to their speech.
b.
This
statement is probably true because most six-year-old children who are 8%
disfluent are aware of their speech.
c.
This
statement is probably true because the negative emotion that has been attached
to the furry animals has generalized to his speech more than the positive
emotion attached to his baseball skill.
d.
We
don't know the answer to the above statement based on the information given.
GOOD LUCK.