Psych 11   Classical and Operant Conditioning Practice Test  (open book)

Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.

____	1.	Presenting the examples of an aftershave causing anxiety, fear of needles, and the smell of dish soap causing nausea illustrates:
a. | how irrational our thinking can be at times
b. | many of our behaviors are the result of learning
c. | the diversity of human behavior
d. | the concept of insight

____	2.	After learning the definition of learning, Sami tries to think of relevant examples of learning. Sami comes up with a couple of examples. Which of the following is not an example of learning according to the definition?
a. | Whenever Sami's friend Carl drinks too much he has a hard time remembering things.
b. | When someone is eating potato chips, Sami hears the munching and starts to feel hungry
c. | Sami's cat runs to the kitchen when it hears the can opener opening a can of cat food.
d. | Sami associated nausea with pizza after developing the flu after eating a couple of pieces.

____	3.	Of the following, which would a psychologist consider the best example of learning?
a. | a young man's beard beginning to grow at age fifteen
b. | a woman experiencing labor pains
c. | salmon swimming upstream during the mating season
d. | a child being able to ride a bicycle

____	4.	In Pavlov's study of digestion, he noticed that the dogs were salivating at the sight of food. What was Pavlov's initial reaction to this?
a. | The salivation was considered to be a bothersome problem.
b. | He was very excited since he wanted the dogs to salivate at the sight of food.
c. | He expected it, so it did not affect his study of digestion.
d. | He could not have cared less.

____	5.	If you wanted to condition your friends to blink their eyes in response to the word "apple" what would you do?
a. | Use classical conditioning and pair the word "apple" with a puff of air to the eyes.
b. | Use classical conditioning and reinforce eye blinking with a slice of an apple.
c. | Use operant conditioning and reinforce eye blinking to the word "apple" with a dollar.
d. | Use operant conditioning and pair the eye blinking with a slice of an apple.

____	6.	After eating a hot dog at Chez Dave's restaurant, Elmer gets sick and never wants to eat a hot dog again. This experience is a form of what learning process?
a. | imprinting
b. | operant conditioning
c. | spontaneous learning
d. | classical conditioning

____	7.	Pavlov is to Bandura as _________ is to ________.
a. | cognitive learning; classical conditioning
b. | cognitive learning; operant conditioning
c. | classical conditioning; cognitive learning
d. | cognitive learning; operant conditioning

____	8.	In Pavlov's laboratory experiments with dogs, the tone first served as a(n) _________, and later as a(n) ________.
a. | unconditioned stimulus; conditioned stimulus
b. | neutral stimulus; conditioned stimulus
c. | neutral response; unconditioned stimulus
d. | conditioned stimulus; neutral response

____	9.	You missed class the day classical conditioning was discussed. So, you borrow your friend's notes. As you are reading the notes you see that the neutral stimulus was the bell, the UCS was food, and the UCR was salivation. As you look further in the notes, you cannot read what is written about the CS since your friend was running out of ink as she took notes. Given what you can read, you reason that the CS is:
a. | salivation - since that is the normal response to food
b. | salivation - since the UCR becomes the CS
c. | bell - since the neutral stimulus becomes the CS
d. | food - since the UCS becomes the CS

____	10.	A farmer always uses the same squeaky wheelbarrow to carry feed out to his sheep. When he does this, the sheep head for the feed trough in anticipation. In this example, noise of the wheelbarrow would be a(n):
a. | unconditioned stimulus
b. | unconditioned response
c. | conditioned stimulus
d. | conditioned response

____	11.	If you've been classically conditioned to salivate to a bell, you've learn that the:
a. | food predicts the bell
b. | reinforcement predicts salivating
c. | bell predicts food
d. | food predicts salivating

____	12.	Using the example of Carla as described in the module, how would you know if she was successfully conditioned to the aftershave?
a. | The aftershave (CS) would elicit feelings of anxiety (CR).
b. | The painful dental procedure (UCS) would elicit feelings of anxiety (UCS).
c. | The aftershave (UCS) would elicit feelings of anxiety (neutral stimulus).
d. | The painful dental procedure (CS) would elicit feelings of anxiety (CS).

____	13.	Baby Alice is playing with a white bunny rabbit when a loud noise suddenly startles her, and she begins to cry. Alice is later given a white cat to play with and begins crying again. Her reaction to the white cat illustrates:
a. | generalization
b. | discrimination
c. | spontaneous recovery
d. | extinction

____	14.	Your neighbor's beagle chases Manny the mailman. The next day, he becomes scared when he sees your cocker spaniel. Manny's response to your spaniel is an example of:
a. | imprinting
b. | generalization
c. | discrimination
d. | unconditioned response

____	15.	You have been conditioned to become nauseated whenever you see or smell pizza. Now you've noticed that you don't feel very good when you smell pasta. You realize that you have experienced:
a. | shaping
b. | generalization
c. | conditioned response
d. | extinction

____	16.	In classical conditioning, generalization is adaptive because:
a. | dangerous UCS not longer trigger the UCR
b. | we learn that some behaviors lead to reinforcement
c. | the CR is capable of returning following a period of extinction
d. | we are able to respond to a stimulus that resembles the original CS

____	17.	The best example of stimulus discrimination in classical conditioning is:
a. | a child learning to avoid rats but not hamsters
b. | recognizing that a police siren sounding in San Diego, California, has a similar meaning to one sounding in Erie, Pennsylvania
c. | blinking when words similar to "chime" are spoken
d. | refusing to eat Chinese food after associating it with feelings of nausea

____	18.	Marsha feeds her dog Bubbles if Bubbles barks when the light is turned on, but not if the light is turned off. Soon Bubbles barks only when the light is turned on. Bubbles is exhibiting:
a. | spontaneous recovery
b. | extinction
c. | generalization
d. | discrimination

____	19.	Discrimination is to narrow as generalization is to ________.
a. | learned
b. | restrict
c. | broad
d. | reappear

____	20.	A child falls off her bike and becomes afraid to ride. What is likely to occur if she tries to take short, safe rides that do not result in her falling?
a. | conditioned learning
b. | extinction
c. | discrimination
d. | generalization

____	21.	Morty is involved in a car wreck on Interstate 15. The next day, he becomes anxious and fretful when passing the spot of the accident. After several weeks of passing the spot every day on the way to work, Morty's negative reaction subsides. His anxiety has undergone:
a. | discrimination
b. | generalization
c. | spontaneous recovery
d. | extinction

____	22.	At the beginning of his last vacation, Mike fell off a horse. He got right back in the saddle, though, and overcame his apprehension. If Mike experiences spontaneous recovery during his next vacation, he will:
a. | experience some fear of horses
b. | find that his riding skills have not left him
c. | like horseback riding more than ever
d. | demand that he ride the same horse again

____	23.	Carla's fear of aftershave is extinguished. But a few weeks later, she experiences anxiety when smelling a sample of the aftershave. Carla has experienced:
a. | generalization
b. | pseudoextinction
c. | spontaneous recovery
d. | instrumental learning

____	24.	"I thought I was over that feeling of nausea following my conditioning to pizza a couple of months ago. But I guess not." This best illustrates:
a. | spontaneous recovery
b. | partial extinction
c. | extinction
d. | cognitive learning

____	25.	Marie bakes a special muffin for Jack's birthday. Jack eats it and gets sick. A year later, Jack still will not eat Marie's muffins. Jack's behavior is an example of a(n):
a. | unconditioned aversion
b. | learned taste aversion
c. | unconditioned response
d. | imprinted response

____	26.	Taste-aversion learning may occur:
a. | without a NS being present
b. | when the NS does not predict the UCS
c. | when there is a delay between the NS and the UCR
d. | when reinforcement is delayed

____	27.	For some animals, certain combinations of conditioned and unconditioned stimuli which are more easily associated are called:
a. | species-specificity
b. | preparedness
c. | discrimination
d. | classical conditioning

____	28.	While on the first date, Shelly tells Garrison that her father is a dentist. Suddenly Garrison starts feeling bad. He looks pale and feels like he is going to pass out. What accounts for Garrison's unusual reaction?
a. | conditioned emotional response
b. | contiguity theory
c. | stimulus replacement
d. | spontaneous recovery

____	29.	Of the following words, which one is most descriptive of the contiguity theory of classical conditioning?
a. | substitute
b. | pair
c. | predict
d. | subtract

____	30.	Of the following words, which one is most descriptive of the cognitive perspective of classical conditioning?
a. | substitute
b. | pair
c. | predict
d. | subtract

____	31.	Chipper, the family cocker spaniel, wags his tail when he hears Father's car come up the driveway. Psychologists believe that Chipper does this because:
a. | Father must arrive home at the same time every day and Chipper's internal clock triggers his response
b. | dogs will be aroused by any sounds originating from outside the house
c. | he has a cognitive representation of his master and this thought causes him to wag his tail
d. | the sound of the car predicts the entrance of his beloved master

____	32.	The case of Little Albert provides dramatic insight into ____________ through __________.
a. | intelligence; systematic desensitization
b. | memory development; classical conditioning
c. | the development of emotional response; classical conditioning
d. | the dangers of poor attachment; the law of stimulus-response

____	33.	In the case of anticipatory nausea, the neutral stimulus is __________ and UCR could be _________.
a. | nurse's voice; chemotherapy
b. | nausea; chemotherapy
c. | chemotherapy; aftershave
d. | smell of treatment room; nausea

____	34.	Those who study cognitive learning claim that learning can take place in an individual:
a. | who has not received any noticeable rewards, but who simply observes and imitates
b. | only if the learning is reflexive in nature
c. | who shows a change in behavior
d. | only when the behavior is followed by an effect

____	35.	In the early stages of shaping a rat to press a lever, the teacher would:
a. | deliver a food pellet if the rat simply faced the lever
b. | feed the rat many food pellets to familiarize the rat with the reinforcer
c. | delay the delivery of food pellets to present a challenge to the rat
d. | wait for the rat to press the lever three times in a row before delivering a food pellet

____	36.	In classical conditioning, a stimulus is paired with _________; in operant conditioning, a behavior is paired with _________.
a. | a reward; a stimulus
b. | another stimulus; a consequence
c. | a reflex; a stimulus
d. | a consequence; another organism

____	37.	Learned behaviors in operant conditioning are ______ and in classical conditioning they are _______:
a. | solicited; illicited
b. | emitted; elicited
c. | elicited; emitted
d. | involuntary; voluntary

____	38.	Pica has been successfully treated using operant conditioning. Each time an inedible object was selected, the subject received _________. Each time an appropriate, edible object was selected, __________ was presented.
a. | praise; criticism
b. | a consequence; reinforcement
c. | negative reinforcement; reinforcement
d. | mild punishment; reinforcement

____	39.	Positive reinforcement _______ the likelihood that the preceding behavior will be repeated. Negative reinforcement _______ the likelihood that the preceding behavior will be repeated.
a. | increases; increases
b. | increases; decreases
c. | decreases; increases
d. | decreases; decreases

____	40.	Ricardo and Luis are out walking. Luis says, "Hey, I've got a pebble in my shoe," and proceeds to take off his shoe and to remove the pebble. "That feels better," says Luis. Ricardo believes that Luis' behavior of removing the pebble is a ______ because it increases the chance that Luis will repeat the behavior if another pebble gets in his shoe.
a. | positive punisher
b. | positive reinforcer
c. | negative reinforcer
d. | unconditioned stimulus

____	41.	During a lecture on learning, a fellow student accidentally stubs his toe on a table leg and lets out a "yelp." Having heard it, the professor says, " Is that behavior [toe stubbing] likely to happen again in the future?" Answer the professor and indicate the reason for your answer.
a. | No - the behavior was followed by negative reinforcement (pain)
b. | No - the behavior was an example of stimulus substitution
c. | No - the behavior was followed by positive punishment (pain)
d. | No - the consequence was followed by the behavior

____	42.	Miranda comes home late one evening past her curfew only to find her parents waiting up for her. Her father says, "Miranda, you're late! You may not use the car for an entire month." Miranda's father is using:
a. | negative punishment
b. | negative reinforcement
c. | positive punishment
d. | schedule of punishment

____	43.	When your date shakes your hand and says, "I had a wonderful evening," you reply, "Gee, I was kind of hoping for a:
a. | token of your affection"
b. | partial reinforcement"
c. | secondary reinforcer"
d. | primary reinforcer"

____	44.	Partial reinforcement schedules:
a. | are less expensive, but they tend to discourage the learner
b. | are very effective in maintaining behavior over the long run
c. | often confuse a learner who has grown used to a continuous pattern of reinforcement
d. | do not follow patterns

____	45.	Robert is reinforced by his teacher every sixth time he turns in a homework assignment. Robert's teacher is using a _____ schedule of reinforcement.
a. | fixed-interval
b. | fixed-ratio
c. | variable-interval
d. | variable-ratio

____	46.	Out in the garden Lucille is given a dime for every five weeds she pulls. What reinforcement schedule is she on?
a. | fixed-ratio
b. | fixed-interval
c. | variable-ratio
d. | variable-interval

____	47.	When Bob plays cards with his friends, he finds that his winning hands seem to come in bunches. Then, he may go as many as ten hands without winning anything. Which schedule best describes the reinforcement Bob receives when playing cards?
a. | fixed-ratio
b. | fixed-interval
c. | variable-ratio
d. | variable-interval

____	48.	"Maybe this lottery ticket will be a winner. The last couple ones I've bought were losers. But I do buy a winner every once in awhile." This person's lottery ticket buying behavior is on what schedule of reinforcement?
a. | continuous
b. | fixed-interval
c. | variable-ratio
d. | fixed-ratio

____	49.	Every 50 minutes, the class takes a break if their behavior is appropriate. They are on a ________ schedule of reinforcement.
a. | variable-interval
b. | fixed-interval
c. | variable-ratio
d. | fixed-ratio

____	50.	Suzanne randomly checks up on her employees several times throughout the day to praise them if they are working hard. None of the employees know when Suzanne will be checking up on them. Suzanne is using a ________ schedule of reinforcement.
a. | fixed-interval
b. | fixed-ratio
c. | variable-interval
d. | variable-ratio

____	51.	If an organism emits a response only in the presence of reinforced stimuli and not in the presence of unreinforced stimuli, then the organism is displaying:
a. | discrimination
b. | spontaneous performance
c. | extinction
d. | generalization

____	52.	A child learns that a particular large four-legged animal is a horse. When he learns that the striped animal in the zoo is a zebra, he is able to demonstrate:
a. | selective responding
b. | selective attention
c. | discrimination
d. | spontaneous generalization

____	53.	Skinner opposed cognitive theories of learning to the end of his life because:
a. | it is difficult to admit that the work of a lifetime was misguided
b. | they are based on philosophical speculation rather than on laboratory research
c. | they bring in the "mind," which Skinner said couldn't be observed or measured
d. | you can't teach an old dog new tricks

____	54.	You want to write a paper on the effects watching, imitating, and modeling has on behavior. Which of the following journals should you look in?
a. | Journal of Behaviorism
b. | Journal of Classical Conditioning
c. | Journal of Social Cognitive Learning
d. | Journal of Operant Conditioning

____	55.	"I didn't know you knew how to do that!" says a bewildered parent to his young daughter. Apparently, the young girl would watch her dad turn on and play games on the computer. This imitation had been going on for several months, but this was the first time she demonstrated her learned behavior. Her father explained the delay by using the notion of:
a. | cognitive learning
b. | observational learning
c. | learning-performance distinction
d. | operant conditioning

____	56.	"If they don't pay attention, they'll never be able to do it, "a frustrated teacher complains as she attempts to model the steps on how to solve a math problem. Her goal is to have the students learn, but even if she gets her students to pay attention, they will have to, according to Bandura:
a. | remember the information, imitate the steps, and have a good reason to model the teacher's behavior
b. | generalize to other settings and be motivated
c. | know what is not the behavior modeled, be able to remember the behavior, and do the behavior
d. | be reinforced for doing the behavior that is being modeled

____	57.	The textbook describes a study that successfully used observational learning to:
a. | teach teenagers how to drive a car
b. | teach mentally retarded students social skills
c. | treat test anxiety
d. | treat snake phobia

____	58.	The most frequent problem of parents who bring their children to clinics for treatment of behavioral problems is:
a. | bedwetting
b. | animal fears
c. | nightmares
d. | noncompliance

____	59.	The administration of a spank will be most effective when it is:
a. | applied immediately after the unwanted behavior
b. | administered mildly and gradually increased
c. | included with signs of caring such as attention
d. | not used in conjunction with a timeout procedure

____	60.	Spanking is an example of:
a. | negative reinforcement
b. | negative punishment
c. | positive punishment
d. | time-out

Psych 11   Classical and Operant Conditioning Practice Test  (open book)
Answer Section

MULTIPLE CHOICE

	1.	ANS:	B	DIF:	Moderate	REF:	195	OBJ:	TYPE: Conceptual
TOP:	Introduction

	2.	ANS:	A	DIF:	Moderate	REF:	195	OBJ:	TYPE: Applied
TOP:	Introduction

	3.	ANS:	D	DIF:	Moderate	REF:	195	OBJ:	TYPE: Applied
TOP:	Introduction

	4.	ANS:	A	DIF:	Moderate	REF:	196	OBJ:	TYPE: Factual
TOP:	Three Kinds of Learning

	5.	ANS:	A	DIF:	Moderate	REF:	196	OBJ:	TYPE: Applied
TOP:	Three Kinds of Learning

	6.	ANS:	D	DIF:	Moderate	REF:	196	OBJ:	TYPE: Factual
TOP:	Three Kinds of Learning

	7.	ANS:	C	DIF:	Moderate	REF:	196	OBJ:	TYPE: Conceptual
TOP:	Three Kinds of Learning

	8.	ANS:	B	DIF:	Moderate	REF:	197	OBJ:	TYPE: Factual
TOP:	Procedure: Classical Conditioning

	9.	ANS:	C	DIF:	Moderate	REF:	197	OBJ:	TYPE: Applied
TOP:	Procedure: Classical Conditioning

	10.	ANS:	C	DIF:	Moderate	REF:	197	OBJ:	TYPE: Applied
TOP:	Procedure: Classical Conditioning

	11.	ANS:	C	DIF:	Moderate	REF:	197	OBJ:	TYPE: Factual
TOP:	Procedure: Classical Conditioning

	12.	ANS:	A	DIF:	Moderate	REF:	198	OBJ:	TYPE: Factual
TOP:	Procedure: Classical Conditioning

	13.	ANS:	A	DIF:	Moderate	REF:	199	OBJ:	www TYPE: Applied
TOP:	Other Conditioning Concepts

	14.	ANS:	B	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	15.	ANS:	B	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	16.	ANS:	D	DIF:	Moderate	REF:	199	OBJ:	TYPE: Factual
TOP:	Other Conditioning Concepts

	17.	ANS:	A	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	18.	ANS:	D	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	19.	ANS:	C	DIF:	Moderate	REF:	199	OBJ:	TYPE: Conceptual
TOP:	Other Conditioning Concepts

	20.	ANS:	B	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	21.	ANS:	D	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	22.	ANS:	A	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	23.	ANS:	C	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	24.	ANS:	A	DIF:	Moderate	REF:	199	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	25.	ANS:	B	DIF:	Moderate	REF:	200	OBJ:	TYPE: Applied
TOP:	Adaptive Value and Uses

	26.	ANS:	C	DIF:	Moderate	REF:	200	OBJ:	TYPE: Factual
TOP:	Adaptive Value and Uses

	27.	ANS:	B	DIF:	Moderate	REF:	200	OBJ:	TYPE: Factual
TOP:	Adaptive Value and Uses

	28.	ANS:	A	DIF:	Moderate	REF:	201	OBJ:	TYPE: Applied
TOP:	Adaptive Value and Uses

	29.	ANS:	B	DIF:	Moderate	REF:	202	OBJ:	TYPE: Conceptual
TOP:	Three Explanations	

	30.	ANS:	C	DIF:	Moderate	REF:	202	OBJ:	TYPE: Conceptual
TOP:	Three Explanations	

	31.	ANS:	D	DIF:	Moderate	REF:	202	OBJ:	TYPE: Applied
TOP:	Three Explanations	

	32.	ANS:	C	DIF:	Moderate	REF:	204	OBJ:	TYPE: Factual
TOP:	Research Focus: Little Albert

	33.	ANS:	D	DIF:	Moderate	REF:	206	OBJ:	TYPE: Applied
TOP:	Application: Conditioned Fear and Nausea	

	34.	ANS:	A	DIF:	Moderate	REF:	213	OBJ:	TYPE: Factual
TOP:	Introduction

	35.	ANS:	A	DIF:	Moderate	REF:	215	OBJ:	TYPE: Factual
TOP:	Operant Conditioning	

	36.	ANS:	B	DIF:	Moderate	REF:	217	OBJ:	TYPE: Factual
TOP:	Operant Conditioning	

	37.	ANS:	B	DIF:	Moderate	REF:	217	OBJ:	TYPE: Factual
TOP:	Operant Conditioning	

	38.	ANS:	D	DIF:	Moderate	REF:	218	OBJ:	TYPE: Factual
TOP:	Reinforcers

	39.	ANS:	A	DIF:	Moderate	REF:	218	OBJ:	TYPE: Factual
TOP:	Reinforcers

	40.	ANS:	C	DIF:	Moderate	REF:	218	OBJ:	TYPE: Applied
TOP:	Reinforcers

	41.	ANS:	C	DIF:	Moderate	REF:	219	OBJ:	TYPE: Applied
TOP:	Reinforcers

	42.	ANS:	A	DIF:	Moderate	REF:	219	OBJ:	www TYPE: Applied
TOP:	Reinforcers

	43.	ANS:	D	DIF:	Moderate	REF:	219	OBJ:	PS/SG 10-14 TYPE: Applied
TOP:	Reinforcers

	44.	ANS:	B	DIF:	Moderate	REF:	220	OBJ:	TYPE: Factual
TOP:	Schedules of Reinforcement

	45.	ANS:	B	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	46.	ANS:	A	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	47.	ANS:	C	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	48.	ANS:	C	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	49.	ANS:	B	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	50.	ANS:	C	DIF:	Moderate	REF:	221	OBJ:	TYPE: Applied
TOP:	Schedules of Reinforcement

	51.	ANS:	A	DIF:	Moderate	REF:	222	OBJ:	TYPE: Factual
TOP:	Other Conditioning Concepts

	52.	ANS:	C	DIF:	Moderate	REF:	222	OBJ:	TYPE: Applied
TOP:	Other Conditioning Concepts

	53.	ANS:	C	DIF:	Moderate	REF:	223	OBJ:	PS/SG 10-17 TYPE: Factual
TOP:	Cognitive Learning	

	54.	ANS:	C	DIF:	Moderate	REF:	223	OBJ:	TYPE: Conceptual
TOP:	Cognitive Learning	

	55.	ANS:	C	DIF:	Moderate	REF:	224	OBJ:	TYPE: Applied
TOP:	Cognitive Learning	

	56.	ANS:	A	DIF:	Moderate	REF:	225	OBJ:	TYPE: Applied
TOP:	Cognitive Learning	

	57.	ANS:	D	DIF:	Moderate	REF:	225	OBJ:	TYPE: Factual
TOP:	Cognitive Learning	

	58.	ANS:	D	DIF:	Moderate	REF:	230	OBJ:	TYPE: Factual
TOP:	Research Focus: Noncompliance

	59.	ANS:	A	DIF:	Moderate	REF:	233	OBJ:	TYPE: Factual
TOP:	Application: Behavior Modification

	60.	ANS:	C	DIF:	Moderate	REF:	233	OBJ:	TYPE: Factual
TOP:	Application: Behavior Modification