Ch_05__LEARNING_AND_MEMORY. All Answers

1. Without memory, we cannot physically function in society. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States ...

1. Without memory, we cannot physically function in society. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 2. In classical conditioning, better results occur when the unconditioned stimulus comes immediately after the conditioned stimulus. a. True b. False POINTS: DIFFICULTY: False 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 3. When an association between an unconditioned stimulus and a conditioned stimulus is learned, the conditioned stimulus presented alone will elicit a conditioned response similar to the original unconditioned response. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 4. According to classical conditioning, simply pairing one stimulus that spontaneously evokes certain meanings and feelings with another stimulus can cause a transfer of these meanings and feelings from one to the other. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 5. In an advertisement using classical conditioning, the product represents the conditioned stimulus. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 6. Classical conditioning is more effective for older, familiar brands than for newer, less familiar brands. a. True b. False POINTS: False 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 7. Research has shown that customers who pay by credit card in a restaurant leave smaller tips than those who pay by cash. a. True b. False POINTS: False 1 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 8. The mere presence of credit card symbols causes people to spend more money, even when they pay in cash. a. True b. False POINTS: True 1 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 9. Exposing people to a large amount of information is not sufficient to produce learning. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 10. According to the discussion in your readings about sparkling wine and champagne, sparkling wine can only be called champagne if it is made in the champagne region of France. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Multicultural and Diversity Understanding AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 11. Learning under operant conditioning is faster under partial reinforcement but more persistent under continuous reinforcement. a. True b. False POINTS: False 1 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 12. According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of negative reinforcement. a. True b. False POINTS: DIFFICULTY: True 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 14. As comprehension increases, memory performance decreases. a. True b. False POINTS: False 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 15. "Women who look younger use Oil ofOlay" is an example of a claim that implies more than is actually stated. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 17. Misleading advertising practices are unfair because consumers must form inferences to comprehend most advertising claims. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Ethical and Legal Understanding and Reasoning Abilities AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 18. Research has shown that corrective advertising is typically quite effective at changing consumers' beliefs. a. True b. False POINTS: DIFFICULTY: False 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Ethical and Legal Understanding and Reasoning Abilities AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 20. All thinking and reasoning occurs in short-term memory. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 21. Once information is transferred into long-term memory it remains there permanently and cannot be forgotten. a. True b. False POINTS: DIFFICULTY: False 1 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge LEARNING OBJECTIVES: COBE.KARD.15.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 23. Short-term memory has a capacity of 5 to 9 units. a. True b. False POINTS: True 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 24. Transience is the inability to forget things one wants to forget. a. True b. False POINTS: False 1 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.15.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 26. The passage of time is primarily responsible for consumers forgetting advertising messages. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion CB&C Model Strategy Bloom's: Knowledge 27. Depth-of-processing research shows that memory performance degrades with effort. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge LEARNING OBJECTIVES: COBE.KARD.15.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 29. Thinking about cleaning bathroom made Sandra think about washing her bathroom rugs, and then that made her think about buying a new rug for the kitchen. This "stream of thinking" is show how blocking works. a. True b. False POINTS: False 1 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.15.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Analytic:- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 30. The priming effect has a powerful influence in experimental settings but it is uncommonly found day-to-day life. a. True b. False POINTS: DIFFICULTY: False 1 Moderate LEARNING OBJECTIVES: COBE.KARD.15.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 31. In associative networks, when new associations compete with old associations, this is called the encoding-specificity principle. a. True b. False POINTS: False I DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 32. As discussed in your readings, the best way to combat a marketplace rumor is to deny it publicly and vigorously. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion CB&C Model Strategy Bloom's: Knowledge 33. Retroactive interference occurs when information learned earlier blocks memory for information learned later. a. True b. False POINTS: False I DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 34. The encoding-specificity principle suggests that if you studied while listening to the radio, you should probably be listening to the radio right now to do well on this test. a. True b. False POINTS: DIFFICULTY: True I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 35. The more familiar a neutral product becomes, the more a consumer will like the product. This is called the truth effect. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 36. As familiarity of a product claim increases, belief in that claim decreases. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 37. Repeating an advertisement over and over again decreases its believability. a. True b. False POINTS: DIFFICULTY: False I Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 38. is the process of acquiring new information and knowledge for application to future behavior. a. Classical conditioning b. Learning c. Association principle d. Memory retrieval e. Blocking b POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 39. is a learning theory centered on creating associations between meaningful objects or ideas (stimuli) to elicit the desired responses. a. Classical conditioning b. Instmmentalleaming c. Operant conditioning d. Persistence e. Blocking a POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 40. In Pavlov's famous classical conditioning experiment, the dog food served as the: a. unconditioned stimulus b. conditioned stimulus c. unconditioned response d. conditioned response e. None of the above is correct. POINTS: DIFFICULTY: a 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 41. In advertisements using classical conditioning, the brand serves as the: a. unconditioned stimulus b. conditioned stimulus c. unconditioned response d. conditioned response e. None of the above is correct. POINTS: DIFFICULTY: b 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 42. For better results, the should immediately precede the in classical conditioning. a. unconditioned stimulus; conditioned stimulus b. conditioned stimulus; unconditioned stimulus c. unconditioned stimulus; conditioned response d. conditioned response; unconditioned response e. unconditioned response; conditioned response POINTS: DIFFICULTY: b 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 43. In classical conditioning, when the conditioned stimulus is presented after the unconditioned stimulus, this is called: a. pre-exposure effect b. forward conditioning c. delayed conditioning d. backward conditioning e. operant conditioning POINTS: DIFFICULTY: d 2 Moderate LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 44. Which of the following could not serve as an unconditioned stimulus in an advertisement? a. Puppies b. A laughing baby c. A song d. A view of a beautiful sunset on the beach e. All of the above could apply. e POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.15.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 45. Which of the following about classical conditioning is false? a. Pavlov illustrated classical conditioning with a dog, some food, and a bell. b. In advertising, the unconditioned response is some feeling toward the unconditioned stimulus. c. It is crucial for advertisers to pick unconditioned stimuli that appeal to the target market. d. Conditioning can occur after only one pairing of the unconditioned and conditioned stimuli. e. Pairing the unconditioned stimulus with the conditioned stimulus leads to stimulus generalization. d POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.01- 05.01 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 46. From a learning perspective, coupons, trading stamps, loyalty programs, and rebates are all examples of? a. Transformational promotion b. Positive reinforcement c. Indirect comparative advertising d. Priming effect e. Rote learning b POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion CB&C Model Strategy Bloom's: Comprehension 47. According to operant conditioning, eliminating shipping cost, expediting paperwork, and shortening delivery time are examples of what? a. Positive reinforcement b. Conditioned response c. Negative reinforcement d. Partial reinforcement e. Extinction c POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion CB&C Model Strategy Bloom's: Comprehension 48. In operant conditioning, is the absence of a reward, and decreases the probability of a response. a. positive reinforcement b. conditioned response c. negative reinforcement d. partial reinforcement e. extinction e POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 49. Which of the following about operant conditioning is false? a. In operant conditioning the stimulus follows the response. b. Learning via operant conditioning is more persistent under conditions of partial reinforcement. c. Extinction is the absence of a reward. d. Learning is faster under conditions of continuous reinforcement. e. Positive reinforcement encourages the probability of a response while negative reinforcement discourages the probability of a response. e POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.02- 05.02 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 50. Which of the following is an example of a comparison omission? a. Tylenol may relieve minor arthritis pain. b. Women who look younger use Oil ofOlay. c. Ann & Hammer baking soda absorbs more refrigerator odors. d. Don't you want your family to be protected with AFLEC insurance? e. Be fresh all day; use Degree Deodorant. c POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 51. An advertisement for Campbell's soup showed a bowl of soup with the meat and vegetables bursting above the broth. In reality, the product doesn't normally do this, potentially misleading consumers. In this case, Campbell's may be required by the Federal Trade Commission to: a. air corrective advertising b. recall the product c. offer a rebate on the product d. issue an apology e. offer a coupon for the product a POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Ethical and Legal Understanding and Reasoning Abilities AACSB Reflective Thinking Skills CB&C Model Promotion CB&C Model Strategy Bloom's: Comprehension 52. Short-term memory has a capacity of , and long-term memory has a capacity of . a. 7 ± 2 units; 60,000 units b. 60,000 units; 7 ± 2 units c. 5-9 units; unlimited units d. unlimited units; 5-9 units e. unlimited units; unlimited units POINTS: DIFFICULTY: c 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 53. Which of the following statements regarding short-term memory is false? a. Something stored in short-term memory can last from just minutes up to about 18 hours. b. Short-term memory is capable of holding approximately 5 to 9 units. c. Short-term memory benefits from rehearsal. d. All thinking and reasoning occurs in short-term memory. e. Short-term memory is sometimes called working memory. POINTS: DIFFICULTY: a 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.03- 05.03 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 54. Which of the following is not one of the seven sins of memory? a. Persistence b. Bias c. Suggestibility d. Misattribution e. All of the above are part of the seven sins of memory. e POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 55. "If you don't use it; you lose it." This statement refers to which of the seven sins of memory? a. Persistence b. Bias c. Suggestibility d. Misattribution e. Transience POINTS: DIFFICULTY: e 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 56. refers to forgetting due to shallow or superficial processing of information during encoding or retrieval. a. Persistence b. Bias c. Absent-mindedness d. Misattribution e. Transience c POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 57. is when related information interferes with remembering. a. Persistence b. Blocking c. Absent-mindedness d. Misattribution e. Transience b POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 58. Feelings of familiarity, false memories, and source confusion are associated most closely with which of the seven sins of memory? a. Persistence b. Blocking c. Absent-mindedness d. Misattribution e. Suggestibility POINTS: DIFFICULTY: d 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 59. Which of the following about absent-mindedness is true? a. Lapses in attention during encoding can lead to forgetting. b. Memory performance improves with effort. c. Lapses in attention during retrieval can lead to forgetting. d. Memory performance improves when people have to generate answers rather than simply reading them from a list. e. All of the above are true. POINTS: DIFFICULTY: e 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 60. When a consumer views an ad for a favorite product, prior experiences with this product are likely to be primed or activated from memory. This is an example of: a. the organizational principles oflong-terrn memory b. the encoding-specificity principle oflong-terrn memory c. the association principle oflong-term memory d. the limited-capacity principle oflong-terrn memory e. None of the above is correct. POINTS: DIFFICULTY: c 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Knowledge 61. The association principle of long-term memory explains all of the following phenomena except: a. the priming effect b. proactive associative interference c. retroactive associative interference d. misattribution e. spreading activation POINTS: DIFFICULTY: d 2 Moderate LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 62. Consider the product "Miller Lite Beer." When you think of Miller Lite, key features emphasized in Miller's advertising may come to mind, namely "tastes great" and "less filling." If you thought a bit longer, other concepts, like alcohol and calories, might also come to mind. Together, all of these pieces make up what is known as: a. an associative network b. a vicarious memory c. mere exposure effect d. an episodic memory e. excitation transfer theory a POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 63. What is the best strategy to use when combating marketplace rumors? a. Deny the rumor publicly b. Ignore it c. Create positive associations in the consumer's mind d. Counterattack the competition e. All of the above are good strategies to combat a marketplace rumor. c POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Promotion CB&C Model Strategy Bloom's: Comprehension 64. Information learned earlier reduces memory for related information learned later. This is an example of: a. the priming effect b. proactive associative interference c. retroactive associative interference d. the recency effect e. persistence b POINTS: 2 DIFFICULTY: Easy LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Knowledge 65. Placing the picture of "Tony the Tiger"from the Frosted Flakes cereal commercial on Frosted Flakes cereal boxes helps consumers to recall the commercial while shopping at the grocery store. This is an example of: a. the managerial principle oflong-terrn memory b. the encoding-specificity principle oflong-terrn memory c. the contrast principle oflong-terrn memory d. the limited-capacity principle oflong-terrn memory e. the accessibility principle oflong-terrn memory b POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion CB&C Model Strategy Bloom's: Comprehension 66. After hearing a new song several times, the song begins to appeal to you and you begin to like it more. This is an example of: a. classical conditioning b. the truth effect c. operant conditioning d. cognitive dissonance e. None of the above is correct. e POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 67. The first time Terri tried sushi, she didn't like it, but she kept trying it every time her roommates brought it horne. The third time she tried, she decided she actually liked the taste. This is an example of what effect? a. Mere exposure effect b. Elaboration likelihood model effect c. Associative memory effect d. Truth effect e. Halo effect a POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 68. Band-Aid brand bandages keeps running advertisements stating that its brand has the strongest adhesive of any bandage brand. They are hoping to take advantage of what effect? a. Mere exposure effect b. Generation effect c. Blocking effect d. Truth effect e. Tip-of-the-tongue effect d POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer CB&C Model Promotion Bloom's: Comprehension 69. Persuasive influences in advertising based on repetition effects, the truth effect, and mere exposure effect, are all based on what underlying memory phenomenon? a. Availability heuristic b. Familiarity c. Arousal intensity d. Forgetting e. Operant conditioning b POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 70. People often believe their own preferences are more consistent than they actually are. This phenomenon is associated most closely with which of the seven sins of memory? a. Misattribution b. Bias c. Persistence d. Blocking e. Transience b POINTS: 2 DIFFICULTY: Challenging LEARNING OBJECTIVES: COBE.KARD.l5.05.04- 05.04 NATIONAL STANDARDS: United States- BUSPROG: Reflective Thin- BUSPROG: Analytic STATE STANDARDS: TOPICS: KEYWORDS: United States - NONE - DISC: Individual Dynamics - Individual Dynamics AACSB Reflective Thinking Skills CB&C Model Customer Bloom's: Comprehension 71. Describe the process of classical conditioning. 72. What is the difference between classical conditioning and operant conditioning? 73. Provide an example of three advertising claims that are literally true but figuratively false and justify your reasoning. 74. What are the types of "forgetting" that can occur in long-term memory? 75. List and defme the seven sins of memory. 76. Explain the association principle oflong-term memory. 77. Companies regularly must combat marketplace rumors. Several years ago Wendy's Restaurants were faced with one such problem. A rumor that Wendy's uses horserneat mixed in with their hamburger meat was spreading rapidly. Sales started to plummet. However, the vast majority of consumers did not believe the rumor. a. How can a rumor that no one believes still hurt sales? Justify your answer. b. To combat the rumors, Wendy's had three choices: (1) Flood the market with ads and new stories denying the rumors; (2) Flood the market with ads and new stories that focuses on new products and benefits offered by Wendy's; (3) Totally iguore the rumors and continue with their regular advertising carnpaigu. What should Wendy's have done to combat the rumors? Justify your answer. 78. What implications does the encoding-specificity principle present for learning strategies? 79. Your readings talk about how memory is like a computer. Using this same type of analogy, how is memory like a bucket of water? Identify 3 ways. (Advice: In your discussion, make sure you name the concept and you clearly show the concept's meaning through the analogy. For example, "life is like a box of chocolates," according to Forrest Gump. One concept related this is you "never know what type you're are going get." This represents the uncertainty oflife, and how we don't know what outcomes will come from our choices.) 80. Design an experiment to test the mere exposure effect. (Make sure you label the variables by type.) 81. What implications does the mere exposure effect have for advertising?