Download AP Psychology Chapter 5—Learning Ms. Chauvin Learning— 3

AP Psychology
Chapter 5—Learning
Ms. Chauvin
1. Learning—
 3 Types of Learning—
2. Learning is associative—
3. Conditioning—the process of learning ________________. Two types:
a. John Watson—founder of ____________________. Focus only on observable
behaviors and their
4. Classical Conditioning—pioneered by _______________________. Associating
a. Pavlov’s dog experiments—discovered that dogs _______________________in
response to _____________________; paired neutral stimulus (
)
with ________________________________________. Eventually, dog
1)UCS—Unconditioned Stimulus—
2)UCR—Unconditioned Response—
3)NS—Neutral Stimulus—
4)CS—Conditioned Stimulus—
5)CR—Conditioned Response—
b. Watson & Rayner and Little Albert—
c. Acquisition—phase in which UCS and NS are associated; time
between NS and UCS must be ________________________; NS must come
__________________UCS for learning to occur, not after
d. Extinction—
e. Spontaneous Recovery—after a rest period,
f. Generalization—
g. Discrimination-5. Updating Pavlov—Pavlov and Watson underestimated the importance of
and of biological constraints on an organism’s capacity to ___________________
a. Biological Predispositions—
1) Garcia and Koelling’s work on
6. Pavlov’s Legacy—
two important reasons why Pavlov’s work so important:
*classical conditioning—
*Pavlov showed us that
7. Applications of Classical Conditioning:
*many modern-day applications—
8. Operant Conditioning—association between
Learning process results in
 E.L. Thorndike—
 B.F. Skinner—strict behaviorist—
Free will is but an ________________________________. Experimented with
a. Shaping—reinforcement for increasingly closer
Effective when teaching new skills involving
b. Principles of Reinforcement:
 Primary—
 Secondary—
 Positive—
 Negative—
***both types of reinforcers
***extinction occurs when
c. Immediate and Delayed Reinforcers-Humans DO respond to reinforcers greatly delayed (paychecks
1)Reinforcement Schedules—how often behavior is reinforced.
Ratio = # of
Interval =
 Fixed ratio—reinforcement given after
 Variable ratio—
 Fixed interval—
 Variable Interval—
2) Punishment—opposite of reinforcement
Drawbacks of Punishment:
 Punishment may_____________________ undesirable behavior,
but it doesn’t __________________________
 Punishment does not
 Punishment can have
 Punishment may become _______________________
 Punishment may represent
9. Cognitive Conditioning--_____________________________________________________DO have
a place in our understanding of conditioning. (fixed interval reinforcement—
animals respond
a. Latent Learning—(one type of cognitive learning)—
b. Overjustification—promising a reward for an activity that someone
already finds intrinsically rewarding.
c. Biological Predispositions—
 Animals can be easily conditioned to
10. Applications of Operant Conditioning—many ways it can be used today in
our everyday lives
a. School—Students should be reinforced for
Computers should be used to
Shaping can also be used—reinforce small successes and gradually
increase challenges
b. Work—employers should make
c. Home—parents can rear children more effectively—
11. Observational Learning—another type of Cognitive Learning—learning by
a. Modeling--__________________________________________________________________.
We model all the time--fashions, traditions, fads. Children model
b. Albert Bandura—Bobo Doll experiments—
c. Applications—we engage in
 Antisocial behaviors often modeled—
 Prosocial behaviors can also be modeled—
d. Modeling most effective when