Download Learning EO 4

Unit 4 - LUearning
Overview
Students will learn the difference between learned and unlearned behavior, with a focus on classical
conditioning, operant conditioning and observational learning. The biological bases of behavior illustrate
predispositions for learning.
1. Distinguish general differences between principles of classical conditioning, operant
conditioning, and observational learning (e.g., contingencies).
2. Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous
recovery, generalization, discrimination, and higher-order learning.
3. Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement,
punishment, schedules of reinforcement).
4. Predict how practice, schedules of reinforcement, and motivation will influence quality of
learning.
5. Interpret graphs that exhibit the results of learning experiments.
6. Provide examples of how biological constraints create learning predispositions.
7. Describe the essential characteristics of insight learning, latent learning, and social learning.
8. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior,
and learned helplessness.
9. Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used
to address behavioral problems.
10. Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan
Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).
Mandatory Assessments:
1. AP style multiple-choice exams must be used. The majority of the questions
should require students to use higher order thinking skills such as synthesis and
evaluation in which the student must combine knowledge and skills across the
unit.
1. Students must be required to complete the Examination Analysis form that is
contained as an attachment to the Course Outcomes. Students who have taken the
class report the value in helping them properly learn the
1. Teacher generated or AP published free-response questions. Free response
questions can be taken directly from the AP Central site with rubrics already
created to use as an assessment tool.
Optional Assessments
1. Create flash cards for the unit. Students have reported after the AP Exam that
they wish this was mandatory. Teachers may want to take this student feedback
into account in designing their teaching for this and all other essential units.
1. Students present their approach to a free-response question to the class. This holds
students accountable demonstrating the ability to dissect free-response questions
and for developing an outline to answer the question. The focus is on students’
learning to answer the question asked.