Download U6 Cerqueira Guide

AP Psychology
Cerqueira Guide
Unit 6
VI. Learning (7–9%)
AP students in psychology should be able to do the following:
• Distinguish general differences between principles of classical conditioning, operant
conditioning, and observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous
recovery, generalization, discrimination, and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement,
punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and motivation will influence learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and social learning.
• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior,
and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used
to address behavioral problems.
• 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).
Date
Class
info
Th
3/6
Fr
3/7
M
3/10
M
3/17
Read
• Compare and contrast various cognitive
processes: effortful versus automatic processing;
deep versus shallow processing; focused versus
divided attention.
• Describe and differentiate psychological and
physiological systems of memory (e.g., shortterm memory, procedural memory).
• Outline the principles that underlie effective
encoding, storage, and construction of memories.
• Describe strategies for memory improvement.
• Identify key contributors in cognitive
psychology
(e.g., Hermann Ebbinghaus, Elizabeth Loftus,
George A. Miller).
Topics to know
tonight:
313320
R quiz
on
313-320
R quiz
on
321-326
321326
C quiz
on CC
(BOP)
333339
T
3/18
Learning & Memory
VII. Cognition (about 4-5% is Memory)
AP students in psychology should be able
to do the following:
326333
341347,
349353
W
3/19
C quiz
on OC.
353361
Th
3/20
R quiz
on 353361.
361375
F
3/21
Jones out
375393
Definition of learning. (Why does learning not mean what you think it means?) Distinguish
between: conditioning, classical conditioning, operant conditioning and observational
learning. CLASSICAL CONDITIONING: Pavlov, Watson and the birth of behaviorism.
Pavlov’s dogs! “Psychic secretions.” Fig. 8.3: US, UR, NS, CS, CR. MUST KNOW:
acquisition, extinction, spontaneous recovery, generalization, discrimination, higher-order
learning. Question in blue, p. 318. Fig. 8.4
How cognition (Rescorla) and biology (Garcia) affect CC. Taste aversion: rats, wolves,
coyotes and sheep. ADAPTATION: Learning enables animals to adapt to their
environments. Importance of Pavlov/CC examples. Watson & Little Albert. Trauma as CC.
OPERANT CONDITIONING. Organisms associate their own behaviors with consequences.
Operant behavior. BF Skinner! Thorndike’s law of effect: rewarded behavior is likely to
reoccur. Skinner box. Shaping and chaining (chaining = not in your text). Positive v.
negative reinforcement. Table 8.1. What’s reinforcing to one person may not be to another;
think about your reinforcers first! Primary and conditioned (secondary) reinforcers,
immediate and delayed reinforcers. REINFORCEMENT SCHEDULES: continuous and
partial: FR, VR, FI, VI. What is punishment? Physical punishment = ineffective?
How cognition (cognitive map, latent learning, intrinsic v. extrinsic motivations) and
biology (predispositions) affect OC. Can you teach a pig to sing? Applications of Skinner:
school, sports, work, home: what rules do they have in common? Table 8.3.
OBSERVATIONAL (social) LEARNING. Modeling, mirror neurons (monkey see, monkey
do). Bandura and the Bobo doll experiment. Positive applications of observational (social)
learning. MEMORY: you are what you remember, definition. Flashbulb memories (photo
caption p.350, cartoon p. 351). Memory as information processing (computer): ENCODING,
STORAGE, RETRIEVAL. Kinds of memory: sensory, short-term (working) and long-term.
Encoding: automatic processing, effortful processing, rehearsal. Overlearning increases
retention. Spacing effect. Importance of sleep! Serial position effect. Visual, acoustic and
semantic encoding. Impact of visual memory. Mnemonic devices: method of loci, pegword, acrostics and others. Chunking!
Storage. Sensory memory (iconic and echoic). STM = 10-20 seconds. “The magical number 7
+/- 2.” How are long-term memories stored? ECT & memory. Synaptic changes: LTP. Stress
& memory. Amnesia (ask Jones about kinds!) Implicit (procedural) vs. explicit (declarative)
memory. Role of the hippocampus and cerebellum. Retrieval. Recall v. recognition.
Retrieval cues, priming. Context. Déjà vu. Impact of mood on memory.
Forgetting! “The seven sins of memory” (don’t learn those terms). How forgetting happens:
encoding failure (Lincoln/penny), storage decay (Ebbinghaus’ curve). Retrieval failure:
proactive v. retroactive interference. Motivated forgetting: fig. 9.25. To remember our past is to
often revise it. Repression (Freud). The (re)construction of memory. Loftus’s research on
misinformation (“smashed” v. “hit”) and false memories. What makes memory so
M
3/24
T3/25
C quiz
memory
-------
unreliable? Eyewitness testimony and suggestibility. Repressed or constructed memories of
abuse (see p. 388). Loftus’ ‘real’ false memory. Fig. 9.28. Ways to improve your memory!
Review!
Test
TEST on unit 6. For tonight’s reading, see the next Cerqueira guide.