Download STUDY GUIDE CH6 F05

STUDY GUIDE CHAPTER 6
LEARNING
5 xtra-learning pts
What is classical conditioning, and how can we apply it in everyday life?
1. Define learning and conditioning (pp. 206-207).
2. Explain the process of classical conditioning, describing the differences between an
unconditioned, neutral, and conditioned stimulus, and an unconditioned, conditioned, and
conditioned emotional response (pp. 208-211).
3. For classical conditioning: describe stimulus generalization, stimulus distinction, extinction,
spontaneous recovery, and higher-order conditioning (pp. 212-213).
What is operant conditioning, and how can we apply it in everyday life?
1. Define operant conditioning and differentiate it from classical conditioning (pp. 214, 224).
2. Describe the contributions of Thorndike and Skinner related to operant conditioning (p. 215).
3. Define reinforcement, and punishment, and describe how a response is strengthened (pp. 216218).
4. Describe the different schedules of reinforcement, and state the effect each schedule will have
on response rate and extinction (pp. 218-219).
5. Describe how behaviors are shaped, and how they can be weakened; and describe the
negative consequences of punishment (pp. 220-222).
6. Explain the importance of feedback, timing, consistency, and order of presentation on the
effective use of both reinforcement and punishment (p. 223).
7. For operant conditioning, define stimulus generalization, stimulus discrimination, extinction,
spontaneous recovery, and discriminative stimulus (pp. 223-224).
How do we learn according to cognitive-social theory; and how can we use it in
everyday life?
1. Define cognitive-social theory and describe insight and latent learning (pp. 226-227).
2. Describe the four processes involved in learning through observation (pp. 227-228).
What are the practical applications of conditioning principles?
1. Describe how classical conditioning is related to prejudice, phobias, medical treatment, and
advertising (pp. 233-235).
2. Describe how operant conditioning is related to prejudice, biofeedback, and superstitious
behavior (pp. 235-237).
3. Describe how cognitive-social learning is related to prejudice, and the influence of various
media (pp. 238-239).