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Learning Objective 7
Learning
Chapter 7 Assignments
(AP Psychology Scoring Criteria 7)
Lesson One (Pages 264-270)
Learning and Classical Conditioning
November 15
Vocabulary: learning, associative learning, stimulus, cognitive learning, classical conditioning,
behaviorism, neutral stimulus, unconditioned response, unconditioned stimulus, conditioned response,
conditioned stimulus
Learning Objectives:
7-1: What is learning, and what are some basic forms of learning?
7-2: What are the basic components of classical conditioning, and what was behaviorism’s view of
learning?
Lesson Two (Pages 270-274)
November 16
Classical Conditioning and Pavlov’s Legacy
Vocabulary: acquisition, higher order conditioning, extinction, spontaneous recovery, discrimination,
generalization
Learning Objectives:
7-3: In classical conditioning, what are the processes of acquisition, extinction, spontaneous recovery,
generalization, and discrimination?
7-4: Why does Pavlov’s work remain so important and what have been some applications of his work to
human health and well-being?
Lesson Three (Pages 275-280)
Operant Conditioning
November 17
Vocabulary: Operant conditioning, law of effect, operant chamber, reinforcement, shaping, positive
reinforcement, negative reinforcement, primary reinforcer, conditioned reinforcer, conditioned
reinforcer, reinforcement schedule, continuous reinforcement, partial (intermittent) reinforcement,
fixed-ratio schedule, variable-ratio schedule,
Learning Objectives:
7-5: How is operant behavior reinforced and shaped?
7-6: How do positive and negative reinforcement differ, and what are the basic types of reinforcers?
7-7: How do different reinforcement schedules affect behavior?
Lesson Four (Pages 280-284)
Punishment
November 18
Chapter 7 Reading Quiz 1
Vocabulary: punishment, respondent behavior, operant behavior
Learning Objectives:
7-8: How does punishment differ from negative reinforcement, and how does punishment
affect behavior?
7-9: Why did Skinner’s ideas provoke controversy, and how might his operant conditioning
principles be applied at school, in sports, at work, and at home
7-10: How does operant conditioning differ from classical conditioning?
Lesson Five (Pages 285-290)
Biology, Cognition, and Learning
November 21
Vocabulary: Cognitive map, latent learning, intrinsic motivation, extrinsic motivation
Learning Objectives:
7-11: How do biological constraints affect classical and operant conditioning?
7-12: How do cognitive processes affect classical and operant conditioning?
Lesson Six (Pages 290-295)
Learning by Observation
November 22
Vocabulary: Observational learning, modeling, mirror neurons, prosocial learning
Learning Objectives:
7-13: What is observational learning, and how do some scientists believe it is enabled by
mirror neurons?
7-14: What is the impact of prosocial modeling and of antisocial modeling?
Ch. 7
Learning Objective 7 Assessments
Notebook Check (Nov. 28) Chapter 7 Reading Quiz 2
Chapter 7 Exam (November 29)
What should I know from Chapter 7?
a. Distinguish general differences between principles of classical conditioning,
operant conditioning, and observational learning (e.g., contingencies).
b. Describe basic classical conditioning phenomena, such as acquisition, extinction,
spontaneous recovery, generalization, discrimination, and higher-order learning.
c. Predict the effects of operant conditioning (e.g., positive reinforcement, negative
reinforcement, punishment).
d. Predict how practice, schedules of reinforcement, and motivation will influence
quality of learning.
e. Interpret graphs that exhibit the results of learning experiments.
f. Provide examples of how biological constraints create learning predispositions.
g. Describe the essential characteristics of insight learning, latent learning, and
social learning.
h. Apply learning principles to explain emotional learning, taste aversion,
superstitious behavior, and learned helplessness.
i. Suggest how behavior modification, biofeedback, coping strategies, and selfcontrol
can be used to address behavioral problems.
j. 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).
(CollegeBoard, 2014)