Download LEARNING OBJECTIVES To demonstrate mastery of this chapter

 LEARNING OBJECTIVES
To demonstrate mastery of this chapter, the student should be able to:
OBJECTIVE 6.1 – Define learning, response, reinforcement, antecedents, consequences,
and reflex; and explain how these terms are related to classical and operant
conditioning.
OBJECTIVE 6.2 – Briefly describe the history of classical conditioning and give
examples of how classical conditioning takes place, including the example of coping with
chemotherapy, utilizing the following terms: a. neutral stimulus (NS); b. conditioned
stimulus (CS); c. unconditioned stimulus (UCS); d. unconditioned response (UCR); e.
conditioned response (CR).
OBJECTIVE 6.3 – Explain how reinforcement occurs during the acquisition of a
classically conditioned response; describe higher-order conditioning; and discuss the
informational view of classical conditioning.
OBJECTIVE 6.4 – Describe and give examples of the following concepts as they relate
to classical conditioning: a. extinction b. spontaneous recovery c. stimulus generalization
and
d. stimulus discrimination.
OBJECTIVE 6.5 – Describe the relationship between classical conditioning and reflex
responses, explain what a conditioned emotional response (CER) is and how it is
acquired, and discuss the therapy techniques of desensitization and virtual reality
exposure and the concept of vicarious classical conditioning.
OBJECTIVE 6.6 – Briefly describe the history of operant conditioning, including
Thorndike’s law of effect and the work of B.F. Skinner; contrast the two types of
conditioning; and differentiate between the terms reward and reinforcement.
OBJECTIVE 6.7 – Explain operant conditioning in terms of the informational view;
define response-contingent reinforcement; and describe the detrimental effect of
delaying reinforcement and how response chaining can counteract this effect.
OBJECTIVE 6.8 – Explain why superstitious behavior develops and why it persists;
describe the process of shaping; and explain how extinction and spontanous recovery
occur in operant conditioning and how reinforcement and extinction are involved in
negative attention-seeking behavior.
OBJECTIVE 6.9 – Compare and contrast positive reinforcement, negative
reinforcement, and the two types of punishment and give examples of each.
OBJECTIVE 6.10 – Define and give examples of primary reinforcers, secondary
reinforcers, tokens, social reinforcers, and feedback (knowledge of results); and explain
how conditioning techniques can be applied to energy conservation and learning aids,
such as programmed instruction, computer-assisted instruction, and interactive
simulations.
OBJECTIVE 6.11 – Compare and contrast the effects of continuous and partial
reinforcement; and discuss the following schedules of partial reinforcement:
a. fixed ratio (FR); b. variable ratio (VR); c. fixed interval (FI); and d. variable interval
(VI), including definitions, examples, the effects of each schedule, and how conditioning
studies have shown that animals as well as humans are cognitive time travelers.
OBJECTIVE 6.12 – Explain the concept of stimulus control and describe the processes
of generalization and discrimination as they relate to operant conditioning.
OBJECTIVE 6.13 – Explain how punishers can be defined by their effects on behavior;
discuss the three factors that influence the effectiveness of punishment; and differentiate
the effects of severe punishment from mild punishment.
OBJECTIVE 6.14 –Describe three problems associated with punishment, the effects of
punishment on the behavior of children when it is used frequently, and the three basic
tools available to control simple learning (reinforcement, nonreinforcement, and
punishment); discuss seven guidelines for using punishment; and explain why using
punishment can become “habit-forming.”
OBJECTIVE 6.15 – Define cognitive learning; describe the concepts of a cognitive map
and latent learning; and explain the difference between discovery learning and rote
learning.
OBJECTIVE 6.16 – Discuss the factors that determine whether observational learning
(modeling) will occur; describe Bandura’s Bo-Bo doll experiment; explain why what a
parent does may be more important than what a parent says; and briefly describe the
general conclusions that can be drawn from studies on the effects of media violence on
children and adults.
OBJECTIVE 6.17 – Briefly describe the seven steps in a behavioral self-management
program; describe the Premack principle; explain how self-recording can aid a selfmanagement program; and discuss four strategies for changing bad habits.