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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.