Download Key Terms - Ms. Paras

Unit 4: Learning and Behavior (7-9%)
Reading Schedule: pg 229-239 due 11/3; pg 240-251 due 11/9; pg 252-263 due 11/14
Tentative Quest Date: 11/17
This section of the course introduces students to differences between learned and unlearned behavior.
The primary focus is exploration of different kinds of learning, including classical conditioning, operant
conditioning, and observational learning. The biological bases of behavior illustrate predispositions for
learning.
• Distinguish general differences between
1. Learning
principles of classical conditioning,
2. classical conditioning
operant conditioning, and observational learning
3. stimulus
(e.g., contingencies).
4. response
• Describe basic classical conditioning phenomena,
5. unconditioned stimulus (US)
such as acquisition, extinction,
6. unconditioned response (UR)
spontaneous recovery, generalization,
7. conditioned stimulus (CS)
discrimination, and higher-order learning.
8. conditioned response (CR)
• Provide examples of how biological constraints
9. acquisition
create learning predispositions.
10. extinction
• Apply learning principles to explain emotional
11. spontaneous recovery
learning, taste aversion, superstitious behavior, and
12. stimulus generalization
learned helplessness.
13. stimulus discrimination
• Identify key contributors in the psychology of
14. higher-order/ second-order conditioning
learning (e.g., John Garcia, Ivan Pavlov, Robert
15. Ivan Pavlov
Rescorla, John Watson).
16. John Watson
• Distinguish general differences between
17. John Garcia
principles of classical conditioning,
18. Robert Rescorla
operant conditioning, and observational learning
19. Operant conditioning
(e.g., contingencies).
20. reinforcement
• Predict the effects of operant conditioning (e.g.,
21. punishment
positive reinforcement, negative
22. positive reinforcement
reinforcement, punishment, schedules of
23. negative reinforcement
reinforcement).
24. primary reinforcement
• Predict how practice, schedules of reinforcement,
25. secondary reinforcement
and motivation will influence
26. shaping
quality of learning.
27. discriminative stimuli (operant)
• Interpret graphs that exhibit the results of
28. resistance to extinction(operant)
learning experiments.
29. continuous reinforcement
• Identify key contributors in the psychology of
30. partial schedule
learning (e.g., B. F. Skinner, Edward Thorndike,
31. fixed-interval schedule
Edward Tolman).
32. variable-interval schedule
• Distinguish general differences between
33. fixed-ratio schedule
principles of classical conditioning,
34. variable-ratio schedule
operant conditioning, and observational learning
35. latent learning
(e.g., contingencies).
36. Edward Thorndike
• Describe the essential characteristics of insight
37. B. F. Skinner
learning, latent learning, and
38. Edward Tolman
social learning.
39. observational learning/modeling
• Identify key contributors in the psychology of
40. antisocial behavior
learning (e.g., Albert Bandura).
41. prosocial behavior
42. insight learning
43. Albert Bandura