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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