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CHAPTER 6 Learning LEARNING OBJECTIVES 1. Define learning. Describe the difference between nonassociative learning and associative learning. (see introductory section) 2. Define habituation and sensitization. Explain why they are examples of nonassociative learning. (see Learning About Stimuli) 3. Define classical conditioning, unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Describe how classical conditioning works by using the stimuli and responses in an example. (see Pavlov’s Discovery) 4. Describe the processes of extinction, reconditioning, and spontaneous recovery. Give an example of each. (see Conditioned Responses over Time: Extinction and Spontaneous Recovery) 5. Define and give an example of stimulus generalization and stimulus discrimination. Describe the adaptive balance between these two phenomena. (see Stimulus Generalization and Discrimination) 6. Describe the role that timing, predictability, and strength of signals play in the speed and strength of conditioned response development. Indicate which type of conditioning produces the strongest type of conditioned response. (see The Signaling of Significant Events) 7. Explain how biopreparedness influences taste-aversion learning. Explain why it is a special case of classical conditioning. (see The Signaling of Significant Events) 8. Discuss how attention influences which stimulus is linked to the unconditioned stimulus. Define and give an example of second-order conditioning. (see The Signaling of Significant Events) 9. Describe the relationship between classical conditioning and phobias, predator control, detecting explosives, and diagnosis of Alzheimer’s disease. (see Some Applications of Classical Conditioning) 10. Define the law of effect. (see From the Puzzle Box to the Skinner Box) 11. Define operant conditioning, and explain how it differs from classical conditioning. (see From the Puzzle Box to the Skinner Box) 12. Define the components of operant conditioning: operants and reinforcers. (see Basic Components of Operant Conditioning) 13. Define positive and negative reinforcers and give examples of each. (see Basic Components of Operant Conditioning) 14. Define escape conditioning and avoidance conditioning. Give an example of each that demonstrates their similarities and differences. (see Basic Components of Operant Conditioning) 15. Define discriminative stimulus and stimulus control. Give an example of stimulus control. Explain how stimulus discrimination and stimulus generalization can work together. (see Basic Components of Operant Conditioning) 16. Define shaping. Explain when it is used in operant conditioning. (see Forming and Strengthening Operant Behavior) 17. Discuss the differences between primary and secondary reinforcers. (see Forming and Strengthening Operant Behavior) 18. Define continuous and partial reinforcement schedules. Compare and contrast the fixedratio, variable-ratio, fixed-interval, and variable-interval reinforcement schedules; include a description of their effect on the intensity of operant responses and the partial reinforcement extinction effect. (see Forming and Strengthening Operant Behavior) 19. Explain why activity preference and physiological factors influence the efficiency of reinforcement. (see Why Reinforcers Work) 20. Define punishment and describe its role in operant conditioning. Discuss the disadvantages of and guidelines for using punishment. (see Punishment) 21. Discuss how operant conditioning can be used to treat problematic behavior. (see Some Applications of Operant Conditioning) 22. Discuss networks of learning and how parallel-distributed processing and connectionist models provide insight into how associations are stored in the brain. (see Linkages: Neural Networks and Learning) 23. Define learned helplessness and give an example of it. Describe the experiments used to study learned helplessness and the results. (see Learned Helplessness; see also Focus on Research Methods: An Experiment on Human Helplessness) 24. Define and give an example of latent learning and a cognitive map. (see Latent Learning and Cognitive Maps) 25. Define insight. Discuss the differences in what is learned in classical conditioning, instrumental conditioning, and insight. (see Insight and Learning) 26. Define observational learning and vicarious conditioning. Discuss their similarities and differences. (see Observational Learning: Learning by Imitation) 27. Describe the research on the effects of television violence. State what conclusions are most reasonable, based on the evidence available. (see Thinking Critically: Does Watching Violence on Television Make People More Violent?) 28. Describe differences in classrooms across cultures. Define active learning and give an example (see Classrooms Across Cultures; see also Active Learning) 29. Describe the roles of practice and feedback in skill learning. (see Skill Learning)