Download Course Manual and Syllabus for PSYC 2470

Course Manual and Syllabus
for
PSYC 2470: Learning Foundations of Psychology
Section A01
Academic Year: Fall 2008
University of Manitoba
This manual was prepared by:
May Lee,
Gabriel J. Schnerch,
& Joseph J. Pear
Course Manual and Syllabus for
PSYC 2470: Learning Foundations of Psychology
Section A01
Fall 2008
TABLE OF CONTENTS
A.
Instructor: May Lee, M.A. ______________________________________________ 1
B.
Important Prerequisite Information_______________________________________ 1
C.
Required Manuals and Text _____________________________________________ 1
D.
About The General Manual _____________________________________________ 1
E.
Teaching Method & Course Goal_________________________________________ 1
F.
Major Course Components _____________________________________________ 2
F.1.
Final Examination ________________________________________________________ 2
F.2.
Midterm Examination _____________________________________________________ 2
F.3.
Unit tests ________________________________________________________________ 3
F.4.
Peer reviewing ___________________________________________________________ 3
G.
Course Grade ________________________________________________________ 4
G.1.
Number of Points for Each Course Component ______________________________ 4
G.2.
Number of Points Required for Each Passing Grade__________________________ 4
H.
Critical Dates ________________________________________________________ 5
I.
Missed Midterm Examinations ____________________________________________ 5
J.
Time Extensions and Deferred Examinations _______________________________ 5
K.
Importance of Not Procrastinating________________________________________ 5
L.
Department of Psychology Policy on Plagiarism, Cheating, and Academic Dishonesty6
M.
Using Materials During Unit Tests and the Midterm _________________________ 6
N.
Research on CAPSI ___________________________________________________ 6
O.
STUDY QUESTIONS FOR UNITS 2 – 10_________________________________ 7
O.1.1.
O.1.2.
O.1.3.
O.1.4.
O.1.5.
O.1.6.
O.1.7.
O.1.8.
O.1.9.
Unit 2 - Chapters 1 & 2 _________________________________________________________7
Unit 3 – Chapter 3 _____________________________________________________________8
Unit 4 - Chapters 4 & 5 _________________________________________________________9
Unit 5 - Chapter 6 ____________________________________________________________11
Unit 6 - Chapters 7 & 8 ________________________________________________________12
Unit 7 - Chapters 9 & 10 _______________________________________________________13
Unit 8 - Chapters 11 - 15 _______________________________________________________15
Unit 9 - Chapter 16 ___________________________________________________________16
Unit 10 - Chapter 17 __________________________________________________________18
i
A.
Instructor: May Lee, M.A.
Internet email:
[email protected]
CAPSI email:
Lee, May
*Please note: I strongly prefer that you contact me by email (either external or using
CAPSI) rather than contacting me by phone.
Office:
TBA
Phone Number:
TBA
Courses Website**:
www.webcapsi.com
**This webpage is your access to the CAPSI system. You should also follow the link to
“Course Information” to access the manual describing how to use the system and other
course information.
B.
Important Prerequisite Information
A grade of C or better in PSYC 1200 or 17.120 (or 17.121 and 17.122 or PSYC 1211 and
PSYC 1221 from St. Boniface) is required as a prerequisite for this course. If you do not have
this grade and have not previously obtained special permission, the Registrar and the
Department require that you voluntarily remove yourself from this course immediately.
C.
D.
Required Manuals and Text
•
Pear, J. J. (2001). The Science of Learning. Philadelphia, PA: Psychology Press.
*Required textbook for course*
•
This manual: Lee, M., Schnerch, G.J., & Pear, J.J. (2008). Course manual and syllabus
for PSYC 2470: Learning Foundations of Psychology. Printed by University of
Manitoba Bookstore. Also available on-line at: www.webcapsi.com (follow the link
to “Course Information”).
•
Lee, M., Schnerch, G.J., & Pear, J.J. (2008). General Manual for Computer-Aided
Personalized System of Instruction (CAPSI) Courses. Also available on-line at:
www.webcapsi.com (follow the link to “Course Information”).
About The General Manual
The General Manual explains the course procedures with detailed instructions as to
how the Computer-Aided Personalized System of Instruction (CAPSI) is used. It also
contains the study questions for Unit 1, which is based upon the course procedure as
described in part in the general manual and in part in the course manual (this manual).
E.
Teaching Method & Course Goal
1
This course uses a teaching method known as Personalized System of Instruction (PSI).
Originally developed by the behavioural psychologist Fred S. Keller, and hence also known as
the "Keller Plan," PSI is based on learning principles. A computer system facilitates course
administration; hence, the version of PSI used here is termed Computer-Aided Personalized
System of Instruction (CAPSI). The goal of teaching courses using CAPSI is that students are
able to think, talk, and write knowledgeably about the course material. The question-answer
mastery procedure is designed to help students achieve this type of proficiency.
F.
Major Course Components
There are no scheduled classes or meetings with the instructor. Students are urged to
contact the instructor by any of the methods identified in Section A if they have any courserelated problems or questions at any time. Students are also urged to check the CAPSI course
homepage (www.webcapsi.com) regularly for course information. Points towards a final grade
are earned in the following course components.
F.1.
Final Examination
A 2-hour final examination will be administered during the final examination period
(please see Critical Dates, Section H, below). Unlike the midterm exam and unit tests (see
below), the final exam will be closed-book and supervised. The final exam will consist of 10
questions worth 6 points each. Partial credit will be available and there will be no retests. The
questions will be selected quasi-randomly from the study questions covering the course
material, excluding the material in Unit 1. The selection will be quasi-random in that an effort
will be made to collect exam questions from each of the units. Thus, while a truly random
selection might result in all 10 exam questions coming from Unit 3, this would never happen in
a final exam. Although it is strongly recommended that you complete all units by the last day of
classes, you are not required to have done so in order to write the final exam. Students may
choose on which of the three available dates to write the final exam, and may write the final
exam only once.
F.2.
Midterm Examination
A midterm exam will be administered through the CAPSI program on the dates
indicated under Critical Dates (Section H). Students may choose on which of the two
available dates to write the midterm, and may write the midterm only once. Students must write
the midterm on one of the dates indicated for it in order to receive full credit on the exam (see
Missed Midterm Examinations, Section I).
The midterm exam will consist of four questions selected quasi-randomly from units 2,
3, 4 and 5 (i.e., Chapters 1-6). The midterm will have a 60-minute time limit. As with the final
exam, but unlike the unit tests, partial credit will be given and no retakes will be possible.
The procedure for writing a midterm exam is similar to that for writing unit tests (i.e.
unsupervised), described below. A student requests a midterm from the CAPSI program on
one of the dates on which the midterm is available. The CAPSI program will present the exam
to the student who will then have 60 minutes in which to answer the questions. In order to
receive full credit the student must submit the exam within the allotted 60-minute period. One2
half (0.5) point will be subtracted for each minute late, up to the maximum number of points for
the exam.
Although you are not required to have completed the units covered on the midterm
exam before writing it, doing so will help you be maximally prepared for the midterm exam.
F.3.
Unit tests
The material in each course is divided into 10 units. It is possible to earn a good grade in
each course simply by doing well on the midterm and final examinations, but this approach is
not recommended. Opportunities to take unit tests and to evaluate and provide feedback on
other students’ unit tests (called “peer reviewing,” see below) are provided to help students
prepare for the midterm and final examinations.
Each unit test will consist of three randomly chosen questions from the study questions
for the course. There is a time limit of 60 minutes for writing each unit test. The study questions
are of the short-essay type: it is important that students be able to answer them in clear English.
Answers to the questions for Unit 1 (which is on the course procedures) are contained in the
CAPSI General Manual and this course manual. Answers to the study questions for the
remaining units (contained in this manual; see Section O below) may be obtained through
reading and understanding the material in the textbook and other assigned readings. Unit tests
may be taken at any time using a computer connected to the Internet. Unit tests will be
evaluated by the instructor, a TA, or two peer reviewers -- i.e., students who have previously
passed a unit test on that unit (see below). A student passes a unit test by demonstrating mastery
of the material in the unit (i.e., the student has completely and correctly answered the unit test
questions). Unit tests must be taken in numerical order, and (after Unit 1) students may not take
a unit test on a given unit until they have passed a unit test on the previous unit. This ensures
that students will have the necessary background to master each unit, since the units build
systematically on the material in previous units. There is no penalty for not passing a unit test.
You simply try again with a new unit test on that unit, after a minimum period of one hour for
restudying. There is no limit on the number of attempts permitted on any unit.
Each unit test counts for 1 point, making a total of 10 points if all units are completed by
the last day of classes in the Faculty of Arts. No unit tests may be written after that day.
F.4.
Peer reviewing
A student will earn 0.5 points each time he or she marks a unit test (i.e., serves as a peer
reviewer for another student). Although the 0.5-point-per-unit-test peer reviewed may seem
insignificant, these points can add up to a difference of half a letter grade or more in your final
grade. To be eligible to be selected for service as a peer reviewer on a given unit test, the
student must have indicated willingness to be a peer reviewer during the time period in which
the unit test is submitted, and must have previously passed a unit test on that unit. Peer
reviewers are required to mark each unit test within 24 hours after the computer has submitted
it to them; failure to do this results in a penalty of 0.5 points, and their review status is
automatically changed to “not available”. Therefore, if they wish to continue peer reviewing,
they should change their status back to available. The reason for this rule is to ensure rapid
3
feedback to students on their unit tests. Peer reviewers will be expected to perform their duties
conscientiously; anyone who does not may forfeit the opportunity to peer review.
There is no stated restriction on the number of times you can peer review throughout the
course. In practice, the number of times you can peer review will be limited by the fact that peer
reviewers will always be selected from among those eligible students who have peer reviewed
the fewest number of times. Students who proceed slowly will not have as much opportunity to
peer review as those who move more rapidly.
G.
Course Grade
You earn points for four major course components, weighted as follows:
G.1.
Number of Points for Each Course Component
Final
60.00
Midterm
30.00
Unit tests
10.00
Peer reviewing
5.00 (or more)
Total
105.00 (or more)
The number of points you earn during the course determines your final letter grade:
G.2.
Number of Points Required for Each Passing Grade
A+
≥ 100.00
A
90.00 - 99.99
B+
85.00 - 89.99
B
80.00 - 84.99
C+
75.00 - 79.99
C
70.00 - 74.99
D
60.00 - 69.99
4
H.
Critical Dates
Event
First Available Day to
Write Unit Tests
Date
Sep 04, 2008
Oct 29, 2008
(anytime, unsupervised)
Oct 30, 2008
(anytime, unsupervised)
Midterm Exam (choose
one of the dates)
Last Day for Voluntary
Withdrawal
Last Day to Write Unit
Tests
Final Exam Dates &
Times (choose one)
Location:
P210 Duff Roblin Bldg.
I.
Nov 12, 2008
Dec 03, 2008
Dec 9, 2008
10-12 am
Dec 9, 2008
1:30-3:30 pm
Dec 10, 2008
6-8 pm
Missed Midterm Examinations
If you miss a midterm exam, you may arrange with the instructor to write a makeup
exam only if you provide acceptable documentation (e.g., a note from a physician) for missing
the exam. The makeup examination must be written on the date arranged with the instructor.
J.
Time Extensions and Deferred Examinations
Students are reminded that they must remain available until all examinations and test
obligations have been fulfilled. If you are unable to complete all course work (including
midterm examinations) by the end of the last day of class, you may apply to your Faculty for
a Time Extension. If you are unable to write the final examination on a scheduled day, you
may apply to your Faculty for a Deferred Examination. In each case you will be required to
provide documentation to justify your application.
K.
Importance of Not Procrastinating
Although the course procedures allow students to go at their own pace, they should
not allow this to lull them into a false sense of security. Students who put off doing unit tests
will not earn as many peer-review points as those who work at a steady pace, and will also
be in danger of not completing all the units. Although the course procedures are intended to
ensure that every unit test has the maximum possible chance of being marked within 24
hours, there is no guarantee that it will be. Unit tests sometimes take more than 24 hours to
be marked because a peer reviewer is late and the unit test is reassigned to another peer
reviewer, who then has another 24 hours to mark it (and, of course, it is possible for this
process to be repeated several times). Students are therefore strongly advised to avoid
procrastination in writing tests (and in peer reviewing!).
5
L.
Department of Psychology Policy on Plagiarism, Cheating, and Academic
Dishonesty
Plagiarism or any form of cheating is subject to serious academic penalty. It is the
responsibility of the student to acquaint themselves with Section 7 from the University of
Manitoba Undergraduate Calendar for the current academic year - see Policies on Plagiarism
and Cheating, and Examination: Personations. Academic dishonesty can result in serious
consequences, e.g. a grade of zero on an assignment or test, an F on a transcript (with a
notation “CW” indicating compulsory withdrawal Grade of F assigned for academic
dishonesty). The penalty can also include suspension for a period of up to five years from
registration in courses taught in a particular department in Arts or from all courses taught in
this Faculty. The Faculty reserves the right to check any work suspected of plagiarism
through electronic resources. Speak to your instructor if you have any questions.
The following outlines three forms of academic dishonesty:
Plagiarism is to take the words or ideas (found on paper or electronic format) of another
person and pass them off as one’s own. Submission of a paper written in part or in whole by
someone other than yourself is considered to be plagiarism and/or cheating.
Cheating in examinations or tests can take a variety of forms including, but not limited to,
the use of unauthorized materials, and copying material from others, or exam impersonation.
An assignment that is prepared for one course cannot be submitted for another course; this is
called duplicate submission and is a form of cheating.
Examination Personation - A student who arranges for another individual (student or nonstudent) to write any nature of examination, as well as the individual who writes the exam,
will be subject to discipline under the University of Manitoba’s Student Discipline Bylaw.
M.
Using Materials During Unit Tests and the Midterm
Unit tests are unsupervised, but you should write them without consulting course notes,
text, other material or persons. This will help prepare you for writing the supervised final
examination.
N.
Research on CAPSI
By taking a CAPSI-taught course, you will be helping to advance our knowledge of
the educational process. For research purposes, all data in CAPSI-taught courses are archived
for later analyses, and the findings from the research may be published or presented at
scientific or educational meetings. The analyses and dissemination of the research findings
will be done without revealing students’ names, student numbers, or other personal
identifying information.
6
Some course procedures may differ somewhat in the same course from term to term,
or from course to course in the same or different terms. The purpose of these variations will
be to determine the relative merits of different educational procedures. At the end of the
course, students will receive a statement explaining the major independent and dependent
variables that will be examined in the context of their courses.
O.
STUDY QUESTIONS FOR UNITS 2 – 10
(Note: The questions for Unit 1 are in the General Manual for CAPSI Courses)
O.1.1. Unit 2 - Chapters 1 & 2
1.
List two terms used in folk theories in each of the following categories: (a) cognition,
(b) motivation, and (c) emotion. Why do scientists in a new science often borrow
heavily from folk theories?
2.
What do physiological theories of learning try to do, and in general how do they try to
do this?
3.
What do behavioral theories of learning try to do, and in general how do they try to do
this?
4.
From the point of view of behavioral theories, explain why we tend to feel so strongly
that folk terms refer to internal states or processes.
5.
From the point of view of behavioral theories, what is a mental image?
6.
What do cognitive theories of learning try to do, and in general how do they try to do
this?
7.
Briefly summarize the approach of the text with regard to theories of learning.
8.
What is the fossil and genetic evidence for the occurrence of evolution? What does
the DNA evidence tell us about how closely humans and chimpanzees are related?
9.
Describe the general manner in which evolution has operated (note: there are three
points to make here).
10.
Define and give an example of: (a) natural selection; (b) selection pressure; (c)
survival value.
11.
Give an example of natural selection acting on a physical characteristic and on a
behavioral characteristic.
12.
Explain why learning has evolved.
7
13.
Distinguish between phylogenic characteristics and ontogenic characteristics. In
general, how do these characteristics interact?
14.
In your own words, state the principle of small increments. Explain how it applies to
evolution.
15.
Define and give an example of: (a) sensitization; (b) habituation. Briefly describe how
they interact.
16.
List, briefly describe, and give an example of, three types of exposure-based learning.
17.
Define and give an example of: (a) filial imprinting; (b) sexual imprinting. Briefly
describe an apparatus for studying imprinting.
18.
Given an example of each of the following in an invertebrate: (a) habituation; (b)
sensitization; (c) exposure-based learning. What can we conclude from these
examples about the generality of learning?
O.1.2. Unit 3 – Chapter 3
1.
Define and give an example of: (a) unconditioned reflex; (b) unconditioned stimulus;
(c) unconditioned response; (d) neutral stimulus; (e) conditioned reflex; (f)
conditioned stimulus; (g) conditioned response; (h) respondent extinction.
2.
What is respondent stimulus discrimination? What CS+ and CS- are, and how are
they involved in developing a respondent stimulus discrimination?
3.
What is (a) higher-order conditioning; (b) sensory preconditioning? Give an example
of each, and using these examples explain how we may see each as a form or type of
respondent conditioning.
4.
With reference to respondent conditioning, what do we mean by “neutral stimulus”?
Give an example illustrating how a stimulus that is not neutral for one response may
be neutral for another.
5.
Define operant conditioning, and describe an example of an apparatus used to study it.
6.
Define and give an example of: (a) positive reinforcement; (b) positive reinforcer; (c)
negative reinforcement; (d) negative reinforcer; (e) operant extinction.
7.
Compare and contrast: (a) negative reinforcement with punishment; (b) extinction
with punishment; (c) negative reinforcement with extinction.
8.
Give and explain an example of stimulus control. What in an operant discrimination
corresponds to a CS+ and to a CS- in respondent conditioning? Explain.
9.
Define and give an example of: (a) primary reinforcer; (b) conditioned reinforcer; (c)
behavioral chain.
10.
Define and give an example of: (a) token; (b) backup reinforcer; (c) token economy,
(d) conditioned punishment.
8
11.
What is an operant response class? Give an example.
12.
Explain how omission training is used to distinguish respondent from operant
conditioning. Give an example.
13.
Why is operant behavior said to be emitted rather than elicited?
14.
Explain what a contingency is in (a) respondent conditioning, and (b) operant
conditioning.
15.
Identify two types of attending responses and briefly explain how they are involved in
learning.
16.
Explain why respondent and operant conditioning have evolved.
17.
How does the text use the term “associative learning,” and what common meaning of
“associative learning” does it tend to avoid using?
18.
Briefly explain how sensitization and habituation are similar to, and how they differ
from, respondent conditioning and extinction.
19.
Describe an experiment in which an imprinting stimulus was shown to be a positive
reinforcer.
20.
Give an example of each of the following in an invertebrate: (a) respondent
conditioning; (b) operant conditioning. What can we conclude from these examples
about the generality of learning?
O.1.3. Unit 4 - Chapters 4 & 5
1.
Define and give an example of: (a) acquisition of behavior; (b) maintenance of
behavior; (c) delay conditioning; (d) trace conditioning; (e) backward conditioning;
(f) temporal conditioning.
2.
Distinguish between discrete trial and free-operant conditioning, and give an example
of each.
3.
Explain how a cumulative recorder graphs information about operant behavior.
Describe what a typical cumulative record of operant conditioning looks like.
4.
Describe the method of successive approximations (or response shaping). Give an
example.
5.
What is spontaneous recovery? Describe what spontaneous recovery looks like in a
cumulative record.
6.
What is partial reinforcement? What is the partial reinforcement extinction effect?
On what factors, and in what way, does the partial reinforcement effect seem to
depend?
9
7.
Describe a typical cumulative record of: (a) performance on an FR schedule; (b)
extinction after FR. (pp. 67-69); (c) performance on a VR schedule; (d) extinction
after VR.
8.
Describe a typical cumulative record of: (a) performance on an FI schedule; (b)
extinction after FI; (c) performance on a VI schedule; (d) extinction after VI.
9.
What is a limited hold? Describe how fixed- and variable-time schedules are similar
to and differ from fixed- and variable-interval schedules.
10.
What is schedule shaping? Why is it more important for ratio than for interval
schedules?
11.
In what four ways do cumulative records produced by humans often differ from those
produced by animals? State and briefly explain what might account for differences
between humans and animals in their performances on reinforcement schedules in the
laboratory.
12.
Describe four manipulations that tend to make patterns of responding obtained with
humans similar to those obtained with animals under various schedules of
reinforcement. Briefly explain why these manipulations might be effective in making
human schedule-of-reinforcement performance more similar to that of other animals.
13.
Define stimulus generalization. Describe an example of stimulus generalization in
respondent conditioning.
14.
Describe a typical operant stimulus generalization gradient. Why do researchers
usually use a high VI schedule when doing research on stimulus generalization?
15.
Define stimulus discrimination. Describe an example in respondent conditioning.
Describe an example in operant conditioning.
16.
D
∆
Define and give an example of: (a) CS+; (b) CS-; (c) S (S+); (d) S (or S-); (e) peak
shift.
17.
What is a conceptual stimulus? Describe in some detail how you might teach a
specific concept to a pigeon.
18.
What is response generalization? Give an example of it. How is it involved in
creativity?
19.
What is overshadowing? What is blocking? Give an example of each.
20.
Define and give an example of: (a) reciprocal inhibition; (b) counterconditioning.
21.
Explain how forgetting can be due to response-response interference. What is: (a)
proactive interference; (b) retroactive interference?
22.
What is latent learning and latent extinction? How might we explain them on the
basis of the associative processes discussed in Chapter 3?
23.
What is learned helplessness? Give at least one possible explanation of learned
helplessness in terms of some other, more basic type of learning.
10
24.
Explain two examples illustrating that a person acting in a “helpless” manner does
not necessarily indicate that he or she is showing “learned helplessness.”
25.
Define insight. Describe a classic demonstration of insight in a chimpanzee. How
might we explain this in terms of operant conditioning?
26.
List, briefly describe, and give an example of four types of imitative learning (other
than “true imitation”). Briefly describe an experiment demonstrating “true imitation”
in rats.
27.
Give an example of each of the following types of imitative learning in humans: (a)
copying; (b) matched-dependent learning; (c) generalized imitation.
O.1.4. Unit 5 - Chapter 6
1.
Describe how one could condition the secretion of bile in a dog. What is the
unconditioned stimulus? The unconditioned response? The conditioned stimulus?
The conditioned response?
2.
Describe how responses to morphine have been conditioned in dogs. What is the
unconditioned response? The unconditioned stimulus? The conditioned stimulus?
The conditioned response?
3.
What is a morphine-compensatory response? Explain how it causes drug tolerance to
develop. Explain how it can cause an addict to die of an overdose, simply as a result
of taking the usual dose of the drug in a new setting.
4.
What is the galvanic skin response (also know as the skin conductance response)?
What causes it? Describe how one could condition the galvanic skin response to a
neutral stimulus. What is the unconditioned stimulus? The unconditioned response?
The conditioned stimulus? The conditioned response?
5.
Describe how various sensations were conditioned in a soldier recovering from a
wound. What was the unconditioned stimulus? The unconditioned response? The
conditioned stimulus? The conditioned response?
6.
What is another name for sensory responses? Give an example of: (a) a sensory
response that you emitted; (b) a sensory response that that was elicited in you; (c) a
sensory response that acted as a stimulus for you to make another response.
7.
What is sign tracking? What is autoshaping? Why is it called autoshaping? In
autoshaping, what is the unconditioned stimulus? The unconditioned response? The
conditioned stimulus? The conditioned response?
8.
What is the feature-positive effect? What is the feature-negative effect? Give an
example of each.
11
9.
Give an example of sign-tracking involving a display. In your example, what is the
unconditioned stimulus? The unconditioned response? The conditioned stimulus? The
conditioned response?
10.
Describe an example of respondently conditioned aggression. Describe an example of
a conditioned aversion based on shock. For each example, what are the unconditioned
stimulus, the unconditioned response, the conditioned stimulus, the conditioned
response?
11.
What is a conditioned taste aversion? How might it be explained in terms of
respondent conditioning? Discuss the evolutionary basis of the properties of
conditioned taste aversions. Discuss whether different behavioral laws are required to
account for conditioned taste aversions and conditioned aversions based on shock.
12.
What is conditioned suppression? How does it differ from punishment? How might it
be explained?
13.
Describe with an example how a stimulus may become both a conditioned inhibitory
stimulus for respondent conditioning and, at the same time a conditioned aversive
stimulus.
14.
Define: (a) primary reinforcement; (b) conditioned reinforcement. Describe an
example of each. What is the clearest way of demonstrating conditioned
reinforcement? Describe another way of demonstrating it.
15.
What is conditioned value? Using several examples from TV, magazines, etc.,
describe in some detail how advertisers make use of conditioned value.
16.
What is evaluative conditioning? How is it tested? What does this testing depend on?
O.1.5. Unit 6 - Chapters 7 & 8
1.
What is response generalization? How does it differ from stimulus generalization?
Describe how response generalization has been studied and what the typical results
have been. Describe how shaping depends on response generalization.
2.
Describe examples of three different types of response shaping.
3.
Explain what a shaping algorithm is. Describe an example. What are its advantages
over intuitive shaping?
4.
Describe three practical applications of shaping.
5.
Describe how the yoked-control procedure been used to show that VR generates
higher response rates than VI does.
6.
What is Herrnstein’s equation? What does the left side of the equation represent and
what does each part of the right side represent? How does the left side change as each
part of the right side changes?
12
7.
Discuss how well Herrnstein’s equation predicts behavior on various schedules of
reinforcement.
8.
What is a DRL schedule? What is a DRH schedule? What are IRTs, and how do
DRL and DRH schedules affect them?
9.
State a likely reason for the fact that the fixed schedules (FR and FI) generate longer
postreinforcement pauses than the variable schedules (VR and VI) do.
10.
Briefly describe what has been found out using behavioral tracking about the behavior
patterns produced by VI schedules.
11.
What is a multiple schedule? Give an example and describe its effect. What is a
mixed schedule? State two reasons for studying mixed schedules.
12.
What is behavioral contrast? Positive behavioral contrast? Negative behavioral
contrast? Describe examples of each. Describe a socially significant example of
behavioral contrast.
13.
What is the “following-schedule effect” (FSE) in behavioral contrast? Describe how
the FSE has been demonstrated experimentally.
14.
Distinguish between excitatory and inhibitory generalization gradients. Describe an
example of each.
15.
Distinguish between successive and simultaneous discrimination training. Describe an
example of each.
16.
Describe an experiment indicating that attending may not be an all-or-none
phenomenon.
17.
Describe evidence indicating that the number of responses an individual has made can
be a discriminative stimulus for that individual.
18.
Briefly describe the analogy between momentum in physics and behavioral
momentum. Briefly describe an experiment illustrating behavioral momentum.
19.
Describe how landmark learning is stimulus discrimination learning.
20.
Briefly describe four ways to facilitate discrimination learning. Discuss why each of
these methods seems to work.
21.
What is transitive inference? Why is it not necessary to assume that an individual
showing it is following logical rules?
O.1.6. Unit 7 - Chapters 9 & 10
1.
Describe identity matching-to-sample, and illustrate with an example. Explain why
identity matching-to-sample is a conditional discrimination.
2.
What is an “observing response” and why is it used in matching-to-sample
experiments?
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3.
What is generalized identity matching? What does it mean to say that an individual is
displaying a relational concept? Describe an example.
4.
What is "symbolic matching"? Briefly describe how symmetry and transitivity have
been demonstrated in the symbolic matching of normal and retarded individuals.
5.
What is an equivalence class? What is meant by transfer of function across an
equivalence class? Briefly describe an example.
6.
Describe briefly the hierarchy of six discrimination levels that has been identified in
humans. What is the Assessment of Basic Learning Abilities (ABLA)? How is this
assessment carried out, what information does it provide, and how is that information
used?
7.
Describe two important properties or features of language. Give an example of each.
8.
Briefly describe how two pigeons were taught to communicate symbolically with each
other. Was the task that the birds performed together identity or symbolic matching?
Was the task they each performed individually identity or symbolic matching?
Explain.
9.
Briefly describe how a parrot has been taught to answer questions about the properties
of various objects. Briefly describe how chimpanzees have been taught to use
lexigrams to answer questions.
10.
Discuss the extent to which apes have thus far been taught to communicate verbally.
To what extent do they appear to exhibit syntax?
11.
Briefly describe how conditional discriminations are involved in numerosity
behavior. Briefly describe how a parrot or a chimpanzee has been taught to engage in
numerosity behavior.
12.
Describe an experiment that shows that a pigeon will not forget a simple
discrimination.
13.
Describe how we can conceptualize memory for a recent event as a “conditional
discrimination across time.” Give an example.
14.
What is the analogy between computer memory and human and animal memory?
How can be “stretched too far” — i.e., where does it break down?
15.
What is “encoding.” Describe two major ways in which encoding may be involved in
“short-duration” memory (i.e., memory for recent events).
16.
What is mediating behavior? Give an example of how it may be involved in memory
for a recent event.
17.
What is directed forgetting? Describe an example of an experiment on it in humans
and in an animal.
18.
What is the radial maze? How has it been used to study memory, and what are the
typical findings?
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19.
Briefly describe and give examples of two types of internal clocks involved in timing
when to emit a response.
20.
Describe how we can experimentally study forgetting caused by: (a) retroactive
interference; (b) proactive interference.
21.
What is the serial-position curve? How does it demonstrate primacy and recency
effects?
22.
Briefly summarize what experiments have shown about retrieval-induced forgetting.
23.
Describe an example of the anthropomorphism error with regard to human versus
animal memory of a particular event. What is a good way to determine whether you
are making this error?
O.1.7. Unit 8 - Chapters 11 - 15
1.
Describe a simple three-response chain. Give an example of a longer chain that is not
in the text, and explain how it fits the definition of a behavioral chain
2.
Describe the three major chaining procedures. What does research indicate regarding
the question of which is the most effective?
3.
What is simultaneous forward chaining? Why is it probably not as effective as the
major chaining procedures?
4.
What is a behavioral unit, and how is chaining involved in the creation of behavioral
units? Give an example.
5.
What is a chained schedule? Describe an example of a chained schedule. Explain the
operation of conditioned reinforcement in your example.
6.
Briefly describe how conditioned reinforcement can account for: (a) the fact that
delayed reinforcement can be effective; (b) the fact that information can be
reinforcing; (c) imprinting; (d) imitation; (e) sign-tracking.
7.
Describe how numerical operations such as counting and dividing can be seen as
behavioral chains.
8.
What are concurrent schedules? Distinguish between standard and Findley concurrent
schedules. What are three advantages of Findley over standard concurrent schedules?
9.
What are the characteristic effects of concurrent schedules on response patterning?
Illustrate with an example.
10.
Explain what each of the following is: (a) the matching law; (b) undermatching; (c)
overmatching; (d) the generalized matching law.
11.
Describe how concurrent schedules are used to study preference. Give two examples.
12.
What are concurrent chains? Describe how concurrent-chains procedures have been
used to study "impulse control."
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13.
Briefly describe three procedures for teaching an individual to choose a larger delayed
reinforcer over a smaller immediate reinforcer. Give an example of each
14.
What is the term "motivation" often used to refer to? Describe and give examples of
each of the two main classes of motivational variables.
15.
What is two-factor theory? Explain what the two factors are, and how together they
may account for avoidance learning with a conditioned aversive stimulus.
16.
Define and give an example of free-operant (or Sidman) avoidance. Explain how twofactor theory accounts for free-operant avoidance conditioning.
17.
What is incentive motivation? Define and describe an example of: (a) “positive
incentive contrast”; (b) “negative incentive contrast.” Describe the two major types of
procedures to study them.
18.
What is the frustration effect? How is it similar to and how does it differ from
negative incentive contrast?
19.
State two definitions of punishment. State one advantage and one disadvantage of
each definition.
20.
What is adjunctive behavior? Give an example. What is schedule-induced behavior,
and how does its definition differ from that of adjunctive behavior?
21.
What is the effect of increasing the interreinforcement interval on schedule-induced
behavior?
22.
What kinds of behavior may be adjunctive in humans? Give three examples.
23.
Describe two examples — one with pigeons and one with humans — of scheduleelicited attack behavior.
O.1.8. Unit 9 - Chapter 16
1.
What four points should we keep in mind when considering the effects of genetics
and learning on the behavior of animals in their natural environments?
2.
Describe an example of shaping in the natural environment.
3.
Describe an example of an animal responding on the following in the natural
environment: (a) FI; (b) VI; (c) VR; (d) DRL.
4.
Describe an example of how stimulus discrimination learning helps an animal: (a)
capture cryptic prey; (b) escape or avoid conspicuous and dangerous potential food
items.
5.
Describe two examples of animals responding on concurrent schedules in the natural
environment.
6.
Explain the learning principles involved when animals that have survived an attack by
a predator learn to defend against that predator. Give an example.
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7.
Explain why alarm calls and the tendency to respond to them evolved. Explain how
alarm calls can help animals learn to escape from specific predators.
8.
Explain the role played by learning in: (a) an animal defending its territory against
conspecifics; (b) the formation of dominance hierarchies. (Be sure to make
appropriate reference to reinforcement, punishment, and stimulus discrimination in
your explanations.)
9.
Explain why, according to the principle of inclusive fitness, it is reinforcing for
animals to groom as well as to be groomed.
10.
Explain how an evolutionary runaway process can lead certain exaggerated sexdistinguishing characteristics to be reinforcing to conspecifics of the opposite sex.
11.
Describe an example illustrating how stimulus discrimination learning is involved in
animals learning to locate conspecifics of the opposite sex.
12.
Explain why, according to the principle of inclusive fitness, it tends to be aversive to
animals for their mates to copulate with another animal. Discuss the kinds of learned
behavior this may produce.
13.
List two possible primary reinforcers and two possible primary negative reinforcers
operating on the behavior of parents and other caregivers providing food to young
animals. Explain how these positive and negative reinforcers affect the caregiver's
behavior.
14.
Describe an example of a parental protective behavior in which learning probably
plays a minimal role. Explain how we can be sure that learning does not play a major
role in this behavior, and why the behavior evolved.
15.
Describe an example of an animal responding on a free-operant avoidance schedule in
which the aversive stimulus is the scent of predators near her young.
16.
Describe an example showing how learning principles can be involved in the training
of the young by animals in their natural environment. Describe an example showing
that training of the young may not be widespread even among primates.
17.
List and briefly describe two types of behavior that act as “social glue” in binding the
members of a group together. Although these two types of social behavior are not
mutually exclusive, which seems more advantageous (i.e., to have greater survival
value), and why?
18.
How does the text define “exploration” and “play”? Explain a major way in which
exploration and play in animals differ from exploration and play in humans. What
appear to be the reinforcers for exploration and play in animals?
19.
Describe two examples of nonsocial play (a) in birds and (b) in mammals.
20.
State and explain four pieces of evidence indicating that play may not have much
survival value. Why, then, do you think it has evolved?
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O.1.9. Unit 10 - Chapter 17
1.
List four behavioral characteristics that appear to be uniquely human. Why is it
unlikely that these uniquely human characteristics involve special learning principles
that do not apply to other animals?
2.
Explain the major physical differences between the skeletons of and the vocal
apparatuses of apes and humans that permit humans to more easily manipulate tools
and communicate vocally.
3.
Define, and illustrate with at least one example, each of the following: (a) language
behavior; (b) verbal behavior; (c) speaker; (d) listener.
4.
Discuss the survival value of language behavior in the evolutionary history of
humans.
5.
Define and give an example of each of the following: (a) mand; (b) echoic; (c) tact.
6.
Explain, using examples as appropriate, why the form of a verbal response does not
tell us what category (e.g., mand, tact, echoic) of verbal behavior it belongs to.
7.
Define autoclitic. Explain with an example how instances of “correct” grammar can
fit the definition of an autoclitic.
8.
Explain, using examples as appropriate, how instances of negation can fit the
definition of an autoclitic.
9.
Define intraverbal and give an example. Explain how intraverbals form verbal units.
10.
Explain, using examples as appropriate, why the parts of a verbal unit cannot be
classified separately from the verbal unit — even if those parts resemble responses in
other categories.
11.
Briefly describe the process of verbal composition. Why does it occur?
12.
Briefly describe the process of self-editing. Why does it occur?
13.
Describe an example from grammar illustrating the sophisticated discriminations
listeners make. Provide a plausible explanation of how listeners learn to respond
appropriately to the verbal behavior illustrated in your example.
14.
What is self-talk? Explain how the training we receive from our language community
enables us to engage in self-talk.
15.
Define and give an example of each of the following: (a) rule; (b) rule-governed
behavior; (c) contingency-shaped behavior.
16.
Explain how stimulus discrimination learning is involved in rule-governed behavior.
Explain how rules enable us to obtain reinforcement more effectively than we often
could without them.
17.
Explain how we learn to talk about private events. (Note: four processes are
involved.)
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18.
What is a culture? Discuss the relationship between rule-governed behavior and
cultural practices.
19.
Define interlocking contingency. Describe two different examples illustrating how
interlocking contingencies tend to maintain specific cultural practices.
20.
Define metacontingency. Distinguish between technological and ceremonial
metacontingencies, and give an example of each.
21.
Explain how cultures evolve in a manner somewhat analogous to that in which
organisms evolve.
22.
Define cultural institution, and list six examples. Describe the reinforcement and
punishment contingencies that are responsible for the members of a culture
supporting any three of these institutions.
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