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Chapter 6
Learning Objectives
Define learning.
Define reinforcement and explain its role in conditioning. (See also Table 6.1.)
Differentiate between antecedents and consequences and explain how they are related to
classical and operant conditioning. (See also Table 6.1.)
Give a brief history of classical conditioning.
Describe the following terms as they apply to classical conditioning:
a. neutral stimulus (NS)
d.
unconditioned response (UR)
b. conditioned stimulus (CS)
e.
conditioned response (CR)
c. unconditioned stimulus (US)
Describe and give an example of classical conditioning using the abbreviations US, UR, CS,
and CR.
Explain how reinforcement occurs during the acquisition of a classically conditioned
response. Include an explanation of higher order conditioning.
Explain classical conditioning in terms of the informational view.
Describe and give examples of the following concepts as they relate to classical conditioning:
a. extinction
c.
stimulus generalization
b. spontaneous recovery
d.
stimulus discrimination
Explain what a conditioned emotional response (CER) is and how it is acquired. Include
definitions of the terms phobia and desensitization.
Explain the concept and the importance of vicarious classical conditioning.
State the basic principle of operant conditioning.
Contrast operant conditioning with classical conditioning. Include a brief comparison of the
differences between what is meant by the terms reward and reinforcement. (See also Table
6.2.)
Explain operant conditioning in terms of the informational view. Explain what responsecontingent reinforcement is.
Describe how the delay of reinforcement can influence the effectiveness of the reinforcement.
Explain why superstitious behavior develops and why it persists.
Explain how shaping occurs. Include a definition of the term successive approximations.
Explain how extinction and spontaneous recovery occur in operant conditioning.
Describe how negative attention seeking demonstrates reinforcement and extinction in
operant conditioning. (See also Table 6.3.)
Compare and contrast positive reinforcement, negative reinforcement, punishment.
Differentiate primary reinforcers from secondary reinforcers and list four examples of each
kind.
Discuss two ways in which a secondary reinforcer becomes reinforcing.
Discuss the major advantages and disadvantages of primary reinforcers and secondary
reinforcers (tokens, for instance), and describe how tokens have been used to help “special”
groups of people.
Define social reinforcers. Name two key elements that underlie learning and explain how
they function together in learning situations.
Define feedback, indicate three factors, which increase its effectiveness, and explain its
importance in learning.
Briefly describe some ways in which conditioning techniques can be used to help people
learn to conserve energy resources.
Compare and contrast the effects of continuous and partial reinforcement.
Describe, give an example of, and explain the effects of the following schedules of partial
reinforcement:
a. fixed ratio (FR) b. variable ratio (VR) c. fixed interval (FI) d. variable
interval (VI)
Explain the concept of stimulus control.
Describe the processes of generalization and discrimination as they relate to operant
conditioning.
Explain how punishers can be defined by their effects on behavior.
Discuss three factors, which influence the effectiveness of punishment.
Differentiate the effects of severe punishment from mild punishment.
Discuss how and why reinforcement should be used with punishment in order to change an
undesirable behavior.
List six guidelines, which should be followed when using punishment.
List and discuss three problems associated with punishment.
Define cognitive learning.
Explain the difference between discovery learning and rote learning. Describe the behavior
of the students who used each approach in the Wertheimer study.
Discuss the factors, which determine whether observational learning (modeling) will occur.
Describe the experiment with children and the Bo-Bo doll that demonstrates the powerful
effect of modeling on behavior.
Explain why what a parent does is more important than what a parent says.
Briefly describe the general conclusion that can be drawn from studies on the effects of TV
violence on children.
Related readings (INFOtrac) and web sites:
Albert Bandura
http://www.ship.edu/~cgboeree/bandura.html
American Psychological Association
http://www.apa.org/
American Psychological Society
http://psych.hanover.edu/APS
Classical Conditioning
http://www.as.wvu.edu/~sbb/comm221/chapters/pavlov.htm
Observational Learning
http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html
Operant Conditioning and Behaviorism
http://www.biozentrum.uni-wuerzburg.de/genetics/behavior/learning/behaviorism.html
B.F. Skinner
http://www.bfskinner.org/index.asp
http://www.ship.edu/~cgboeree/skinner.html
Bushman, B.J. (1998). Priming effects of media violence on the accessibility of aggressive
constructs in memory. Personality and Social Psychology Bulletin, v. 24(n. 5), pp. 537-545.
Kim, J.J., & Fanselow, M.S. (1992). Modality-specific retrograde amnesia of fear. Science, v. 256
(n.
5057), pp. 675-677.
Vessey, J.A., & Lee, J.E. (2000). Violent video games affecting our children. Pediatric Nursing, v
26(n.6), p. 607