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AP Psychology
Learning Objectives
Mr. Swan
Chapter 6
Directions: Use the following questions as a guide while reading the textbook.
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Define learning. Describe the difference between non-associative learning and associative
learning. (see introductory section)
Define habituation and sensitization. Explain why they are examples of non-associative
learning. (see Learning About Stimuli)
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)
Describe the processes of extinction, reconditioning, and spontaneous recovery. Give an
example of each. (see Conditioned Responses Over Time: Extinction and Spontaneous
Recovery)
Define and give an example of stimulus generalization and stimulus discrimination.
Describe the adaptive balance between these two phenomena. (see Stimulus Generalization
and Discrimination)
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)
Explain how biopreparedness influences taste-aversion learning. Explain why it is a special
case of classical conditioning. (see Biopreparedness)
Discuss how attention influences which stimulus is linked to the unconditioned stimulus.
Define and give an example of second-order conditioning. (see Second-Order
Conditioning)
Describe the relationship between classical conditioning and phobias, predator control,
detecting explosives and diagnosis of Alzheimer’s disease. (see Some Applications of
Classical Conditioning)
Define the law of effect. (see From Puzzle to Skinner Box)
Define operant conditioning, and explain how it differs from classical conditioning. (see
From Puzzle to Skinner Box)
Define the components of operant conditioning: operants and reinforcers. (see Operants
and Reinforcers)
Define positive and negative reinforcers and give examples of each. (see Operants and
Reinforcers)
Define escape conditioning and avoidance conditioning. Give an example of each that
demonstrates their similarities and differences. (see Escape and Avoidance 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
Discriminative Stimuli and Stimulus Control)
16. Define shaping. Explain when it is used in operant conditioning. (see Shaping)
17. Discuss the differences between primary and secondary reinforcers. (see Secondary
Reinforcement)
18. Define continuous and partial reinforcement schedules. Compare and contrast the fixedratio, variable-ratio, fixed-interval, and variable-interval schedules; include a
description of their effect on the intensity of operant responses and the partial
reinforcement extinction effect. (see Schedules of Reinforcement; see also Schedules and
Extinction)
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)