Download learning objectives chapter 5

LEARNING OBJECTIVES CHAPTER 5
1.
Define learning. (see introductory section)
2.
Define classical conditioning. Give an example that illustrates the process of classical
conditioning, identifying the unconditioned stimulus, unconditioned response, conditioned
stimulus, and conditioned response in your example. (see “Pavlov’s Discovery”)
3.
Describe and give examples of the processes of extinction, reconditioning, and spontaneous
recovery. (see “Conditioned Responses over Time: Extinction and Spontaneous Recovery”)
4.
Define and give examples of stimulus generalization and stimulus discrimination. (see
“Stimulus Generalization and Discrimination”)
5.
Describe the role that timing, predictability, intensity, and attention play in the development
of conditioned responses. (see “The Signaling of Significant Events”)
6.
Define and give examples of biopreparedness. Explain why conditioned taste aversion is a
special case of classical conditioning. (see “Biopreparedness” under “The Signaling of
Significant Events”)
7.
Define and give an example of higher order conditioning. (see “Higher Order
Conditioning” under “The Signaling of Significant Events”)
8.
Discuss the application of classical conditioning in the development and treatment of
phobias. Discuss how classical conditioning applies to drug addiction and what the role of
habituation is in Solomon’s opponent process theory. (see “Some Applications of Classical
Conditioning”)
9.
Describe law of effect and operant conditioning. Explain how operant conditioning differs
from classical conditioning. (see “From the Puzzle Box to the Skinner Box”)
10. Define and give examples of operant, reinforcers, positive reinforcers, and negative
reinforcers. (see “Operants and Reinforcers”)
11. Define and give examples of escape conditioning and avoidance conditioning. (see “Escape
and Avoidance Conditioning”)
12. Define discriminative conditioned stimuli and stimulus control. Explain how the concepts of
stimulus discrimination and stimulus generalization complement each other. (see
“Discriminative Conditioned Stimuli and Stimulus Control”)
13. Define and give an example of shaping. (see “Shaping” under “Forming and Strengthening
Operant Behavior”)
14. Compare and contrast primary and secondary reinforcers. Discuss how the timing and size
of a reinforcer influences its effectiveness. (see “Secondary Reinforcement” under
“Forming and Strengthening Operant Behavior”)
15. Explain the difference between continuous and partial(intermittent) reinforcement
schedules. Compare and contrast fixed-ratio, variable-ratio, fixed-interval, and variableinterval schedules. Describe how the various schedules affect response patterns and give
examples. Describe the partial reinforcement effect. (see “Schedules of Reinforcement” and
“Schedules and Extinction” under “Forming and Strengthening Operant Behavior”)
16. Define punishment and describe its role in operant conditioning. Explain how punishment
differs from negative reinforcement. Discuss the disadvantages of and guidelines for using
punishment. (see “Punishment”)
17. Discuss how operant conditioning can be used to treat problematic behavior. (see “Some
Applications of Operant Conditioning”)
18. Discuss networks of learning and how parallel distributed processing and connectionist
models provide insight into how associations are stored in the brain. (see “Linkages:
Networks of Learning”)
19. Define and give an example of learned helplessness. Discuss the experiments investigating
learned helplessness. (see “Learned Helplessness”)
20. Define and give examples of latent learning and cognitive maps. (see “Latent Learning and
Cognitive Maps”)
21. Define insight. Discuss how insight differs from classical and operant conditioning. (see
“Insight and Learning”)
22. Define observational learning (social learning) and discuss the research on vicarious
conditioning. (see “Observational Learning: Learning by Imitation”)
23. Describe the research examining the effects of television violence on behavior. State what
conclusions are most reasonable based on the available evidence. (see “Thinking Critically:
Does Watching Violence on Television Make People More Violent?”)
24. Describe the potential causes of cultural differences in scholastic achievement. (see
“Classrooms Across Cultures”)
25. Define and give examples of active learning. (see “Active Learning”)
26. Describe the roles of practice and feedback in skill learning. (see “Skill Learning”)