Download objective 6

Psychology, A Journey 3e Objectives
Chapter 6
OBJECTIVE 6.1 – Define learning, response, reinforcement, antecedents, and consequences and
explain how these terms are related to classical and operant conditioning.
OBJECTIVE 6.2 – Briefly describe the history of classical conditioning and give examples of how
classical conditioning takes place, utilizing the following terms: a. neutral stimulus (NS); b.
conditioned stimulus (CS); c. unconditioned stimulus (UCS); d. unconditioned response (UCR); e.
conditioned response (CR).
OBJECTIVE 6.3 – Explain how reinforcement occurs during the acquisition of a classically
conditioned response; describe higher-order conditioning; and discuss the informational view of
classical conditioning.
OBJECTIVE 6.4 – Describe and give examples of the following concepts as they relate to classical
conditioning: a. extinction; b. spontaneous recovery; c. stimulus generalization; and d. stimulus
discrimination.
OBJECTIVE 6.5 – Describe the relationship between classical conditioning and reflex responses,
explain what a conditioned emotional response (CER) is and how it is it is acquired, and discuss the
therapy techniques of desensitization and virtual reality exposure and the concept of vicarious
classical conditioning.
OBJECTIVE 6.6 – Briefly describe the history of operant conditioning, including Thorndike’s law
of effect and the work of B.F. Skinner; contrast the two types of conditioning; and differentiate
between the terms reward and reinforcement.
OBJECTIVE 6.7 – Explain operant conditioning in terms of the informational view; define
response-contingent reinforcement; and describe the deterimental effect of delaying reinforcement
and how response chaining can counteract this effect.
OBJECTIVE 6.8 – Explain why superstitious behavior develops and why it persists; describe the
process of shaping; and explain how extinction and spontanous recovery occur in operant
conditioning and how reinforcement and extinction are involved in negative attention-seeking
behavior.
OBJECTIVE 6.9 – Compare and contrast positive reinforcement, negative reinforcement, and the
two types of punishment and give examples of each.
OBJECTIVE 6.10 – Define and give examples of primary reinforcers, secondary reinforcers, tokens,
social reinforcers, and feedback (knowledge of results); and explain how conditioning techniques
can be applied to energy conservation and learning aids, such as programmed instruction, computerassisted instruction, and interactive simulations.
OBJECTIVE 6.11 – Compare and contrast the effects of continuous and partial reinforcement and
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); and d. variable
interval (VI).
OBJECTIVE 6.12 – Explain the concept of stimulus control and describe the processes of
generalization and discrimination as they relate to operant conditioning.
OBJECTIVE 6.13 – Explain how punishers can be defined by their effects on behavior;
discuss the three factors that influence the effectiveness of punishment; and differentiate the effects
of severe punishment from mild punishment.
OBJECTIVE 6.14 –Describe three problems associated with punishment and the effects
of punishment on the behavior of children when it is used frequently, explain the
three basic tools available to control simple learning (reinforcement,
nonreinforcement, and punishment); discuss seven guidelines for using
punishment; and explain why using punishment can become “habit-forming.”
OBJECTIVE 6.15 – Define cognitive learning; describe the concepts of a cognitive map and latent
learning; and explain the difference between discovery learning and rote learning.
OBJECTIVE 6.16 – Discuss the factors that determine whether observational learning (modeling)
will occur; describe Bandura’s Bo-Bo doll; explain why what a parent does may be more important
than what a parent says; and briefly describe the general conclusions that can be drawn from studies
on the effects of media violence on children and adults.