Download Learning Objectives

Learning Objectives
OBJECTIVE 8.1 – Define learning and reinforcement; explain the role of reinforcement in
conditioning; and differentiate between antecedents and consequences, and explain how they
are related to classical and operant conditioning.
OBJECTIVE 8.2 – 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 8.3 – 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 8.4 – 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 8.5 – Describe the relationship between classical conditioning and reflex responses
and explain what a conditioned emotional response (CER) is and how it is acquired. Include
the process of desensitization and the concept of vicarious classical conditioning.
OBJECTIVE 8.6 – 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 8.7 – 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 8.8 – 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 8.9 – Compare and contrast positive reinforcement, negative reinforcement, and the
two types of punishment and give an example of each.
OBJECTIVE 8.10 – Define and give examples of primary reinforcers, secondary reinforcers,
tokens, and social reinforcers. Include an explanation of how secondary reinforcers become
reinforcing.
OBJECTIVE 8.11 – List two key elements that underlie learning; describe the importance of
feedback and the three factors which increase its effectiveness; and explain how conditioning
techniques can be applied to energy conservation and instructional programs. Include a
description of programmed instruction, computer-assisted instruction, and interactive
simulations.
OBJECTIVE 8.12 – 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 8.13 – Explain the concept of stimulus control and describe the processes of
generalization and discrimination as they relate to operant conditioning.
Murphey’s Objectives for Chap. 8
OBJECTIVE 8.14 – 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 8.15 – List the three basic tools available to control simple learning (reinforcement,
nonreinforcement, and punishment) and the six guidelines which should be followed when
using punishment. Discuss three problems associated with punishment, why it can be habitforming, and its effects on the behavior of children when used frequently.
OBJECTIVE 8.16 – Define cognitive learning; describe the concepts of a cognitive map and
latent learning; and explain the difference between discovery learning and rote learning.
OBJECTIVE 8.17 – 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 conclusion that can be
drawn from studies on the effects of TV violence on children.
OBJECTIVE 8.18 – Briefly describe the seven steps in a behavioral self-management program;
explain how self-recording and behavioral contracts can aid a self-management program; and
describe four strategies for changing bad habits. Include a explanation of the Premack
principle.