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These objectives are expanded from the Focus Questions found in the margins of your textbook. When you have mastered the material in this chapter, you will be able to:
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6.1 Define learning. |
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6.2 Contrast behavioral and ethological perspectives on learning. |
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6.3 Define and describe habituation. |
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6.4 Describe the work of Pavlov in establishing the foundations of classical conditioning. |
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6.5 Describe the principles of acquisition, extinction, and spontaneous recovery as they apply to classical conditioning. |
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6.6 Differentiate among unconditioned and conditioned stimuli and responses. |
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6.7 Describe how stimulus generalization, stimulus discrimination, and higher-order conditioning extend classical conditioning. |
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6.8 Describe how the principles of classical conditioning can be used to explain the acquisition and treatment of fears and phobias, attraction or aversion to specific stimuli, and physical symptoms with no medical cause. |
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6.9 Contrast classical and operant conditioning. |
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6.10 Describe the work of Thorndike and Skinner in establishing the foundations of operant conditioning. |
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6.11 Describe Skinner's three-part (A-B-C) contingency, differentiating between antecedents and consequences. |
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6.12 Differentiate among positive reinforcement, negative reinforcement, aversive punishment, response cost, and operant extinction. |
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6.13 Describe the research findings regarding corporal punishment in parenting. |
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6.14 Describe the effects of delayed versus immediate consequences upon learning as well as on learning situations that involve reciprocal consequences. |
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6.15 Contrast shaping and chaining in operant conditioning. |
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6.16 Describe the role of operant generalization and operant discrimination in operant conditioning. |
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6.17 Define and describe the various schedules of reinforcement. |
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6.18 Describe how the two-factor theory combines escape and avoidance conditioning with classical conditioning to explain maintenance of classically conditioned associations. |
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6.19 Describe how operant conditioning can be applied in educational and work settings and in specialized animal training. |
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6.20 Describe the five main steps in a behavioral self-regulation program. |
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6.21 Describe how instinctive drift illustrates biological preparedness. |
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6.22 Explain how research on conditioned taste aversions, variability of phobic stimuli, and instinctive drift supports the existence of biological preparedness. |
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6.23 Describe how research on insight and cognitive maps challenged behavioral views on learning. |
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6.24 Describe the role of cognition in classical and operant conditioning, and explain how Tolman illustrated latent learning. |
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6.25 Define observational learning, describe Bandura's modeling theory, and outline the steps in the modeling process. |
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6.26 Describe the application of social cognitive theory to solve global problems. |
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6.27 Describe how learning influences the brain, and summarize biological, psychological, and environmental factors involved in learning. |