Bernstein et al., Psychology, 6/e Learning Objectives

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Psychology, Sixth Edition
Douglas A. Bernstein - University of South Florida and University of Southampton
Louis A. Penner - University of South Florida
Alison Clarke-Stewart - University of California, Irvine
Edward J. Roy - University of Illinois at Urbana-Champaign

Learning Objectives
Chapter 6: Learning

Define learning. Describe the difference between non-associative learning and associative learning. (see introductory section)
Define habituation and explain why it is an example 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)
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)
Explain how biopreparedness influences taste-aversion learning. Explain why it is a special case of classical conditioning. (see Biopreparedness)
Describe the relationship between classical conditioning and phobias, predator control, and diagnosis of Alzheimer's disease. (see Some Applications of Classical Conditioning)
Define the law of effect. (see From the Puzzle Box to the Skinner Box)
Define instrumental, or operant, conditioning, and explain how it differs from classical conditioning. (see From the Puzzle Box to the Skinner Box)
Define the components of operant conditioning: operants and reinforcers. (see Operants and Reinforcers)
Define positive reinforcers 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)
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)
Define shaping. Explain when it is used in instrumental conditioning. (see Shaping)
Discuss the differences between primary and secondary reinforcers. (see Secondary Reinforcement)
Define continuous and partial reinforcement schedules. Compare and contrast the fixed-ratio, variable-ratio, fixed-interval, and variable-interval reinforcement 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)
Explain why activity preference and physiological factors influence the efficiency of reinforcement. (see Why Reinforcers Work)
Define punishment and describe its role in operant conditioning. Discuss the disadvantages of and guidelines for using punishment. (see Punishment)
Discuss how operant conditioning can be used to treat problematic behavior. (see Some Applications of Operant Conditioning)
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: A Two-Factor Experiment on Human Helplessness)
Define and give an example of latent learning and a cognitive map. (see Latent Learning and Cognitive Maps)
Define insight. Discuss the differences in what is learned in classical conditioning, instrumental conditioning, and insight. (see Insight and Learning)
Define observational learning and vicarious conditioning. Discuss their similarities and differences. (see Observational Learning: Learning by Imitation)
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?)
Describe the representation of learning in neural networks. (see Linkages: Neural Networks and Learning)
Describe differences in classrooms across cultures. Define active learning and give an example (see Classrooms Across Cultures; see also Active Learning)
Describe the roles of practice and feedback in skill learning. (see Skill Learning)





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