Learning Objectives

After studying this chapter, you should be able to:

1. Define learning and distinguish learning from reflexes, instincts, and the behavioral changes resulting from maturation.
2. Summarize the history of interest in classical conditioning.
3. List and explain the major concepts of classical conditioning by referring to Pavlov’s classic experiment of the conditioning of the salivary response in a dog.
4. Describe higher-order conditioning and give examples.
5. List and explain four important factors affecting the strength of classical conditioning, offering examples of each.
6. Explain the difference between stimulus generalization and stimulus discrimination.
7. Explain how extinction happens, and how spontaneous recovery may occur.
8. Summarize the classic "Little Albert" study, and then describe how classical conditioning may be applied in understanding the features of drug dependence and taste aversions.
9. Summarize what is known about the biological constraints on classical conditioning.
10. Explain the core concept of operant conditioning and summarize the history of interest in this type of learning.
11. Define behavioral contingency and then list and offer examples of four concepts related to positive reinforcement.
12. Distinguish between shaping and chaining, giving examples of each.
13. Distinguish between continuous and partial schedules of reinforcement, describing the four types of partial schedules, and explain how they influence the performance of a behavior.
14. Define negative reinforcement and describe two forms of negative reinforcement.
15. Distinguish between extinction versus punishment as techniques that decrease the probability of a behavior, emphasizing the special issues that surround the use of punishment to change behavior.
16. Describe five areas where operant conditioning principles have been applied to change behavior.
17. Summarize what is known about the biological constraints on operant learning, mentioning instinctive drift and biological preparedness.
18. Explain the significance of prediction, expectancy, and blocking in the cognitive perspective on learning.
19. Explain the significance of the classic Tolman study of latent learning and Bandura’s work on observational learning and social learning theory in supporting the cognitive view of learning.