| Chapter Objectives (See related pages)
Upon completing this chapter, you will be able to:
1. Identify the key features of the definition of learning. |
| | | 2. Identify the significant elements in Pavlov's study of classical conditioning; for example, association. |
| | | 3. Define classical conditioning and its terminology, including UCS, UCR, CS, and CR. |
| | | 4. Identify applications of classical conditioning and their importance. |
| | | 5. Identify and define the processes involved in operant conditioning as well as its connection to the "law of effect." |
| | | 6. Explain how positive reinforcement is influenced by timing and consistency. |
| | | 7. Distinguish between primary reinforcement and secondary reinforcement. |
| | | 8. Compare and contrast the four schedules of reinforcement: fixed ratio, variable ratio, fixed interval, and variable interval. |
| | | 9. Describe the process of shaping. |
| | | 10. Define negative reinforcement, and compare escape conditioning to avoidance conditioning. |
| | | 11. List the dangers of using punishment and identify guidelines for the appropriate use of punishment. |
| | | 12. Distinguish between classical and operant conditioning. |
| | | 13. Distinguish between stimulus discrimination and stimulus generalization. |
| | | 14. Identify how extinction occurs. |
| | | 15. Describe how spontaneous recovery and disinhibition are related to extinction. |
| | | 16. Compare the cognitive and connectionist interpretations of learning. |
| | | 17. Describe the characteristics of place learning, latent learning, insight learning, and learning sets. |
| | | 18. Define modeling and explain the roles of vicarious reinforcement and vicarious punishment in learning. |
| | | 19. Explain how biological factors affect learning, including learned taste aversions. |
| | | 20. (From the Application section) Describe and provide examples of superstitious behavior. |
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