Major Concepts and Behavioral Objectives

CONCEPT I:The Nature of Learning

An understanding of learning is necessary in order to explain human behavior. Learning is inferred from changes in performance. Learning can occur in different ways and can involve the learning of associations between events or the learning of concepts and ideas.

1. Define learning in terms of performance, and discuss the relationship between learning and performance.

2. Describe what is meant by association learning, and give examples to demonstrate your understanding.

3. Describe cognitive learning, and compare it to association learning.

CONCEPT II: Classical Conditioning

Classical conditioning describes associations that occur when one stimulus is paired with a second stimulus in such a way that the first predicts the second. For example, if a warning light repeatedly precedes a shock, we learn to move when the light appears in order to avoid the shock.

4. Define the roles of conditioned and unconditioned stimuli and responses in the process of classical conditioning, and give examples.

5. Describe how classical conditioning occurs.

6. Describe and compare stimulus generalization and stimulus discrimination, and discuss their roles in discrimination training and the generalization gradient.

7. Describe the process of extinction and distinguish it from counter conditioning and systematic desensitization.

CONCEPT III: Operant Conditioning

In operant conditioning, the probability of a response is affected by its consequences. For example, if kindness were always financially rewarded, we might all be kinder.

8. Describe the role of reinforcement and punishment and its relationship to operant behavior in operant conditioning, and give examples.

9. Describe types and schedules of reinforcement and punishment used in the acquisition and maintenance of an operantly conditioned response.

10. Describe how a conditioned operant response can be extinguished, and give examples.

11. Discuss the role and application of operant conditioning in programmed instruction and behavior modification.

CONCEPT IV: Biological Constraints on Associative Learning

The ease or difficulty of learning a behavior sometimes depends upon the organism's biological inclination to do so.

12. Explain the concept of prepared learning and give examples to clarify the description.

CONCEPT V: Learning and Cognition

Cognitive psychologists maintain that important thought processes intervene between stimulus and response and that learning can occur without external reinforcement.

13. Define cognitive learning and describe the research that supports its premises.