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Chapter 8 Objectives

The document discusses key concepts in classical and operant conditioning. Classical conditioning involves associative learning where a neutral stimulus becomes associated with an unconditioned stimulus. Operant conditioning involves learning associations between behaviors and their consequences. Major applications of operant conditioning principles include education systems that use reinforcement, businesses that boost productivity with positive reinforcement, and parenting techniques that shape child behavior.

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4K views3 pages

Chapter 8 Objectives

The document discusses key concepts in classical and operant conditioning. Classical conditioning involves associative learning where a neutral stimulus becomes associated with an unconditioned stimulus. Operant conditioning involves learning associations between behaviors and their consequences. Major applications of operant conditioning principles include education systems that use reinforcement, businesses that boost productivity with positive reinforcement, and parenting techniques that shape child behavior.

Uploaded by

charliehchs
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Chapter 8 Objectives

Answer in Paragraph Responses

1. Discuss the importance of experience in learning, and describe the role of


association in learning.
Experience is an imperative part of the learning process. By
experiencing the cause and effect of an action one is able to analyze it
firsthand. Often we fail to grasp concepts until we come into the situation
ourselves. Each species is biologically prepared to learn associations that
enhance its survival like one might associate fire with pain and then take
caution in the future to avoid contact with it.

2. Describe the nature of classical conditioning, and show how it


demonstrates associative learning.
In classical conditioning, the organism forms associations between
behaviors it does not control; this form of conditioning involves respondent
behavior (automatic responses to some stimulus).

3. Explain the processes of acquisition, extinction, spontaneous recovery,


generalization, and discrimination.
Acquisition refers to the first stages of learning when a response is
established. Extinction is diminished responding when the CS (neutral
stimulus that, through learning, comes to be associated with some unlearned
response) no longer signals an impending US (something that naturally and
automatically (without learning) triggers the unlearned response).
Spontaneous recovery is the appearance of a formerly extinguished
response, following a rest period. Generalization is the tendency to respond
to stimuli that are similar to a CS. Discrimination is the learned ability to
distinguish between a CS and other irrelevant stimuli.

4. Discuss the importance of cognitive processes and biological constraints


in classical conditioning.
In classical conditioning, humans and other animals learn when to
“expect” (cognition) a US, and their awareness of the link between stimuli
and responses can weaken associations. Biological constraints predispose
organisms to learn associations that are naturally adaptive. Training that
attempts to override these tendencies will probably not endure because the
animals will revert to their biologically predisposed patterns.
5. Discuss the importance of Pavlov’s work in classical conditioning and
explain how Pavlov paved the way for the behaviorist position.
Pavlov taught us that significant psychological phenomena can be
studied objectively, and that conditioning principles have important
applications, such as by suggesting how some fears are learned and can be
treated.

6. Describe the process of operant conditioning, including the procedure of


shaping.
In operant conditioning, the organism learns associations between its
own behavior and resulting events; this form of conditioning involves
operant behavior. In shaping, we use reinforcers to guide a person’s behavior
toward a desired goal. Building on existing behaviors, we reward successive
approximations to some desired behavior.

7. Identify the different types of reinforcers, and describe the four major
schedules of partial reinforcement.
The different type of reinforcers are the primary, conditioned (or
secondary), delayed, and immediate. Primary reinforcers are innately
satisfying—no learning is required. Conditioned reinforcers are satisfying
because we have learned to associate them with more basic rewards.
Immediate reinforcers offer immediate payback; delayed reinforcers require
the ability to delay gratification.

8. Discuss the effects of punishment on behavior.


The purpose of punishment is to dissuade a person from repeating an
undesirable action (such as when a parent spanks a child for playing with
matches). This can sometimes have a negative affect by not “curing” but
merely suppressing the desire and installing fear and aggression.

9. Discuss evidence of the importance of cognitive and biological processes


in operant conditioning.
These two forms of learning differ in an important way. .In operant
conditioning, an organism associates its own behaviors with their
consequences.

10. Describe some major applications of operant conditioning.


Operant principles have been applied in a variety of settings. For
example, in schools, online testing systems and interactive student software
embody the operant ideal of individualized shaping and immediate
reinforcement. In businesses, positive reinforcement for jobs well done has
boosted employee productivity. In the home, parents foster a constructive
relationship with their children by giving them attention and other
reinforcers when they are behaving well.

11. Describe the process of observational learning.


In observational learning, we learn by watching others’ experiences
and examples. Mirror neurons, located in the brain’s frontal lobes,
demonstrate a neural basis for observational learning. They fire when we
perform certain actions, or when we observe someone else performing those
actions.

12. Discuss the impact of viewing televised aggression on children.


Given an opportunity to express violence, the people who viewed
violence tend to be more aggressive and less sympathetic. Two factors—
imitation and desensitization—seem to contribute to the violence effect. But
of course there is no definite proof that proves that TV is to blame.

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