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Module Summary
Module 29 explains how biological constraints and cognitive processes affect classical and
operant conditioning. A detailed discussion of how different methods of coping with per-
sonal problems and feeling control over your life can impact people's health and behavior
concludes the module.

Before beginning the module, take a moment to read each of the following terms and names
you will encounter. You may wish to make vocabulary cards for each.

Key Terms Key Names

cognitive map problem-focused coping John Garcia
latent learning emotion-focused coping Robert Rescorla
insight learned helplessness Edward Tolman
intrinsic motivation external locus of control
extrinsic motivation internal locus of control
coping self-control

While You Read

Answer the following questions/prompts.

I. Summarize and explain the importance of John Garcia's work with taste aversion in rats.

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166 Module 29 Biology, Cognition, and Learning

2. Complete the chart below with components from Pavlov's work with dogs, Garcia's work with rats, and the
work on sheep-eating coyotes.
Example #1 Example #2 Example #3
Component Pavlov's Dogs John Garcia's Rats Sheep-eating coyotes

US

radiation or drugs

UR

drooling

NS

sheep

CS

CR

What is an evolutionary explanation for the development of taste aversions in both humans and animals?
 While You Read 167

4. What does it mean when psychologists say that there are biological constraints on classical conditioning?

5. What are the biological constraints on operant conditioning?

6. Shayna wants to put operant principles to use to train her pet gerbil to stand on its hind legs and raise its
right paw in order to get food. Based on your knowledge of biological constraints on learning, how would
you advise her?

1. What are the limitations of classical conditioning in addressing the cognitive processes of humans?

2. Summarize and discuss the importance of Robert Rescorla's work with rats' responses to tones and
shocks. Relate this to the idea of a variable-ratio schedule of reinforcement and explain why this schedule
is the best to prevent extinction.

3. How do cognitive processes impact operant conditioning? Why is this important to understand when
training humans or animals?
168 Module 29 Biology, Cognition, and Learning

4. Summarize Edward Tolman's work with rats in a maze. What does this research teach us about learning?

5. Give an example from your own life of latent learning.

6. How does insight learning differ from latent learning?

7. How does intrinsic motivation differ from extrinsic motivation? Give examples (that are not mentioned in the
text) of intrinsic and extrinsic motivation.

1. How does problem-focused coping differ from emotion-focused coping? Provide a specific example and ex-
plain how each can impact individuals in different ways. 11

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1. Summarize and discuss the importance of Martin Seligman's work with harnessed dogs. How does the issue
of control impact the behavior of the dogs?
 While You Read 169

2. How can humans learn helplessness?

3. Describe how a student in high school might develop learned helplessness in one or more of her classes.

4. What is the relationship between learned helplessness and stress and health problems?

5. How does an internal locus of control differ from an external locus of control? How do each of these impact
stress and health levels?

6. As defined by the text, what is sell-control? How can high levels of self-control impact the outcome of a situa-
tion? Provide a specific example. -

7. How is self-control depleted? Strengthened?

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 170 Module 29 Biology, Cognition, and Learning

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Module 29 Review
Complete the Matching Questions below to see if you have mastered the basics.

Terms or Names Definitions or Associations

A. the hopelessness and passive resignation an
1. John Garcia
animal or human learns when unable to avoid
2. insight repeated aversive events
3. problem-focused coping B. the ability to control impulses and delay short-
term gratification for greater long-term rewards
4. emotion-focused coping
C. the perception that chance or outside forces be-
5. learned helplessness yond our personal control determine our fate
6. external locus of control D. showed that an animal can learn the predictability
of an event
7. internal locus of control
E. attempting to alleviate stress directly-by chang-
8. self-control ing the stressor or the way we interact with that
9. Robert Rescorla stressor
F. tested cognitive maps in rats
10. Edward Tolman
G. attempting to alleviate stress by avoiding or
ignoring a stressor and attending to emotional
needs related to one's stress reaction
H. a sudden realization of a problem's solution
I. tested taste aversion in rats
J. the perception that you control your own

Answer the following questions.

11. When a well-learned route in a maze is blocked, rats sometimes choose an alternative route, acting
as if they were consulting a
12. Animals may learn from experience even when reinforcement is not available. When learning is not
apparent until reinforcement has been provided, is said
to have occurred.
13. The desire to perform a behavior for its own sake is called
while motivation to seek external rewards and avoid punishments is called

14. The researcher(s) most likely to challenge Ivan Pavlov's concept of the simplistic and mechanistic associations
dogs seem to make between two stimuli would be
a. Robert Rescorla through his work on the cognitive component of associative learning.
b. Charles Tolman through his research on latent learning.
c. B. F. Skinner because of his work on shaping pigeons.
d. John Garcia with his studies on taste aversion in rats.
e. John B. Watson and Rosalie Rayner based on their work with Little Albert.
15. As a soon-to-be college student you have decided that although you feel education is important, it does not
make much sense to overemphasize it. You have heard from students who graduated before you and you
believe that getting into college is more a matter of luck than a reflection of hard work and study. Your beliefs
most illustrate
a. latent learning.
b. learned helplessness.
c. an external locus of control.
d. an internal locus of control.
e. self-control.