Science of Psychology An Appreciative View 3rd Edition King Solutions Manual 1

Chapter 6
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CHAPTER SIX: LEARNING

Learning Objectives
LO 6.1: Describe learning.
LO 6.2: Explain classical conditioning.
LO 6.3: Explain operant conditioning.
LO 6.4: Understand observational learning.
LO 6.5: Describe the role of cognition in learning.
LO 6.6: Identify biological, cultural, and psychological factors in learning.
LO 6.7: Describe how principles of learning apply to health and wellness.
I. Chapter Overview
II. Chapter Features
III. Connections
IV. Teaching the Chapter
a. Lecture Outlines by Section
b. Suggested Activities
V. Critical Thinking Questions
King, The Science of Psychology, 3e IM-6 | 1
Copyright © 2014 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Chapter 6
VI. Polling Questions

VII. Apply Your Knowledge
VIII. Suggested Readings and Media
IX. Activity Handouts
X. Answer Key to Activity Handouts
I. Chapter Overview
Experiencing Psychology: Service Dogs: Using Learning to Save Lives
▪ It is estimated that over 30,000 service dogs are active in the U.S. Service dogs are
even trained to assist individuals who have diabetes and may not always know when
their blood sugar is too low. Three individual cases of service dogs saving their
owner’s lives are discussed.
▪ How are these dogs trained and their amazing skills acquired? Using the basic
principles of learning, service dogs learn to assist people in a variety of ways which
are often life-saving and heroic.
I. Types of Learning
A. Learning involves a relatively permanent change in behavior.
B. Behaviorism is a theory of learning that involves observable behavior. It does not
include mental activity such as thinking, wishing, and hoping.
C. Associative learning occurs when an association is made between two events.
Conditioning occurs when you have learned about the association. There are two
types of conditioning: classical conditioning and operant conditioning.
D. Observational learning occurs when an individual observes and then imitates another
individual’s behavior.
II. Classical Conditioning
▪ Classical conditioning occurs when a neutral stimulus is associated with a meaningful
stimulus and then acquires a similar response.
A. Pavlov’s Studies
▪ Ivan Pavlov, a Russian physiologist, is a pioneer in classical conditioning. He
conducted research looking at digestion in the body. He discovered that dogs
salivated to more than just meat powder being placed in their mouth. The dogs
salivated to the sight of the meat powder, the individual that brought the meat
powder, and the sound of the door closing when the meat powder arrived.
▪ The dog’s behavior included both learned and unlearned components. The
unlearned components are known as reflexes.
▪ An unconditioned stimulus (US) is a stimulus that brings about a response without
any prior learning.
▪ An unconditioned response (UR) is the unlearned response to the US.
▪ The conditioned stimulus (CS) is a neutral stimulus that when associated with the
US elicits a conditioned response.
▪ A conditioned response (CR) is the learned response of the CS.
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▪ Neutral stimulus refers to a stimulus that has no signal value at all. This stimulus
would not naturally elicit the unconditioned response.
1. Acquisition
a. Acquisition is the learning of the association between the stimulus and the
response.
b. The timing interval between the CS and US determines the contiguity in time
and space. Conditioned responses are learned best when the CS and US occur
close together.
c. Not only must there be contiguity, but there also must be contingency, which
is the predictability of the occurrence of one stimulus from the presence of
another stimulus.
d. Once the association between the CS and US has been formed, the meaning of
the CS changes. This once arbitrary object now has meaning or is
motivational.
e. In animal learning studies, some have shown that the CS is even more
powerful than the US it signals. This high level of attachment to the CS is
known as sign tracking.
2. Generalization and Discrimination
a. Generalization occurs when a new stimulus that is similar to the original
stimulus elicits a response that is similar to the CR.
b. Discrimination is learning to respond to certain stimuli while not responding
to others.
3. Extinction and Spontaneous Recovery
a. When the US is taken away and no longer associated with the CS, then
extinction occurs. Extinction is the weakening of the CR in the absence of the
US.
b. Spontaneous recovery occurs when the CR returns after a time delay without
any further conditioning occurring.
c. Renewal refers to the recovery of the conditioned response when the organism
is placed in a novel context.
B. Classical Conditioning in Humans
1. Explaining Fears
a. Classical conditioning provides an explanation for phobias, which are
described as irrational fears.
b. John Watson and his graduate student Rosalie Rayner described phobias in an
experiment involving an infant named Albert. They brought a white rat into
the room and Albert was not afraid of the rat; he played with it. Later, when
Albert played with the white rat, Watson made a loud noise behind Albert’s
head and Albert began to cry out of fear from the loud noise. The next time
Watson and Rayner brought the white rat into the room, Albert started crying
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at the sight of the white rat. He associated the white rat with the previous loud
noise that occurred the last time he was playing with the white rat.
c. If fears can be established through classical conditioning, then should they
also be able to be eliminated through the same process?
2. Breaking Habits
a. Therapists use counterconditioning, which occurs when the CR is weakened
because the stimulus is associated with a new response that is not compatible
with the unwanted behavior.
b. Aversive conditioning is a form of treatment that consists of repeated pairings
of a stimulus with a very unpleasant stimulus. To reduce drinking, every time
a person drinks an alcohol beverage, he or she also consumes a mixture that
induces nausea. Antabuse continues to be used in the treatment of alcoholism
today.
3. Classical Conditioning and the Placebo Effect
a. The principles of classical conditioning help us to explain how the placebo
effect works in research on the immune system and the endocrine system.
4. Classical Conditioning and the Immune and Endocrine Systems
a. Even the human body’s internal organ system can be classically conditioned.
Research has found evidence that suggests classical conditioning can produce
immunosuppression, a decrease in the production of antibodies, which can
lower a person’s ability to fight a disease.
b. Similar results in the endocrine system have been found that link the taking of
placebo pills with an increase in secretion of hormones that were produced
when patients had previously been taking the actual drugs.
c. Stress also has an important role in the learned associations between
conditioned stimuli and immune and endocrine functioning.
5. Taste Aversion Learning
a. A special type of classical conditioning is called taste aversion, by which an
individual learns an association between a particular taste and nausea. It is a
special case because it only requires one pairing of the neutral stimulus with
the conditioned response.
b. To combat this special type of learning, researchers have designed specific
medications with flavorful, more appealing tastes to reduce the often negative
responses to these drugs. This way, the patient is more likely to develop taste
aversion to the flavor and not to the medication itself.
c. Some researchers suggest that taste aversion is a demonstration of how
learning through classical conditioning happens in the natural world, where
associations matter to survival.
6. Classical Conditioning and Advertising
a. Many advertisers use classical conditioning by associating something
naturally good, which is the US, with something neutral, which is the CS such
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as the advertisement of the E*Trade baby. When these stimuli occur together,
the neutral stimulus brings on the same response as the naturally occurring
response.
b. Advertisers use classical conditioning when it comes to product placement or
embedded marketing.
7. Classical Conditioning and Drug Habituation
a. When drugs are taken at a certain time of day and in a certain place, the body
will react in anticipation of the upcoming drug ingestion. Habituation refers to
the decreased responsiveness to a stimulus after repeated presentations.
b. This aspect of drug use has been found to play a role in death caused by drug
overdose. The drug user usually takes the drug in a certain place, for example,
their bedroom. A CR is acquired to this location. Because of classical
conditioning, as soon as the drug user enters the bedroom, the person’s body
begins to prepare for the upcoming drug ingestion in order to lessen the
effects of the insult of the drug. But, let’s say the drug user is at a friend’s
house and they go into the friend’s bedroom to take the drug. The effect of the
drug is greater because there was no CR built up from the friend’s bedroom
and therefore, the body is not prepared for the drug ingestion.
III. Operant Conditioning
A. Defining Operant Conditioning
▪ F. Skinner developed what is known as operant conditioning (instrumental
conditioning), which is a form of associative learning where the consequences of
behavior produce changes in the probability of a behavior’s occurrence.
1. Operant behaviors are voluntary and bring about either rewards or punishments.
2. Just as in classical conditioning, contingency is important in operant conditioning.
B. Thorndike’s Law of Effect
1. E. L. Thorndike established the power of consequences of an individual’s
behavior. In his historical experiment, he placed a hungry cat inside a box. The
cat could exit the box and receive a reward of food if it could figure out how to
manipulate a string by pulling to lift a door for escape. After many attempts, the
cat pulled the string and escaped. With subsequent trials the cat increased its time
of escape.
2. The law of effect established by Thorndike states that those behaviors followed by
positive outcomes will be strengthened and those behaviors followed by negative
outcomes will be weakened.
C. Skinner’s Approach to Operant Conditioning
1. Skinner believed that the basic principles of operant conditioning could be applied
to all species. During WWII, he carried out studies using pigeons to guide
missiles. He placed pigeons in the warhead of the missile and the pigeon would
peck at a moving image on a screen and would receive a food reward when it kept
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the designated target in the center of the screen. The U.S. military never used
Skinner’s pigeon-guided missile concept.
2. Skinner wrote a novel called Walden Two where he presented his ideas about a
scientifically managed society that could be fully operated through operant
conditioning.
D. Shaping
1. The term shaping refers to rewarding approximations of a desired behavior. Each
step toward the desired behavior is rewarded until the desired behavior occurs.
2. The concept of shaping can be used to examine complex behaviors of service
dogs.
3. Research indicates a connection between brain activity and operant conditioning
that helps us determine which reinforcers are rewarding.
E. Principles of Reinforcement
1. Reinforcement occurs when a stimulus or an event strengthens the probability of a
behavior occurring again.
a. Positive and Negative Reinforcement
i. Positive reinforcement occurs when something is given as a reward to
increase the likelihood of the behavior occurring again.
ii. Negative reinforcement occurs when something bad is taken away to
increase the likelihood of a behavior occurring again.
iii. Both positive and negative reinforcement refer to rewarding desired
behavior. Positive and negative are not references to good or bad, rather
they indicate the process in which something is either given or removed
that reinforces the behavior.
iv. A special kind of response to negative reinforcement is called avoidance
learning. In this case, the organism learns that by making a particular
response, a negative stimulus can be altogether avoided. However, in
some cases, this can produce learned helplessness which means that the
organism has learned that it has no control over negative outcomes.
b. Types of Reinforcers
i. Primary reinforcement involves reinforcers that are biological in need,
meaning they are needed for survival. Some primary reinforcers are
food, water, sex, etc.
ii. Secondary reinforcers gain their positive value through experience. They
are usually used to gain access to primary reinforcers. Money is a good
example of a secondary reinforcer.
iii. Secondary reinforcers can be linked to primary reinforcers through
classical conditioning. Consider pairing the sound of a whistle and food
to reward a desirable behavior for an animal to perform, such as a trick.
2. Generalization, Discrimination, and Extinction
a. Generalization
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i. Generalization occurs when the same response is given to similar stimuli.

b. Discrimination
i. Discrimination occurs when an individual responds to stimuli that signal
when a behavior will or will not be reinforced.
c. Extinction
i. Extinction occurs when a previously reinforced behavior is no longer
reinforced and therefore, the individual is less likely to perform the
behavior.
3. Continuous Reinforcement, Partial Reinforcement, and Schedules of
Reinforcement
a. Continuous reinforcement occurs when the behavior is reinforced every time
it occurs.
b. Partial reinforcement occurs when the behavior gets reinforced only some of
the time.
c. Schedules of reinforcement determine when a behavior will be reinforced.
i. A fixed-ratio schedule reinforces a behavior after a set number of
behaviors. For example, a child may receive a piece of candy after
practicing the piano for 5 days instead of every time he plays.
ii. A variable-ratio schedule occurs when a behavior is reinforced after an
average of times it occurs, but that average is unpredictable. A good
example of a variable-ratio schedule is slot machines. The payout on the
slot machines is set, but the player doesn’t know when that is.
iii. A fixed-interval schedule rewards the desired behavior after a specific
amount of time has passed. An example of a fixed-interval schedule is
election time. Politicians beef up their campaigns around election time
and then after they are elected they become more relaxed until election
time rolls around again.
iv. A variable-interval schedule occurs when the desired behavior is
rewarded after a varying amount of time has passed. Pop quizzes are a
good example of variable-interval schedules because the students do not
know when the quizzes will occur, but they do know there will be a quiz
at some point in time.
4. Punishment
a. The effect of punishment is usually used to extinguish some behavior.
b. What Is Punishment?
i. Punishment decreases the likelihood of a behavior occurring again.
ii. In the case of punishment, the behavior is weakened; therefore, it is not
the same as negative reinforcement.
iii. Positive punishment occurs when something bad is given to decrease the
likelihood of a behavior occurring again.
iv. Negative punishment occurs when something good is taken away to
decrease the likelihood of a behavior occurring again. A time-out is a
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form of negative punishment. In this situation, the child is removed from

a positive reinforcement situation.
5. Timing, Reinforcement, and Punishment
a. Immediate Versus Delayed Reinforcement
i. In operant conditioning the shorter the time span between the behavior
and reinforcer the better. It works best if it is a few seconds. This is
especially true in lower intelligence animals. Humans, however, have the
ability to learn from delayed reinforcers.
ii. Sometimes in life the decision comes down to whether to receive a small,
immediate reinforcer or wait for a larger reinforcer.
b. Immediate Versus Delayed Punishment
i. Immediate punishment is more effective than delayed punishment. Again.
this is more the case with lower animals than with humans.
c. Immediate Versus Delayed Reinforcement and Punishment
i. Sometimes the potential delayed consequences are negative, but the
immediate consequences are difficult to override. Such is the case with
eating and obesity. Individuals know that eating too much and gaining
weight is a health risk, but the immediate satisfaction of eating is often
too great to stop the overeating.
ii. When the delayed consequences are punishers, but the immediate
consequences are reinforcers, the immediate ones usually win.
6. Applied Behavior Analysis

a. Also called, behavior modification, applied behavior analysis uses operant
conditioning techniques to change human behavior by analyzing and
manipulating unwanted behaviors through the enhanced use of rewards and
punishers.
b. If we can figure out what rewards and punishers are controlling a person’s
behavior, we can change them—and impact the behavior itself.
c. Applied behavior analysis has a wide range of uses: training autistic
individuals, children and adolescents with psychological problems, instruction
of effective parenting, and to enhance environmentally conscious behaviors.
IV. Observational Learning
A. Bandura’s Model of Operational Learning
1. Observational learning occurs when a person observes and imitates behavior. It
takes less time than operant conditioning.
2. For attention to occur a person must attend to what another individual is doing or
saying.
3. Retention occurs when the individual must encode the information and keep it in
memory so that it can be retrieved.
4. Motor reproduction occurs when the individual imitates what the other individual
is doing.
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5. Reinforcement occurs when there are incentive conditions for imitating the
behavior. If there is no incentive, then the behavior will not be imitated.
6. Observational learning has been studied in a variety of contexts from examining
how gorillas learn from one another to how individuals use it to make economic
decisions. Researchers are interested in comparing learning from experience with
learning through observation.
V. Cognitive Factors in Learning
▪ Both Skinner’s approach to operant conditioning and Pavlov’s approach to classical
conditioning do not take into account how memory, thinking, planning, and
expectations might be important to learning.
A. Purposive Behavior
▪ The purposiveness of behavior is the idea that much of behavior is goal directed.
▪ E. C. Tolman believed that the whole behavioral sequence must be studied in
order to understand why a person engages in a behavior.
1. Expectancy Learning and Information
a. Tolman believed that the information value of the CS is important as a signal
that the US will follow.
b. Cognitive maps are an organism’s mental representation of the structure of
physical space.
2. Latent Learning
a. Latent learning is a type of unreinforced learning that is not immediately
reflected in behavior. What an individual learns may not be noticeable right
away, but at a later time that original learning comes out.
3. Insight Learning
a. Insight learning is a form of problem-solving in which the organism develops
a sudden insight into or understanding of a problem’s solution.
b. Insight learning is essentially different from learning through trial and error or
through conditioning. The floating peanut problem is an example of insightful
learning demonstrated by nonhuman primates.
c. Insight learning happens all of the sudden, as though things just pop into an
individual’s head.
d. Multicultural exposure for learning has been documented to show benefit in
higher education; consider the increasingly diverse campuses and student
bodies. Many universities recognize the need for students to be more
culturally diverse as they plan to enter the workforce.
VI. BIOLOGICAL, CULTURAL, AND PSYCHOLOGICAL FACTORS IN
LEARNING
A. Biological Constraints
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▪ The structure of an organism’s body permits certain kinds of behavior and inhibits
others.
1. Instinctive Drift
a. Instinctive drift refers to the tendency of animals to revert back to instinctive
behavior that then interferes with learning.
2. Preparedness
a. Preparedness is an organism’s biological predisposition to learn in certain
ways but not others.
b. Taste aversions occur when an organism eats something and then gets ill.
Most of the time it was not the food that made the organism ill, but just the
same the organism develops a distaste for the last food that was eaten prior to
getting ill.
B. Cultural Influences
1. Culture can influence the way in which classical conditioning, operant
conditioning, and observational learning are used.
2. Culture can determine the content of learning.
3. Organisms cannot learn about something they do not experience.
C. Psychological Constraints
1. Mindset is described as the way a person’s beliefs about their ability dictate what
goals are set for them, what they think they can learn, and what they actually do
learn.
2. Entity theory says that some people have to work hard to achieve academic goals
and therefore are just not gifted. Incremental theory, on the other hand, says that
intelligence is something that a person increases and improves upon.
3. Effective strategies for developing a growth mindset: Understand that your
intelligence and thinking skills are not fixed but can change, become passionate
about learning and challenging your mind, think about the mindset of people you
admire, and start now—commit to change!
VII. Learning and Health and Wellness
A. What a Rat Can Tell Us About Stress
1. Predictability
a. When something stressful is going to happen, it is less stressful if it is
predicted to occur beforehand.
2. Control
a. Having a sense of control can help in avoiding feelings of stress over
difficulties.
b. It can be especially stressful when an individual feels a lack of control over
aversive stimuli.
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c. Learned helplessness occurs when an individual learns that outcomes are not
controllable and therefore stops trying to gain control at all.
3. Improvement
a. The perception of improvement, even when one situation is worse than
another, is related to lowered stress.
4. Outlets for Frustration
a. Having an outlet for life’s frustrations helps in alleviating stress.
II. Chapter Features
Intersection: The Psychology of Learning and Clinical Psychology: Can classical conditioning
help us to understand drug abuse?
Psychological Inquiry: From Acquisition to Extinction (to Spontaneous Recovery)
Psychological Inquiry: Schedules of Reinforcement and Different Patterns of Responding
Critical Controversy: Do Learning Styles Matter to Learning?
III. Connections
Assignable Through Assignable Within the Instructor Resources

Connect Chapter
Types of Reading Quiz Polling Question: 6.2 Activity Suggestions:
Learning • Types of Learning
Learning and the Brain • What Does It Mean
LO 6.1: (Video) to Learn?
Describe
learning. LearnSmart module PowerPoints
Apply Your Knowledge: #1
Classical Reading Quiz Intersection: The Activity Suggestions:

Conditioning Psychology of Learning • Classical
Classical Conditioning and Clinical Psychology: Conditioning Terms
LO 6.2: Explain (Concept Clip) Can Classical • Extinction and
classical Conditioning help us Spontaneous
conditioning. Classical Conditioning in understand drug abuse? Recovery
Advertising (Interactive • Phobias
Learning Activity) Psychological Inquiry: • Advertising
Acquisition to Extinction
Classical Conditioning (to Spontaneous PowerPoints
Example (Learning Recovery)
Exercise) Apply Your Knowledge: #3
Critical Thinking
LearnSmart Module Questions: #1, #2
Chapter 6
Polling Question: 6.3
Handout: 6.1
Operant Reading Quiz Psychological Inquiry: Activity Suggestions:
Conditioning Schedules of • Shaping
Operant Conditioning Reinforcement and • Schedules of
LO 6.3: Explain (Concept Clip) Different Patterns of Reinforcement
operant Responding • Partial
conditioning. Shaping (Interactive Reinforcement
Learning Activity) Critical Thinking • Punishment
Questions: #1, #3 • Timeout
Reinforcement and • Behavior
Punishment (Interactive Handouts: 6.2, 6.3, 6.4 Modification
Learning Activity)
PowerPoints
Schedules of
Reinforcement (Concept Apply Your Knowledge: #1,
Clip) #2, #4
Schedules of
Reinforcement
(Interactive Learning
Activity)
Continuous vs. Partial

Reinforcement (Learning
Exercise)
Schedules of
Reinforcement (Learning
Exercise)
NewsFlash: Virtual
Learning
NewsFlash: Smoking
LearnSmart Module
Observational Reading Quiz Activity Suggestions:
Learning • Bandura’s
Observational Learning Approach
LO 6.4: (Interactive Learning • Blame the Video
Understand Activity) Game
observational
learning. LearnSmart Module PowerPoints
Apply Your Knowledge: #5
Chapter 6
Human Reading Quiz Critical Thinking Activity Suggestion:

Cognitive Question: #4 • Latent Learning
Factors in LearnSmart Module
Learning Polling Question: 6.4 PowerPoints
LO 6.5:
Describe the
role of
cognition in
learning.
Biological, Reading Quiz Critical Controversy: Do Activity Suggestions:
Cultural, and Learning Styles Matter • Taste Aversions
Psychological LearnSmart Module to Learning? • Entity and
Factors in Incremental
Learning Critical Thinking Theories
Question: #4
LO 6.6: PowerPoints
Identify Polling Question: 6.1
biological,
cultural, and
psychological
factors in
learning.
Learning and Reading Quiz Handout: 6.5 Activity Suggestion:
Health and • Learned Stress?
Wellness LearnSmart Module
PowerPoints
LO 6.7:
Describe how
principles of
learning apply
to health and
wellness.
IV. Teaching the Chapter
LO 6.1: Describe learning.

Lecture Outline
How service dogs are trained
▪ Complex behaviors developed through learning principles.
▪ Service dogs have trained skills that have saved the lives of their owners in cases where
diabetics are unaware of their very low blood sugar.
I. Types of Learning
Chapter 6
A. Associative Learning
1. Classical Conditioning
2. Operant Conditioning
B. Observational Learning
Suggested Activities
Types of Learning: Ask the students to compare and contrast associative learning and
observational learning. Ask the students to come up with examples in the discussion of each.
Break the students up into groups and have them discuss with each other the examples they came
up with. The students should increase their understanding of the differences between the two
types of learning. They will also gain understanding about each by sharing their examples with
each other.
What Does It Mean to Learn: Engage your students in a healthy dialogue/debate on the
meaning of learning. What does it mean to have learned something? Are students learning in
your class? How do they know that they have learned something? Further your discussion about
“knowing information” versus “learning information.” You can comment on the process of
learning and how most learning takes time. What is the impact of technology on learning? How
does the scheduling of accelerated courses benefit the student from a learning perspective?
LO 6.2: Explain classical conditioning.

Lecture Outline
II. Classical Conditioning
A. Pavlov’s Studies
1. Unconditioned Stimulus (US)
2. Unconditioned Response (UR)
3. Conditioned Stimulus (CS)
4. Conditioned Response (CR)
5. Neutral Stimulus
6. Acquisition
7. Sign Tracking
8. Generalization and Discrimination
9. Extinction and Spontaneous Recovery
B. Classical Conditioning in Humans
1. Explaining fears
a. Phobias
2. Breaking Habits
a. Counterconditioning
b. Aversive conditioning
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3. Classical Conditioning and the Placebo Effect

4. Classical Conditioning and the Immune and Endocrine Systems
a. Immunosuppression
b. Role of stress in learned associations
5. Taste Aversion Learning
a. An example of classical conditioning in a natural world where associations
matter to survival
b. Influences in medical treatment and alcoholism
6. Classical Conditioning and Advertising
a. Embedded marketing
7. Drug Habituation
Classical Conditioning Terms: Use Activity Handout 6.1: Identify the US, CS, UR, and CR as a
way for students to better understand the terms that accompany classical conditioning. In this
activity, the students have to read examples and identify the US, CS, UR, and CR in each.
Extinction and Spontaneous Recovery: Have students complete Activity Handout 6.1 for
homework and on the following day, break the students into groups and have them share with
each other the various examples they came up with. Have them exchange papers and in the
examples they have in front of them, have them discuss how the examples would demonstrate
extinction and spontaneous recovery.
Phobias: Have students choose a phobia and then search on the Internet for information
regarding that phobia. They should then write a one- to two-page paper summarizing what they
found in their research. They should also include ideas for counterconditioning of their phobia.
Advertising: In a group, have students design an advertisement using the principles of classical
conditioning. As an alternative, have the group of students recall a specific advertisement and
illustrate the principles of classical conditioning for that advertisement in a short presentation. To
make this activity more interactive, have the group bring in the item that the advertisement is for
to use as a “prop” during their presentation.
LO 6.3: Explain operant conditioning.

Lecture Outline
III. Operant Conditioning
A. Defining Operant Conditioning
1. Respondent Behaviors
2. Involuntary Responses
3. Voluntary Behaviors
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B. Thorndike’s Law of Effect

1. Consequences
C. Skinner’s Approach to Operant Conditioning
1. Pigeon-Guided Missiles
2. Skinner Box
D. Shaping
1. Service Dog Training of Complex Behaviors
E. Principles of Reinforcement
1. Positive and Negative Reinforcement
a. Avoidance learning
b. Learned helplessness
2. Types of Reinforcers
3. Generalization, Discrimination, and Extinction
a. Generalization
b. Discrimination
c. Extinction
4. Continuous Reinforcement, Partial Reinforcement, and Schedules of
Reinforcement
a. Continuous reinforcement
b. Partial reinforcement
c. Schedules of reinforcement
i. Fixed-ratio schedule
ii. Variable-ratio schedule
iii. Fixed-interval schedule
iv. Variable-interval schedule
5. Punishment
a. What Is Punishment?
i. Positive punishment
ii. Negative punishment
6. Timing, Reinforcement, and Punishments
a. Immediate versus delayed reinforcement
b. Immediate versus delayed punishment
c. Immediate versus delayed reinforcement and punishment
7. Applied Behavioral Analysis
a. Behavior modification
Chapter 6
b. Wide range of uses

Shaping: Use Activity Handout 6.2: How Do You Shape This Behavior? The goal of this activity
is to have students demonstrate the concept of shaping. The students are given various behaviors
and they are supposed to describe how they would go about shaping the behaviors.
Schedules of Reinforcement: Use Activity Handout 6.3: Which Schedule Is It? The goal of this
activity is to have students read various scenarios and identify the schedule of reinforcement
(positive or negative reinforcement or positive or negative punishment). Students will gain
knowledge on the various schedules of reinforcement. They will have to think seriously about
what the example is saying before determining which schedule of reinforcement it is.
Partial Reinforcement: Break the class into groups and have each group come up with one
example from the following: fixed-ratio schedules, variable-ratio schedules, fixed-interval
schedules, and variable-interval schedules. The students will learn from each other by working
together to come up with examples. They will also be reviewing the various schedules while
completing the assignment.
Punishment: Have the students conduct a search on the Internet for various forms of acceptable
and unacceptable punishment. The students should find out what forms of punishment are
acceptable in various cultures. The students should write a one- to two-page paper summarizing
the information they found on the Internet.
Time-Out!: Have your class debate the effectiveness of “time-out” as a “punishment” for
children’s bad behaviors. Students should be able to articulate examples of punishments and
reinforcements as they argue their opinions about this topic. To add depth in the debate, ask
students to reflect on cultural components of this argument and what place culture and social
components have in learning.
Behavior Modification: Use Activity Handout 6.4: How Do You Change the Behavior? In this
activity the students will have to choose a behavior from the ones listed on the assignment sheet
and they will have to use the steps of behavior modification that were discussed in the chapter to
change the behavior they chose.
LO 6.4: Understand observational learning.

Lecture Outline
IV. Observational Learning
A. Bandura’s Model of Observational Learning
1. Attention
2. Retention
3. Motor reproduction
4. Reinforcement
5. Studied in various contexts: learning from experience compared with learning
from observation
Chapter 6
Bandura’s Approach: Break the class into groups. Write various behaviors on the board, such
as riding a bike, jumping rope, washing the dishes, driving a car, etc. Ask the groups to work
their way through Bandura’s four approaches discussed in the chapter as though they were a
person observing another person acting out these behaviors. Ask the groups to choose two of the
behaviors and discuss how they would go about imitating those behaviors.
Blame the Video Game?: As an interactive assessment of student’s understanding of the
various principles of learning, create student teams and play “Blame the Video Game.” The
instructor will give one concept of learning (i.e., positive reinforcement), and student teams must
come up with one example of this concept used in video games. Each team must come up with a
unique video game and/or unique example that illustrates this concept, and their explanation
must be correct in order to win points. Other teams can “steal” the points by refuting the
explanation or showing how it is incorrect. If two teams use the same video game or example
from the video game, then no team gets the points. These rules are similar to Scattergories—the
family game by Hasbro Milton Bradley Company. Finally, ask students to discuss the impact
video games are having on children based on the use of learning principles.
LO 6.5: Describe the role of cognition in learning.

Lecture Outline
V. Cognitive Factors in Learning
A. Purposive Behavior
1. Expectancy Learning and Information
a. Cognitive Map
2. Latent Learning
B. Insight Learning
1. Different from learning by trial and error
2. Requires us to “think outside the box”
3. Multicultural exposure for learning—higher education and workplace benefits
Latent Learning: Ask the students to think about a time in their life where latent learning was
evident. After they have written down an example of latent learning in their life, break the class
into groups and have them share with others in their group the example they came up with for
latent learning. The students will have to review the concept of latent learning in order to come
up with their own examples and will learn from each other by sharing with the group.
LO 6.6: Identify biological, cultural, and psychological factors in

learning.
Chapter 6
Lecture Outline
VI. Biological, Cultural, and Psychological Factors in Learning
A. Biological Constraints
1. Instinctive drift
2. Preparedness
B. Cultural Influences
1. Culture can influence the degree to which learning processes are used.
2. Culture can determine the content of learning.
C. Psychological Constraints
1. Learning styles
2. Mindset
3. Entity theory
4. Incremental theory
Taste Aversions: Start a discussion with the students about taste aversions and some of the taste
aversions you have. Break the class into groups, and have them discuss with each other various
taste aversion that they have. The students will get an idea of why they actually may not like
certain foods and where that dislike originally came from.
Entity and Incremental Theories: Have the students compare and contrast in a paper the
differences between the entity and the incremental theories. Have the students also discuss their
personal feelings regarding the two theories.
LO 6.7: Describe how principles of learning apply to health and
wellness.
Lecture Outline
A. What a Rat Can Tell Us About Stress
1. Predictability
2. Control
3. Improvement
4. Outlets for Frustration
Learned Stress? Use Activity Handout 6.5: Have You Learned to Be Stressed? In this activity
the students will have to write down one or two examples from their daily lives that coincide
with the four components to our stress response, as indicated through research. At the end,
students are asked to reflect on how stress operates in their lives and what they can do to
decrease the amount of stress that they undergo.
Chapter 6
V. Critical Thinking Questions

1. Discuss the similarities between Pavlov’s classical conditioning and Skinner’s
operant conditioning.
2. Give an example of how waking up at 7:00 a.m. to the sound of an alarm clock
describes acquisition, generalization, discrimination, extinction, and spontaneous
recovery.
3. Discuss how wearing sunglasses can be a form of positive reinforcement, negative
reinforcement, positive punishment, and negative punishment. Do the same for
smoking cigarettes.
4. Choose three separate cultures, and discuss how those cultures influence learning.
VI. Polling Questions

▪ Polling 6.1: Matching Teaching Style to Learning Style, For Real!
In The Chronicle of Higher Education, 2009, an article was published that notes: “We
were startled to find that there is so much research published on learning styles, but that
so little of the research used experimental designs that had the potential to provide
decisive evidence,” says Harold E. Pashler, a professor of psychology at the University of
California at San Diego and the paper's lead author. So, what do you think? Do students
really have different learning styles? How many of you have been told or took a survey
that said what your preferred learning style is? Who all thinks it is the teacher’s
responsibility to adapt their styles to their student’s learning?
▪ Polling 6.2: Learning Principles: Abusive to Animals (You Decide)
There are many instances where service dogs and sniffer dogs have been trained to
demonstrate excellent skills and amazing complex behaviors that you may not ever see
from your house pet. Training dogs to detect blood sugar levels in humans through smell
or having service dogs flush toilets for those who are disabled are among some of the
most extraordinary skills these canines have mastered. How did they do it? Learning
principles are incredibly powerful and influential. How many of you think it is acceptable
to train service dogs to do such extraordinary behaviors? Imagine the extensive training
programs these dogs go through. Who thinks we have crossed the line by training dogs in
this manner utilizing the same learning principles discussed in this chapter? How many of
you think it is an invaluable service that these dogs provide and would consider it a
privilege to either own or train one of these special animals?
▪ Polling 6.3: Classical Conditioning in Marketing—Give Us Your Money
By understanding the components of classical conditioning and applying them to
advertising and marketing, you may have become a victim of the power of conditioning.
There are countless examples of advertisements attempting to pair their product with
positive emotions. A list of several emotions paired with products are: satisfying hunger,
humor, sex appeal, pleasure, youthfulness, and elitism. The methods used to pair these
emotions with products can range from being very obvious to being very subtle. An
example of a very obvious pairing would be a beer commercial in which a man is
speaking with attractive ladies while holding the specific brand of beer. A more subtle
pairing would be an insurance commercial that plays relaxing/calming music to associate
Chapter 6
the brand with “peace of mind.” How many of you have bought something because you
saw the advertisement or commercial? After you bought that product, how many of you
were disappointed or realized that what you thought you were buying wasn’t actually
what you received? How many of you think it is unethical for advertisers and marketers
to use learning principles to sell their products? Who thinks there should be some
regulations or standards put in place so that advertising companies can’t “trick” their
customers?
▪ Polling Question 6.4: Don’t Downplay My Insight
Max Wertheimer’s experiment on insight learning consisted of his telling children to find
the area of a parallelogram. In one group, he told them a formula to solve it, but the other
group did not receive the formula. The children who were given the formula were able to
find the area, but they did not understand why it was the answer. Because not many of the
children who were not given the formula knew how to find the area of a parallelogram,
they figured out to cut the right triangles off the ends of the parallelogram and combine
them to form a rectangle. After this was done, he gave both groups of students a set of
transfer problems (problems like the original but different in some way). The children
who were not given the formula and understood how to find the area of the parallelogram
did better on the transfer problems, while the children who received the formula and did
not understand did worse. The students who were not given the formula used insight
learning, which allowed them to see how to solve the problem. Let’s take a more personal
look at insight learning. First, do you think you are insightful? What does that mean to
you? How many of you think that insight learning is really just good guessing? Who in
this room has encountered an experience where you didn’t really know how to do or
solve something, then like magic you managed to figure it out? How many of you think
that animals can exhibit insight learning? For those who answered, what examples can
you give?
VII. Apply Your Knowledge

(Also found at the end of the chapter.)
1. Enlist some of your classmates to play this mind game on your professor. Every time
your instructor moves to the right side of the room during lecture, be more attentive,
smile, and nod. Start out by shaping—every time he or she moves even a little to the
right, give a smile or nod. See how far you can get the instructor to go using this simple
reward. In one introduction to psychology class, students got their professor to move all
the way to the right wall of the classroom, where she leaned, completely clueless.
2. The next time you are alone with a friend, try your best to use shaping and the principles
of operant conditioning to get the person to touch the tip of his or her nose. Can you do
it?
3. Demonstrate Pavlov's work among yourself and your friends. First buy some lemons and
slice them. Then gather a group of friends to watch something on TV together, maybe the
Academy Awards or the Super Bowl. Pick a CS that you know will come up a lot on the
show—for example, someone saying "Thank you" during the Oscars or a soft drink or
beer ad during the Super Bowl. For the first half hour, everyone has to suck on a lemon
slice (the US) when the CS is presented. After the first half hour, take the lemons away.
Chapter 6
Have everyone report on their salivation levels (the CR) whenever the CS is presented
later in the show. What happens?
4. Positive reinforcement and negative reinforcement can be difficult concepts to grasp. The
real-world examples and accompanying practice exercises on the following website
should help to clarify the distinction for you:
http://psych.athabascau.ca/html/prtut/reinpair.htm.
5. Imagine that you are about to begin an internship in an organization that you would like
to join someday as a professional. Use the processes of observational learning to describe
your strategy for making the most of your internship.
VIII. Suggested Readings and Media
Suggested Articles from Annual Editions, Psychology, 2013/2014 Publications
Article 18: Beck, H. P., Levinson, S., & Irons, G. (2009). Finding Little Albert: A
Journey to John B. Watson’s Infant Laboratory. American Psychologist, 64(7): 605–614.
(Oct 2009)
Article 22: Will Behave for Money, Monitor, 42(10), November 2011.
Suggested Readings
Domjan, M. (1996). Essentials of Conditioning and Learning. Monterey: Brooks-Cole.
Driscoll, M. (2000). Psychology of Learning for Instruction (2nd ed.). Boston: Allyn &
Bacon.
Hill, W. (1997). Learning: A Survey of Psychological Interpretations (6th ed.). Boston: Allyn
& Bacon.
Pavlov, I. P. (1927). Conditioned Reflexes. Gloucester, MA: Peter Smith.
Skinner, B. F. (1974). About Behaviorism. New York: Knopf.
Skinner, B. F. (1971). Beyond Freedom and Dignity. New York: Knopf.
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158–
177.
Watson, J. B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of

Experimental Psychology, 3, 1–14.
Suggested Media
Chapter 6
F. Skinner and Behaviorism. (Insight Media, 26 minutes).

Skinner discusses applications of behaviorism, such as programmed instruction and
behavior modification.
Token Economy: Behaviorism Applied. (Insight Media, 23 minutes).

In this video Skinner explains the basics of positive reinforcement and punishment and
discusses applications of the token economy.
http://www.abainternational.org/
This is the official website for The Association of Behavior Analysis.
http://www.auburn.edu/~newlamc/apa_div25/
This is the website for Division 25, Experimental Analysis of Behavior, of the American
Psychological Association.
http://www.bfskinner.org/
This website includes information that describes B. F. Skinner’s contributions to
psychology and information about the foundation.
http://www.pbs.org/wgbh/aso/databank/entries/bhwats.html
This website gives a brief biography of John Watson.
http://www.seaworld.org/animal%2Dinfo/info%2Dbooks/training/appendix%2Deducational%2
Dinstitutions.htm
This website discusses animal training at Sea World and Busch Gardens. It has many
links to other sites that are associated with animal training.
http://erincunia.com/portfolio/MSportfolio/ide621/ide621f03production/learningtheory.htm
WebQuest for Learning Principles: From this link, you can view three different
webquests on various theories related to this chapter.
Chapter 6
IX. Activity Handouts
Activity Handout 6.1
Identify the US, CS, UR, and CR
Read through the examples below and then identify the US, CS, UR, and CR in each of the
examples.
1. Pamela is walking her child at the mall and a lady walks by and stops to see the baby.
The lady has a shiny, noisy bangle of bracelets that are the same as the ones Pamela
wears. When the lady reaches down to pat the baby on the head, the bangles make noise
and the baby starts making suckling noises.
US
UR
CS
CR
2. Scott’s dog waits every afternoon in the front room for Scott to come home. He knows
when he hears the garage door open, Scott will come in and take him out for a walk. One
evening Scott leaves to go get something at the grocery store. As he is leaving, he hits the
garage door opener and the dog starts running around like crazy.
US
UR
CS
CR
3. Every other day, Tabetha’s cat gets wet cat food. Tabetha uses the electric can opener to
open the can of food. The cat gets so excited because she loves wet cat food. One
morning, Tabetha’s mother is visiting and she gets a can of tuna to make tuna salad
sandwiches. As she opens the tuna can with an electric can opener, the cat is constantly
rubbing on her leg and purring and meowing.
US
UR
CS
CR
Chapter 6
4. Rachel’s boyfriend always wore a certain kind of cologne that she was allergic to. When
he came over she would start sneezing. A couple of weeks after they had broken up,
Rachel was at the mall and ran into her boyfriend’s identical twin brother. When he came
up to see her and say hello she started sneezing.
US
UR
CS
CR
5. Elmer really likes to cook with onions and he puts onions into almost everything he
makes. He usually starts dinner every day around 5:00 p.m. As he is cutting the onions,
the grandfather clock chimes five times because it is 5:00 p.m. Elmer is also crying
because cutting the onions makes his eyes water. One evening he is at a friend’s house
because they are going out to dinner later. He and his friend are watching TV and the
clock chimes five times when it is 5:00 p.m. Elmer’s eyes start to water.
US
UR
CS
CR
Chapter 6
How Do You Shape This Behavior?
Look over the list of behaviors below and choose three of the behaviors. Explain how you would
go about (what steps you would use) shaping each of the behaviors you chose.
1. Riding a bicycle
2. Jumping rope
3. Brushing your teeth
4. Making cookies
5. Potty training
6. Getting someone to complete their homework
Chapter 6
Which Schedule Is It?
For each of the scenarios below, determine which schedule is being used, such as positive
reinforcement, negative reinforcement, positive punishment, or negative punishment. Explain
why you chose your answer.
1. Libby gets $20 for every A she brings home on her report card.
Schedule:
2. For every A that Tim gets on his report card, he doesn’t have to do his chores for two
days.
Schedule:
3. Every time the dog rolls over he gets a doggy treat.

Schedule:
4. Jim comes home way after curfew and his parents take his car keys away for a week.
Schedule:
5. Sally talks back to her mom and she gets grounded for three weeks.
Schedule:
6. Bethany keeps her room nice and tidy and when she needs something she is easily able to
find it.
Schedule:
7. Mrs. Smith’s students in her kindergarten class receive a gold star every time they say
“please” when asking for something.
Schedule:
8. Jeremy’s ball runs out into the street and Jeremy runs out after it. There is a car coming
and he almost gets hit by the car. His mother is very upset and spanks him on the bottom
for running into the street.
Schedule:
9. Terri and her boyfriend get caught kissing on the front porch after she was told she
wasn’t allowed to kiss boys yet. Her father tells her she isn’t allowed to see her boyfriend
anymore.
Schedule:
10. Sara is speeding in her car on the highway because she is late for her morning class. She
gets pulled over by the police and gets a $75 fine.
Schedule:
Chapter 6
How Do You Change the Behavior?
Read over the negative behaviors listed below. Choose three of the behaviors and explain how
you would go about changing that behavior into a more positive behavior. Use the steps of
behavior modification that were discussed in the chapter.
1. Talking back to your parents

2. Getting bad grades in school
3. Taking toys that do not belong to you from the playground
4. Kicking and hitting your sister
5. Writing on the table with crayons while coloring
6. Splashing water all over the bathroom floor while taking a bath
7. Using your mother’s lipstick to draw pictures on the walls
Chapter 6
Have You Learned to Be Stressed?
Research has provided some insightful aspects in regards to how we deal with stress. Under each
component of the stress response, identify one or two examples from your own life illustrating
the functionality of that component.
Predictability:
Control:
Improvement:
Outlets for Frustration:
From a learning perspective, how does stress operate in your life? What can you do to decrease
the amount of stress you are under?
Chapter 6
X. Answer Key to Activity Handouts
Activity Handout 6.1 Answer Key
Identify the US, CS, UR, and CR
Read through the examples below and then identify the US, CS, UR, and CR in each of the
examples.
6. Pamela is walking her child at the mall and a lady walks by and stops to see the baby.
The lady has a shiny, noisy bangle of bracelets that are the same as the ones Pamela
wears. When the lady reaches down to pat the baby on the head, the bangles make noise
and the baby starts making suckling noises.
US food (milk)
UR suckling noises
CS the noise from the bracelets
CR suckling noises
7. Scott’s dog waits every afternoon in the front room for Scott to come home. He knows
when he hears the garage door open, Scott will come in and take him out for a walk. One
evening Scott leaves to go get something at the grocery store. As he is leaving, he hits the
garage door opener and the dog starts running around like crazy.
US going on a walk
UR dog’s excitement
CS garage door
CR dog’s excitement
8. Every other day, Tabetha’s cat gets wet cat food. Tabetha uses the electric can opener to
open the can of food. The cat gets so excited because she loves wet cat food. One
morning, Tabetha’s mother is visiting and she gets a can of tuna to make tuna salad
sandwiches. As she opens the tuna can with an electric can opener, the cat is constantly
rubbing on her leg and purring and meowing.
US wet cat food

UR cat’s excitement at the wet food
CS can opener
CR cat rubbing on leg and purring
Chapter 6
9. Rachel’s boyfriend always wore a certain kind of cologne that she was allergic to. When
he came over she would start sneezing. A couple of weeks after they had broken up,
Rachel was at the mall and ran into her boyfriend’s identical twin brother. When he came
up to see her and say hello she started sneezing.
US cologne
UR sneezing
CS sight of boyfriend (and twin brother)
CR sneezing
10. Elmer really likes to cook with onions and he puts onions into almost everything he
makes. He usually starts dinner every day around 5:00 p.m. As he is cutting the onions,
the grandfather clock chimes five times because it is 5:00 p.m. Elmer is also crying
because cutting the onions makes his eyes water. One evening he is at a friend’s house
because they are going out to dinner later. He and his friend are watching TV and the
clock chimes five times when it is 5:00 p.m. Elmer’s eyes start to water.
US onions
UR crying
CS clock chiming five times
CR crying
Chapter 6
How Do You Shape This Behavior?
Look over the list of behaviors below and choose three of the behaviors. Explain how you would
go about (what steps you would use) shaping each of the behaviors you chose.
7. Riding a bicycle
8. Jumping rope
9. Brushing your teeth
10. Making cookies
11. Potty training
12. Getting someone to complete their homework
Each example should include the concept of beginning the training by rewarding
any approximation of the behavior then gradually only rewarding the actual
behavior.
Chapter 6
Which Schedule Is It?
For each of the scenarios below, determine which schedule is being used, such as positive
reinforcement, negative reinforcement, positive punishment, or negative punishment. Explain
why you chose your answer.
11. Libby gets $20 for every A she brings home on her report card.
Schedule: positive reinforcement
12. For every A that Tim gets on his report card, he doesn’t have to do his chores for two
days.
Schedule: negative reinforcement
13. Every time the dog rolls over he gets a doggy treat.
14. Jim comes home way after curfew and his parents take his car keys away for a week.
Schedule: negative punishment
15. Sally talks back to her mom and she gets grounded for three weeks.
16. Bethany keeps her room nice and tidy and when she needs something she is easily able to
find it.
Schedule: negative reinforcement
17. Mrs. Smith’s students in her kindergarten class receive a gold star every time they say
“please” when asking for something.
18. Jeremy’s ball runs out into the street and Jeremy runs out after it. There is a car coming
and he almost gets hit by the car. His mother is very upset and spanks him on the bottom
for running into the street.
Schedule: positive punishment
19. Terri and her boyfriend get caught kissing on the front porch after she was told she
wasn’t allowed to kiss boys yet. Her father tells her she isn’t allowed to see her boyfriend
anymore.
20. Sara is speeding in her car on the highway because she is late for her morning class. She
gets pulled over by the police and gets a $75 fine.
Schedule: positive punishment
Chapter 6
How Do You Change the Behavior?
Read over the negative behaviors listed below. Choose three of the behaviors and explain how
you would go about changing that behavior into a more positive behavior. Use the steps of
behavior modification that were discussed in the chapter.
8. Talking back to your parents

9. Getting bad grades in school
10. Taking toys that do not belong to you from the playground
11. Kicking and hitting your sister
12. Writing on the table with crayons while coloring
13. Splashing water all over the bathroom floor while taking a bath
14. Using your mother’s lipstick to draw pictures on the walls
Answers should include the following steps:

1. define the problem
2. commit to change
3. collect information about yourself
4. design a self-control program including self-talk, self-instruction, or self-
reinforcement
5. maintenance: establish follow-up checks and plans for when progress is not
maintained
Chapter 6
Have You Learned to Be Stressed?
Research has provided some insightful aspects in regards to how we deal with stress. Under each
component of the stress response, identify one or two examples from your own life illustrating
the functionality of that component.
Predictability:
Any answer that reflects on how events that are perceived as predictable are considered
less stressful in general than unpredictable situations.
Control:
Any answer that includes the idea of how having personal control over situations that
happen in our lives is deemed less stressful than having the feeling of a lack of control over
aversive stimuli.
Improvement:
Any answer that shows how a perception of improvement over one’s circumstance, even in
a situation that is objectively worse than another, is related to lowered stress.
Outlets for Frustration:
Any answer that includes examples of ways to deal with stressful situations (productive or
maladaptive).
From a learning perspective, how does stress operate in your life? What can you do to decrease
the amount of stress you are under?
Answers may vary.

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Chapter 6

Solution Manual: https://testbankpack.com/p/solution-manual-for-

Test Bank: https://testbankpack.com/p/test-bank-for-science-of-

CHAPTER SIX: LEARNING

King, The Science of Psychology, 3e IM-6 | 1

VI. Polling Questions

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i. Generalization occurs when the same response is given to similar stimuli.

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form of negative punishment. In this situation, the child is removed from

6. Applied Behavior Analysis

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II. Chapter Features

Assignable Through Assignable Within the Instructor Resources

Apply Your Knowledge: #1

Classical Reading Quiz Intersection: The Activity Suggestions:

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Polling Question: 6.3

Continuous vs. Partial

Apply Your Knowledge: #5

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Human Reading Quiz Critical Thinking Activity Suggestion:

IV. Teaching the Chapter

LO 6.1: Describe learning.

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LO 6.2: Explain classical conditioning.

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3. Classical Conditioning and the Placebo Effect

LO 6.3: Explain operant conditioning.

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B. Thorndike’s Law of Effect

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b. Wide range of uses

LO 6.4: Understand observational learning.

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LO 6.5: Describe the role of cognition in learning.

LO 6.6: Identify biological, cultural, and psychological factors in

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V. Critical Thinking Questions

VI. Polling Questions

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VII. Apply Your Knowledge

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VIII. Suggested Readings and Media

Suggested Articles from Annual Editions, Psychology, 2013/2014 Publications

Domjan, M. (1996). Essentials of Conditioning and Learning. Monterey: Brooks-Cole.

Pavlov, I. P. (1927). Conditioned Reflexes. Gloucester, MA: Peter Smith.

Skinner, B. F. (1974). About Behaviorism. New York: Knopf.

Skinner, B. F. (1971). Beyond Freedom and Dignity. New York: Knopf.

Watson, J. B. & Rayner, R. (1920). Conditioned emotional reactions. Journal of

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F. Skinner and Behaviorism. (Insight Media, 26 minutes).