AP PSYCHOLOGY
ESSENTIAL UNIT 4 (E04)
(Learning)
(JULY 2012)
Unit Statement: The student will learn the difference between learned and unlearned
behavior, with a focus on classical conditioning, operant conditioning and observational
learning. The biological bases of behavior illustrate predispositions for learning.
Essential Outcomes:
1. The Student Will distinguish general differences between principles of classical
conditioning, operant conditioning, and observational learning (e.g.,
contingencies).
2. TSW describe basic classical conditioning phenomena, such as acquisition,
extinction, spontaneous recovery, generalization, discrimination, and higherorder learning.
3. TSW predict the effects of operant conditioning (e.g., positive reinforcement,
negative reinforcement, punishment, schedules of reinforcement).
4. TSW predict how practice, schedules of reinforcement, and motivation will
influence quality of learning.
5. TSW interpret graphs that exhibit the results of learning experiments.
6. TSW provide examples of how biological constraints create learning
predispositions.
7. TSW describe the essential characteristics of insight learning, latent learning, and
social learning.
8. TSW apply learning principles to explain emotional learning, taste aversion,
superstitious behavior, and learned helplessness.
9. TSW suggest how behavior modification, biofeedback, coping strategies, and selfcontrol can be used to address behavioral problems.
10. TSW identify key contributors in the psychology of learning (e.g., Albert Bandura,
John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward
Thorndike, Edward Tolman, John B. Watson).
28
QSI AP PSYCHOLOGY SEC E04
Copyright © 1988-2012
Materials:
1. King, Laura A. “Chapter 5.” The Science of Psychology: Essentials. New York:
McGraw-Hill, 2009. Print.
2. Meyers, David. “Modules 18, 19 and 20.” Exploring Psychology in Modules, 7e,
E-book Access Card (Activation code for 365-day access). New York: Worth
Publishers, 2008. Print.
3. " Psychology Home ." Teacher Professional Development and Teacher Resources
by Annenberg Media. N.p., n.d. Web. 31 Oct. 2010.
<http://www.learner.org/discoveringpsychology>.
Websites:
1. King - The Science of Psychology
2. Myers 7e in Modules
3. HippoCampus Psychology - Homework Help
4. Course-notes for Psychology
5. Psychology Home
6. Encyclopedia of Psychology - Psychology Websites
7. Speak, Memory: Language and the Brain | Going Mental | Big Think
8. Brains Like To Keep It Real » American Scientist
9. 3quarksdaily
10. 15 Fab Flash Mob Videos on YouTube
11. Weird 1940s advice for moms who want their boys to tuck in their shirts - Boing
Boing
12. Dopamine Jackpot! Robert Sapolsky on the Science of Pleasure | Open Culture
13. Commit Yourself - Reason Magazine
Mandatory Assessments:
1. AP style multiple-choice exams must be used. The majority of the
questions should require students to use higher order thinking skills such as
synthesis and evaluation in which the student must combine knowledge and
skills across the unit.
2. Students must be required to complete the Examination Analysis form that
is contained as an attachment to the Course Outcomes. Students who have
taken the class report the value in helping them properly learn the TSWs.
3. Teacher generated or AP published free-response questions. Free response
questions can be taken directly from the AP Central site with rubrics
already created to use as an assessment tool.
Optional Assessments:
1. Create flash cards for the unit. Students have reported after the AP Exam
that they wish this was mandatory. Teachers may want to take this student
feedback into account in designing their teaching for this and all other
essential units.
29
QSI AP PSYCHOLOGY SEC E04
Copyright © 1988-2012
2. Students present their approach to a free-response question to the class.
This holds students accountable demonstrating the ability to dissect freeresponse questions and for developing an outline to answer the question.
The focus is on students’ learning to answer the question asked.
3. Have students design a study three ways - classical conditioning, operant
conditioning, and observational learning - to approach the same learning
event. Either students or the teacher can decide upon the issue (e.g. toilet
training, study habits, smoking, wearing a seatbelt)
Teacher to Teacher:
1. Introducing Costa’s Habits of Mind is a good fit with this unit as it encourages
metacognition.
2. It can be confusing discerning intentional learning from unintentional learning.
Helping students, in the beginning of this unit, to define the scope of “learning”
may be useful.
3. Watch out for the Bobo-doll research-- much of it has been revisited. Same goes
for Piaget-- be sure to address the ways in which psychology, as a field is learning
about learning!
30
QSI AP PSYCHOLOGY SEC E04
Copyright © 1988-2012