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Introductory Psychology Chapter Objectives Chapter 6 Students should be able to describe the basic tenets (i.e., temporal contiguity, neutral stimulus, UCS, and so on) of classical conditioning. When given an example of classical conditioning, students should be able to identify the UCS, UCR, CS, and CR. Further, students should be able to generate a unique example of classical conditioning and outline the UCS, UCR, CS, and CR in the example. Students should be able to differentiate between a UCR and CR. Students should be able to define, generate, and identify examples of stimulus generalization, stimulus discrimination, extinction, reconditioning, spontaneous recovery, and higher-order conditioning. Students should be able to describe how biological constraints on learning affect conditioning. Students should be able to describe the basic tenets of operant conditioning. Students should be able to generate and identify examples of primary and secondary reinforcers, positive/negative reinforcers, and positive/negative punishments. Students should be able to describe and generate and identify examples of the different schedules of reinforcement. Students should be able to describe what is likely to occur (i.e., will behavior increase, decrease, remain the same for awhile and then increase, and so on) following the different schedules of reinforcement. Students should be able to describe why superstitious behavior persists. Students should be able to describe what the BAS and BIS are. Further, students should be able to identify or explain how a person with high/low sensitivity on each system might respond in given situations. Students should be able to differentiate between classical and operant conditioning. Students should be able to describe the basic tenets of observational learning. Students should be able to explain and identify and generate examples of vicarious reinforcement and punishment. Students should be able to list and describe the factors that Bandura believed to be most important in observational learning. Students should be able to describe, generate, and identify examples of latent learning and cognitive maps. Students should be able to list and identify the different areas of the brain and nervous system that are related to learning.