Advanced Placement Psychology
Mr. Landry
2011-2012
Terms to know: Learning – general & background
 Learning
 Adaptability
 Associative learning
 Non-associative learning
Unit VIII: Learning
Terms to Know: Non-associative learning
 Habituation
 Dis-habituation
Terms to Know: Associative learning
 Behaviorism
 Conditioning
 Sensitization
 Classical conditioning
Terms to Know: Classical Conditioning
 Conditioning
 Acquisition
 Unconditioned stimulus
 Extinction
 Unconditioned response
 Spontaneous recovery
 Neutral stimulus
 Generalization
 Conditioned stimulus
 Discrimination
 Unconditioned stimulus
Terms to Know: Operant Conditioning
 Law of Effect
 Trial and error learning
 Shaping
 Reinforcer/reinforcement
 Primary reinforcer
 Secondary/conditional reinforcement
 Punishment
 Positive
 Second-order/higher-order conditioning
 CS saliency
 Stimuli strength
 Response strength
 Predictability
 Negative
 Successive approximations
 Continuous reinforcement
 Intermittent/partial reinforcement
 Skinner box
 Thorndike Puzzle box
 Ratio schedule
 Interval schedule
Terms to know: Learning by Observation
 Modeling
 Latent or incidental learning
 Operant conditioning
 Mirror neurons
 Premack’s principle
 Overjustification
 Intrinsic motivation
 Extrinsic motivation
 Averse conditioning
 Escape learning
 Avoidance learning
 Behaviorism
People to know
Know what theories, terms, discoveries, etc. each person is associated with
Know what experiment each one was associated with (details, purpose, etc.)
Know how each person built upon the work of the person before him (if applicable)
 Ivan Pavlov
 B.F. Skinner
 Albert Bandura
 John Watson
 E.L. Thorndike
 John Garcia
Major concepts & Ideas to Know
 Know what the criteria needs to be for something to be considered “learning”
 Be able to give examples of “habituation,” “dis-habituation,” and “sensitization”; as well as know the difference
among all of them
 What is the difference between “habituation” and “sensory adaptation”
 Know what the difference between associative learning and non-associative learning, and give examples of both
 Know what conditioning is and what type of learning it is (associative or non-associative)
 Know what behaviorism is
 Know what the difference between classical and operant conditioning is, as well as what people and experiments are
associated with each
 Know the basic terms associated with classical conditioning:
o Unconditioned stimulus (UCS)
o Conditioned stimulus (CS)
o Unconditioned response (UCR)
o Conditioned response (CR)
o Neutral stimulus (NS)
 If given an example of Classical Conditioning, be able to identify each of the above terms
 Know the five conditioned processes associated with Classical Conditioning :
o Acquisition
o Spontaneous recovery
o Discrimination
o Extinction
o Generalization
 If given an example of Classical Conditioning, be able to identify each of the above terms
 Know what second-order/higher-order conditioning is
 Know the different variables that affect acquisition, extinction, generalization, discrimination, etc. , both cognitive
and biological (Stimuli strength, response strength, CS saliency, predictability, timing of CS and UCS, reasoning
ability)
 For the timing of the CS and UCS, know which is the most efficient & which is the least efficient
 What role does cognitive and biological factors/ predisposition play in the above
 Know the major terms associated with operant conditioning (shaping, reinforcer, primary reinforcer,
secondary/conditioned reinforce, punishment, positive, and negative, etc.)
 Know the definitions and differences between reinforcers and punishments, when referring to operant conditioning
 Know the difference between positive and negative, when referring to operant conditioning
 Know the differences between continuous and intermittent/partial reinforcement, which is better and why
 Know the different types of schedule of reinforcements (fixed ratio schedule, variable ratio schedule, fixed interval
schedule, and variable interval schedule)
 If given an example of operant conditioning, know if it is:
o Positive reinforcement
o Positive punishment
o Negative reinforcement
o Negative punishment
 If given an example of operant conditioning, what type of schedule of reinforcement it is:
o Fixed ratio schedule
o Fixed interval schedule
o Variable ratio schedule
o Variable interval schedule
 What is learning by observation?
 What is modeling?
 What are mirror neurons?
 What was the Bobo doll experiment? What did it show?
 What is the correlation between violence on TV, movies, etc. and behavior?
Bold-Faced Words (BFW’s)
You do need to know these for the test, even if they are not listed above.
 Acquisition
 Generalization
 Associative learning
 Intermittent/partial reinforcement
 Behaviorism
 Intrinsic motivation
 Classical conditioning
 Latent or incidental learning
 Cognitive map
 Learning
 Conditioned response
 Mirror neurons
 Conditioned stimulus
 Modeling
 Continuous reinforcement
 Observational learning
 Discrimination
 Operant conditioning
 Extinction
 Overjustification
 Extrinsic motivation
 Primary reinforcer
 Fixed-ratio schedule
 Prosocial behavior
Vocabulary
Due the day of the test
1. Adaptability
2. Averse conditioning
3. Avoidance learning
4. Conditioned (as an adjective)
5. Conditioned Stimulus saliency
6. Dis-habituation
7. Escape learning
8. Habituation
9. Law of Effect
10. Negative (in a conditioning sense)
11. Neutral stimulus
12. Non-associative learning
 Punishment
 Reinforcer/reinforcement
 Secondary/conditional
reinforcement
 Shaping
 Spontaneous recovery
 Unconditioned response
 Unconditioned stimulus
 Unconditioned stimulus
 Variable-interval schedule
13. Positive (in a conditioning sense)
14. Premack’s principle
15. Sensitization
16. Successive approximations
17. Trial and error learning
18. Unconditioned (as an adjective)
Unit VII test question breakdown: Versions A & B
 Background: 1 – 2, 89
 Biorhythms: 8 – 15
 Dreams – general: 26
 Dreams - biological: 43
 Dreams - Freud: 44, 45, 48, 49, 52
 Dreams – biological theories: 56
 Dreams – cognitive theories: 46, 50, 51, 53, 55
 Dreams – humanistic theories: 54
 Dreams – Jung: 47
 Drugs - background: 66 – 68, 75, 82, 84
 Drugs - depressants: 69 - 71
 Drugs - marijuana: 76
 Drugs – Hallucinogens/Psychedelic drugs: 81, 84, 85
 Drugs – identifying categories of drugs: 72, 73, 75,
76, 78, 79, 85
 Drugs – neurotransmitter related: 77, 80, 85 - 87
 Drugs – opiates: 75
 Drugs – opiates: 77
 Drugs – stimulants: 74, 79, 80, 83
 General - Freud: 88
 Hypnosis: 60 - 65
 Levels of consciousness: 3 – 7, 89
 Previous Units – heritability: 97
 Previous Units – natural selection: 96
 Previous Units – neurotransmitters: 84
 Previous Units – twins: 98
 Previous units: Background laws – absolute
threshold: 90
 Previous units: Sense processing background – wave
information: 92
 Previous units: Vestibular senses: 91
 Previous units: Vision - biology: 93 - 95
 Sleep - deprivation: 29 - 31
 Sleep - disorders: 32 - 42
 Sleep - REM: 21 - 26
 Sleep - stages: 17 – 25, 27, 28, 31
 Sleep - theories: 16
 Sleep – sleep hygene: 32
 Why we forget dreams: 57 - 58
Reading assignment due dates
Assignment
Topics covered
Outline/BFT (Unit VIII: Learning) 309-314
(stop at “acquisition)
Outline/BFT (Unit VIII: Learning) 314-322
Outline/BFT (Unit VIII: Learning) 322-329
(stop at “Updating Skinner’s
Understanding”)
Outline/BFT (Unit VIII: Learning) 329-335
Outline/BFT (Unit VIII: Learning) 336-340
Due date
Background, types of learning, classical
conditioning
“A” Day
Thursday,
December 8th
“B” Day
Wednesday,
December 7th
Classical conditioning terms, updating
Pavlov, Pavlov’s legacy
Monday,
December 12th
Friday,
December 9th
Wednesday,
December 14th
Tuesday,
December 13th
Friday,
December 16th
Thursday,
December 15th
Tuesday,
December 20th
Monday,
December 19th
Tuesday, January
3rd
Wednesday,
December 21st
Operant conditioning –background
terms, punishment & reward,
reinforcement schedules
Updating Skinner’s understanding,
Skinner’s legacy
Observational learning
Unit VIII: test/vocab
Outline/BFT (Unit IX: Memory) 343-354
Background, encoding
Thursday,
January 5th
Wednesday,
January 4th
Reading/BFT (Unit IX: Memory) 354-365
Storage, retrieval.
Monday, January
9th
Friday, January
6th
Reading/BFT (Unit IX: Memory) 365-383
Forgetting, memory construction
Wednesday,
January 11th
Tuesday, January
10th
Wednesday,
Thursday,
January 13th
January 12th
I realize that the dates of the Unit VIII test fall the day before and after Winter Break. If you are going to be out before Winter
Break, please make arrangements to take the test before you leave. If you do not wish to take the test right after break, you can
take it before break if you’d like.
Unit IX: test/vocab
Frequently Missed Questions from the Unit VI test
 Know what perspective would study perception and which would study sensation.
 Know the difference between selective attention and sensory adaptation.
 Know what visual capture is and what examples of it are.
 Remember, gestalt is not just visual. So if a piano was missing a few keys, you would still likely fill in the missing
notes mentally if you knew the song being played (closure).
 Know what the purpose of the visual cliff experiment and what the findings were.
 Know how retinal disparity and convergence work, and what they are for that matter...
 Read the below question carefully:
Which of the following cues do artists use to convey depth on a flat canvas?
a. closure
c. continuity
e. all of the above
b. convergence
d. interposition
 Know how the monocular cue “relative height” works. Most people did pretty well on the monocular cues, except
for relative height.
 If the image is increasing on the retina, it is getting closer; if it is decreasing, it is getting further away. In either case,
it is moving.
 If two objects cast retinal images of the same size, the object that appears to be closer is perceived as ________ the
object that appears to be more distant.
 If two objects are assumed to be the same size, the object that casts the smaller retinal image is perceived to be:
 Know perceptual adaptation, and how being blind since birth affects (or doesn’t affect) the receptors and the visual
cortex.
 Know perceptual set
 For any addiction, such as gambling, videogames, etc., it has to do with the release of dopamine.