Psychology
Learning Unit
Name__________________________
Date_________________Per._______
THEORIES OF LEARNING
Module 9: Classical Conditioning
Course Standard & Target 5a: Explain the process of classical conditioning and its components (Pavlov’s experiments).
 Learning Goal #1: How do we learn behaviors through classical conditioning? (p.366-373)

Learning  a relatively _____________________ change in ______________________.

__________________  view that psychology should focus on studying ________________
behavior.
Classical Conditioning:
________________________________________________________
________________________________________________________
Ivan Pavlov: ____________________________________________
Unconditioned Stimulus (UCS): Causes reflexively, prior
Unconditioned Response (UCR)
to learning….
Paired
together
Conditioned Stimulus (CS):
Conditioned Response (CR):
After pairing of UCS and
CS, causes….
Acquisition:
v.
Extinction:
Spontaneous recovery:
Generalization:
v.
Discrimination:
 Learning Goal #2  How did Watson demonstrate that fears can be learned through classical conditioning?
(p.373-379)
Generalization =
Discrimination =
John Watson’s “Little Albert” study  What was the purpose?
What was the US?
UR?
What was the CS?
CR?
*Higher-order conditioning:
Learning Goal #3  What are some applications of classical conditioning in everyday life? (p.379-381)
How does our thinking process influence classical conditioning? ______________________________________________
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How does biology influence classical conditioning? ________________________________________________________
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Module 20: Operant Conditioning
Course Standard & Target 5b: Describe the process and elements of operant conditioning (Skinner’s experiments).
Learning Goal #4  How do we learn behaviors through operant conditioning? (p.386-393)
Operant Conditioning:
Reinforcement:
Positive Reinforcement:
Negative Reinforcement:
Do we prefer immediate reinforcement or delayed reinforcement? WHY?
Primary reinforcement:
Secondary Reinforcement:
Learning Goal #5  How does punishment influence behavior through operant conditioning? (p.393-395)
Punishment:
What are two outcomes or forms of punishment that can occur?
1)
2)
What are some problems with punishment?
Learning Goal #6 How can you vary operant conditioning to teach and maintain a behavior? (p.395-401)
Shaping:
Discrimination in Operant Conditioning:
Continuous reinforcement:
Partial reinforcement schedules:
Fixed-interval schedule:
Variable-interval schedule:
Fixed-ratio schedule:
Variable-ratio schedule:
Learning Goal #7  How do our thinking processes and biology influence operant conditioning? (p.401-404)
What is latent learning?
What is a cognitive map?
What happened when rats were not given reinforcement when going through the maze? What happened when
reinforcement was later given upon completion of the maze?
Overjustification effect:
How does biology influence operant conditioning?
Module 21: Observational Learning
Course Standard & Target 5c: Evaluate the contexts in which observational occurs (Bandura’s experiments).
Learning Goal #8  When and how do we learn by observation of others? (p.410-415)
Observational learning:
 A ___________ is the person being observed; this person practices or repeats specific behaviors that the learner
observes or models in a process called _________________.
Albert Bandura’s study (identify the purpose, procedure, and results):
Vicarious learning:
We learn by observing others if what four conditions are met?
1)
2)
3)
4)
What are mirror neurons and how do they influence learning?
How do we learn anti-social behaviors through observational learning?
How do we learn prosocial behaviors through observational learning?
What does research show about media violence and real-life violence/aggression?