Learning
We
C HA H A P T E R O V E R V IE IE W
(pp.313-315)
"No
amil amilia ia to om read read rs covers 227
io
ob er in
r e ed e d s h o pe p e ; m u g ge g e d J ap a p a ne ne s expl expl nati nati n: .. b re r an a n c he he r r e , or o r te te dl d l y h er e r d c a tttt le le .
itio itio in
an imit imitat atin in
Objective 1: Define learning, of learnin learning. g.
othe others rs
ti ly
1.
whic whic le in is ra disp dispos osit itio ions ns of diff differ eren en spec specie ies. s.
th
in
C HA HA P T E
R E V IE IE W
Firs First, t, ki
ea
io te
sect sectio ion, n, noti noti
io questions
he di gs an
219. If
continuing.
th
ti
to
tw
is ri
snail Aplysia, ca lear lear
is
le
il
simp simple le
ty
fill-in
rere rere
rm
2. More More than than 200
bold bold ac
ti
3.
to as ocia ociate te tw stim stimul ul
textbo book ok befo before re in th text
conditioning.
by
205
--------------~------
Learning
C l a s s ic ic a l C o n d itit io io n in in g (pp. 315-326) (doe (does/ s/do does es no
If
refe refe to page page 227-229 fo an expl explan anat atio ion: n: ma me Pa d ro ro o e d e t o u m ou ou t wa er ng ed gh di r ic ic t b re re ak ak in in g u p r ee- br br ea ea th th in in g h ea e a r h ro ro b u r h ea ea r m a a c ; w i n i he ou ht ha o un u n t w e a n o n h i h ou ou ld ld er er s c ra ra c c oc oc a n e u se s e r o ftft e f ee ee l c ra ra v n g ; e g en en d ar a r y S ig ig n ifif ic ic an an c e Objective 2: Define classical classical conditioning conditioning and behaviorism, conditioning.
cond condit itio ione ne
beha behavi vior or
occu occur. r. to be biol biolog ogic ical ally ly adap adapti tive ve.' .'
Michae ae Domj Domjan an's 's sexu sexual al cond condit itio ioni ning ng stud studie ie 7. Mich with with quai quai demo demons nstr trat at
that that clas classi sica ca cond condit itio ioni ning ng
1.
in th twen twenti tiet et disc discar ar
cent centur ury, y, ps chol cholog ogis is
re eren erence ce
stud stud ng ob er ab
Asso ia ions ions 8. Asso
en al co cept cept in avor avor of beha behavi vior or ,i
hi view view call called ed
ha ar no
onsc onsc ou ly no iced iced
attitudes. Objective 4: Summ Summar ariz iz th proc proces esse se of exti extinc ncti tion on spon sponta tane neou ou reco recove very ry gene genera rali liza zati tion on an disc discri rimi mi nation.
2. 9.
If
,t diminishes. 10. 3. An 11.
4.
entu entual al
th dogs dogs
vlov vlov's 's expe experi rime ment nt Objective 5: Disc Discus us he su viva viva va ue of ener eneral aliz iz tion tion an disc discri rimi mina nati tion on
Objective 3: init initia ia lear learni ning ng of
stim stimul ulus us-r -res espo pons ns
rela relati tion onsh ship ip
12.
13.
eing eing ab
to re ogni ognize ze diff differ eren ence ce e b
mo
stim stimul ul
e i
uli.
Operant Operant Conditi Conditioni oning ng
207
Operant Operant Conditi Conditioni oning ng
bjec bjecti tive ve 6:Disc 6:Discus us th impo import rtan ance ce of cogn cognit it ve processes classi classical cal condit condition ioning ing
unde unders rsta tand ndin in
207
of lear learni ning ng
0. n t their their enviro environme nment. nt. was unnece unnecessa ssary. ry.
21.
t a
play play
ol in cond condit itio ioni ning ng
important. It
s t occur. 16.
of
ng Objective 9: Objective 7: ca pred pred spos sposit it on conditioning. 17.
ca af ec lear learni ning ng by clas classi sica ca
escr escr be some some uses uses of clas classi sica ca cond cond ve g.
22.
p a
om
ny d b
prev previo ious us high highs. s.
d t ov
18.
dy
23.
oc not) not) be clas classi sica call ll
othe othe stim stimul ul
arci arci foun foun
that that aste aste aver aversi sion on
Desc Descri ribe be th
atso atso
cond condit itio ione ned. d. an
Rayn Rayner er expe experi rime ment nt
hour. (pp. 326-3 326-340) 40) O p e ra r a n C o n d i o n n g (pp. fe
If
ow al
demo demons nstr trat at
phenomena.
th
mpor mpor ance ance of diff differ eren en
fo an expl explan anat at on pu we mu S tr tr av av in in sk sk y s ; p as a s te te s g o s ta ta rs rs ; s no no oz o z e b u o n g oo oo f n g o f h e k i that o f c om om e w i h i e co co nd nd s fl a l w i e ve ve r p i c h p a o n p ie ie ce ce wo wo r b a h in in g c ho ho pp p p y o p a r p a n ; Y ou ou 'v 'v e g o m a ilil " l os os e t re re at a t ; d ra ra w b ac a c ks ks ; s pa p a n k n g is h i b ac a c k r e; e; jp jp ig ig g b an a n k s t r re re d h or o r ne ne t n es es t r u o f thumb> page page
229229-23 23
Learning
Objective 10: Iden Identi tify fy th tw majo majo char charac acte teri rist stic ic that that dist distin ingu guis is clas classi sica ca cond condit itio ioni ning ng from from op rant rant conditioning. Classi sica ca cond condit itio ioni ning ng asso associ ciat ates es 1. Clas
:Co rein rein orce orce cond cond tion tioned ed einf einfor orce cer, r, an mmed mmedia ia einf einfor orce cer, r, an dela dela ed re nfor nforce ce
t ae .
9.
responses.
e i
reflex exiv iv 2. Th refl contra rast st 3. In cont
resp respon onse se
of clas classi sica ca cond condit itio ioni ning ng
beha behavi vior or ha
mo
spon sponta tane neou ou ns
on
ng
Objective 11: ant condit condition ioning ing 12.
po echn echnol olog og
hi prin princi cipl pl
stat states es ha sl
.R hrou hrough gh asso associ ciat atio io
ar call called ed
5.
inve invest stig igat at
lear learni ning ng in anim animal als. s. mature.
Objective 12: ha
nima nima
an babi babies es an di crim crimin inat ate. e.
(i /i
not) not) more more ffec ffec iv
th
it al erna erna ive, ive,
np is called
.T g s desi desire re
beha behavi vior or
Obje Object ctiv iv 14 Disc Discus us th stre streng ng hs nd weak weakne ne se of cont cont nuou nuou an pa tial tial (int (inter er itte ittent nt einf einfor orce ce en
7. In
forcement.
e o nt
he
ha
ho also also an't an't verb verbal aliz iz
thei thei
espo espons nses es nd
type type of einf einfor orce ceme ment nt is disc discon on inue inued, d,
y p t o
exti extinc ncti tion on
iscu iscuss ss he
beha behavi vior or-c -cont ontro ro
e i
einf einfor orce ceme ment nt
Ob ecti ective ve 15
nder nder thes thes cond condit it ons, ons, lear learni ning ng
ay nega nega iv
puni punish sh ent, ent,
tech techni niqu que. e.
21. An aver aversi sive ve cons conseq eque uenc nc
than it is with with cont contin inuo uous us rein reinfo forc rcem emen ent. t.
ha decr decrea ease se
he ikel ikel
.U
y/n extinction.
us
in effect.
, it it m n a o l d t
desi desira rabl bl
beha behavi vior or
ffec ffec of ex erna erna re ards ards demo demons ns ra or
that that ogni ogniti tive ve
nd ng beli belief ef th
in effect. he rati rati
sche schedu dule le
xe
expe expect ct tion tion
perc percep ep ions ions s h
va id plac plac in th scie scienc nc of ps chol cholog og
of rein reinfo forc rcem emen ent. t. ve
ss
oh
an
Learning
Obje Object ctiv iv
17 Expl Explai ai ho
s b
biol biolog ogic ical al pred predis ispo posi siti tion on shap shap ng succ succes essi sive ve appr approx oxim imat atio ions ns
conditioning.
of ne
skil skil s.
36. In
. O (mor (more/ e/le less ss
og
(is/is
effe effect ctiv iv when when appl applie ie
to spec specif ific ic
predispositions. diffic icul ul to us is diff
d a beha behavi vior or
di
he
ol
than than dela delaye ye
or ni
earn earn asso associ ciat atio ions ns that that ar natu natura ra ly n a di
im ed at
re nfor nforce ceme ment nt is
rein reinfo forc rcem emen ent. t.
om
ps
t t ns
he
d "
) .
rr
bjec bjecti tive ve 18 Desc Descri ribe be th cont contro rove vers rs vi
over over kinn kinner er c.
vi
shap shap
Objective 20: or fe ence ence be ween ween clas clas ical ical an oper operan an cond cond tion tionin ing. g.
beha behavi vior or
39 Clas Classi sica ca cond cond tion tionin in
pe
d b
19 on
ni
oper operan an cond cond tion tionin in
nv
g t
pe pl
an
ho
e i
k, tions. 42 Thro Throug ug
ks
pp
d l prin princi cipl ples es
an orga organi nism sm t i
ha is pl
clas classi sica ca cond condit itio ioni ning ng
pe
einf einfor orce ceme ment nt prin princi cipl ples es ca also also be
L e n in in g b y O b s e v a o n (pp.341-346) If
involved.
appear in explanation: h os o s e w h o o bs b s er er ve ve d h e m o de de l a gg gg r ou bu we muc mor e l to lash o u a t h e d o D oe oe s h e e l w o ef ec he ea world? Objective 21: Desc Descri ribe be th proc proces es he of mirr mirror or neur neuron ons. s.
Objective 23: ing.
us
8. Children will
od ,b
os
of obse observ rvat atio iona na ve or
1.
.T
fl
nt trat trat
caus causee-ef effe fect ct ink. ink.
e f an
he
nd
ol vi
l i
(l nk do no link link wa chin chin with with viol violen en beha behavi vior or
elev elev sion sion viol violen ence ce
y b he ve
n. ng de
eens eens an
adul adul s. s n t p
Most Most rese resear arch cher er 5. In
not) not) ea
that that wa chin chin
viol violen ence ce
to aggr aggres essi sive ve beha behavi vior or nc
pu
nd e t
imitators.
beli believ ev
ng
xp
212
Chap Chapte te
lear lear in
P RO R O G R ES E S S T ES ES T Mult Multip iple le-C -Cho hoic ic
or emen ement, t, bu inte interm rmit itte tent nt rein reinfo forc rc ment ment pr duce duce th grea greate test st re ista istanc nc to exti extinc ncti tion on
Ques Questi tion on
is grea greate test st afte afte cont contin inuo uous us rein reinfo forc rcem emen ent. t. in te re ista ista to ti d.
If
is
ment.
answer).
7. Cogn Cognit itiv iv
in
1.
are: are:
tioning.
a. ou bein bein
roce roce se
b.
prov provok oked ed
tioning.
b.
c.
is
to
conditioning.
ri
d.
d.
conditioning.
dent dent cond conditi ition onin ing. g. S.
2.
schedule.
a. clas classi sica ca cond condit itio ioni ning ng operan an cond conditi ition onin ing. g. b. oper re po de co diti dition onin ing. g. d. obse observ rvat atio iona na lear learni ning ng Pavlov ov's 's 3. In Pavl
c.
d. variable-interval
fixed-interval
9.
le
orig origin inal al
a. CS.
a. fixe fixedd-ra rati ti b. variable-ratio
a. po itiv itivel el negativ tivel el b. nega
c.
im
in
rein rein orce orce rein reinfo forc rced ed
d. extinguished. 4.
10.
oo a. gene genera rali liza zati tion on b. discrimination
a. cond conditi ition oned ed neut neutra ra b. neut neutra ral; l; cond conditi ition oned ed
c. cond conditi ition oned ed
unco uncond nditi ition oned ed d. unco uncond nditi ition oned ed cond condit ition ioned ed
5.
take take plac place. e.
co diti dition onin in
c.
extinction
is that that
in
io in
rate rate
In
puni punish shin in
zt h. is
a. b. c. d.
this? exti exti ctio ctio gene genera rali liza zati tion on clas classi sica ca cond condit itio ioni ning ng disc discri rimi mina nati tion on
stim stimul uli. i. ti in th re ered ered by prec preced edin in timu timuli li
ut mati matica call ll
is corr correc ect? t?
in duce duce th gr ates ates re ista istanc nc
by timu timuli li
reflexive. 12. In Garc Garcia ia an
rein reinfo forc rcem emen en
trig trigge gere re
re tr
rc to exti extinc ncti tion on
Ko llin lling' g'
tu ie
of tast tastee-av av rsio rsio
Prog Progre ress ss Test Test
forcement? c.
a. CS.
S.
response
18.
secondary;SkUruner b. ob erva erva iona iona andu andu
learning? classical cal condit condition ioning ing a. classi
b. oper oper nt cond condit itio ioni ning ng observ rvat atio iona na lear learni ning ng c. obse
observ rvat atio iona nal; l; Wa Wats tson on d. obse
d.
beha behavi vior or beca becaus use: e:
presented: c. puni punish sh en
of en incr increa ease se
a. about
aggr aggres essi sive vene ness ss
d.
second nd 15 seco 16.
be or
he
S.
d.
in cond cond tion tionin in
20.
s:
b. th stre streng ng of he stim stimul ul predic icta tabi bili lity ty of an asso associ ciat atio ion. n. c. th pred simila lari rity ty of stim stimul uli. i. d. th simi
b. fron fronta ta lobe lobe lass lassic ical al cond condit itio ioni ning ng tempor oral al lobe lobe oper operan an cond condit itio ioni ning ng c. temp tempor oral al lobe lobe obse observ rvat atio iona na lear learni ning ng d. temp
Matc Matchi hing ng Item Item pria priate te term term Definitions or Descriptions
presen enta ta io 1. pres
Terms
of
desi desire re
ti ulus ulus
shaping b. punishment
CR 4.
inna innate te
rein reinfo fo ci
st mu us f.
j.
ma ions ions of
beha behavi vior or
afte afte rein reinfo forc rcem emen en
prom promis ised ed rewa reward rd
is prov provid ided ed
1. m.
late latent nt lear learni ning ng positi positive ve reinfo reinforce rcemen men negati negative ve reinfo reinforce rcemen men prim primar ar rein reinfo forc rcer er generalization cond condit itio ione ne rein reinfo forc rcer er cont contin inuo uous us rein reinfo forc rcem emen en vari variab able le-i -int nter erva va sche schedu dule le extrin extrinsic sic motiva motivatio tio nt insi insi mo ivat ivatio io
213
214
apte apte
P R O GR GR E S
amin amin
7. In
T ES ES T
nega nega
nf
ul
1.
on Mult Multip iple le-C -Cho hoic ic
th pres presen enta tati tion on of an aver aversi sive ve stim stimul ulus us
Ques Questi tiol olls ls on
od . C
by
. C
2. In
na ment is schedule? a. fixe fixedd-in inte terv rval al b. vari variab able le-i -int nter erva va
b. US;CS
3.
c. fixe fixedd-ra rati ti d. vari variab able le-r -rat atio io
ol a. b. c. d.
forc forcem emen en is give given: n:
ab a. b. c. d.
disc disc im nati nation on earn earn ng puni punish shme ment nt nega negati tive ve einf einfor or emen ement. t. clas classi sica ca cond condit itio ioni ning ng
oper operan ant; t; es abli ablish sh ng oper operan ant; t; supp suppre ress ss ng resp respon onde dent nt stab stabli lish shin in re pond ponden en uppr uppres essi sing ng
occurred:
b. rand random om behavior.
exam exampl pl
sent sented ed by tsel tself. f.
a. b. c. d. 12. In
cond condit itio ione ne
stim stimul ul were were intr introd oduc uced ed
of
oper operan an cond condit itio ioni ning ng clas classi sica ca cond condit itio ioni ning ng cond condit it oned oned rein rein orce orceme ment nt part partia ia rein reinfo forc rcem emen ent. t. de
c. succ succ ssfu ssful. l. he
half hour hour befo before re
Prog Progre ress ss Test Test
ne id
to an th r.
.me ns
teac teac in
part part cula cula
en
co ce t.
on
il ren, ren,
tr bute bute ir
time time Th
beli believ ev that that
to vi le
ur to iole iolenc nc
To th
is ri aril aril is
ch dule dule
fixe fixe -r ti b. vari variab able le-r -rat atio io
ag ress ress ve beha beha ior. ior.
True True-F -Fal alse se Items Items plac placin in
ic
cial cial tr nd
aggr aggres essi sive ve beha behavi vior or
erfo erform rm ce il ustr ustrat ates es
a. clas classi sica ca cond condit itio ioni ning ng is ri in ti earn earnin ing. g. bs rv ti na lear learni ni
ng to
os rese rese rc er
grams.
skill skill ..
fo th
215
ou
ef exiv exiv ec nd
c. fixe fixedd-in inte terv rval al d. vari variab able le-i -int nter erva va reinforcement.
st
ules. le impo import rt
cipl ciples es of b. im
in le rnin rnin
7.
diat diat
re nf rc me
nd
nt nuou nuou
rein reinfo forc rcem em
nd puni punish sh
cond condit itio ione ne
unis unishm hm t. nt
seve severa ra unde undesi sira rabl bl
side side effe effect cts. s.
ar biol biolog ogic ical ally ly pred predis ispo pose se ta te ue it sick sick es
rein reinfo forc rcer er of class classica ica condit condition ioning ing
yo
te th reap reappe pear ar sudd sudden enly ly
stra strate te that that
to asso associ ciat at
Learning
P S YC Y C HO H O LO LO G Y A P P L E D
term term an conc concep ep s. thei thei wing wing Mult Multip iple le-C -Cho hoic ic
or
pe
nt
Ques Questi tion on
;y
sa a. CS;CR b. CS;UR
ne
skil skill. l.
c. US;CR d. US;UR
ot
ut
be
slo machin machine? e? a. vari variab able le-r -rat atio io b. fixe fixedd- atio atio
this
whic whic
sche schedu dule le of rein reinfo forc rcem emen ent? t?
a. fixe fixedd-ra ra io
bein bein
c. vari variab able le-i -int nter erva va d. fixe fixedd-in inte terv rval al
G'
fixed-interval
infl influe uenc nced ed by
b. obse observ rvat atio io al lear lear ing, ing,
a. posi positi tive ve re nfor nforce ceme ment nt b. nega negati tive ve re nfor nforce ceme ment nt d. puni punish shme ment nt
Fo ques questi tion on
8-11 8-11 us th foll follow owin in
nfor nforma mati tion on
rt rare rare
us them them he selv selves es ou
11. de
rt
Ps chol cholog og
c. May-ling
12.
bl
be
ve
no
spec specif ific ic beha behavi vior or
rela relate te
er
him
his room room Evid Eviden entl tl
to prod produc ucti tivi vity ty
duct duct vity vity rece receiv iv pa cuts cuts
a. disc discri rimi mina nati tion on b. gene genera rali liza zati tion on
21
fore fore sh beca became me ill. 17.
is unre unreal alis isti tic, c, is se fo each each empl employ oyee ee
ppli pplied ed
TV
eggi eggie' e' mo
ther is cleaning. on b. seco second ndar ar rein reinfo forc rcem emen en c. posi posi iv rein reinfo forc rcem emen en
do
bisc biscui uits ts
d. exti extinc nc ion. ion.
name. lowi lowing ng best best acco accoun unts ts fo thei thei beha behavi vior or mo
to resu result lt 1bu
resi resist stan an
to ex inct inctio ion. n.
its behavior
a. fixe fixedd-ra rati tio; o; fixe fixedd-in inte terv rval al b. cont contin inuo uous us inte interm rm tten tten fixedfixed-int interv erval; al; fixedfixed-rat ratio io d. vari variab able le-i -int nter erva val; l; vari variab able le-r -rat atio io
fo Group Group 1.
group.
Y.\6.
ni
bu
ill.
expe expect cted ed that that of
urge urge ee
It
,J a. ex rins rinsic ic moti motiva vati tion on in rins rinsic ic mo ivat ivatio io b. intr intrin insi si moti motiva va ion; ion; extr extrin insi si mo ivat ivatio io dr ce nt dr
218
Essa Essa
Chap Chapte te
Lear Learni ning ng
Ques Questi tion on
10 exti extinc ncti tion on nt ne 12 gene genera rali liza zati tion on 13 disc discri rimi mina nati tion on 14 oper operan an
cond condit itio ioni ning ng
nd 16 oper operan an
eh beha behavi vior or
19 shap shapin in 20 rein reinfo forc rcer er 21 posi positi tive ve rein reinfo forc rcem emen en 22 nega negati tive ve rein reinfo forc rcem emen en 23 pr mary mary rein reinfo forc rcer er 24 cond condit itio ione ne
rein reinfo forc rcer er
25 cont contin inuo uous us rein reinfo forc rcem emen en
KE
26 part partia ia (int (inter ermi mitt tten ent) t) rein reinfo forc rcem emen en
T ER M S
27 fixe fixedd-ra rati ti
Writil Writillg lg Defini Definitio tions ns
sche schedu dule le
28 vari variab able le-r -rat atio io sche schedu dule le 29 fixe fixedd-in inte terv rval al sche schedu dule le 30 vari variab able le-i -int nter erva va
in term terms. s.
31 puni punish shme ment nt
1. lear learni ning ng 2. asso associ ciat ativ iv
lear learni ning ng
3. clas classi sica ca cond condit itio ioni ning ng 4. beha behavi vior oris is
sche schedu dule le
33 late latent nt lear learni ning ng 34 intr intrin insi si
moti motiva vati tion on
35 extr extrin insi si
moti motiva vati tion on
36 obse observ rvat atio iona na
lear learni ning ng
37 mode modeli ling ng ns 9. acqu acquis isit itio io
39 pros prosoc ocia ia beha behavi vior or
Answers
219
'C:;!oss-Check As
le rnin rnin
ro es
om le
Af er yo have have
th cr sw rd
r--
10
uzzl uzzl
11
12
13
give give
th defi defini niti tion on
14
r--
ACROSS 15
r-
stimulus. 4. Rela Relati tive vely ly perm perman anen en
r-
i6 17
r-
18
experience.
rr-
r-
re oved oved ft re on stre streng ngth then en th resp respon onse se
r-
r-
20
21
r-
rall rall trig trig er an un ondi ondi tion tioned ed resp respon onse se 12 Unle Unlear arne ned, d, invo involu lunt ntar ar response. itiv itiv an
r---
22
23
help helpfu ful. l.
forc forcin in unis unishi hi stim stim li 20 Pr ce ur th invo involv lves es rein reinfo forc rcin in appr appr xi tion tion havi havi r.
su ce iv
tion tioned ed resp respon onse se
5. Type Type ing.
lus.
le rnin rnin
ls
alle alle
Pa lo ia
cond condit itio ionn-
behavior.
tive tive is intr introd oduc uced ed resp respon onse se is esta establ blis ishe hed. d.
cond condit itio ione ne
DOWN
inte interm rmit itte tent ntly ly rein reinfo forc rced ed peri peri
ANSWERS
time time is rein reinfo forc rc
spon spondi ding ng iffe iffere re tl heth heth beha beha io il others.
C h a p e r R e v ie ie w 1. le rnin rnin
7. This forced. 10.
resp respon onse se
2. asso associ ciat ate; e; asso associ ciat atio ions ns st muli muli that that Sign Sign rein reinfo forc rc d.
3. clas classi sica ca 5. obse observ rvin in
asso associ ciat ativ iv
lear learni ning ng
220
Chap Chapte te
earn earnin in
Operan Operan 'Condi 'Conditio tionin nin
Classi Classical cal Condit Condition ioning ing 1. Iv
Pa lo
condit itio ione ne 2. cond
hn
ts n;
stim stimul ulus us unco uncond ndit itio ione ne
3.
ncon ncon itio itione ne
4.
ondi ondi io
re pons pons
cqui cquisi siti ti n;
ne-h ne-hal al
1.
ha iori iorism sm
2. resp respon onde dent nt
stim stimul ulus us
er
re pons pons ec nd
6. shap shapin ing; g; appr approx oxim imat atio ions ns 7. conc concep epts ts disc discri rimi mina nati ting ng 8. disc discri rimi mina nati tive ve stim stimul ulus us 9. rein reinfo forc rcer er 7. ur ive; ive; re ro uc
10 posi positi tive ve rein reinfo forc rcer er
9. exti extinc ncti tion on
12 prim primar ar
10
11 nega negati tive ve rein reinfo forc rcer er
pont pont eous eous re very very
rein reinfo forc rcer ers; s; cond condit itio ione ne
14. is;
11. genera generaliz lizati ation on 12 simi simila lar; r; disc discri rimi mina nati tion on
15 co tinu tinuou ou
13 surv surviv ival al
16 part partia ia (i term termit itte te t)
lo
r;
rapi rapi ry
18. variab variablele-rat ratio io
15 pred predic ict; t; cogn cognit itiv ive; e; expe expect ct 16 alco alcoho holi lism sm
approaches
17 resp respon onse se stim stimul ulus us
20. varia variable ble-in -inter terval val
18 sick sickne ness ss woul woul 20
rein reinfo forc rc me t; rapi rapi
17 fixe fixedd-ra rati ti
14 cogn cognit itio io
19
rein reinfo forc rcer er
iolo iolo ic l;
Fo lo in
apt; apt; le el of naly nalysi si
rein reinfo forc rc me
on
fixe fixe -int -inter er
pt
21 obje object ctiv ivel el
te ted, ted, in ludi ludi
um ns
ied object objective ively. ly. In addi additi ti n, heal health th an 22
ra in
well well-b -bei eing ng ue
as ic
lass lass ca
co diti dition onin in
ondi onditi ti ni
ls
as fixed schedule schedules. s. ishment 22 supp suppre ress ssed ed
In
24. aggre aggress ssive ivenes nes 25 cogn cognit itiv iv 7. late late fear.
lear lear in
28 intr intrin insi si 29. is
moti motiva vati tion on
extr extrin insi si
moti motiva vati tion on
ch dule dule
Answers
30 re nf rc r; sh pe food food 1. ad ptiv ptiv
in ti ctiv ctiv
2. exte extern rnal al
nt rn
eing eing trig trigge gere re
drif drif
thou thou ht
feel feelin in
33 oper operan ant; t; beha behavi vior or 4. de um nize nize
free free om
ntro ntro
35 shap shapin ing; g; test testin ing; g; inte intera ract ctiv ive; e; We Web; b; athl athlet etic ic 6.
or
chie chie able able
or
37 cost costs; s; bene benefi fits ts
by
cifi cifi
221
imul imul
b. This answer is to nera neral, l, sinc sinc ha iors iors ca an fo reas reas ns th th le rn ng fi
th crit crit ri
ou
fi itio itio
lear lear in
a. c. Clas Classi sica ca cond condit itio ioni ning ng is asso associ ciat ated ed with with Pavl Pavlov ov resp respon onde dent nt cond condit itio ioni ning ng is an ther ther am for class classica ica condit condition ioning ing d. er ti na le rn ng is os lo ly ss iatiated it ndur ndura. a.
occurs). c. Rein Reinfo forc rc
th desi desire re
beha behavi vior or
diti diti ne
ti
lus. lus. (p 31
abl behavi behavior. or. 39 asso associ ciat ativ iv
lear learni ning ng
genera generaliz lizati ation; on; discri discrimin minati ation on 41 cogn cognit itiv ive; e; biol biolog ogic ical al
at is
imul imul
42 stim stimul uli; i; cont contro rol; l; auto automa mati tica call ll 43 oper operan an beha behavi vior ors; s; cons conseq eque uenc nces es Lear Learni ning ng by Obse Observa rvati tion on 1.
fore fore c.
co di io
ti
lu
(C ). (p
6- 17
deli deling ng ob erva ervati ti al le rn ng oc ur
6. rewa reward rds; s; puni punish shme ment nt
disc discri rimi mina nati tion on (p 320) 320) a. In on is allo allo ed to go nr info inforc rced ed
7. abus abusiv ive; e; aggr aggres essi sive ve gene geneti ti 8. pros prosoc ocia ia
9. simi simila lar; r; succ succes essf sful ul admi admira rabl ble; e; cons consis iste tent nt 10 watc watchi hing ng tele televi visi sion on 11 viol violen en 13
ggre ggre io
Thus Thus this this
mple mple of
er
ndit ndit onin oning. g.
ri
14. causa causatio tion;d n;doe oe 15 imit imitat atio ion; n; dese desens nsit itiz iz
P r og o g re re s T e s t Mult Multip iple le-C -Cho hoic ic
simila simila stimul stimulus us c. This
tinu tinuou ou
lw ys Ques Questi tion on is
asso associ ciat atio io
is
xper xperie ienc nc
einf einf rc me t.
p.
1)
impo import rt ce co ni iv oper operan an cond condit itio ioni ning ng
ro
is
in th rela relati ti in clas classi sica ca an
222
Chap Chapte te
Leam Leamin in
lowi lowing ng each each rein reinfo forc rcem emen ent. t. c. d.
re po
rate rate than than rati rati
forc forcem emen ent. t. (p 329) 329) 19.
hedu hedule le
cede cede th CS is inef ineffe fect ctiv ive. e. favo favora rabl bl
stim stimul ulus us foll follow owin in
stim stimul ulus us foll follow owin in d. In xt ncti nction on
mina minate te
resp respon onse se
resp respon onse se revi revi usly usly rein reinfo forc rc
os ra id
of
-U
ocia ociati tion on
d.
re pons pons
or re ov d.
Matc Matchi hi
In
10.
quis quisit itio io
Item Item 6. 7. 8.
1. (p. 320)
2.
319)
3.
(p, 329)
4.
330)
9.
10.
d. An
(p. 332) (p. 335) (p. 328) (p. 319) (p. 332)
11.
12.
(p 330) 330) (p. 335)
P ro r o g s s T es es t
naus nausea ea-p -pro rodu duci cing ng
drug drug
Mult Multip iple le-C -Cho hoic ic
a. In operant on th envi enviro ronm nmen ent. t. condit itio ioni ning ng resp respon onse se classical cond by prec preced edin in stim stimul uli. i. condit itio ioni ning ng resp respon onse se classical cond
Ques Questi tion on
ar trig trigge gere re ar refl reflex exiv ive. e.
a.
tast tast with with sick sickne ness ss
itio itione ned. d. (p a.
17
operant onda ondary ry lear learni ning ng avlo avlo st know know behaviorism.
a. fo clas clas ical ical
.,
d.
info inforc rcem em nt that that is dela delaye yed, d,
nd tion tionin in freq freque uenc nc
of occu occurr rren ence ce
a. ot invo involv lv av rs ve stim stim lu b. ll rein reinfo forc rcer er in ludi ludi nega negati ti in reas reas th like likeli liho hood od resp respon on e. classica classica condition conditioning. ing.
re nt
rein reinfo forc rc rs
223
Answers
In is it
ti
re
rc in
ti ir
Be
lu
rein rein (e rn is vail vailab able le acco accord rdin in is rein rein rc
re
is 331)
inte interv rv accomplished. rt tely tely d. th rk ti is 9.
is (p 332)
ch dule dule
is th
is
to
315, 315, 327) 327)
classical classical conditioning conditioning
th re
c. is
is
th
rv ti
learning.
329) 17.
ll b.
d.
337)
li
ro id
im
stimulus. d.
dure dure su c.
oper operan ant, t, no clas classi sica cal, l, cond conditi ition onin ing. g. 331)
cond condit itio ione ne
of rein reinfo forc rcem emen en deli delive vere red. d. ik in itte itte rc
unis unishm hmen ent. t.
rath rather er th
prim primar ary, y, rein reinfo forc rcem emen ent. t.
in ra le
inde indepe pend nden entl tl
th
ub ect' ect'
io
be avio avior. r.
330)
is tr
19.
mittent mittent reinfor reinforcem cement ent
-a itio itio in
ri -U inte inte
th
ls
321-322)
11.
it
behavior. (p. 326)
in
le
is
to
rats rats
is
c. im ness.
is
inna innate te need need
iate iate
appearance
it
is th answ answer er (p, 345)
d.
pape pape is cont contin inuo uous us rein reinfo forc rcem emen ent. t.
True True-F -Fal alse se Item Item
343)
1. 2.
334)
3. 4.
'b came came av ilab ilable le (p 33 iati iati ma is clea clearl rl b. ting tingui uish sh betw betwee ee stim stimul uli. i. c. This This is
oper operan an
beha behavi vior or
(p. 326) (p. 318) (p. 329) (p, 330)
5. 6. 7. S.
(pp. 331, 331, 332) 332) (pp. 321, 321, 334) 334) (pp. 332-333) (pp. 321-322)
9. 11
(p. 318) (p. 319) (p. 341)
ill-
er
224
P s y c ho h o lo lo g
-1
is
Appl ed
Mult Multip iple le-C -Cho hoic ic
334) a.
Ques Questi tio1 o1ls ls
1. a.
re
itio itio
rn
or cond condit itio ione ned, d, resp respon onse se
im
vanc vanc
to th exam exampl pl
watc watchi hing ng othe others rs c. Shaping is th iv appr appr xima ximati ti ns
7)
2.
332)
iq rein rein of desi desire re be avio avior. r.
s.
a.
317)
rati rati
le
rc
is
in
im
th
(p. 317)
10.
(p.317)
th deli delive very ry time time appr approa oach ches es 3.
By
UR. (p. 317) 12. c.
na gi g. (p 329)
re
ific ific
t.
337)
in
ro
ivit ivit rath rath
in th th
rk la ly
r-
Jack's ro id
is
re
ri
beha behavi ving ng in orde orde to obta obtain in rein rein or emen ement. t.
rc
ib
in
ar achi achiev evab able le rath rather er th
4. c.
nr alis alisti tic. c.
prea preach ch (p 344) 5. a. th biol biolog ogic ical al pred predis ispo posi siti tion ons. s.
ic la 35-336) (pp. (pp. 3335-336)
impr improv ov
thei thei prod produc ucti tivi vity ty
Bill
used used as nega negati tive ve rein reinfo forc rcem emen ent. t. c.
iors iors
320)
rein rein rc
6. a.
th
in
le
th rm
ia le
well. en only only fter fter rein rein or emen emen
vari variab able le-r -rat atio io sche schedu dule le (p 3 3 2 )
be omes omes av ilab ilable le
225
Answers
18 extr extrin insi si
c.
a.
d.
ro d.
Essa Essa
appr approx oxim imat atio ions ns
QJles QJlesti tio" o"
of th beha behavi vior or
15. re
is seve severa ra hour hours. s.
re rt
of posi positi tive ve rein reinfo forc rcem emen ent. t. (pp. (pp. 329, 329,33 330) 0) in
cc ssiv ssiv
ppro ppro im tion tion
of
go
beha behavi vi r.
Ke Te ms Writ Writi" i"
ly cond condit itio ione ne resp respon onse se Shap Shapin in in ol es th
st
atic atic rein reinfo forc rcem emen en
Defi Defini niti tion on
313) 2. In as ocia ocia iv lear lear in ar la ical ical cond condit itio io in op rant rant cond cond tion tionin in (p 14
behaviors.
itio itione ne
re pons pons
ft
havi having ng beco become me
an
soci sociat at
(pp.331-332) processes. (p 316) rd
Example:
ofte ofte call call
he fa he
John Watson beha behavi vi rism rism
is
Chap Chapte te
Lear Lear in
L.
5. In resp resp ns
stim stim lus. lus. (p. 317)
to he ncon ncondi di on
6. In
co
less less ikel ikely. y. (p 327)
18. An tion tion
S k n ne n e r b ox ox )
resp respon onse se (p 317)
7. In st US p. 317)
327)
8. In
un on itio itione ne
stim stimul ulus us (p 317)
ior. ior. p. 328)
9. In sp ns In
st bl sh
nd radu radu ly stre stre gthe gthene ned. d.
329)
318)
plea pleasu su able able st
ulus ulus
ft
presenting typi typica call ll ha resp respon onse se (p, 329) removing an aver aversi sive ve
319)
329)
319)
330)
du In or
320)
re nf rcer rcer or di in sh is er p. 32
ent. ent.
p. 330) 330)
if
Example: 27. In environment. Contin inuo uous us Example: Cont
Example:
In
resp respon onse se
trig trigge gere re
326)
assi assi al cond cond tion tionin ing, g,
cond condit itio ione ne
by spec specif ific ic stim stimul uli. i.
pr sent sented ed
ft
rein reinfo forc rcem emen en
is
each
28. In
responses.
(p 332j 332j
29. In
ein
30. In afte afte
ry ng nter nterva vals ls of im
{p,
le rn ng
332)
cc rs (p 341) 341)
31. In
M em em o
a id id : (p.341)
ggre ggress ssio ion. n. (p
43
Cross-Check DOWN
ACROSS
M em em o
a id id :
14 pros prosoc ocia ia 17 oper operan an 20 shap shapin in
sh
M em em o so
a id id : ou si
2. arti artial al fixed interv interval al 3. fixed 5. generalization 7. exti extinc ncti tion on 8. cogn cognit itiv iv ma 10. discri discrimin minati ation on 11 obse observ rvat atio iona na
respondent le rn ng 6. negative 9. unco uncond ndit itio ione ne
14 puni punish shme ment nt 15. classical 16. modeling
22. latent
ac or
23 acqu acquis isit itio io
Page
FOCUS ON
rancher reportedly herds pagers,
Learn?
(rancher) has
P a g e 313: L ea e a rn r n in in g b re r e ed e d s h o pe pe . (learn) in ( b r ee ee d s h o p e ) bout bout Page
ur futu future re
h e h e d s h em em ) f oo o o d r ou o u g h) h) .
rosp rosp cts. cts.
m u gg gg e
el ec e c tr tr o n i device ( el
(the b e e p )
pager
so
(hustling)
mugging
(trough) thei thei hung hunger er (ope (opera rant nt cond condit itio ioni ning ng). ). Classi Classical cal Condit Condition ioning ing
P a g e 315: 1 84 8 4 99 - 19 19 36 3 6 ) r in in g
be
tioning.
_"
Myers
is
