OBJECTIVES
1. Define learning and know how it differs from other influences on behavior.
2. Outline the classical conditioning paradigm and illustrate it with Pavlov's basic experiment on conditioned salivation in dogs.
3. Understand the requirements of acquisition, extinction, stimulus generalization, stimulus discrimination, and higher-order conditioning.
4. Describe Watson & Rayner's experiment with Little Albert and Mary C. Jones' counterconditioning work with Peter.
5. Explain the treatment of phobias by systematic desensitization.
6. Explain Thorndike's Law of Effect in instrumental learning.
7. Explain how operant behaviors differ from classically conditioned responses.
8. Explain the differences between positive reinforcers, negative reinforcers, and punishment.
9. Distinguish between primary and secondary reinforcers, and give examples of each.
10. Explain stimulus control of behavior by a discriminative stimulus.
11. Describe four schedules of partial (intermittent) reinforcement and their typical effects on behavior. What is the "partial reinforcement effect"?
12. Explain place learning as an example of cognitive learning.
13. Explain the steps involved in observational learning according to social learning theory.
KEY TERMS AND CONCEPTS
associative learning
classical conditioning
unconditioned stimulus
unconditioned response
conditioned stimulus
conditioned response
acquisition
extinction
spontaneous recovery
stimulus generalization
generalization gradient
stimulus discrimination
discrimination training
higher-order conditioning
counterconditioning
phobia
systematic desensitization
Law of Effect
instrumental (trial and error) learning
operant behaviors
emitted vs. elicited responses
operant conditioning
reinforcement
punishment
positive reinforcement
negative reinforcement
primary reinforcers
secondary reinforcers
Skinner box (operant chamber)
shaping
successive approximations
schedules of reinforcement
continuous reinforcement
intermittent (partial) reinforcement
fixed ratio schedule
variable ratio schedule
fixed interval schedule
variable interval schedule
partial reinforcement effect
stimulus control
discriminative stimulus
behavior modification
social learning theory
latent learning
observational learning (modelling)
cognitive learning
cognitive map
place learning
KEY NAMES
Ivan Pavlov
John Watson
Rosalie Rayner
Mary C. Jones
E. L Thorndike
B. F. Skinner
Edward Tolman
Albert Bandura
OBJECTIVES
1. Define the three memory processes: encoding, storage, and retrieval.
2. Explain how information processing occurs in the three memory subsystems: sensory, short-term, and long-term memory.
3. Describe several ways to encode information for better long-term storage.
4. Describe several ideas about how information is stored in long-term memory.
5. Discuss ways to retrieve information from long-term storage.
6. Explain several reasons why forgetting occurs, including the decay, interference, and motivation theories.
7. Discuss the biological basis of memory and forgetting.
8. Know the basic findings of research on eyewitness testimony.
KEY TERMS AND CONCEPTS
memory
information processing
encoding
storage
retrieval
sensory memory
short-term memory (STM)
long-term memory (LTM)
icon
echo
selective attention
working memory
immediate memory span
(magic number 7 + or - 2)
chunking
maintenance rehearsal
elaborative rehearsal
locus (context)-dependent memory
state (mood)-dependent memory
procedural memory
declarative memory
episodic memory
semantic memory
nonsense syllables
savings method
recall method
recognition method
mnemonics
method of loci
eidetic imagery
propositional network theory
retrieval cues
reconstructive memory
effect of schemas and scripts
serial position effect
massed vs. spaced practice
elaboration
decay
proactive interference
retroactive interference
retrieval failure
motivated forgetting
repression
retrograde amnesia
anterograde amnesia
consolidation
biological basis of memory
vasopressin
engram or memory trace
scotophobin
KEY NAMES
Ebbinghaus
Peterson
Atkinson & Shiffrin
Miller
Loftus
Return to the Honors Psychology 110-H Page
Return to the Psychology Program Page