TERMS TO KNOW:

Definition of learning                                  General principles of psychology           Anecdote/Case Histories

4 components of scientific theory              Observational techniques                      5 evaluations of scientific theory

experimental techniques                             behavioral approaches to learning      Associationism

cognitive approaches to learning               British Empiricism/Assoc.                     Ebbinghaus experiments/results

Innate vs learned behaviors                        Kineses vs tropisms                              Reflexes

Goal Directed Behavior                              Behavior systems                                  Taxes (taxis)

Fixes Action patterns                                  Reaction Chains                                      Habituation

Parameters of Habituation                          Physiology of Habituation                      Basic Class. Conditioning

Critical points of Class Cond.                     Types of Cond. Responses                  5 types of classical conditioning

Pavlov's SST theory                                     Criticisms of SST theory                       Parameters of Class. Cond.

Inhibition and Disinhibition                          Generalization in CC                             Discrimination in CC

Higher Order Conditioning                          Sensory Preconditioning                      Kamin's blocking experiment

Applications of Classical.Conditioning.    Rescorla Wagner Model of CC           Critiques of the R-W model

Mackintosh's theory of attention                  Comparitor theories of CC                  Associations in 1st order cond.

Assoc.'s in 2nd order Cond.                        Physiology of class. cond.                  19th century Zeitgeist

Assoc.'s involving contextual stimuli          

Aristotle's 3 principles of associationism              Thomas Brown's secondary principles

Sherrington's principles of reflex action                  Opponent Process theory and habituation and classical cond.

Application of R-W model of CC to:

       acquisition,          overshadowing,      blocking,     extinction,      conditioned inhibition,     overexpectation effect

ESSAY QUESTIONS:

1. What is learning? How do an asymptote and the strength of the response tie into this definition?

2. What does "learn by association" mean? Do you learn this way?

3. Do any of your behaviors fall under the category of "innate"? How do you know?

4. Distinguish between innate and learned behaviors. Give at least 3 examples of each.

5. What are the 4 major components of a scientific theory? Describe at least 3 means to evaluate such a theory.

6. Distinguish between a) anecdotal case histories, b) observational techniques and c) experimental techniques. What are the pro's and con's of each?

7. Describe the differences and similarities between the behavioral and cognitive approaches to learning.

8. Describe Aristotle's 3 principles of associationism. What modifications did the a) British empiricists and b) Thomas Brown's secondary principles make to Aristotle's ideas?

9. Briefly describe Ebbinghaus' experiments and results. Why is his work important for a) associationism and b) learning?

10. What impact, if any, did the 19th century Zeitgeist have on modern learning theory?

11. What is a goal-directed behavior system? Why are goal-directed behaviors important for learning?

12. Define and give an example of a reflex. Using your example, show how each of Sherrington's principles of reflex action might apply to your example.

13. Distinguish between tropisms, kineses, taxes, fixed action patterns and reaction chains. Why are these important to the study of learning?

14. Define and give an example of habituation. Using your example, show at least 5 of the parameters/characteristics of habituation.

15. Briefly describe opponent process theory using either the book's or a physiological definition. Describe how this applies to EITHER a) classical conditioning or b) habituation.

16. Find three examples of classical conditioning in your life. Using your 3 examples from the other day, show how there was a learning curve, extinction, spontaneous recovery, etc. for each of your examples.

17. Why might inhibition, disinhibition, generalization and discrimination be important for learning? Give me an example!

18.How could you use classical conditioning in an advertising situation, e.g., to sell a product?

19. Can you determine when an organism is likely to be classically conditioned? How? 20. Explain the Rescorla-Wagner model in your own words!

21. Describe Pavlov's Stimulus Substitution theory. Does it stand up against criticisms and data? Why or why not?

22. Describe the Rescorla-Wagner model of classical conditioning: Vi = Si(Aj -Vsum). Tell what each of the parts of the equation mean. Choosing ONE (1) of the examples below, complete the next step in the series:

        a. Acquisition of CS (light) --> US (shock): before conditioning: Vi = 0 Vsum = 0 Si= 0.5 Aj = 100 After trial 2: find what the values are for: conditioning to the light: Vi = total amount of conditioning: Vsum =

        b. Blocking: Vl = light Vt = tone on trial 2: Vl = 100 Vsum = 100 Si = 0.36 Aj = 100 Vt = ? find the amount of conditioning on trial 1 for Vt: Vt = Si(Aj-Vsum): how much conditioning will occur to the tone?

23. Describe major criticism's of the Rescorla-Wagner model. How do Mackintosh's attention theory and the comparitor theories deal with these criticisms?

24. Describe Kamin's blocking experiment. Why is Kamin's blocking experiment important for classical conditioning.