Learning
This section of the course introduces students to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning.
AP students in psychology should be able to do the following:
• Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and social learning.
• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and self control can be used to address behavioral problems.
• Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).
AP students in psychology should be able to do the following:
• Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).
• Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
• Interpret graphs that exhibit the results of learning experiments.
• Provide examples of how biological constraints create learning predispositions.
• Describe the essential characteristics of insight learning, latent learning, and social learning.
• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
• Suggest how behavior modification, biofeedback, coping strategies, and self control can be used to address behavioral problems.
• Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).
Unit Resources
Powerpoint for Learning (aligned with the chapter of the book)
Trippy text sections on Behaviorism (learning) Practice Multiple choice questions for learning Course Notes page for this unit Assignments:Flashcards- Due Friday the 9th
Vocab Quiz- Monday the 12th Notes-Due Monday the 12th Unit Exam- Tuesday the 13th |
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Daily Activities
6 January: Today we will introduce the Learning Unit and discuss what learning really is and how it differs from the popular definition. We will do a brief overview of the unit and the different types of learning and discuss in further detail how associational learning occurs and how we make connections between different stimuli. We will begin to discuss classical conditioning and how it works.
7/8 January: Today we will finish our discussion of classical conditioning and begin to discuss how operant conditioning works, focusing on the importance of rewarding good behavior. You will have time in class to work on your flashcards for the unit.
9 January: We will recap reinforcement and the various reinforcement schedules. Afterwards we will discuss punishments an rewards, noting which ones may be better for various things. We will also view the following film clips. The first of which examines operant conditioning from the TV show The Big Bang Theory. The second examines various rewards we get and how well some of these rewards work as compared to hoe well we think they work. You will get into small groups and create a training program to modify someones behavior. See the assignment sheet found here for more information. You will present your training schedule in class on Monday.
7/8 January: Today we will finish our discussion of classical conditioning and begin to discuss how operant conditioning works, focusing on the importance of rewarding good behavior. You will have time in class to work on your flashcards for the unit.
9 January: We will recap reinforcement and the various reinforcement schedules. Afterwards we will discuss punishments an rewards, noting which ones may be better for various things. We will also view the following film clips. The first of which examines operant conditioning from the TV show The Big Bang Theory. The second examines various rewards we get and how well some of these rewards work as compared to hoe well we think they work. You will get into small groups and create a training program to modify someones behavior. See the assignment sheet found here for more information. You will present your training schedule in class on Monday.
12 January: You will all present your training programs and discuss the advantages and disadvantages of each groups ideas. We will then wrap up the unit by discussing latent and observational learning, noting the differences between the two and wrap up by going through practice review questions.
13 January: We will discuss any last minute Questions you may have and then take the unit exam.
13 January: We will discuss any last minute Questions you may have and then take the unit exam.