Part A:

1. Discuss the various ways of measuring learning.

2. Explain how a cumulative recorder works?

3. Explain the difference between within-subject and between-subjects experiments.

4. Explain why a random assignment of subjects is unnecessary in ABA experiments.

5. Discuss the ethics of using animals for research on learning.

6. Explain the differences among trace, delay, simultaneous, and backward procedures.

7. Explain why Pavlovian conditioning is not really a simple form of learning.

8. How has the study of Pavlovian conditioning altered your view of human nature?

9. Explain how extinction of CR can be viewed as the acquisition of a behavior?

10. Describe how a person might learn to be an embarrassed by the word strawberry.

11. Summarize Garcia/s work on taste aversion. Explain how his work differed from most studies of Pavlovian conditioning.

12. Describe the work of Watson and Rayner with little Albert.

13. How might you use Pavlovian conditioning be use a boost the body's immune system in response to a CS?

14. Describe how you might have cured Little Albert's phobia?

15. How do the experiments of Carolyn and AurthurStaats help us understand prejudice?

16. What are the practical implications of Siegel's work for people who use narcotic drugs?

Part B:

1. What are the differences between classical conditioning and operant conditioning?

2. What is the chief problem with the two-process theory of avoidance?

3. How does the Sidman avoidance procedure differ from other avoidance procedures?

4. Describe how you would use shaping to train a pigeon to hop on one foot.

5. Compare Premack's relative value theory with the response deprivation theory of Timberlake and Allison.

6. Your textbook describes various tips for shaping effectively. Describe in these tips and provide a specific example of how you can use these tips for shaping in your daily life.

7. Your text describes various tips for shaping effectively. Describe as many of these tips as you can.

8. Describe the basic laboratory procedure for establishing superstitious behavior. Explain why it is usually difficult to specify in advance what superstitious behavior will result.

9. Why is insight not an adequate explanation of problem solving?

10. Explain why fatigue is not a good explanation for postreinforcement pauses.

11. That teacher has a student, who gives up at the first sign of difficulty. How can the teacher increase the child's persistence?

12. How might you use what you know about reinforcement schedules to study the effects of air temperature on behavior?

13. Why is the study of reinforcement schedules important?

Part C:

1. You have a 10 year old child who mistreats the family dog. Describe two ways of dealing with this problem without using punishment.

2. It is common practice to begin punishment with a very weak punisher, and gradually increase the intensity of the punisher until one finds an effective level of intensity. Is this a good idea? Why or why not?

3. What is the fundamental difference between the two-process, and one-process theory of punishment?

4. Briefly discuss the problems associated with punishment.

5. Which is the better way of reducing the frequency of misbehavior in students, time out or differential reinforcement?

6. Researchers have demonstrated that the rate of work-related accidents can be reduced by reinforcing safe practices with bonuses and time off, but why are such efforts necessary? In other words, why do workers not follow safe practices spontaneously since they benefit by avoiding injuries?

7. How could you use operant procedures to improve the adoption rate of orphans aged five to twelve?

8. Discuss the role of observational learning in criminal behavior.

9. Why has observational learning received less attention than other forms of learning?

10. Design an experiment to determine the role of delayed reinforcement of a model's behavior in observational learning.

Part D:

1. How could a speech teacher encourage oratorical skills to generalize outside of the classroom?

2. Discuss the DOE and its implications for discrimination training.

3. Describe the role that semantic generalization may play in prejudices.

4. Suppose learning were passed on from generation to generation, how would your relationship with your parents be different?

5. How might preparedness to learn be nonadaptive?

6. Does learning inevitably mean progress? Why or why not?

7. Identify 20 major learning from this course and how you applied these lessons learned into your life.