Unit 1

From Pierce and Cheney -Chapter 1

What is learning? What is an important aspect of human learning?
Acquisition, Maintenance, and change in behavior (anything you
do). Repertoire- Their collection of available behaviors.

What kinds of causes have human behavior been attributed to? What
is the trouble with most of these accounts?
Causes of Human Behavior- complex interaction between Genetic
influence and environement changes. There are internal and
external causes. Experimental Behavior Analysis (EAB)- Prediction
and Control of Behavior. Basic Principles that regulate behavior.
According to a behavior theory, what would the causes of behavior
be?
What is behavior analysis and what are its primary objectives?
COmprehensive approach tp the study of behavior discoery of
princples and developement of applied technology
What is the difference between Experimental Analysis of Behavior
and Applied Behavior Analysis
EAB- natural Science approach to understand behavioral regulation
ABA- Use of behavior principles

Define reflex and explain why this behavior had survival value.
What is the role of natural selection in the evolution of
conditioning (respondent and operant)? Read the section on
Charles Darwin in Jack Michaels book (p.98)

Read the section on Behavior Analysis and Neuroscience and be

able to discuss how these two areas are interrelated.
How does behavior analysis define culture? Give an example on how
culture may affect behavior
What were Pavlovs main contributions?
What was Watsons main argument? What did not have a place in a
scientific analysis of behavior?. Read the section on Watson in
Jack Michaels book (p. 100).
What was Thorndikes main discovery and how do we call it today?
Read the section on Thorndike in Jack Michaels book (99)
Skinner was the founder of what is now called the field of
behavior analysis. He called his philosophy of science radical
behaviorism. He used the term behaviorism because he argued that
Psychology should be the study of behavior and its relationship
with the environment. This approach diverges from that of
psychologists who think the proper subject matter of Psychology
is the mind. Make sure you understand Skinners philosophical
perspective (see section on Skinner p. 11 and then again p.18-19)

From Pierce and Cheney -,Chapter 2

Distinguish between functional and structural approaches

When would you use the term elicited and the term emitted?. How
about evoked?
Define response class
When does an event have a stimulus function?
When are stimuli said to be part of the same class?
How do you achieve generality using single-subject research
designs?
Read the sections on pages 44-46, this should be a review from
171.

From Jack Michael

Learn the purpose and history of both JEAB and JABA (p. 102,
103).
What is considered to be inherited or innate in any particular
species? (p. 106). Also read the section on athletic ability
(p. 107)
How is response probability measured? What are some other
measures commonly used in experimental Psychology (p.113)
Be able to describe the main characteristics of Skinners
approach as stated in the chapters conclusion (p.120)
Pierce and Cheney, Ch. 3; Jack Michael Ch. 1
Define phylogenetic behavior.
What are fixed action patterns?
examples.

Be able to describe one of the

What are reaction chains? How do they differ from fixed action
patterns? What would happen if the stimulus that evokes behavior
were removed?
What is a reflex? A reflex is an unlearned (innate, inherited,
inborn) functional relation between a specific type of stimulus
(S) and a specific response (R). When an unconditioned stimulus
elicits an unconditioned response, the relationship is called
reflex. That the S-R relation is unlearned/unconditioned means
that the organism shows that relation without the necessity of
any learning history. Memorize this definition. (See also JM p.
7)
Humans (and other organisms) are born with an array of responses
that are elicited by specific stimuli, or reflexes. Table 1 (JM
10, 11) shows various human reflexes. You should memorize table
1.
List the three primary laws of reflex
When does habituation occur?
given by the authors.

Be able to explain the example

What is the difference between ontogenetic and phylogenetic

behaviors?

Respondent conditioning: If one presents a neutral stimulus and

then a second or so later presents an unconditioned stimulus (US)
for a reflex response, the neutral stimulus when later presented
alone may elicit a type of response similar to the response
elicited by the US. The once neutral stimulus is called
conditioned stimulus (CS). The response elicited by the US is
called an unconditioned response (UR); a similar response
elicited by the CS is called conditioned response (CR). Memorize
this definition (See all JM 16-17)
Read the description of Pavlovs experiment. Be able to summarize
his experiment with dogs. Tip: Memorize the table (fig. 3.3).
Could you teach a rat to press a lever using respondent
conditioning? (JM, 18, 4)
What do the authors mean by the CS-CR relation does not follow
the laws of reflex? (p.64)
What does respondent extinction as a procedure involve?
What is spontaneous recovery? How do behavior analysts explain
this phenomenon? This will certainly be on the exam.
What is respondent generalization?
When does respondent discrimination occur?
Be able to reproduce Fig. 3.7 and explain it. For example, with
Delayed conditioning the CS is presented a few seconds before the
US occurs, etc. See also JM 22,5-23,2.
Be able to describe the Preparatory-response model (pp.73-76) and
give the heroin overdose example
Describe the conditioning effect known as overshadowing
Describe the conditioning effect known as blocking (also JM 27,46),
Describe the effect known as conditioned suppression

PAGE

PAGE 2
Psychology 181 - Miguel

<

O
J

/
e
k

"
#
E
L

m }
e

Unit 1

y      

h< hX hX 5 hzw h h[ 5 h
hW) 5 hX

hW) 5 \ hI hr, >*
hI hI

+ , n o &
'

>*
hI
f

h&, >*
hW) hr, G

g

"
#

&
F gdX
&
F
!
I


gdX

h^h

$
a$
gdX

gdzw

^gd

&
F gd
gd
gdX
&
F   
9 ? A B O V W d j v 
 
0 1 7 S v x    
!
5 P S V ` t  
h h 5

h; h hI
hzw hzw hzw >*

h 5 hX h<

h >*
hX hX 5 hid} h 5

hid} h h h 5 h hI hX >*


hI >*
hI hI >*
 ;   X Y  ?
@ A n o p
  k l 

&
F gdI
! gdI
h^hgdI
gdI
$
a$
gdI
^gd
gd
&
F gd
^ gdr,
&
F gdzw
h^hgdzw  
8 : = > ?
@ A n w   v | ~ q 
" .     e r   
>
R 
 = K L w 

hC hI

h)5
hI
hI

hI 5 h)5
5 hU~ hI 5 h2% hI

hI

>*


hI 5 \

hI

hI

>*
\

hI

hI

>*


h; h hI
hX h1 h 5 h =l
  K L   5 6


! gdI
h^hgdI
gdI
&
F gdI

L M  


*


h]h

&`#$

&
F gdI
w  
 

gdI



h[ mHsH hzw
h[ 0J

h[ 0J UhMg

hMg UhW)

h
hI

heg@ 0J mH nH uh[
hI

hI 5 \ !, 1 h/ =! " #

$



0
0
0
0
0
0

0
@ P
@ P
@ P
@ P
@ P
@ P
_HmH

`
`
`
`
`
`
nH

@
p
p
p
p
p
p

sH

` p






8 X
V ~
tH
@ ` @

V

~

N o r m a l

CJ _HaJ mH sH
D A` D

tH

F o n t

D e f a u l t
V i V

P a r a g r a p h

T a b l e
N o r m a l
 4
4
l a
( k  (
N o

:V
L i s t

4 @ 4

H e a d e r
!

. )@ .

P a g e

N u m b e r

F o o t e r
!

H @ "H

zw

B a l l o o n

T e x t

CJ OJ QJ ^J aJ @ @ 2@


L i s t
P a r a g r a p h
^ 6 oA6

I
H e a d e r
C h a r
CJ aJ PK
! pO
[Content_Types].xmlj0
Er( ]yl#!MB;.n\A1&
QWKvUb OX#&1`RT9<l # $
>r
`;c=1g<y|v<HDo408
, fC S.[rQw!, T
F0,CHFe3m (gO 4_
PK
!

6
_rels/.rels j0

}Q%v/ C/} ( h"O

= C?hv=%[xp
{_P<1H0ORBdJE4b$
q_6LR7` 0O,
En7Lib/S e PK
! ky


theme/theme/themeManager.xml

M
 @}w 7c(Eb CA 7K
Y,
e.|,H,lx IsQ}#  +!,^$
j=GW)E+&
8 PK
! !Z!

theme/theme/theme1.xmlYOoE#F{/
'M:U
i-q;N3'
G$
$
DA *
iEP~wq 4;{o?g\=J:
BR6{ 4MGv{i5@R4L

nb\ V*
[_X !

cH
\$
X-D-,j+
iR[!
kF1URLjHl_9m&f a 1,h5,l\YSsd+r]
SncV u: v^3 ]
9][5\|EkVky-*
5 1_46Y

lWY

{ym
(f4Av2l
_j-OQ
ev)<Ur-@V4Ej!!

PL52

zNp

1w/=A?XE6NGU| O~s?^V|?}
BLy_>~'}xP
iB$
IO1k9IcLHY<;*
v7'aE\h>=^,*
 8q;^
*
4?Wq{nogA>8f2*
<")QHxK
|]Zz) MSm@\&>!7;wP3[EBU`1OC5<V8U
U37a
"="NDo%u&tW[|$
a{4 >(F\;

qp
69&MD
O,ooVM M_U>7eo
>N6}
bvz6?iLvm] 2SFnHD]rISXO]0
ld C^3d$
s#2.h565!v .ch
Nt9W
dumgLStf+]C9P^%AWf$
a1Q{B{mqDl
u"f9%k@F?g$
P0%OVKRt

&6J=MN=^gUn.S j
CR=qb4Y
)YvCKCj+#;wB>VD
Xa?p
S4[NS28;Y[,T1|n;+/j\\,E:!
t4.T
e1
}; [z^pl@ok0e
g@GGHPXNT,de|*
YdT\Y  +
(T7$
ow2#G?q

N K-/M,Wg xFV/FQO&ecx\ QLW@H!

+{[|{!KAi
`c m2iU|Y+
[[vxrNE 3pmR
=Y04,!&0+WC@oOS2'S 05$
]pm3Ft

G-!y"V
.
`v,O.%KasS vMz` 3{9+e @eLy
7W_Xtl PK
!
 
'
theme/theme/_rels/themeManager.xml.rels M
0woo&5
6?$
Q
,.ai c21h:qm@RN
;d`o7gK(M&$
R(.1r'JT8 V"AHu} |$
b{
P8g/]QAs
(#L[
PK! pO
[Conte
nt_Types].xmlPK!
6
- _rels/.relsPK! ky


theme/theme/themeManager.xmlPK! !Z
!

theme/theme/theme1.xmlPK!
 
'
(
theme/theme/_rels/themeManager.xml.relsPK
] #
<?xml version="1.0" encoding="UTF-8" standalone="yes"?>
<a:clrMap
xmlns:a="http://schemas.openxmlformats.org/drawingml/2006/main"
bg1="lt1" tx1="dk1" bg2="lt2" tx2="dk2" accent1="accent1"
accent2="accent2" accent3="accent3" accent4="accent4"
accent5="accent5" accent6="accent6" hlink="hlink"
folHlink="folHlink"/>
0

 8

>
  

! !

@ 

$

V

:
:
:
:
(H
^tF"^

:
vjoh

p8K tG Ajoh

 v\<
zd

^ ` OJ QJ o(
8 ^8`OJ QJ o(
OJ QJ ^J o( o
 p^ `OJ QJ o(

^ `

 @
^

`OJ QJ o(
x ^x`OJ QJ o(
H ^H`
OJ QJ ^J o( o
 ^`OJ QJ o(
 ^`OJ QJ o(
 ^`
o(
.

 ^ ` .

pL p^p`L .

@
 @
^@
` .

 ^` .

L ^`L .

 ^` .

 ^`
.

PL P^P`L
.
h
 ^`h
H
.
h
 ^ `h
H
.

h
pL p^p`Lh
H
.
h
@
 @
^@
`h
H
.
h
 ^`h
H
.

h
L ^`Lh
H
.
h
 ^`h
H
.
h
 ^`h
H
.

h
PL P^P`Lh
H
.
 ^`o(
.

 ^ ` .

pL p^p`L .

@
 @
^@
` .

 ^` .

L ^`L .

 ^` .

 ^`
.

PL P^P`L
.
h
 ^`h
H
.
h
 ^ `h
H
.

h
pL p^p`Lh
H
.
h
@
 @
^@
`h
H
.
h
 ^`h
H
.

h
L ^`Lh
H
.
h
 ^`h
H
.
h
 ^`h
H
.

h
PL P^P`Lh
H
.
 ^`o(
.

 ^ ` .

pL p^p`L .

 @
^@
` .

 ^` .

L ^`L .

 ^` .

 ^`
.

PL P^P`L .
v\
p8
^tF

v
tG A

m?
. W) 5 eg@ {D D V [8Z [ Mg 
k tTm zw z J} I w! 1 < D $
&, 7 X
N r,
 
@
BG
@{

@
U n k n o w n

G
*
 Ax

T i m e s
N e w
R o m a n
5

S y m b o l
*
 Cx

A r i a l
5
*
 [` )

T a h o m a
?
*
 Cx

C o u r i e r
N e w
;

W i n g d i n g s
B

C a m b r i a
M a t h
" 1  h
B

x
24

q

$

8 8

3Q 
HP
D
2
x
x
,
= U n i t
1
A
b e h a v i o r :
P i e r c e
a n d
C h a p t e r
1
C a i o
M i g u e l
C a i o
M i g u e l

?
s c i e n c e
E p l i n g ,
$

!
o f


x


Oh +'0

4
H

'
@
behavior: Pierce and Epling, Chapter 1

Unit 1  A science of

Caio Miguel

Normal.dotm

Caio Miguel
2
Word
@
F#
@
.7u@
H{@
H{

Microsoft Macintosh

. +,0

$

|

'

>
Unit 1  A science of behavior: Pierce and
Epling, Chapter 1

Title


"
#
$

%
&
'
(
)
*

+
,
.
/
1
2
3
4
5
6
7
9
:
;
<
=
>
?
B


R o o t
E n t r y

D

1 T a b l e

W o r d D o c u m e n t

.0
S u m m a r y I n f o r m a t i o n
(

D o c u m e n t S u m m a r y I n f o r m a t i o n

8
m p O b j

`

8
C o

F
Microsoft Word 97-2004
Document NB6W
Word.Document.8