Chapter 6
CONDITIONING AND LEARNING
,Key Learning Goals
6.1 Define what constitutes learning.
6.2 Understand the socio-political history of education in South Africa.
6.3 Describe classical conditioning and Pavlov’s demonstration of this concept
6.4 Explain how classical conditioning plays a role in emotions such as fear
and anxiety.
6.5 Describe acquisition, extinction and spontaneous recovery in classical
conditioning.
6.6 Describe the processes of generalisation and discrimination in classical
conditioning.
6.7 Explain higher-order conditioning.
, Key Learning Goals
(continued)
6.8 Define Skinner’s principles of positive and negative reinforcement.
6.9 Describe extinction in operant conditioning.
6.10 Explain various types of schedules of reinforcement.
6.11 Distinguish between positive and negative reinforcement and between
escape and avoidance learning.
6.12 Explain punishment in terms of operant conditioning.
6.13 Discuss the theoretical importance of conditioned taste aversion.
6.14 Review the concept of preparedness and argue whether the laws of
learning are universal.
, Key Learning Goals
(continued)
6.15 Explain the research on latent learning and its theoretical significance.
6.16 Understand the theoretical implications of research on signal relations
and response−outcome relations.
6.17 Explain the nature, importance and processes of observational learning
6.18 Discuss Bandura’s research on TV models and aggression, and modern
research on the effects of media violence.
6.19 Explain how equine assisted psychotherapy (EAP) is able to change
behaviour in humans.
6.20 Explain how the horse is used in EAP.
CONDITIONING AND LEARNING
,Key Learning Goals
6.1 Define what constitutes learning.
6.2 Understand the socio-political history of education in South Africa.
6.3 Describe classical conditioning and Pavlov’s demonstration of this concept
6.4 Explain how classical conditioning plays a role in emotions such as fear
and anxiety.
6.5 Describe acquisition, extinction and spontaneous recovery in classical
conditioning.
6.6 Describe the processes of generalisation and discrimination in classical
conditioning.
6.7 Explain higher-order conditioning.
, Key Learning Goals
(continued)
6.8 Define Skinner’s principles of positive and negative reinforcement.
6.9 Describe extinction in operant conditioning.
6.10 Explain various types of schedules of reinforcement.
6.11 Distinguish between positive and negative reinforcement and between
escape and avoidance learning.
6.12 Explain punishment in terms of operant conditioning.
6.13 Discuss the theoretical importance of conditioned taste aversion.
6.14 Review the concept of preparedness and argue whether the laws of
learning are universal.
, Key Learning Goals
(continued)
6.15 Explain the research on latent learning and its theoretical significance.
6.16 Understand the theoretical implications of research on signal relations
and response−outcome relations.
6.17 Explain the nature, importance and processes of observational learning
6.18 Discuss Bandura’s research on TV models and aggression, and modern
research on the effects of media violence.
6.19 Explain how equine assisted psychotherapy (EAP) is able to change
behaviour in humans.
6.20 Explain how the horse is used in EAP.
