Homework answers / question archive / 1) A) Describe the relationship between stimulus discrimination and stimulus generalization B) Describe the phenomenon of overshadowing, and describe how it may be explained by elemental and configural approaches to stimulus control

1) A) Describe the relationship between stimulus discrimination and stimulus generalization B) Describe the phenomenon of overshadowing, and describe how it may be explained by elemental and configural approaches to stimulus control

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1) A) Describe the relationship between stimulus discrimination and stimulus generalization B) Describe the phenomenon of overshadowing, and describe how it may be explained by elemental and configural approaches to stimulus control.

2) A) What are the primary contributions of economic concepts to the understanding of the motivational bases of instrumental behavior? B) Describe implications of modern concepts of reinforcement for behavior therapy

3) A) How do studies of the associative structure of instrumental conditioning help in understanding the nature of drug addiction? B) Describe similarities and differences between the Premack principle and subsequent response allocation models

4) A) Describe what is an S–O association and what research tactic provides the best evidence for it B) What investigative techniques are used to provide evidence of R–O associations? Why is it not possible to explain instrumental behavior by assuming only R–O association learning?

5) A) What is a reward discounting function, and how is it related to the problem of self-control? B) How have studies of self-control informed us about other important aspects of human behavior? C) Describe what is an S–R association and what provides the best evidence for it.

6) A) Describe various theoretical explanations of the matching law. B) How are concurrent-chain schedules different from concurrent schedules, and what kinds of research questions require the use of concurrentchain schedules?

7) A) Describe how concurrent schedules of reinforcement are designed and what are typical findings with concurrent schedules. B) Describe the generalized matching law equation and explain each of its parameters

8) A) Describe alternative explanations of the learnedhelplessness effect. B) Compare and contrast ratio and interval schedules in terms of how the contingencies of reinforcement are set up and the effects they have on the instrumental response

9) A) What are the effects of a delay of reinforcement on instrumental learning, and what causes these effects? B) What was the purpose of Skinner’s superstition experiment? What were the results, and how have those results been reinterpreted?

10) A) What is the current thinking about instrumental reinforcement and creativity, and what is the relevant experimental evidence? B) How does the current status of a reinforcer depend on prior experience with that or other reinforcers?

11) A) How does the comparator hypothesis explain the blocking effect? B) Compare and contrast free-operant and discretetrial methods for the study of instrumental behavior. C) What are the similarities and differences between positive and negative reinforcement?

12) A) Describe an experimental design that allows investigators to distinguish between S–R and S–S learning. B) Describe the basic idea of the Rescorla–Wagner model. What aspect of the model allows it to explain the blocking effect and make some unusual predictions?

13) A) What, if any, limits are there on the kinds of stimuli that can serve as conditioned and unconditioned stimuli in Pavlovian conditioning? B) Describe several examples of how Pavlovian conditioning can modify how one responds to the unconditioned stimulus. What is the adaptive significance of this type of learning?

14) A) Why is it difficult to identify the type of conditioning procedure that produces the best conditioning? B) What is a control procedure for excitatory conditioning, and what processes is the control procedure intended to rule out?

15) A) Describe the two processes of the dual-process theory of habituation and sensitization and the differences between these processes. B) Describe the similarities and differences among habituation, sensitization, and classical conditioning C) What is object learning, and how is it similar to or different from conventional classical conditioning?

16) A) Compare and contrast appetitive and consummatory behavior and describe how these are related to general search, focal search, and food handling B) Describe the distinction between habituation, sensory adaptation, and response fatigue C) Describe how habituation and sensitization are involved in emotion regulation and drug addiction.

17) A) Describe the different levels of analysis that can be employed in studies of learning and how they are related B) Describe why learning requires the use of experimental methods of inquiry C) Describe alternatives to the use of animals in research and their advantages and disadvantages.

18) A) Describe how historical developments in the study of the mind contributed to the contemporary study of learning B) Describe Descartes’s conception of the reflex and how the concept of the reflex has changed since his time.

19) Why do maximizing EPS and maximizing value not necessarily lead to the same conclusion about the capital structure?

20) A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students.