1. What is operant conditioning and how does it differ from classical conditioning in terms of voluntary versus involuntary behavior?

2. What is the law of effect and how did Thorndike's puzzle box experiment demonstrate this principle?

3. How can superstitious behaviors develop through operant conditioning even when behaviors are not actually responsible for positive outcomes?

1. What is learned helplessness and what did Seligman's shuttle box experiments reveal about how organisms respond to uncontrollable aversive stimuli?

2. How does learned helplessness apply to real-world situations such as voting, academic performance, and job searching?

1. What is environmental determinism and how did Skinner's perspective on nature versus nurture influence his approach to studying behavior?

2. How did Skinner use the operant conditioning chamber to demonstrate that behaviors followed by reinforcement are more likely to be repeated?

1. What is the difference between primary reinforcers and secondary reinforcers, and why is timing important for both reinforcement and punishment to be effective?

2. How do positive and negative apply to reinforcement and punishment in terms of adding or removing stimuli?

3. What is positive reinforcement and how do examples like birds in parks and pets begging at the table illustrate this principle?

4. What is negative reinforcement and how do seat belt buzzers and hand-washing in obsessive-compulsive disorder demonstrate this concept?

5. What is positive punishment and how do examples like traffic tickets and shock collars illustrate reducing unwanted behavior?

6. What is negative punishment and how do examples like removing toys from fighting siblings or grounding teenagers demonstrate this principle?

7. Why might punishment intended by teachers sometimes become reinforcement for students like Ryan, and what does this reveal about the importance of outcomes over intentions?

1. What is reinforcement discrimination and how does a teenager learning to complete homework before dinner to receive rewards demonstrate this ability?

2. What is reinforcement generalization and how does a child who learns politeness at home apply this behavior in school and other settings?

3. What did Herrnstein's pigeon study reveal about how animals can discriminate between reinforced and non-reinforced stimuli?

1. What is continuous reinforcement and why is it beneficial during the acquisition stage of learning but problematic for maintaining behavior?

2. What is partial or intermittent reinforcement and why does it produce slower acquisition but greater resistance to extinction than continuous reinforcement?

3. What is a fixed-interval schedule of reinforcement and how do examples like weekly music lessons and weekly allowance demonstrate this pattern?

4. What is variable-interval reinforcement and how do pop quizzes and checking phones for messages illustrate unpredictable reinforcement based on time?

5. What is a fixed-ratio schedule of reinforcement and how do examples like factory workers paid per item and students rewarded for reading ten books demonstrate this pattern?

6. What is variable-ratio reinforcement and why is it the most powerful schedule for producing persistent behavior?

7. How do gambling and dating exemplify the power of variable-ratio reinforcement in real-world situations?

1. What is shaping and how do successive approximations allow trainers to teach complex behaviors like a rat turning in a full circle?

2. How does the classroom game of hot and cold demonstrate the effectiveness of reinforcement-based shaping compared to punishment-based approaches?

3. What is chaining and how can it be used to combine simple learned behaviors into complex sequences like obstacle courses?

1. What is instinctive drift and how did the Brelands' raccoon experiments demonstrate that biological predispositions limit what can be learned through conditioning?

2. How did the Brelands' findings change the field of animal conditioning from emphasizing punishment to emphasizing reinforcement of natural behaviors?

1. How does the classroom presentation scenario with Jensu demonstrate that both classical and operant conditioning can occur simultaneously in the same learning environment?

2. In the Jensu scenario, how does classical conditioning explain his nervousness when the bell rings, while operant conditioning explains his improved presentation skills?

3. What are the key differences between classical and operant conditioning in terms of how behavior occurs, what the subject controls, and what types of responses are studied?