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pilot； how some functions continue while the conscious brain is asleep。
Hypnosis： Four BBC Documentaries （1982）。 FI； 49 to 55 minutes
Hypnosis and Healing
In this film； physicians and patients describe their successes with hypnosis。
Hypnosis： Can Your Mind Control Pain？
This film includes many examples and examines whether hypnosis can work for you。
Hypnosis： Can Your Mind Control Your Body？
This film examines various physical functions that may be influenced by hypnotic suggestion。
Hypnosis on Trial
In this film； witnesses are hypnotized to recall details of crimes。
The Mind： Addiction （1998）。 HARR； 25 minutes
Parallels research on the pleasure centers of the brain with addicts’ desire to be high。 Presents
recent findings on the action of various drugs on the “pleasure centers” of the human brain。
Depicts the molecular similarities between the morphine…like neurotransmitters of the brain and the
opiates。 Describes the biological causes of withdrawal symptoms。 Reviews an innovative program
to reduce drug use by suppressing physiological responses to behavioral habits associated with the
addiction。
Trance Forming Yourself （1986）。 TFU； 40 minutes
Visual and audio illustrations of self…hypnosis techniques； including deep relaxation； pendulum
techniques； and daydreaming are illustrated in this informative film。
Walking Through the Fear： Women and Substance Abuse （1992）。 FFHS； 28 minutes
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CHAPTER 6： MIND； CONSCIOUSNESS； AND ALTERED STATES
Drug and alcohol abuses continue to increase among women； and women often do not seek
appropriate help。 This program addresses the many reasons why。
What Time Is Your Body？ （1981）。 TFL； 50 minutes
Features circadian rhythms； the regular bodily cycles that occur on a roughly 24…hour cycle。 Our
body temperature rises as morning approaches； peaks during the day； and descends before sleep。
The film suggests that our internal biological clock is as important as external stimuli to our
experiences and behavior。 The film includes footage on isolation experiments conducted to assess
specific circadian rhythms。 In a cave with no clock； one man unwittingly made his day longer than
24 hours and consistently stuck to it for a month。 A young woman isolated in a room of perpetual
daylight later discovered that she was living a day slightly shorter than 24 hours。 Although this
film is old； the topic discussed has not changed。
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CHAPTER 7
Learning and Behavior Analysis
LEARNING OBJECTIVES
On pletion of this chapter； students should be able to：
1。 Describe the process of classical conditioning
2。 Explain the significance of temporal contiguity to the processes of conditioning and
learning
3。 Detail the phenomena associated with conditioning； including extinction； stimulus
generalization； discrimination； and spontaneous recovery
4。 Describe the process of operant conditioning
5。 Identify the significance of reinforcement contingency to behavioral response and the
resulting environmental changes
6。 Understand the distinction between the concepts of reinforcement and punishment
7。 Explain the differences in primary reinforcers and conditional reinforcers
8。 Describe the importance of reinforcement schedules； including characteristics of available
schedules
9。 municate significance of shaping and chaining to the process of operant conditioning
CHAPTER OUTLINE
I。 The Study of Learning
A。 What Is Learning？
1。 Learning is a process based on experience that results in a relatively
consistent change in behavior or behavior potential
a） A Change in Behavior or Behavior Potential
（i） Learning is often apparent from improvements in
performance
（ii） But what has been learned is not always evident in
performance； which leads to the learning…performance
distinction–the difference between what has been learned
and what is expressed or performed in overt behavior
b） A Relatively Consistent Change
（i） To qualify as learned； behavior must be performed
consistently over time。 For instance； if you have learned to
ride a bike； you are unlikely to forget how to ride a bike。
c） A Process Based on Experience
（i） Learning only happens through experience； through
interacting with the environment
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CHAPTER 7： LEARNING AND BEHAVIOR ANALYSIS
B。 Behaviorism and Behavior Analysis
1。 A recurring question of this chapter is how much of behavior is
learned； and how much of it is innate？
2。 One possible answer to this question is Radical Behaviorism； which
suggests that all behavior can be understood in terms of an organism’s
inherited characteristics and simple learned behavior
a） John Watson and B。 F。 Skinner argued that feelings； imagining
do not cause behavior； but rather are caused by environmental
stimuli。 They are the two most influential proponents of
behaviorism； which maintains that psychology should focus
on observable behavior。
b） Behaviorism； which will be covered more fully later； led to the
development of behavior analysis； the area of psychology that
focuses on environmental determinants of behavior
c） Behaviorists and behavior analysts often assume that
learning is conserved across species； that learning is similar in
all animal species。 Because of this assumption； animals are
often used in behaviorist research。
II。Classical Conditioning： Learning Predictable Signals
A。 Pavlov’s Surprising Observation
1。 First described by Ivan Pavlov； classical conditioning is a basic form of
learning in which one stimulus predicts the occurrence of another
event。 Organisms learn to associate one stimulus with the other。
a） Reflexes； unlearned responses such as salivation； pupil
contraction； knee jerks； or eye blinks； are at the core of
classical conditioning
b） An Unconditioned Stimulus （UCS） is any stimulus that
naturally elicits a reflexive behavior； such as salivating
c） An Unconditioned Response （UCR） is the behavior； such as
salivating； that is elicited by the UCS
d） A Neutral Stimulus is a stimulus that has no intrinsic meaning
to the organism。 When associated with the UCS； the Neutral
Stimulus can bee a Conditioned Stimulus （CS）–a previously
neutral stimulus that es to elicit a conditioned response。
e） A Conditioned Stimulus； after being paired with the UCS；
acquires the power to elicit the UCR。 When the UCR is elicited
by the CS； however； it is called the Conditioned Response
（CR）。
f） A Conditioned Response is produced by the presentation of the
CS
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PSYCHOLOGY AND LIFE
g） In summary； nature provides the association between the
Unconditioned Stimulus and the Unconditioned Response。 By
repeatedly pairing the Conditioned Stimulus with the
Unconditioned Stimulus； the Conditioned Stimulus begins to elicit
a Conditioned Response。
B。 Processes of Conditioning
1。 Acquisition is the process by which the CR is first elicited by the CS and
by which elicitation gradually increases in frequency over repeated
trials
2。 Timing is critical in classical conditioning。 The UCS and the CS must
be presented close enough together so that they are perceived to be
associated。 Four types of temporal patterns are used in research。 They
are：
a） Delayed Conditioning； in which the CS es prior to and
stays on at least until the UCS is presented。 Usually the most
effective conditioning paradigm。 The optimal time interval
between the UCS and the CS varies depending on the nature
of the CS and the CR。
b） Trace Conditioning； in which the CS is turned off before the
UCS is presented。
c） Simultaneous Conditioning； in which the CS and the UCS are
presented at the same time。 Conditioning is generally poor
with this paradigm。
d） Backward Conditioning； in which the CS is presented after the
UCS。 Conditioning is generally very poor with this paradigm。
3。 Extinction is said to have occurred when the CR no longer appears in
the presence of the CS
4。 Spontaneous Recovery； reappearance of a weak CR when the CS is
presented again after extinction； without renewed pairing with the
UCS