1) Discuss classical conditioning, including unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response, neutral stimulus, generalization, discrimination.
2) Discuss the experiment with Little Albert. Discuss desensitization therapy.
3) Discuss the differences between classical and operant conditioning.
4) Discuss positive reinforcement, negative reinforcement, punishment, and avoidance training.
5) Discuss Albert Bandura’s social cognitive theory.
Lesson 7, Chapter 7, Cognition and Mental Abilities
1) Discuss in detail the meaning of cognition and explain its functions. Differentiate between images and concepts. Explain the use of prototypes.
2) Explain the relationship between language and thinking. Explain Whorf’s linguistic relativity hypothesis. Cite criticisms of Whorf’s hypothesis.
3) Explain the views of Spearman, Thurston, Guilford, Catell, and Gardner with respect to what constitutes intelligence.
4) Distinguish between the Wechsler Adult Intelligence Scale III from the Stanford-Binet. Discuss in detail the two parts of the WAIS- III.
5) Explain the high correlation between IQ scores and academic performance. How well do high IQ scores correlate with later occupational success? Be specific and provide some examples.
Lesson 6, Chapter 6, Memory
1). Explain in detail the path that information takes from the environment to the long-term memory.
2) Describe in detail the storage and retrieval of information in the long-term memory.
3) Describe and explain the brain structures and regions that are the bases for memory.
4) Discuss how and why memories change over time, and elaborate upon certain techniques for improving your memory.
5) Explore and discuss several special topics in memory including cultural influences, autobiographical memory, childhood memory, flashbulb memory, and recovered memories.
1) Discuss motive and emotion, and how the roles of stimulus, behavior, and goals affect both motive and emotion.
2) Discuss the five categories in Maslow’s hierarchy of motives.
3) Discuss aggression and the three theories of aggression.
4) Discuss the differences between the motives for power, achievement, and affiliation.
5) Discuss the James-Lange, Cannon-Bard, cognitive, and Izard’s theories
1) Because some children’s television shows have negative long-term consequences, what should parents do about the television show their children watch?
2) Discuss the four stages of Piaget’s theory of cognitive development and give examples of each stage.
3) Discuss the four problems of adolescence: self-esteem, depression, suicide, and eating disorders and provide examples of each of these.
4) Discuss Elisabeth Kubler-Ross’ five sequential stages through which people pass as they react to their own impending death and provide examples of each.
5) Identify the central concerns and crises that characterize the young, middle, and late adulthood stages and provide examples. Discuss moral development.
1) Discuss the interaction of elements of personality according to Freud’s theory: id, ego, and superego. Identify Freud’s five stages of psychosexual development.
2) Discuss the differences among the theories of Jung, Adler, and Horney. What do these theories have in common.
3) Discuss Erik Erikson’s eight stages of psychosocial development.
4) Discuss the difference between Carl Rogers’ humanistic theory with Freudian theory.
5) Discuss the four tools that psychologists use to measure personality, including two objective tests, two projective tests, and their uses.
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