Question 1

Describe the different levels of analysis that can be employed in studies of learning and how they are related.

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Question 2

How might learning be studied at each of the major levels of analysis: behavioral, neural system, and molecular/cellular?

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Question 3

Why would one use an animal model of human behavior? What contributes to the validity of such studies? What precautions must be heeded while interpreting the data?

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Question 4

Briefly describe the two intellectual traditions that were stimulated by Cartesian dualism.How is each tradition represented in contemporary investigations of learning phenomena?

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Question 5

Russell and Burch describe "3 Rs" for the use of animals in research.Which of the following is not one of the "Rs."
A)replacement
B)refining
C)referencing
D)reducing

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Question 6

Describe what happens when an action potential arrives at a synapse.

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Question 7

Describe the rationale for using animal models to study human behavior.

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Question 8

Describe the definition of learning and how learning is distinguished from other forms of behavior change.

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Question 9

The generation of new, previously unknown facts about behavior must come from
A)computer modeling.
B)studying live organisms.
C)studying live humans.
D)studying live non-humans.

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Question 10

Describe the movements of ions across the neural membrane that allows for a neuron to send a signal down its length.

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Question 11

Why is the learning-performance distinction important to researchers of learning phenomena? Provide three types of behavioral change that are not considered to be learning.Describe how each fails to meet the definition of learning.

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Question 12

Compare the nativist and empiricist positions.How has each contributed to the theoretical underpinnings of the study of learning?

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Question 13

Compare the research of Ivan Pavlov and Hermann Ebbinghaus.What do the two lines of investigation have in common?

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Question 14

Describe Descartes' conception of the reflex and how the concept of the reflex has changed since his time.

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Question 15

Describe the contributions to the study of learning made by three of the following individuals: René Descartes, John Locke, Thomas Hobbes, Thomas Brown, Aristotle, Hermann Ebbinghaus, I.M.Sechenov, Ivan Pavlov, Charles Darwin.

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Question 16

What is the general-process approach? What evidence supports adopting such an approach in the study of learning phenomena? Why should caution be used in interpreting this evidence?

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Question 17

Describe how the definition of learning dictates what type of science the study of learning must be.

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Question 18

Describe how historical developments in the study of the mind contributed to the contemporary study of learning.

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Question 19

Explain how the research of I.M.Sechenov and Ivan Pavlov extended Descartes' early conceptualization of the
role reflexes have in human behavior.

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Question 20

What three primary sources provided the impetus for research of animal learning? Briefly describe how each line of interest influences contemporary research in learning processes.

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Quiz 1: Introduction