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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 completion 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. Communicate 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?