Reading Guide

Directions: Read the required articles or book chapters listed below and complete the guided reading questions. Please ensure that you use complete sentences, proper punction, spelling, grammar, etc. There is no required length for answers, they can be 1-5 sentences long.

Required Readings

• Domjan, M. (2016). Elicited versus emitted behavior: Time to abandon the distinction. Journal of the Experimental Analysis of Behavior, 105(2), 231245.
• Sylemez, S., & Kapucu, A. (2024). The impact of disgust learning on memory processes for neutral stimuli: A classical conditioning approach. Cognition and Emotion.

Domjan, 2016

1. What was the original rationale for distinguishing elicited and emitted behavior? (pg 1, Origins of Elicited vs Emitted Distinction section)
2. How did Thorndikes Law of Effect conceptualize the role of antecedent stimuli in learning? (pg 2, Thorndikes Law of Effect section)
3. What was Skinners position on the spontaneity of operant behavior? (pg 2, Skinners Type R Learning section)
4. Explain the three-term contingency and its implications for the elicited/emitted distinction. (pg 6, Importance of Three-term contingency section)
5. How do motivating operations challenge the idea that operant behavior is controlled solely by consequences? (pg 7, Motivation Operations for Operant behavior section)
6. Why does Domjan argue that the elicited/emitted distinction is circular and uninformative? (pg 14, paragraph 2)
7. Provide examples of Pavlovian conditioning that contradict the notion of simple reflex transfer. (pg 13, Where does this leave… section, paragraph 2)
8. What is sign tracking, and how does it challenge traditional views of classical conditioning? (pg 11, paragraph 3 through pg 12, first column)
9. How do findings on misbehavior (instinctive drift) inform our understanding of classical conditioning? (pg 9, Misbehavior and classically conditioned manipulative response sub-section)
10. Summarize Domjans recommendation for terminology regarding conditioned behaviors. (pg 13, Where does these level elicited vs emitted distinction section)

Sylemez & Kapucu (2024)

1. What is the primary function of disgust, and how does it relate to pathogen avoidance? (pg 1, paragraph 2 and 3)
2. Define evaluative conditioning and explain how it differs from signal learning. (pg 2, 1.2 Disgust and conditioning section)
3. What is the category conditioning paradigm, and why was it used in this study? (pg 2, 1.2 Disgust and conditioning section)
4. How did the researchers measure conditioning success? (pg 15, paragraph 1)
5. What were the main findings of Experiment 1 regarding memory for disgust-associated stimuli? (pg 7, 2.3 Discussion section)
6. How did Experiment 2 test whether the memory advantage was specific to disgust? (pg 11, 3.3 Discussion section)
7. What role does the amygdala play in emotional memory according to the discussion? (pg 14, paragraph 1)
8. How did response bias differ between disgust-associated and fear-associated stimuli? (pg 7-8, 2.3 Discussion section and pg 11, 3.3 Discussion section)
9. What evolutionary explanation is offered for the memory advantage of disgust? (pg 13, 5.1 Disgust and episodic memory)
10. What limitations did the authors identify, and what future directions do they suggest? (pg 13-15, General discussion section)