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#lpeleap Chapter 6
Learning
| Term | Definition |
|---|---|
| Acquisition | This is one of the most common ways to measure the strength of learning in classical conditioning. A typical example of this procedure is as follows: a rat first learns to press a lever through operant conditioning. |
| Associative learning | the process by which an association between two stimuli or a behavior and a stimulus is learned. The two forms of associative learning are classical and operant conditioning. |
| Biofeedback | the use of electronic monitoring of a normally automatic bodily function in order to train someone to acquire voluntary control of that function. |
| Continuous reinforcement | a schedule of reinforcement in which every occurrence of the instrumental response (desired response) is followed by the reinforcer. Lab example: each time a rat presses a bar it gets a pellet of food. |
| Discriminative stimulus | the cue (stimulus) that is present when the behavior is reinforced. |
| Fixed-interval schedule | A fixed-ratio schedule of reinforcement means that reinforcement should be delivered after a constant or “fixed” number of correct responses. For example, a fixed ratio schedule of 2 means reinforcement is delivered after every 2 correct responses. |
| Fixed-ratio schedule | Occurs when an employee is rewarded after producing a fixed number of items or performing an activity a fixed number of times. |
| Generalization | the act or process of responding to a stimulus similar to but distinct from the conditioned stimulus. Also called response generalization. the act or process of making a different but similar response to the same stimulus. |
| Habituation | the diminishing of a physiological or emotional response to a frequently repeated stimulus. |
| Higher-order conditioning | In classical conditioning, second-order conditioning or higher-order conditioning is a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, |
| Intrinsic motivation | the motivation that comes from inside the performer. |
| Latent Learning | refers to the process in which learning takes place, but there is no demonstration of that knowledge until a reward or incentive is present. |
| Law of effect | which states that behaviors that lead to satisfying outcomes are likely to be repeated, whereas behaviors that lead to undesired outcomes are less likely to recur. |
| Operant chamber | "Skinner box" redirects here. For the ska band, see Skinnerbox. An operant conditioning chamber (also known as the Skinner box) is a laboratory apparatus used in the experimental analysis of behavior to study animal behavior. |
| Prosocial behavior | can be broadly defined as any voluntary behavior intended to benefit another person. Altruism is the most common example of prosocial behavior. |
| Respondent behavior | specifically refers to the behavior consistently elicited by a reflexive or classically conditioned stimulus. |
| Variable-interval schedule | In addition, ratio schedules can deliver reinforcement following fixed or variable number of behaviors by the individual organism. |
| Variable-ratio schedule | n addition, ratio schedules can deliver reinforcement following fixed or variable number of behaviors by the individual organism. |
| Albert Bandura | His theory added a social element, arguing that people can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. |
| John Garcia | most known for his research on taste aversion learning. |
| Robert Rescorla | Developed the contingency model of classical conditioning |
| Edward Thorndike | noted for his study of animal intelligence and for his methods of measuring intelligence. |
| Edward Tolman | He was most famous for his studies on behavioral psychology. |
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