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7
review list test 3
| term | definition |
|---|---|
| learning | a relatively permanent change in behavior (or behavioral potential) due to experience |
| behaviorism | an approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior. Sometimes called "stimulus-response psychology". classical conditioning and operant conditioning to explains behavior |
| conditioning | a basic kind of learning that involves associations between environmental stimuli and the organisim's responses. |
| classical conditioning | the process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. i.e. pavlov's dogs salivating to things other than food |
| US (unconditioned stimulus) | the classical-conditioning termfor a stimulus that elicits a reflexive/automatic response in the absence of learnling. i.e. pavlov's dogs: food |
| UR (unconditioned response) | the classical-conditioning term for a reflexive/automatic response elicited by a stimulus in the absence of learning. i.e. pavlov's dogs: salivation |
| CS (conditioned stimulus) | the classical-conditioning term for an initially neutral stimulus that comes to elicit a conditioned response after being associatd with an unconditiond stimulus. i.e. pavlov's dogs: sight of food dish |
| CR | the classical-conditioning term for a response that is elicited by a conditioned stimulusl; it occurs after the conditioned stimulus is associated with an unconditioned stimulus. i.e. pavlov's dogs: salivation after seeing dish/light/buzzer etc. |
| extinction in classical conditioning | the weakening and eventual disappearance of a learned response; in ___ conditioning it occurs when the conditioned stimulus is no longer paird with the unconditioned stimulus. i.e. stop giving dog food at sound of bell, he will stop salivating. |
| spontaneous recovery | the reappearance of a learned response after its apparent extinction. i.e. after stopping giving food at bell, dog may still salivate for a few trials next day |
| high-order conditioning | in classical conditioning, a procedure in which a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus. i.e. dog salivates at food dish, flash light before food dish, he'll salivate to light |
| stimulus generalizing in classical conditioning | after conditioning, the tendency to respond to a stimulus that resembles one involved in the original conditioning; in ___conditioning, it occurs when a stimulus that resembles the CS elicits the CR. |
| stimulus discrimination in classical conditioning | the tendency to respond differently to two or more similar stimuli; in ___ conditiong, it occurs when a stimulus similar to the CS fails to evoke the CR |
| phobia | occurs when fear of an object or situation becomes irrational and interferes with normal activities. Watson and Rayner deliberatley astablished a rat __ in little albert by making loud noise w/ hammer when rat was presented |
| counterconditioning | in classical conditioing, the process of pairing a conditioned stimulus with a stimulus that elicits a response that is compatible with an unwatned conditioned response. "reversal of phobias". i.e. watson paired snack with rabbit, child rabbit phobia |
| high-order conditioning | __ may explain why some words trigger emotional responses in us and/or contribute to prejudices. i.e. child learns negative response to word "jew" when paird with words child already learned are bad like "dumb" |
| stimulus generalization in classical conditioning | example of ____ is when dog is conditioned to salivate to middle C but he also salivates to D |
| stimulus discrimination in classical conditioning | example of ____ is when dog learns to salivate to C on piano and not on guitar when you give him food after piano but not guitar |
| operant conditioning | the process by which a response becomes more likely to occur or less so, depending on its consequences. i.e. child learns to cry to get attention and get what he/she wants |
| Thorndike's work | siad bevahior is controlled by consequences. put cats inside puzzle box & fish outsid, cats learned to loosen bolt/pull on string/hit button to get reward of fish |
| reinforcement | the process by whihc a stimulus or event strengthens or increases the probability of the response that follows. i.e. giving dog food when he begs at table increases likelihood that he will beg |
| extinction in operant conditioning | the weakening and eventual disappearance of a leanred response; in ___ conditioning, it aoccurs when a response is no longer followed by a reinforcer |
| stimulus generalization in operant conditioning | in __ conditioning, the tendency for a response that has been reinforced (or punished) in the presence of one stimulus to occur (or be suppressed) in the presence of the other, similar stimuli. i.e. pigeon trained to peck at circle pecks at oval too |
| stimulus discrimination in operative conditioning | in __ conditioning, the tendency of a response to occur in the presence of one stimulus but not in the presence of other, similar stimuli that differ from it on some dimension. i.e. train bird to discriminate between cirlce and oval by giving reinforces |
| discriminative stimulus | a stimulus that signals when a particular response is likely to be followed by a certain type of consequence. i.e. a light in a Skinner box, when on pecking brings reward, when off, nothing |
| schedules of reinforcement | continuous reinforcement and intermittent schedule of reinforcement |
| shaping | an operant-conditioning procedure in which successive approximations of a desired response are reinforced. i.e. to teach hamster to pick up marble, give him reward after first turning towards it, then taking step forward, then touching it, etc. |
| instinctive drift | during operant learning, the tendency for an organizm to revert to instictive behavior. i.e. Breland's pig was "rooting" coin with snout instead of putting it in bank |
| skinner's views on free will | it is an illusion. he promoted determinist view that we are shpaed by our environments and our genetic heritage |
| skinner's views on determinism | free will is an illusion, we are shaped by our environments and our genetic heritage |
| behavior modification | the application of operant conditioning techniques to teach new responses or to reduce or eliminate maladptive or problematic behavior. i.e. to help stop smoking, biting nails etc. |
| discrimintavie stimuli in human behavior | i.e. verbal "store hours are 9 to 5", nonverbal -traffic lights, doorbells, telefone ring, facial expressions of others |
| continuous reinforcement | a reinforcement schedule in which a particular response is always reinforced |
| intermittent schedule of reinforcement | a reinforcement schedule in which a particular response is sometimes but not always reinforced. why people get atttached to lucky charms and rituals, i.e. batter pulls earlobe & gets home run once, so always pulls earlobe from then o |
| if you want a response to persist after it has been learned, you should reinforce it ___ | intermittently |
| procedure of punishment | sometimes it is effective, i.e. punishing criminals with jail time. mostly not effective |
| problems with use of punishment | 1)people often administer it inappropriately 2)recipient often responds with anaxiety, fear, rage 3)effectiveness often temporary, depends on presence of punishing person 4)most misbehavior hard to punish immediatly 5)conveys little info 6brings attention |
| compare/contrast punishment with postive and negative reinforcement | (blank) |
| problems with reward | sometimes people interpret activity as work when they recieve an award for it and don't want to do it for their pleasure |
| intrinsic reinforcers | reinforcers that are inherently related to the activity being reinforced. i.e. enjoyment of the task and satisfaction of accomplishment |
| extrinsic reinforcers | reinforcers that are not inherently related to the activity being reinforced. i.e. money, praise, gold stars, applause, hugs |
| social learning theory/social-cognitive theories | theories that emphasizee how behavior is learned and maintained through observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations, and beliefs |
| observational learning/vicarious learning | a process i which an individual learns new responses by observing the behavior of another (a model) rather than through direct experience |
| latent learning | a form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement. i.e. child watches parent tightening screw for years, years later he finds he knows how without ever having done it before |
| suggestions for modifying behavior | -accentuate the positive -reinforce small improvements -find the right reinforcers -always examine what you are reinforcing -analyze the reasons for a person's undesirable behavior before responding to it |
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