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| Question | Answer |
|---|---|
| tendency for a response to be evoked more by one stimulus than another | STIMULUS DISCRIMINATION |
| tendency for a CR to occur in the presence of a stimulus that is similar to the CS | STIMULUS GENERALIZATION |
| reappearance of a CR when a period of extinction is followed by a rest period | SPONTANEOUS RECOVERY |
| repeated presentation of the CS in the absence of the US (procedure) | EXTINCTION |
| process of developing and strengthening a CR through repeated pairings of a NS with a US | ACQUISITION |
| traditionally considered the least effective procedure for conditioning of an excitatory response | backward |
| usually results in poor conditioning | Simultaneous |
| can be almost as effective as delay conditioning if the _____ relatively short | trace interval |
| is often the best arrangement for conditioning, esp. if the ISI is relatively short | delay conditioning |
| US is an event that an organism generally avoids | Aversive conditioning |
| Us is an event that is an organism will generally approach and seek out | Appetitive conditioning |
| conditioning in which the NS is associated with the absence or removal of a US | Inhibitory conditioning |
| conditioning in which the NS is associated with the presentation of a US (negative | Excitatory conditioning |
| e.g., when I ate donut and I was food poisoned, starting that, I dont want to eat donut again | Garcia Effect |
| magnitude of ___ is always less than the UR | CR |
| exploring the limits of visual discrimination in dogs, noticed that when the discrimination was difficult, the dogs' behavior became disorganized. | Shenger-Krestovnikova |
| dogs had different reactions, some anxious, some catatonic, some j u s t f i n e | individual differences |
| a CS that has been repeatedly associated with the primary response (a-process) to a US will eventually come to elicit a compensatory response (b-process) | Compensatory Response Model |
| decreased BP | heroin |
| increase BP (tension and agitation) | heroin-related cues |
| Occurs when a previously conditioned stimulus , which has already been associated with an unconditioned stimulus, and now elicits a conditioned response, is used to condition a new neutral stimulus. | Higher order conditioning |
| The more reliable the CS in predicting the US, the stronger the conditioning will be. | Contingency |
| conditioning is difficult to establish with: | backward conditioning |
| conditioning is difficult to establish with: | When CSs are redundant |
| if two CSs reliably predict a US, the first one presented will become conditioned, and second one (redundant), will not | Egger and Miller |
| Only more prominent is conditioned in a compound stimulus | Overshadowing |
| presence of an established CS interferes with conditioning of a new CS | Blocking |
| “conditionability” of a particular US-CS pair depends on potential associative strength of a given CS or specific US | Rescorla-Wagner Theory |
| most of the conditioning possible for a particular US is “used up” by the first CS | Blocking |
| You can steal in US | Overshadowing |
| associations between certain kinds of stimuli are more likely to be made than are associations between others | Associative Bias |
| familiar stimulus is more difficult to condition as a CS than is an unfamiliar (novel) stimulus | Latent Inhibition |
| Wolpe proposed underlying process in counterconditioning | Reciprocal inhibition |
| initially studied taste aversion by pairing a saccharin drink with injection of cyclophosphamide (a drug which suppresses immune system); unusually high number of deaths in rats that continued to receive the saccharin solution (without the US) | Ader&Cohen |
| condition guinea pigs to become allergic to certain odors by pairing these with an allergy-inducing pollen | Russel |
| White pill: Acetylsalicylic acid —-> headache removal White pill —-> headache removal | Placebo effect |
| paired either heat or tactile stimuli as CSs with injections of foreign proteins (US) in guinea pigs; with repeated pairings, presentation of the heat or touch stimuli alone resulted in a variety of nonspecific immune responses | Metalnikov |
| elevated immune responses (that are not a result of stress induced by the unpleasant visual stimulus) after seeing pics of other people who may have diseases or infections | Schaller |
| a type of learning in which the future probability of a behavior is affected by its consequences | Operant Conditioning |
| If a response is followed by a ________ state of affairs, the strength of the connection is increased. | satisfying |
| If a response is followed by an _______ state of affairs, the strength of the connection is decreased. | annoying |
| triggered in the nervous system if a response results in a satisfying state of affairs --> strengthens neural bonds | Confirming reaction |
| Law of Effect (before 1930) | Edward Thorndike |
| -deemphasized role of punishment - found this to have no effect on the strength of the connection. -learner may engage in certain other behaviors that interfere with performance of the punished response | Revised Law of Effect |
| sense impressions and impulses to action become associated through a neural bond | connectionism |
| Most basic form of learning was __________ learning | trial and error |
| Learning is _____, not insightful | incremental |
| learning is not ______ by ideas | mediated |
| All Mammals Learn in the _____________ | Same Manner |
| A response that is followed by a reinforcer is strengthened and therefore more likely to __________ | occur again |
| emphasized the effect of the consequence on the future probability of the behavior | Burrhus Fredric Skinner |
| discriminative stimulus that precedes the response and signals that a certain consequence is now available | Antecedents |
| “Set the occasion for” the behavior or the behavior is more likely to occur in the presence of the stimulus | Antecedents |
| A response that produces a certain consequence | Behavior |
| Class of emitted responses that result in certain consequences, which in turn, affect the future probability of strength of those responses | Behavior |
| hat follows the response that serves to increase or decrease the probability of the response that preceded it | Consequence |
| Primary reinforcer & secondary reinforcer/conditioned reinforcer | Reinforcement+ |
| Reward is expected | Reinforcement+ |
| Reward is tangible | Reinforcement+ |
| Reward is given for simply performing the activity | Reinforcement+ |
| Any response that occurs with a fairly high frequency can be used to reinforce a response that occurs with a relatively lower frequency | Premack Principle |
| results in termination of an aversive stimulus | Escape Behavior |
| occurs before the aversive stimulus is presented and therefore prevents its delivery | Avoidance behavior |
| Open umbrella —> escape rain | Escape Behavior |
| Claim illness—> avoid taking an exam | Avoidance behavior |
| Take Biogesic —> eliminate headache | Escape Behavior |
| Turn on aircon —> escape The heat | Escape Behavior |
| occurs when something unpleasant or uncomfortable is removed or taken away in order to increase the likelihood of the desired behavior | Reinforcement- |
| presentation of a stimulus (one that is usually considered unpleasant or aversive) following a response, which then leads to a decrease in the future strength of that response | Punishment+ |
| Talk back to teacher —> Get reprimanded | Punishment+ |
| Meow constantly —> Get sprayed with water | Punishment+ |
| Swat at the wasp —> Get stung | Punishment+ |
| removal of a stimulus (one that is usually considered pleasant or rewarding) following a response, which then leads to a decrease in the future strength of that response | Punishment- |
| getting grounded after violating curfew | Punishment- |
| time-out after misbehaving | Punishment- |
| getting a deduction for late submission | Punishment- |
| Presence of a discriminative stimulus reliably affects the probability of the behavior | Stimulus control |
| gradual creation of new operant behaviours through reinforcement of successive approximations to that behavior | Shaping |
| A reinforcement schedule where a response is reinforced every time it occurs | Continuous Reinforcement |
| A reinforcement schedule where a response is only reinforced some of the time, rather than every time it occurs. | Partial Reinforcement |
| reinforcement is contingent upon a fixed, predictable number of responses | Fixed Ratio |
| The longer the enforcement, the longer the break | FR |
| reinforcement is contingent upon a varying, unpredictable number of responses | Variable Ratio |
| Random; mas efficient; mas onti yung Post Response Pause (PRP) | VR |
| reinforcement is contingent upon the first response after a fixed, predictable period of time | Fixed Interval |
| Gradually decreasing and then increasing and pause; it is depressing | FI |
| reinforcement is contingent upon the first response after a varying, unpredictable period of time | Variable Interval |
| usually produce a moderate, steady rate of response, often with little or no PRP | VI |
| return to the operant level when we remove the reinforcer from the operant conditioning situation | Extinction |
| a temporary increase in the frequency and intensity of responding when extinction is first implemented | Extinction Burst |
| A sequence of behaviors that must occur in a specific order with the primary reinforcer being delivered only after the final response of the sequence | Chaining |
| – Start with the last response of the chain and work backward | Backward chaining |
| – Performance drifted away from the reinforced behaviors and toward instinctive behaviors that occur when it is seeking the reinforcement (e.g., food) in a natural environment | Instinctive Drift |
| Response requirement that must be met to obtain reinforcement | SCHEDULES OF REINFORCEMENT |
| – reappearance of an extinguished response following a rest period after extinction | Spontaneous Recovery |
| The schedule of reinforcement is the most important factor influencing resistance to extinction | Resistance to Extinction |
| behavior that has been maintained on an intermittent (partial) schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | PARTIAL REINFORCEMENT EFFECT |
| – the more reinforcers received for a behavior, the greater the resistance | History of Reinforcement |
| behavior that has been maintained on an_____schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | intermittent (partial) |
| – the more reinforcers received for a behavior, the greater the _____ | resistance |
| large-magnitude reinforcers result in greater resistance than small-magnitude reinforcers | MAGNITUDE OF THE REINFORCER |
| the greater the level of deprivation, the greater the resistance to_____ | extinction |
| the greater the level of deprivation, the greater the resistance to extinction | DEGREE OF DEPRIVATION |
| tendency for an operant response to be emitted in the presence of a stimulus that is similar to a discriminative stimulus | STIMULUS GENERALIZATION |
| tendency for an operant response to be emitted more in the presence of one stimulus than another | STIMULUS DISCRIMINATION |
| Behavior is generally seen as involuntary and inflexible | CC |
| behavior is generally seen as voluntary and flexible | OC |
| Elicited by the stimulus | CC |
| emitted by the organism | OC |
| typically involves innate patterns of behavior (URs) | CC |
| Does not involve innate patterns of behavior | OC |
| SSR sequence | CC |
| SRS sequence | OC |
| precedes it | CC |
| following it | OC |
| whether the tone should be considered an S or a CS depends on the ______to which one is referring to | response |
| Bad (aversive); Giving (positive) | Positive Punishment |
| Bad (aversive); Taking away (negative) | Negative Reinforcement |
| Good (rewarding); Giving (positive) | Positive Reinforcement |
| Good (rewarding); Taking away (negative) | Negative Punishment |
| If _____, you should see words indicating something was given, earned, or received. | positive |
| If ______, you should see words indicating something was taken away or removed. | negative |
| If _____ you will see a clear indication that the behavior increases in the future. | reinforced |
| If _____, there will be an indication that the behavior decreases in the future. | punished |
| pigeons appeared to be responding as if their behavior controlled the delivery of the reinforcer when, in fact, the food was provided irrespective of what the pigeons were doing | Accidental/Adventitious Responding |
| Skinner called this superstitious behavior and non-contingent reinforcement | Accidental/Adventitious Responding |
| If one’s goal is to obtain a large, permanent decrease in some behavior, then the punisher should be immediately introduced at its full intensity. | MANNER OF INTRODUCTION. |
| – Punishment is most effective when it is applied immediately after the undesired behavior, as this helps the individual make a clear connection between the behavior and its consequences. | IMMEDIACY OF PUNISHMENT |
| The most powerful way to reduce behavior is to punish every occurrence. | SCHEDULE OF PUNISHMENT. |
| If a behavior is highly motivated (e.g., parents stealing food because their children are starving), the threat of punishment is not likely to have much effect. | MOTIVATION TO RESPOND. |
| Punishment can elicit ____________, such as fear and anger, which are generally disruptive of learning and performance | several emotional effects |
| punishment can sometimes lead to a _____________________________, not only the behavior being punished | general suppression of all behaviors |
| in real-world situations the use of punishment demands the _________ of the individual’s behavior | continual monitoring |
| a practical problem with the use of punishment is that individuals may try to ____________or ___________ entirely | circumvent the rules; escape from the situation |
| Ex., rat receives a pellet only if it emits at least 30 lever presses within a minute | DRH |
| Ex., rat receives pellet only if it waits at least 10s between lever presses | DRL |
| Ex., rat receives pellet if it emits 10 consecutive responses, with each response separated by an interval of no less than 1.5 and no more than 2.5s (consistent) | DRP |
| 2 Applications of Operant Conditioning | 1. Functional Communication Training 2. Token System |
| a written agreement that lists the duties (behaviors) required of each party and the privileges (reinforcers) that will result if the duties are performed | contingency contract |
| Course objectives be completely specified and defined behaviorally → to determine if objectives have been met | Skinner on Education |
| o arrange reinforcement contingencies so that the behavior that has been deemed important is encouraged | Skinner on Education |
| behavior probs result from poor educational planning (failing to provide self-pacing, failing to use reinforcers appropriately, making unreasonable demands on students) | Avoid the use of punishment |
| whole behavior patterns had a meaning that would be lost if studied from an elementistic viewpoint | Behaviorism + Gestalt |
| is purposive/always directed toward some goal; if interrupted, will persist | Molar Behavior |
| learning is an on-going process (i.e., taking place constantly) that requires no _____________ | motivation |
| important because it determines to which aspects of the environment the organism attends | Motivation |
| - Precursor for Cognitive Movement – Became APA President 2 times (red-tagged; refused to take loyalty oath) | Edward Tolman |
| study of behavior while also considering the purpose or goal of behavior | PURPOSIVE BEHAVIORISM |
| our responses to all stimuli are based on the complex interactions that take place among our thoughts, feelings, and behaviors as well as any reward systems that may be present. | COGNITIVE BEHAVIORISM |
| Tolman met with _____ in Germany which introduced him to the Gestalt Theory | Kurt Koffka |
| the whole of anything is greater than its parts | Gestalt Theory |
| whole behavior patterns had a meaning that would be lost if studied from an elemental viewpoint | Gestalt Theory |
| sudden behavior without the context | Molecular Behavior |
| focuses more on the Stimulus Response (SR) events | BEHAVIORISM by Clark Hull & Thorndike |
| isolating the SR from the objective does not make sense | BEHAVIORISM by Clark Hull & Thorndike |
| also focuses on the Stimulus-Stimulus (SS) events | TOLMAN |
| Must look at the whole chain of SR towards the objective/goal of an organism | TOLMAN |
| NOT REQUIRED, but is IMPORTANT | motivation |
| drive state that determines what the organism attends to in the aspects of an environment | MOTIVATION |
| acts as a PERCEPTUAL EMPHASIZER | MOTIVATION |
| an on-going process that requires no motivation | learning |
| gradually develops a picture of the environment that can be used to get around in the environment | cognitive map |
| organism will choose the shortest route or the one requiring the least amount of work | principle of least effort |
| different approaches are tested cognitively than behaviorally | vicarious trial and error |
| taking place constantly without us knowing | learning |
| an internal change | learning |
| process of discovering what leads to what in the environment (S-S) | learning |
| results in a organized body of information | learning |
| what is there in the environment | lay of the land |
| shows how we will navigate a place or even abstract thing | cognitive map |
| we use ______ when we develop the map | EXPECTATIONS/HYPOTHESIS |
| the shortest/ least work-requiring route | PRINCIPLE OF LEAST EFFORT |
| thinking of the consequence of an action before performing it | VICARIOUS TRIAL & ERROR |
| expectation of reinforcement affects the response of an organism | REINFORCEMENT |
| influences performance rather than learning | REINFORCEMENT |
| reinforcement expectancy is consistently confirmed | MEANS-END READINESS |
| organism will change its behavior if the reinforcement is changed even if it is close to the original | REINFORCEMENT EXPECTANCY |
| unobservable learning | LATENT LEARNING |
| what we learn will not always translate/show into behavior | LATENT LEARNING |
| The learning comes out in the form of a behavior/performance when an organism’s MOTIVATION & REINFORCEMENT IS MET | performance |
| ENVIRONMENT VARIABLES | INDEPENDENT VARIABLE |
| MGSRPOBO | M-Maintenance/Deprivation Schedule G-Appropriateness of Goal Object S- Types & Modes of Stimuli Providers R-Type of Motor Responses P-Pattern of Succeeding OBO- No. of Trials |
| differences of organisms (H-A-T-E) | INDIVIDUAL DIFFERENCES VARIABLES |
| HATE | Heredity Age Training Endocrines, drug, or vitamins used |
| a construct to explain the relationship between IV & DV | intervening variables |
| Physiological and Mental States of the organism | intervening variables |
| 6 Intervening Variables | Demand Appetite Differentiation Motor Skill Hypothesis Biases |
| ______ bring hypotheses it can use to solve a problem in a problem-solving situation | organisms |
| ___that survive are the ones that will correspond the best with reality | Hypotheses |
| A clearly established ____ can be used under altered condition | cognitive map |
| Organisms makes use of a _____ to be satisfied in developing a cognitive map | demand/motive |
| introduced by Albert Bandura in the 1960 as _______ | Social Learning Theory |
| shows importance of INTERNAL & SOCIAL EXTERNAL REINFORCEMENT | Social Learning Theory |
| learning by social influence | Social Learning Theory |
| person’s thoughts, emotions, cognitions, or motivations influence behavior | PERSON → BEHAVIOR |
| behavior determines the environment and is modified by the environment | BEHAVIOR → ENVIRONMENT |
| beliefs and cognitive competencies developed and modified by social influence and structures in the environment | ENVIRONMENT → PERSON |
| dynamic and reciprocal interaction of the individual with a set of past events/learned experiences | RECIPROCAL DETERMINISM |
| interaction between person and environment that influences behavior which in turn influences environment | RECIPROCAL DETERMINISM |
| targets the relationship between behavior and environment | Cognitive factors |
| influenced by Modeling (we do something when we see others doing it) | OBSERVATIONAL LEARNING |
| – happens in the brain | OBSERVATIONAL LEARNING |
| ability to anticipate and place value on outcome of behavior | OUTCOME EXPECTATIONS |
| – belief in your ability to successfully perform behavior | SELF-EFFICACY |
| Internal and external factors that influence a person’s likelihood to repeat the behavior | Reinforcement |
| emphasis on role of MODELS | SOCIAL COGNITIVE THEORY |
| with cognitive processes such as THINKING, BELIEVING, EXPECTINGS, ANTICIPATION, SELF-REGULATION, MAKING COMPARISONS & JUDGMENTS | SOCIAL COGNITIVE THEOR |
| exist potentially n environment and are actualized by certain behavioral patterns | REINFORCEMENTS & PUNISHMENTS |
| – Behavior can also create environment | RECIPROCAL DETERMINISM (RECIPROCAL CAUSATION |
| People can learn by _____others’ behaviors and its consequences | observing |
| Learning can occur _____ a change in behavior | without |
| important in learning | COGNITION |
| the mental action of acquiring knowledge and understanding through thought, experience, and the senses. | COGNITION |
| People can have control over their _____ and _____ | actions and environments |
| Learning involves a _______ (rather than behavioral) | mental change |
| essential for learning to occur | COGNITIVE PROCESSES |
| 3 Cognitive processes | 1. paying attention 2. Mental rehearsal 3. Memory codes |
| a relationship that describes the transformation of a cardinal aspect of experience into an enduring neural form (e.g. associating dance steps with familiar things/actions) | Memory codes |
| Learners must be aware of ____ | existing |
| relationship between a person's actions (responses) and the outcomes or results (consequences) that follow those actions | RESPONSE-CONSEQUENCE CONTINGENCY |
| hypotheses that form about the results that future actions are likely to bring | OUTCOME EXPECTATIONS |
| form beliefs about their ability to perform various behaviors and whether they themselves can execute particular behaviors | EFFICACY EXPECTATIONS |
| teaches new behavior | MODELING |
| increases the frequency of similar behavior | MODELING |
| influences frequency of previously learned behaviors | MODELING |
| the presence of others influences an individual's learning and performance. | FACILITATION EFFECT |
| the presence of others hinders or impairs an individual's performance | INHIBITION EFFECT |
| encourages personally forbidden behavior; increases the likelihood of engaging in behaviors that one might avoid or restrain when alone | DISINHIBITION EFFECT |
| 3 types of model | 1. Live model 2. Symbolic model 3. VERBAL INSTRUCTIONS |
| verbal descriptions or explanations of behavior | VERBAL INSTRUCTIONS |
| representations of behavior such as through media | Symbolic model |
| actual individuals demonstrating behavior | Live model |
| – may or may not involve limitation | OBSERVATIONAL LEARNING |
| can process info cognitively and act on it in an ADVANTAGEOUS WAY | OBSERVATIONAL LEARNING |
| behavior can be modified even without directly experiencing reinforcement/punishment | VICARIOUS REINFORCEMENT/PUNISHMENT |
| learning through observation | VICARIOUS ACQUISITION |
| performance distinction | VICARIOUS ACQUISITION |
| Consequences to the model made a difference | BOBO DOLL EXPERIMENT |
| ALL Children who viewed the aggressive model imitated when they were given an incentive to do so | BOBO DOLL EXPERIMENT |
| a type of neuron in the brain that fires both when an individual performs an action and when they observe someone else performing the same action, suggesting a neural basis for understanding and imitating the actions of others. | MIRROR NEURONS |
| what is observed can be learned | ATTENTION PROCESS |
| ______closely similar to the observer are more regarded highly and increases the likelihood of copying the behavior performed | Models |
| info stored symbolically (imaginally & verbally) | RETENTIONAL PROCESSES |
| info retrieved covertly, rehearsed, and strengthened long after observational learning event | RETENTIONAL PROCESSES |
| can be learn cognitively, but not perform it | BEHAVIORAL PRODUCTION PROCESS |
| necessary before an observer can match behavior of the model | COGNITIVE REHEARSAL |
| creates FEEDBACK LOOP to gradually match behavior through SELF-OBSERVATION and SELF-CORRECTION | SYMBOLIC RETENTION |
| expectancy of certain behavior are likely to be reinforced | MOTIVATIONAL PROCESSES |
| provides motive for utilizing what has been learned | MOTIVATIONAL PROCESSES |
| learned through successes and failures | MASTERY EXPERIENCES |
| depends on how the arousal is interpreted | PHYSIOLOGICAL & EMOTIONAL AROUSAL |
| depends on how close the identification with the model is | VICARIOUS EXPERIENCES |
| depends on credibility, trustworthiness, expertise of the persuader | SOCIAL PERSUASION |
| Higher goals, less afraid of failure, find new strategies when old ones fail | GREATER EFFICACY |
| Belief in your ability to successfully perform behavior | SELF-EFFICACY |
| Ability to anticipate and place value on outcome of behavior | OUTCOME EXPECTATION |
| Our behavior is influenced by modeling-what we see other doing | OBSERVATIONAL LEARNING |
| Children and adults who are ______ about the future are more mentally and physically healthy, less depressed, and more motivated to achieve. | optimistic |
| Perceived Efficacy is more than the Actual Efficacy | OVERESTIMATION OF SELF-EFFICACY |
| CONSEQUENCES OF OVERESTIMATION OF SE: | Frustration, Despair, Inhibited personal growth |
| Human behavior is largely____ | SELF-REGULATED |
| Learn Performance Standards become basis of self-evaluation | SELF-REGULATION |
| May be TOO HIGH or LOW | SELF-REGULATION |
| INTRINSIC REINFORCEMENT is much more powerful than | EXTRINSIC REINFORCEMENT |
| increases the SENSE of PERSONAL AGENCY | SELF-REGULATION DEVELOPMENT |
| increasing confidence that we can have considerable control over the course of our lives | PERSONAL AGENCY |
| Generalization is a reaction to ___ while discrimination is a reaction to ______ | similarities ; differences |
| For Pavlov's dogs, salivation to the meat powder was the ___ and salivation to the light was the ____. | UCR ; CR |
| Reinforcement which occurs after a certain amount of time has passed is on a(n)____ schedule; reinforcement which occurs after a certain number of responses occur is on a(n) ____ schedule. | interval; ratio |
| A _____ is a consequence which increases the likelihood that the preceding behavior will occur again. | reinforcement |
| When baby Cristy makes "goo-goo" noises, Mom and Dad appear over the edge of the crib. As a result, little Cristy increases her noise-making. This illustrates | operant conditioning |
| Recent studies have shown that the most important factor necessary for classical conditioning to occur is | for the CS to be a powerful predictor. |
| Before Sto makes a sales call, he always carries his "lucky" stuffed toy pig with him on the call. This superstitious behaviour works, sometimes. We might say that Sto is on a ___ schedule of reinforcement. | variable ratio |
| o be most effective, reinforcers and punishers should be | immediate |
| Generally, in operant conditioning _____ responses tend to be acquired, whereas in classical conditioning _____ responses tend to be acquired | voluntary; involuntary |
| In classical conditioning, the stimulus which controls behavior _____ the behavior ; in operant conditioning, the stimulus which controls behavior ____ the behavior. | precedes; follows |
| In a series of experiments, Tolman investigated the role of reinforcement in learning. Which one of the following conclusions emerged from his research? | Responses can be learned even when they are not reinforced. |
| Which of the following is another way of thinking of Tolman's vicarious trial and error learning? | cognitive problem solving |
| Modeling is enhanced when the person being modeled is | attractive |
| Compared to the behavioristic orientation, the cognitive perspective recognizes people as what type of learners? | active |
| Learning to associate your refrigerator with the nauseating smell of a spoiled food is an example of ______ | aversive [the nature of the US] |
| A CR that appears identical to the UR is almost always _____ intense | less |
| The most successful temporal arrangement for conditioning is delayed conditioning, in which the onset of the NS (precedes/follows)_______ the onset of the US, and the two stimuli _______ (overlap/do not overlap | precedes; overlap |
| feeling anxious around all objects that look like a rattlesnake is an example of stimulus _______ (generalization/discrimination) whereas feeling anxious only around rattlesnakes is an example of ______ (generalization/discrimination). | generalization; discrimination |
| In general, repeated presentations of low-intensity stimulus result in (habituation/sensitization) _______ and repeated presentations of a high-intensity stimulus results in __________(habituation/sensitization). | habituation; sensitization |
| [Opponent Process Theory of Emotion] Feeling elated while talking on the phone to someone with whom youre inlove with is an example of the __ - ______. Feeling lovesick after you finally hang up for the night is an example of the ___-_________ | a-process b-process |
| The process of strengthening a conditioned response through repeated pairings of an NS with a US is known as _______ | Acquisition |
| In general, a (more/less) ____ intense US produces better conditioning | more |
| Stimulus generalization is the tendency for a (CR/UR) ___ to occur in the presence of stimuli that are similar to the original (CS/US)___. In general, the more (similar/different) ____ the stimulus the stronger the response | CR; CS; Similar |
| The sudden recovery of an extinguished response following some delay after extinction is _____________ | Simultaneous Recover |
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