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AP Psych 3.7-.9
| Term | Definition |
|---|---|
| The Behavioral Perspective: A Focus on Observable Behavior | A Focus on Observable Behavior. the psychological approach that suggests that the keys to understanding development are observable behavior and external stimuli in the environment. |
| associative learning | as learning about the relationship between two separate stimuli, where the stimuli might range from concrete objects and events to abstract concepts, such as time, location, context, or categories. |
| conditioned stimulus | a neutral stimulus can become a conditioned stimulus, which eventually triggers a conditioned response. In Pavlov's experiment, the ringing of the bell became the conditioned stimulus, |
| spontaneous recovery | is when a behavior that is believed to be extinct (the conditioned behavior has disappeared or stopped occurring when the stimulus is present) unexpectedly and quickly returns after a period of rest or lessened response. |
| 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, and then that stimulus is used as a basis for learning about some new stimulus. |
| one trial conditioning | learning takes place in a single pairing of a response and stimulus and is not strengthened over time by repeated exposure to a stimulus. |
| Classical conditioning | an unconscious process where an automatic, conditioned response becomes associated with a specific stimulus. |
| counterconditioning | conditioning someone to change their response from fear to excitement or excitement to fear |
| unconditioned stimulus | something that naturally triggers an automatic response |
| conditioned response | a behavior that does not come naturally, but must be learned by the individual by pairing a neutral stimulus with a potent stimulus. |
| Stimulus discrimation | It involves the ability to distinguish between one stimulus and similar stimuli. In both cases, it means responding only to certain stimuli, and not responding to those that are similar. |
| biological preparedness | the idea that organisms are biologically predisposed to quickly learning associations between stimuli, responses, and reinforcers |
| acquisition | the moment when a response is established based on conditioning. |
| unconditioned response | one that is automatic, reflexive, and unlearned |
| extinction | the gradual weakening of a conditioned response that results in the behavior decreasing or disappearing. |
| stimulus generalization | occurs when an individual responds to stimuli that are similar to the original conditioned stimulus |
| taste aversion | a strong psychological and physiological aversion to tasting food that is poisonous, spoiled or has caused the body harm or sickness |
| habituation | a form of non-associative learning that refers to the decrease in response to a stimulus after repeated exposure. |
| 3.8 starts: operant conditioning | a method of learning that uses rewards and punishment to modify behavior |
| law of effect | when a stimulus receives a positive response the behavior is more likely to be repeated, and when a stimulus receives a negative response the behavior is more likely to happen less frequently. |
| positive punishment | giving an undesirable consequence after an unwanted behavior to make it less appealing. |
| secondary reinforcer | a stimulus that reinforces a behavior after it has been associated with a primary reinforcer. For example: When you give your dog a food treat and tell him "good boy," the secondary reinforcer of the verbal praise. |
| shaping | the process of training a learned behavior that would not normally occur. |
| learned helplessness | a psychological condition where an individual feels powerless to change their situation due to repeated failures or negative outcomes in the past. |
| fixed interval schedule | a schedule of reinforcement where the first response is rewarded only after a specified amount of time has elapsed. |
| variable ration schedule | a partial schedule of reinforcement in which a response is reinforced after an unpredictable number of responses. |
| reinforcement | you are increasing a behavior, and punishment means you are decreasing a behavior. Reinforcement can be positive or negative, and punishment can also be positive or negative. |
| positive reinforcement | the addition of a reward following a desired behavior with the purpose of increasing the likelihood the behavior will occur again. |
| negative reinforcement | the idea of taking away an unwanted stimulus in order to encourage good behavior |
| reinforcement discrimination | reinforcing a behavior (e.g., pecking) in the presence of one stimulus but not others. |
| instinctive drift | the tendency of some trained animals to revert back to instinctual behaviors. |
| Continuous Reinforcement | when a reinforcer or reward is given every time a desired behavior is exhibited. |
| variable interval schedule | a type of interval reinforcement in which the reinforcement or reward is presented for the first response after a variable period has elapsed since the previous reinforcement. |
| punishment | a consequence which reduces or aims to reduce the likelihood of a targeted and undesirable behavior from happening again. |
| negative punishment | remove a pleasant stimulus to decrease a behavior. |
| primary reinforcer | things that motivate behavior because they satiate an individual's basic survival needs. |
| Reinforcement generalization | when a behavior that has been reinforced in a specific context is also exhibited in similar contexts. |
| superstitious behaviour | the irrational belief that a specific action or behavior can influence unrelated events. |
| Partial reinforcement | a conditioning process in which a behavior or response is reinforced only a portion of the time, rather than every time it occurs. |
| fixed ratio schedule | an arrangement in which reinforcement is given after a specified number of responses. |
| scalloped graph | responding maintained by Fixed Interval schedules of reinforcement |
| social learning | the philosophy that people can learn from each other through observation, imitation, modeling and even emotions. |
| insight learning | a sudden realization of a solution to a problem |
| vicarious conditioning | learning through observing other people's responses to an environmental stimulus that is most noticeable to the observer |
| cognitive map | a mental picture or image of the layout of the physical environment. |
| modeling | , an individual can learn new behaviors by observing |
| latent learning | a form of learning that is not immediately expressed in an overt response |
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kylee469