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unit 4 part 2
| Term | Definition |
|---|---|
| Behavioral perspective | Examines how observable behaviors are learned and reinforced through interactions with the environment. |
| Classical conditioning | A learning method where we associate two stimuli, enabling us to anticipate events. |
| Associative learning | A process of learning in which individuals form connections between events that occur together. - Classical Conditioning (association) - Operant conditioning (Reinforcement & Punishment.) |
| Unconditioned stimulus (UCS) | a stimulus that naturally and automatically triggers a response without any learning needed. Another way to say “stimulus” is “trigger” or “signal” |
| Unconditioned Response (UCR) | A natural and automatic reaction to a stimulus that occurs without any prior learning or conditioning. |
| Conditioned Response (CR) | A learned response that occurs when a conditioned stimulus is presented, resulting from the association with an unconditioned stimulus. |
| Conditioned Stimulus (CS) | a previously neutral stimulus that, after being repeatedly paired with an unconditioned stimulus, evokes a conditioned response. |
| Extinction | The process in which the conditioned response weakens and eventually disappears when the conditioned stimulus is repeatedly presented without the unconditioned stimulus. |
| Spontaneous recovery | The reappearance of a previously extinguished conditioned response after a period of rest, suggesting that extinction does not erase the association but suppresses it temporarily. |
| Stimulus discrimination | The ability to differentiate between similar stimuli and respond differently to them, learned through the conditioned process. |
| Stimulus generalization | The tendency to respond to stimuli that are similar to the conditioned stimulus, as a result of the conditioning process. |
| Higher-order conditioning | A princess where a previously conditioned stimulus is used to create a further association with new neutral stimuli, resulting in this stimulus also eliciting a conditioned response. Layering of associations - high order conditioning. |
| Counterconditioning | Changing a learned response to something more preferred by pairing it with a different experience. |
| Taste aversion | A learned association between the taste of a particular food and feeling sick, often occurring after only one pairing. |
| One-trial conditioning | Learning that happens quickly after just one pairing of two things. |
| Biological preparedness | The innate tendency of organisms to quickly learn associations between certain stimuli and responses that are relevant to their survival, such as food or danger. |
| Habituation | (non associative learning) Occurs when organisms grow accustomed to and exhibit a diminished response to a repeated or editing stimulus. Simple breakdown = getting used to something over time. |
| Operant conditioning | a type of learning in which behavior is strengthened or weakened by consequences, such as reinforcement or punishment. |
| Reinforcement | Any consequence that increases the likelihood of a behavior occurring again in the future. |
| Punishment | Any consequence that decreases the likelihood of a behavior occurring again in the future. |
| Law of Effect | Behaviors followed by favorable outcomes are more likely to be repeated, while behaviors followed by unfavorable outcomes are less likely to be repeated. |
| Positive reinforcement | Presenting a desirable stimulus after a behavior to increase the likelihood of that behavior happening again. EX. you get a cookie for a good grade |
| Negative reinforcement | Removing an aversive stimulus after a behavior to increase the likelihood of that behavior happening again in the future. E.X. If you get a good grade, your curfew will be removed. |
| Positive punishment | Adding an aversive stimulus after a behavior to decrease the likelihood of that behavior happening in the future. E.X. If you get a bad grade, you will get a curfew added. |
| Negative punishment | Removing a desirable stimulus after a behavior to decrease the likelihood of that behavior happening again in the future. E.X. If you get a bad grade, you will lose your phone. |
| Primary reinforcers | Things we naturally like, such as food and water. They are important for survival |
| Secondary reinforcers | Things we like because they’re connected to primary reinforcers or other things we like. |
| Reinforcement discrimination | The ability to distinguish between different stimuli and respond appropriately based on the presence or absence of reinforcement. |
| Reinforcement generalization | The tendency to respond similarly to different stimuli that are associated with the same reinforcement. |
| Shaping | Gradually reinforcing behaviors that are closer and closer to the desired behavior, leading to the development of a complex behavior or skill. |
| Instinctive drift | Animals may go back to their natural instincts instead of learning new behaviors through training (operant conditioning). |
| Superstitious behavior | Accidental reinforcement of behaviors, leading to the belief that those behaviors are causing desired outcomes, even when they are not. |
| Reinforcement schedules | Patterns determining when and how often reinforcement is given for a behavior, influencing that rate and persistence of that behavior. |
| Continuous reinforcement | Reinforcing behavior every time it occurs |
| Partial reinforcement | Reinforcing behavior only some of the time it occurs, leading to slower extinction but also less consistent responding. |
| Fixed ratio | Reinforcement is delivered after a fixed number of responses, leading to a high rate of responding with short pauses after each reinforcement. |
| Variable ratio | reinforcement is delivered after an unpredictable number of responses, leading to a high and steady rate of responding with minimal pauses. |
| Fixed interval | Reinforcement is delivered after a fixed amount of time has passed since the last reinforcement, leading to a predictable pattern of behavior. |
| Variable interval | Reinforcement is delivered after varying amounts of time have passed since the last reinforcement, leading to a steady but moderate rate of responding. |
| Learned Helplessness | A belief that one has no control over their circumstances, learned through repeated exposure to uncontrollable events, leading to feelings of passivity and lack of effort to change the situation. |
| Social Learning Theory | Theory that emphasizes the importance of observing, imitating, and modeling behaviors, as well as the role of cognitive processes, in learning from others within social contexts. Modeling, Learning by observing and imitating the behaviors of others. |
| Vicarious Conditioning | Learning by observing the consequences of others' actions, without directly experiencing those consequences oneself. |
| Insight Learning | A sudden understanding of a problem or situation that leads to a solution without prior trial and error, often accompanied by a feeling of "aha" or realization. |
| Latent Learning | Learning that occurs without any obvious reinforcement or motivation, but is not demonstrated until there is a reason to do so. |
| Cognitive Maps | Mental representations of spatial relationships or layouts, allowing individuals to navigate and understand their environment. |
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Mwhite7733