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Unit 3 pt 3
| Term | Definition |
|---|---|
| Learning | the process of acquiring through experience new and relatively enduring information and behaviors |
| Habituation | the decreasing responsiveness with repeated stimulation |
| Associative learning | learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning) |
| Stimulus | any event or situations that evokes a response |
| respondent behavior | behavior that occurs as a automatic response to some stimuli |
| Cognitive learning | the acquisition of mental information, whether by observing events, by watching other, or through language |
| Classical conditioning | a type of learning in which we link two or more stimuli; as a result, to illustrate Pavlov's classical experiment, the first stimuli (a tone) comes to elicit (drooling) in anticipation of the second stimulus (food) |
| Behaviorism | the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1), but not (2). |
| Neutral stimulus | in classical conditioning, a stimulus that elicits no response before conditioning |
| Unconditioned response (UCR) | in classical conditioning, an unrelated, naturally occurring response (such as salvia) to an unconditioned stimulus (UCS) (such as food in the mouth) |
| Unconditioned stimulus (UCS) | in classical conditioning, a stimulus that unconditionally -naturally and automatically triggers an unconditioned response (UCR) |
| Conditioned response (CR) | in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CR) |
| Conditioned stimulus (CS) | in classical conditioning, an originally neutral stimulus that after association with a UCS comes to trigger a conditioned response. |
| Acquisition | In classical conditioning, the initial stage- when one links a neutral stimulus and un unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. |
| Higher-order conditioning | a procedure in which the conditioned stimulus in one conditioning experiences is paired with anew stimulus, creating a second (often weaker) conditioned stimulus. |
| Extinction | In classical conditioning, the diminishing of a conditioned response when an unconditioned stimulus does not follow a conditioned stimulus. |
| Spontaneous recovery | the reappearance, after a pause, of a weakened condition response |
| Generalization | in classical conditioning, the tendency once a response has been conditioned, for a similar stimuli to the conditioned stimulus to elicit a similar response |
| Discrimination | in classical conditioning, the learning ability to distinguish between a conditioned stimulus and other stimuli that have not been associated with a conditioned stimulus |
| John B Watson | believed that emotions were conditioned responses |
| Preparedness | a biological predisposition to learn associations, such as tate and nausea, that have survival value |
| Operant conditioning | a type of learning in which a behavior becomes more likely to reoccur if followed by a reinforcer or less likely to reoccur if followed by a punisher |
| Law of effect | Thorndike's principle that behaviors followed by rewarding consequences becomes more likely, where behaviors followed by punishing consequences becomes less likely |
| Operant chamber | in operant conditioning research, a chamber (also known as a skinner box) containing a bar or key an animal can manipulate to obtain a food or water reinforcer |
| Reinforcement | in operant conditioning, any event that strengthens the behavior it follows |
| Shaping | an operant conditioning procedure in which reinforcements guide behavior toward closer and closer approximations of the desired behavior |
| Discriminative stimulus | in operant conditioning, a stimulus that elicits a response after association with reinforcement |
| postitive reinforcement | increasing behaviors by presenting a pleasurable stimulus. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. *Something good or bad is being Added* |
| Negative reinforcement | increasing behaviors by stopping or reducing an aversive stimulus. A negative reinforcer is any stimulus that, when removed after a response strengthens the response. (Not necessarily a punishment) *Something is being taken away* |
| Primary reinforcer | an innately reinforcing stimulus, such as one that satisfies as biological need |
| Conditioned reinforcer | a stimulus that gains its reinforcing power through its associations with a primary reinforcer (aka second reinforcer) |
| Reinforcement schedule | A pattern that defines how often a desired response will be reinforced |
| Continuous reinforcement schedule | reinforcing the desired response every time it occurs |
| partial (intermittent) reinforcement schedule | reinforcing a response only part of the time; results in slower acquisition of a response by much greater resistance to extinction than does continuous reinforcement |
| Fixed-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses. |
| Variable-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses. |
| Fixed-interval schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed. |
| Variable-interval schedule | in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals. |
| Punishment | an event that tends to decrease the behavior it follows |
| Instinctive drift | the tendency of learned behavior to gradually revert to biologically predisposed patterns. |
| associative learning | classical conditioning and operant conditioning |
| Pavlov | classical conditioning |
| Skinner | operant conditioning |
| Cognitive map | a mental representation of the layout of one’s environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. |
| Latent learning | learning that occurs but is not apparent until there is an incentive to demonstrate it |
| Insight learning | solving problems through sudden insight; contrasts with strategy-based solutions. |
| Observational learning | learning by observing others. (Also called social learning. |
| Modeling | the process of observing and imitating a specific behavior |
| our brains support | empathy and imitation |
| Prosocial behavior | positive, constructive, helpful behavior. The opposite of antisocial behavior |
| Antisocial behavior | negative, destructive, harmful behavior. The opposite of prosocial behavior |
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