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PSY 101 Exam2!
Chapters 6-8 Psychology 101!
| Question | Answer |
|---|---|
| Learning | A relatively permanent change in an organism's behavior due to experience. |
| Associative Learning | Learning that certain events occur together. The events may be two stimuli (classical conditioning) or a response and its consequences (operant conditioning) |
| Conditioning | The process of learning associations. |
| Classical Conditioning | A type of learning in which one learns to link two or more stimuli and anticipate events. |
| Behaviorism | The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes |
| Neutral stimulus | In classical conditioning, a stimulus that elicits no response before conditioning. |
| Unconditioned Response | In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus, such as salivation when food is in the mouth. |
| Unconditioned Stimulus | In classical conditioning, a stimulus that unconditionally-naturally and automatically- triggers a response. |
| Conditioned Response | In classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus. |
| Conditioned Stimulus | In classical conditioning, a previously neutral stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response. |
| Acquisition | In classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. |
| Higher-Order Conditioning | Procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second conditioned stimulus. |
| Extinction | The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus |
| Spontaneous Recovery | The reappearance, after a pause, of an extinguished conditioned response. |
| Generalization | The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
| Discrimination | In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
| Respondent Behavior | In classical conditioning, behavior that occurs as an automatic response to some stimulus. |
| Operant Conditioning | A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher. |
| Operant Behavior | Behavior that operates on the environment, producing consequences. |
| The Law of Effect | Thorndike's principle that behaviors followed by favorable consequences become more likely. |
| Operant Chamber | In operant conditioning research, a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer |
| Shaping | An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior. |
| Reinforcer | In operant conditioning, any event that strengthens the behavior it follows. |
| Positive Reinforcement | Increasing behaviors by presenting positive stimuli, such as food. |
| Negative Reinforcement | Increasing behaviors by stopping or reducing negative stimuli (it is not punishment) |
| Primary Reinforcer | An innately reinforcing stimulus, such as one that satisfies a biological need. |
| Continuous Reinforcement | Reinforcing the desired response every time it occurs. |
| Partial (Intermittent) Reinforcement | Reinforcing a response only part of the time; results in slower acquisition of a response but 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 decreases the behavior it follows. |
| Cognitive Map | A mental representation of the layout of one's environment (example rats in a maze with a reward) |
| Latent Learning | Learning that occurs but is not apparent until there is an incentive to demonstrate it. |
| Observational Learning | Learning by observing others |
| Modeling | The process of observing and imitating a specific behavior. |
| Mirror Neurons | Frontal lobe neurons that fire when performing certain actions or when observing another doing so that may enable imitation and empathy. |
| Prosocial Behavior | Positive, constructive, helpful behavior. The opposite of antisocial behavior |
| Sensation | The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. |
| Perception | The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events |
| Bottom-up Processing | Analysis that begins with the sensory receptors and works up to the brain's integration of sensory information. |
| Top-down Processing | Information processing guided by higher-level mental processes, as when you construct perceptions drawing on our experience and expectations. |
| Psychophysics | The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them |
| Absolute Threshold | The minimum stimulation needed to detect a particular stimulus 50% of the time. |
| Subliminal | Below one's absolute threshold for conscious awareness. |
| Priming | The activation, often unconsciously, of certain associations, thus predisposing one's perception, memory, or response. |
| Difference Threshold | The minimum difference between two stimuli required for detection 50% if the time. |
| Weber's law | The principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage (rather than a constant amount). |
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