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Psychology.Chapter.9
Learning
| Question | Answer |
|---|---|
| A relatively permanent change in behavior (or behavioral potential) due to experience | Learning |
| An approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior | Behaviorism |
| A basic kind of learning that involves associations between environmental stimuli and the organism's response | Conditioning |
| The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar response | Classical Conditioning |
| The classical conditioning term for a stimulus that elicits a reflexive response in the absence of learning | Unconditioned Stimulus (US) |
| The classical conditioning term for a reflexive response elicited by a stimulus in the absence of learning | Unconditioned Response (UR) |
| The classical conditioning term for an initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus | Conditioned Stimulus (CS) |
| Thee classical conditioning term for a response that is elicited by a conditioned stimulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus | Conditioned Response (CR) |
| The weakening and eventual disappearance of a learned response; in classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus | Extinction |
| The reappearance of a learned response after its apparent extinction | Spontaneous Recovery |
| In classical conditioning, a procedure in which a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus | Higher-Order Conditioning |
| After conditioning, the tendency to respond to a stimulus that resembles one involved in the original conditioning; in classical conditioning, it occurs when a stimulus that resembles the CS elicits the CR | Stimulus Generalization |
| The tendency to respond differently to two or more similar stimuli; in classical conditioning, it occurs when a stimulus similar to the CS fails to evoke the CR | Stimulus Discrimination |
| "Little Albert" is an example of... | Learning to Fear |
| In classical conditioning, the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response | Counterconditioning |
| The process by which a response becomes more likely to occur or less so, depending on its consequences | Operant Conditioning |
| A little girl throwing a tantrum in order to get attention from her father is an example of... | Operant Conditioning |
| The process by which a stimulus or event strengthens or increases the probability of the response that it follows | Reinforcement |
| The process by which a stimulus or event weakens or reduces the probability of the response it follows | Punishment |
| A stimulus that is inherently reinforcing, typically satisfying; an example is food | Primary Reinforcer |
| A stimulus that is inherently punishing; an example is electric shock | Primary Punisher |
| A stimulus that has acquired reinforcing properties through association with other reinforcers; money | Secondary Reiniforcer |
| A stimulus that has acquired punishing properties through association with other punishers; bad grades | Secondary Punisher |
| A reinforcement procedure in which a response is followed by the presentation of, or increase in intensity of, a reinforcing stimulus; as a result, the response becomes stronger or more likely to occur | Positive Reinforcement |
| A reinforcement procedure in which a response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus; as a result, the response becomes stronger or more likely to occur | Negative Reinforcement |
| When an unpleasant consequence follows a response, making the response less likely to recur. | Positive Punishment |
| When an pleasant consequence is removed following a response, making the response less likely to recur. | Negative Punishment |
| The weakening and eventual disappearance of a learned response; in operant conditioning, it occur when a response is no longer followed by a reinforcer | Extinction |
| In operant conditioning, the tendency for a response that has been reinforced (or punished) in the presence of one stimulus to occur (or be suppressed) in the presence of other similar stimuli | Stimulus Generalization |
| In operant conditioning, the tendency of a response to occur in the presence of one stimulus but not in the presence of other, similar stimuli that differ from it on some dimension | Stimulus Discrimination |
| A stimulus that signals when a particular response is likely to be followed by a certain type of consequence | Discriminative Stimulus |
| A reinforcement schedule in which a particular response is always reinforced | Continuous Reinforcement |
| a reinforcement schedule in which a particular response is sometimes but not always reinforced | Intermittent (Partial) Schedule of Reinforcement |
| An operant conditioning procedure in which successive approximations of a desired response are reinforced | Shaping |
| In the procedure of shaping, behaviors that are ordered in terms of increasing similarity or closeness to the desired response | Successive Approximations |
| The application of conditioning techniques to teach new responses or to reduce or eliminate problematic behavior | Behavior Modification |
| Reinforcers that are not inherently related to the activity being reinforced, such as money, prizes, and praise | Extrinsic Reinforcers |
| Reinforcers that are inherently related to the activity being reinforced, such as enjoyment of the task and the satisfaction of accomplishment | Intrinsic Reinforcers |
| A form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement | Latent Learning |
| Theories that emphasize how behavior is learned and maintained though observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations, and beliefs | Social-Cognitive Theories |
| A process in which an individual learns new responses by observing the behavior of another (a model) rather than through experiences | Observational Learning |
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elyk01
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