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CWI PSYC 101 Chap 6
Psychology in Everday Life by David G Myers
| Question | Answer |
|---|---|
| a relatively permanent change in behavior due to experience | learning |
| learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning) | associative learning |
| any event or situation that evokes a response | stimulus |
| a type of learning in which we learn to link two or more stimuli and anticipate events | classical conditioning |
| in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth | unconditioned response (UR) |
| in classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers a response (UR) | unconditioned stimulus (US) |
| in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS) | conditioned response (CR) |
| in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR) | conditioned stimulus (CS) |
| in classical conditioning, the initial stage, when we link a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. (In operant conditioning, the strengthening of a reinforced response.) | acquisition |
| in classical conditioning, the weakening of a conditioned response when an unconditioned stimulus does not follow a conditioned stimulus. (In operant conditioning, the weakening of a response when it is no longer reinforced.) | extinction |
| the reappearance, after a pause, of an extinguished conditioned response | spontaneous recovery |
| in classical conditioning, the tendency, after conditioning, to respond similarly to stimuli that resemble the conditioned stimulus | generalization |
| in classical conditioning, the learned ability to distinguish between a conditioned stimulus and other irrelevant stimuli | discrimination |
| 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 with (2) | behaviorism |
| behavior that occurs as an automatic response to some stimulus | respondent behavior |
| a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher | operant conditioning |
| behavior that operates on the environment, producing consequences | operant behavior |
| a box (also known as a Skinner box) with an attached recording device to track the rate at which an animal presses the box's bar to obtain a reinforcer. Used in operant conditioning research | operant chamber |
| in operant conditioning, any event that strengthens the behavior it follows | reinforcement |
| an operant conditioning procedure in which reinforcers guide actions closer and closer toward a desired behavior | shaping |
| increases behaviors by presenting positive stimuli, such as food. A positive reinforcer is anything that, when presented after a response, strengthens the response | positive reinforcement |
| increases behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is anything that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.) | negative reinforcement |
| an event that is innately reinforcing, often by satisfying a biological need | primary reinforcer |
| an event that gains its reinforcing power through its link with a primary reinforcer | conditioned reinforcer (also known as secondary reinforcer) |
| a pattern that defines how often a desired response will be reinforced | reinforcement schedule |
| reinforcing a desired response every time it occurs | continuous reinforcement |
| reinforcing a response only part of the time; results in slower acquisition but much greater resistance to extinction than does continuous reinforcement | partial (intermittent) reinforcement |
| an event that decreases the behavior it follows | punishment |
| a mental image of the layout of one's environment | cognitive map |
| learning that is not apparent until there is an incentive to demonstrate it | latent learning |
| a desire to perform a behavior for its own sake | intrinsic motivation |
| a desire to perform a behavior to gain a reward or avoid a punishment | extrinsic motivation |
| learning by observing others | observational learning |
| the process of observing and imitating a specific behavior | modeling |
| neurons that fire when we perform certain actions or observe others doing so | mirror neurons |
| positive, constructive, helpful behavior. The opposite of antisocial behavior | prosocial behavior |
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