psych chapter 8
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| learning | a relatively permanent chagne in an organisms behavior due to experience
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| associate learning | learning that certa events cocur together
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| behaviorism | the view that psychology should bean obejtive science that sudies behavior without refernecfe to mental process
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| clasic conditions | a type of learning in which an organism comes to associate stimuli. a neutral stimulus that signals an UCS begins to produce a response that anticipates and prepares for unconditioned stimulus
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| UCR | in class conditioning, the unlearned, naturally corruing rsponse to the ucs such as salvation when food is in the mouth
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| ucs | in classical conditioning, a stimulus that unconditionally, unnaturally and automatically triggers a response
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| cr | in classical conditioning, the leanred response to a previously netural conditioned stimulus
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| cs | in classical conditioning an origianlly netural stimulus hat after association with an unconditioned stmulus comes to trigger a conditioned repsonse
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| acquisition | the initial stage of learning, during which a response is established and gradually strengthened. in classical conditioning, the phase in which a stimulus comes to evoke a conditioned response. in operant, the strenthening of a reinforced response
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| extinction | the diminsihing of a conditioned reponse; occurs in a classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs inoperant conditing when a repsosne is no longer reinforced
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| spontaneous recovery | the reappearance, after a rest period, of an extinguished conidtioned response
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| generalization | the tendency, onc e arepsonse has been conditioned for stimuli similar to the conditioned stimulus to evoke similar response
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| discrimination | in classical conditioning, the ability to distinguish between a codtioned stimulus and other stimuli that do not signal an uncondtioned stimulus. in operant conditining, responding differently to stimuli that signal a behavior will be reinforced or wont
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| operant conditioning | a type of leraning in which behavior is strengthened if followed by reinforcement or diminished if followed by punihsment WATSON
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| respondent behavior | behavior that occurs as an automatic response to some stimulus; skinners term for behavior learned through classical conditioning SKINNER
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| operant behavior | behavior that operates on the environment producing consequences
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| law of effect | thorndikes principle that behaviors followed by faorable consequences become more likely, and that beaviors followed by unfavorable consequences become less likely TORNDIKE
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| skinner box | a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; with attached devices to record the aniamsl rate of bar pressing or key pecking. used in operant conditionging research
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| shaping | an operant conditoning procedure in which reinforcers guide behavior toward closer and closer approximations of a desired goal
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| primary reinforcer | an innately reinforcing stimulus, such as one that satisfies a biological need
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| secondary reinforcer | a conditional reinforcer; a stimulus that gains its reinforcing power through its association with a primary reinforcer
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| continuous reinforcement | reinforcing the desired response every time it occurs
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| partial reinforcement | reinforcing a response only part of the time, results in slower acquisition of response but much greater resistance to extinction than does continous reinforcement
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| fixed-ratio schedule | in operant conditing, a schedule of reinforcement that reinfoces a response only after a specified number of responses
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| variable-ratio schedule | in operant conditing a schedule of reinforcement that reinfoces a response after an unpredictable number of responses
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| fixed-interval schedule | in operant conditing, a schedule of reinforcement that reinforces a response at unpredictable time intervals
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| punishemnt | an aversive event that decreases the behavior that it follows
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| cognitive map | a mental responsetation of the layout of ones environment. for example, after exploring a maze, rats act as if they ahve learned a cognitive map of it
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| lantent learning | learning that occurs but is not apparent until there is an incenetive to demonstrate it
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| overjustification effect | the effect of promising a reward for doign what one already lieks to do. the person may now see the reward, rather than the intrinsic interest, as the motivationfor performing the task. SKINNER
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| prosocial behavior | psotiive, constructive, helpful beheavior. BANDURA
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| observational learning | learning by observing and imitating the behavior of others
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| model | the process of observing and imitating a behvior
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