Chapter 5
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| show | relatively enduring change in behavior or knowledge as a result of an individual’s experience.
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| As the result of experience, you acquire | show 🗑
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| show | learning associations between environmental events and behavioral responses.
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| show | classical conditioning, operant conditioning, and observational learning.
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| show | certain stimuli can trigger a reflexive, automatic response
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| show | acquire new, voluntary actions,
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| show | acquire new behaviors by observing the actions of others.
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| show | associations between stimuli
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| show | Russian physiologist who was awarded a Nobel Prize for his work on digestion Ivan Pavlov’s
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| a reflexive response | show 🗑
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| show | basic learning process that involves repeatedly pairing a neutral stimulus with a response-producing stimulus until the neutral stimulus elicits the same response.
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| Classical conditioning deals with behaviors that are | show 🗑
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| Elicit means | show 🗑
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| show | relatively simple, unlearned behavior, governed by the nervous system, that occurs automatically when the appropriate stimulus is presented.
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| Classical conditioning involves pairing a | show 🗑
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| show | eventually the neutral stimulus (Pavlov) elicits the same basic reflexive response as the natural stimulus (food) — even in the absence of the natural stimulus
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| show | unconditioned stimulus (or UCS
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| The unlearned, reflexive response that is elicited by an unconditioned stimulus is called the | show 🗑
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| conditioned stimulus (or CS) is a formerly | show 🗑
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| show | learned, reflexive response to a previously neutral stimulus
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| show | “learned stimulus,”
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| “unconditioned response” refers to the | show 🗑
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| show | strength of the conditioned response
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| show | the stronger the association between the two.
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| show | timing of stimulus presentations affected the strength of the conditioned response.
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| He found that conditioning was most effective when the | show 🗑
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| show | new stimuli that were similar to the original conditioned stimulus could also elicit the conditioned salivary response.
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| show | occurrence of a learned response not only to the original stimulus but to other, similar stimuli as well.
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| stimulus discrimination, is the | show 🗑
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| show | unconditioned stimulus.
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| show | conditioned stimulus from one learning trial functions as the unconditioned stimulus in a new conditioning trial.
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| show | gradually weakened.
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| show | the conditioned response seemed to gradually disappear.
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| show | gradual weakening and apparent disappearance of conditioned behavior
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| show | reappearance of a previously extinguished conditioned response after a period of time without exposure to the conditioned stimulus
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| extinction is not | show 🗑
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| show | disappear, but it is not eliminated or erased
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| Behaviorism was founded by | show 🗑
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| show | John Watson.
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| show | could be objectively observed.
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| Watson founded a new school, or approach, in psychology, called | show 🗑
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| show | study of observable behaviors, especially as they pertain to the process of learning
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| show | conditioning and learning
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| show | individual’s psychological and physiological response to what is actually a fake treatment or drug.
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| show | cognitive factors and evolutionary influences in classical conditioning.
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| According to Rescorla (1988), classical conditioning depends on the information the conditioned stimulus provides about the | show 🗑
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| show | predicts the presentations of the unconditioned stimulus
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| show | draw inferences about the signals they encounter in their environments
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| show | scientist, detecting causal relations among events and using a range of information about those events to make the relevant inferences”
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| show | relationships between events
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| Taste aversion is formally defined as a | show 🗑
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| sychologist John Garcia, who demonstrated that taste aversions could be | show 🗑
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| biological preparedness | show 🗑
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| show | active, voluntary behaviors that are shaped and maintained by their consequences.
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| Classical conditioning can help explain the | show 🗑
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| classical conditioning involves reflexive behaviors that are | show 🗑
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| operant conditioning, another form of conditioning that explains how we | show 🗑
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| show | animal learning and how voluntary behaviors are influenced by their consequences.
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| show | learning principle in which responses followed by satisfying effects are strengthened (more likely to occur again), but responses followed by dissatisfying effects are weakened (less likely to occur again).
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| Thorndike’s description of the law of effect was an important first step in understanding how | show 🗑
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| From the time he was a graduate student in psychology until his death, the famous American psychologist B. F. Skinner searched for the | show 🗑
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| Like John Watson, Skinner was a | show 🗑
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| To Skinner, the most important form of learning was demonstrated by | show 🗑
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| show | “active behavior that operates upon the environment to generate consequences.”
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| Skinner’s operant conditioning is the | show 🗑
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| One possible consequence of a behavior is | show 🗑
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| show | stimulus or an event following a response that increases the likelihood of that response being repeated.
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| show | increasing or strengthening the occurrence of a behavior in the future.
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| operant | show 🗑
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| reinforcing stimulus, or reinforcer | show 🗑
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| reinforcing stimulus is typically something | show 🗑
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| The discriminative stimulus is a | show 🗑
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| discriminative stimuli can also signal that | show 🗑
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| There are two forms of reinforcement: | show 🗑
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| Positive is the equivalent of a | show 🗑
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| Negative is the equivalent of a | show 🗑
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| Positive reinforcement is a situation in which a | show 🗑
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| f the addition of the reinforcing stimulus has the effect of making you more likely to repeat the operant in similar situations in the future | show 🗑
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| Negative reinforcement occurs when a | show 🗑
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| show | which will then typically be repeated.
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| show | results in the removal of, avoidance of, or escape from an aversive, or undesired, stimulus, increasing the likelihood that the response will be repeated in similar situations.
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| extinction, a phenomenon that occurs when a | show 🗑
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| This phenomenon is called the partial reinforcement effect, | show 🗑
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| show | reinforcement is delivered after a certain number of responses,
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| show | reinforcement is delivered after a certain interval, or amount of time, has elapsed.
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| reinforcement schedules are fixed, | show 🗑
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| show | reinforcement occurs after an average number of responses or average time interval, which varies from trial to trial.
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| show | high, steady rates of responding that are very resistant to extinction
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| Variable-interval schedules tend to | show 🗑
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| show | watching and imitating the behaviors of others.
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| First, you must pay attention to the | show 🗑
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| show | behavior so that you can perform it at a later time
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| Third, you must transform this mental representation into | show 🗑
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| show | learning to take place through observation.
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| Fourth, there must be some | show 🗑
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| show | will produce reinforcement or reward
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