student
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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|
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|---|---|---|---|---|---|
| tendency for a response to be evoked more by one stimulus than another | show 🗑
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| show | STIMULUS GENERALIZATION
🗑
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| reappearance of a CR when a period of extinction is followed by a rest period | show 🗑
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| show | EXTINCTION
🗑
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| process of developing and strengthening a CR through repeated pairings of a NS with a US | show 🗑
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| traditionally considered the least effective procedure for conditioning of an excitatory response | show 🗑
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| usually results in poor conditioning | show 🗑
|
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| can be almost as effective as delay conditioning if the _____ relatively short | show 🗑
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| is often the best arrangement for conditioning, esp. if the ISI is relatively short | show 🗑
|
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| show | Aversive conditioning
🗑
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| show | Appetitive conditioning
🗑
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| show | Inhibitory conditioning
🗑
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| show | Excitatory conditioning
🗑
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| e.g., when I ate donut and I was food poisoned, starting that, I dont want to eat donut again | show 🗑
|
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| show | CR
🗑
|
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| exploring the limits of visual discrimination in dogs, noticed that when the discrimination was difficult, the dogs' behavior became disorganized. | show 🗑
|
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| dogs had different reactions, some anxious, some catatonic, some j u s t f i n e | show 🗑
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| a CS that has been repeatedly associated with the primary response (a-process) to a US will eventually come to elicit a compensatory response (b-process) | show 🗑
|
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| show | heroin
🗑
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| increase BP (tension and agitation) | show 🗑
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| Occurs when a previously conditioned stimulus , which has already been associated with an unconditioned stimulus, and now elicits a conditioned response, is used to condition a new neutral stimulus. | show 🗑
|
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| show | Contingency
🗑
|
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| show | backward conditioning
🗑
|
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| conditioning is difficult to establish with: | show 🗑
|
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| show | Egger and Miller
🗑
|
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| Only more prominent is conditioned in a compound stimulus | show 🗑
|
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| presence of an established CS interferes with conditioning of a new CS | show 🗑
|
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| “conditionability” of a particular US-CS pair depends on potential associative strength of a given CS or specific US | show 🗑
|
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| show | Blocking
🗑
|
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| You can steal in US | show 🗑
|
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| associations between certain kinds of stimuli are more likely to be made than are associations between others | show 🗑
|
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| familiar stimulus is more difficult to condition as a CS than is an unfamiliar (novel) stimulus | show 🗑
|
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| show | Reciprocal inhibition
🗑
|
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| show | Ader&Cohen
🗑
|
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| show | Russel
🗑
|
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| White pill: Acetylsalicylic acid —-> headache removal White pill —-> headache removal | show 🗑
|
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| paired either heat or tactile stimuli as CSs with injections of foreign proteins (US) in guinea pigs; with repeated pairings, presentation of the heat or touch stimuli alone resulted in a variety of nonspecific immune responses | show 🗑
|
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| elevated immune responses (that are not a result of stress induced by the unpleasant visual stimulus) after seeing pics of other people who may have diseases or infections | show 🗑
|
||||
| show | Operant Conditioning
🗑
|
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| show | satisfying
🗑
|
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| If a response is followed by an _______ state of affairs, the strength of the connection is decreased. | show 🗑
|
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| show | Confirming reaction
🗑
|
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| Law of Effect (before 1930) | show 🗑
|
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| -deemphasized role of punishment - found this to have no effect on the strength of the connection. -learner may engage in certain other behaviors that interfere with performance of the punished response | show 🗑
|
||||
| sense impressions and impulses to action become associated through a neural bond | show 🗑
|
||||
| Most basic form of learning was __________ learning | show 🗑
|
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| Learning is _____, not insightful | show 🗑
|
||||
| learning is not ______ by ideas | show 🗑
|
||||
| All Mammals Learn in the _____________ | show 🗑
|
||||
| A response that is followed by a reinforcer is strengthened and therefore more likely to __________ | show 🗑
|
||||
| show | Burrhus Fredric Skinner
🗑
|
||||
| show | Antecedents
🗑
|
||||
| “Set the occasion for” the behavior or the behavior is more likely to occur in the presence of the stimulus | show 🗑
|
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| A response that produces a certain consequence | show 🗑
|
||||
| show | Behavior
🗑
|
||||
| show | Consequence
🗑
|
||||
| Primary reinforcer & secondary reinforcer/conditioned reinforcer | show 🗑
|
||||
| Reward is expected | show 🗑
|
||||
| show | Reinforcement+
🗑
|
||||
| show | Reinforcement+
🗑
|
||||
| Any response that occurs with a fairly high frequency can be used to reinforce a response that occurs with a relatively lower frequency | show 🗑
|
||||
| results in termination of an aversive stimulus | show 🗑
|
||||
| show | Avoidance behavior
🗑
|
||||
| show | Escape Behavior
🗑
|
||||
| show | Avoidance behavior
🗑
|
||||
| show | Escape Behavior
🗑
|
||||
| Turn on aircon —> escape The heat | show 🗑
|
||||
| show | Reinforcement-
🗑
|
||||
| show | Punishment+
🗑
|
||||
| Talk back to teacher —> Get reprimanded | show 🗑
|
||||
| show | Punishment+
🗑
|
||||
| show | Punishment+
🗑
|
||||
| removal of a stimulus (one that is usually considered pleasant or rewarding) following a response, which then leads to a decrease in the future strength of that response | show 🗑
|
||||
| getting grounded after violating curfew | show 🗑
|
||||
| show | Punishment-
🗑
|
||||
| show | Punishment-
🗑
|
||||
| show | Stimulus control
🗑
|
||||
| show | Shaping
🗑
|
||||
| show | Continuous Reinforcement
🗑
|
||||
| A reinforcement schedule where a response is only reinforced some of the time, rather than every time it occurs. | show 🗑
|
||||
| reinforcement is contingent upon a fixed, predictable number of responses | show 🗑
|
||||
| show | FR
🗑
|
||||
| reinforcement is contingent upon a varying, unpredictable number of responses | show 🗑
|
||||
| show | VR
🗑
|
||||
| show | Fixed Interval
🗑
|
||||
| show | FI
🗑
|
||||
| show | Variable Interval
🗑
|
||||
| show | VI
🗑
|
||||
| show | Extinction
🗑
|
||||
| a temporary increase in the frequency and intensity of responding when extinction is first implemented | show 🗑
|
||||
| A sequence of behaviors that must occur in a specific order with the primary reinforcer being delivered only after the final response of the sequence | show 🗑
|
||||
| – Start with the last response of the chain and work backward | show 🗑
|
||||
| – Performance drifted away from the reinforced behaviors and toward instinctive behaviors that occur when it is seeking the reinforcement (e.g., food) in a natural environment | show 🗑
|
||||
| show | SCHEDULES OF REINFORCEMENT
🗑
|
||||
| show | Spontaneous Recovery
🗑
|
||||
| show | Resistance to Extinction
🗑
|
||||
| show | PARTIAL REINFORCEMENT
EFFECT
🗑
|
||||
| show | History of Reinforcement
🗑
|
||||
| behavior that has been maintained on an_____schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | show 🗑
|
||||
| – the more reinforcers received for a behavior, the greater the _____ | show 🗑
|
||||
| large-magnitude reinforcers result in greater resistance than small-magnitude reinforcers | show 🗑
|
||||
| show | extinction
🗑
|
||||
| show | DEGREE OF DEPRIVATION
🗑
|
||||
| show | STIMULUS GENERALIZATION
🗑
|
||||
| tendency for an operant response to be emitted more in the presence of one stimulus than another | show 🗑
|
||||
| Behavior is generally seen as involuntary and inflexible | show 🗑
|
||||
| show | OC
🗑
|
||||
| show | CC
🗑
|
||||
| emitted by the organism | show 🗑
|
||||
| typically involves innate patterns of behavior (URs) | show 🗑
|
||||
| show | OC
🗑
|
||||
| show | CC
🗑
|
||||
| SRS sequence | show 🗑
|
||||
| precedes it | show 🗑
|
||||
| following it | show 🗑
|
||||
| whether the tone should be considered an S or a CS depends on the ______to which one is referring to | show 🗑
|
||||
| Bad (aversive); Giving (positive) | show 🗑
|
||||
| show | Negative Reinforcement
🗑
|
||||
| show | Positive Reinforcement
🗑
|
||||
| Good (rewarding); Taking away (negative) | show 🗑
|
||||
| If _____, you should see words indicating something was given, earned, or received. | show 🗑
|
||||
| show | negative
🗑
|
||||
| If _____ you will see a clear indication that the behavior increases in the future. | show 🗑
|
||||
| show | punished
🗑
|
||||
| pigeons appeared to be responding as if their behavior controlled the delivery of the reinforcer when, in fact, the food was provided irrespective of what the pigeons were doing | show 🗑
|
||||
| Skinner called this superstitious behavior and non-contingent reinforcement | show 🗑
|
||||
| show | MANNER OF INTRODUCTION.
🗑
|
||||
| – Punishment is most effective when it is applied immediately after the undesired behavior, as this helps the individual make a clear connection between the behavior and its consequences. | show 🗑
|
||||
| The most powerful way to reduce behavior is to punish every occurrence. | show 🗑
|
||||
| show | MOTIVATION TO RESPOND.
🗑
|
||||
| Punishment can elicit ____________, such as fear and anger, which are generally disruptive of learning and performance | show 🗑
|
||||
| punishment can sometimes lead to a _____________________________, not only the behavior being punished | show 🗑
|
||||
| show | continual monitoring
🗑
|
||||
| a practical problem with the use of punishment is that individuals may try to ____________or ___________ entirely | show 🗑
|
||||
| Ex., rat receives a pellet only if it emits at least 30 lever presses within a minute | show 🗑
|
||||
| show | DRL
🗑
|
||||
| show | DRP
🗑
|
||||
| 2 Applications of Operant Conditioning | show 🗑
|
||||
| a written agreement that lists the duties (behaviors) required of each party and the privileges (reinforcers) that will result if the duties are performed | show 🗑
|
||||
| Course objectives be completely specified and defined behaviorally → to determine if objectives have been met | show 🗑
|
||||
| o arrange reinforcement contingencies so that the behavior that has been deemed important is encouraged | show 🗑
|
||||
| behavior probs result from poor educational planning (failing to provide self-pacing, failing to use reinforcers appropriately, making unreasonable demands on students) | show 🗑
|
||||
| whole behavior patterns had a meaning that would be lost if studied from an elementistic viewpoint | show 🗑
|
||||
| is purposive/always directed toward some goal; if interrupted, will persist | show 🗑
|
||||
| show | motivation
🗑
|
||||
| show | Motivation
🗑
|
||||
| show | Edward Tolman
🗑
|
||||
| study of behavior while also considering the purpose or goal of behavior | show 🗑
|
||||
| our responses to all stimuli are based on the complex interactions that take place among our thoughts, feelings, and behaviors as well as any reward systems that may be present. | show 🗑
|
||||
| show | Kurt Koffka
🗑
|
||||
| the whole of anything is greater than its parts | show 🗑
|
||||
| whole behavior patterns had a meaning that would be lost if studied from an elemental viewpoint | show 🗑
|
||||
| sudden behavior without the context | show 🗑
|
||||
| show | BEHAVIORISM by Clark Hull & Thorndike
🗑
|
||||
| isolating the SR from the objective does not make sense | show 🗑
|
||||
| also focuses on the Stimulus-Stimulus (SS) events | show 🗑
|
||||
| show | TOLMAN
🗑
|
||||
| NOT REQUIRED, but is IMPORTANT | show 🗑
|
||||
| show | MOTIVATION
🗑
|
||||
| acts as a PERCEPTUAL EMPHASIZER | show 🗑
|
||||
| show | learning
🗑
|
||||
| show | cognitive map
🗑
|
||||
| show | principle of least effort
🗑
|
||||
| different approaches are tested cognitively than behaviorally | show 🗑
|
||||
| show | learning
🗑
|
||||
| show | learning
🗑
|
||||
| show | learning
🗑
|
||||
| show | learning
🗑
|
||||
| show | lay of the land
🗑
|
||||
| shows how we will navigate a place or even abstract thing | show 🗑
|
||||
| show | EXPECTATIONS/HYPOTHESIS
🗑
|
||||
| show | PRINCIPLE OF LEAST EFFORT
🗑
|
||||
| show | VICARIOUS TRIAL & ERROR
🗑
|
||||
| expectation of reinforcement affects the response of an organism | show 🗑
|
||||
| influences performance rather than learning | show 🗑
|
||||
| reinforcement expectancy is consistently confirmed | show 🗑
|
||||
| organism will change its behavior if the reinforcement is changed even if it is close to the original | show 🗑
|
||||
| unobservable learning | show 🗑
|
||||
| show | LATENT LEARNING
🗑
|
||||
| show | performance
🗑
|
||||
| ENVIRONMENT VARIABLES | show 🗑
|
||||
| MGSRPOBO | show 🗑
|
||||
| differences of organisms (H-A-T-E) | show 🗑
|
||||
| HATE | show 🗑
|
||||
| a construct to explain the relationship between IV & DV | show 🗑
|
||||
| show | intervening variables
🗑
|
||||
| show | Demand
Appetite
Differentiation
Motor Skill
Hypothesis
Biases
🗑
|
||||
| show | organisms
🗑
|
||||
| show | Hypotheses
🗑
|
||||
| A clearly established ____ can be used under altered condition | show 🗑
|
||||
| show | demand/motive
🗑
|
||||
| show | Social Learning Theory
🗑
|
||||
| show | Social Learning Theory
🗑
|
||||
| learning by social influence | show 🗑
|
||||
| show | PERSON → BEHAVIOR
🗑
|
||||
| behavior determines the environment and is modified by the environment | show 🗑
|
||||
| beliefs and cognitive competencies developed and modified by social influence and structures in the environment | show 🗑
|
||||
| dynamic and reciprocal interaction of the individual with a set of past events/learned experiences | show 🗑
|
||||
| show | RECIPROCAL DETERMINISM
🗑
|
||||
| targets the relationship between behavior and environment | show 🗑
|
||||
| show |
OBSERVATIONAL LEARNING
🗑
|
||||
| – happens in the brain | show 🗑
|
||||
| show | OUTCOME EXPECTATIONS
🗑
|
||||
| show | SELF-EFFICACY
🗑
|
||||
| show | Reinforcement
🗑
|
||||
| emphasis on role of MODELS | show 🗑
|
||||
| with cognitive processes such as THINKING, BELIEVING, EXPECTINGS, ANTICIPATION, SELF-REGULATION, MAKING COMPARISONS & JUDGMENTS | show 🗑
|
||||
| show | REINFORCEMENTS & PUNISHMENTS
🗑
|
||||
| – Behavior can also create environment | show 🗑
|
||||
| People can learn by _____others’ behaviors and its consequences | show 🗑
|
||||
| Learning can occur _____ a change in behavior | show 🗑
|
||||
| show | COGNITION
🗑
|
||||
| the mental action of acquiring knowledge and understanding through thought, experience, and the senses. | show 🗑
|
||||
| show | actions and environments
🗑
|
||||
| Learning involves a _______ (rather than behavioral) | show 🗑
|
||||
| show | COGNITIVE PROCESSES
🗑
|
||||
| 3 Cognitive processes | show 🗑
|
||||
| show | Memory codes
🗑
|
||||
| Learners must be aware of ____ | show 🗑
|
||||
| show | RESPONSE-CONSEQUENCE CONTINGENCY
🗑
|
||||
| hypotheses that form about the results that future actions are likely to bring | show 🗑
|
||||
| form beliefs about their ability to perform various behaviors and whether they themselves can execute particular behaviors | show 🗑
|
||||
| show | MODELING
🗑
|
||||
| increases the frequency of similar behavior | show 🗑
|
||||
| show | MODELING
🗑
|
||||
| show | FACILITATION EFFECT
🗑
|
||||
| show | INHIBITION EFFECT
🗑
|
||||
| encourages personally forbidden behavior; increases the likelihood of engaging in behaviors that one might avoid or restrain when alone | show 🗑
|
||||
| 3 types of model | show 🗑
|
||||
| verbal descriptions or explanations of behavior | show 🗑
|
||||
| representations of behavior such as through media | show 🗑
|
||||
| show | Live model
🗑
|
||||
| – may or may not involve limitation | show 🗑
|
||||
| can process info cognitively and act on it in an ADVANTAGEOUS WAY | show 🗑
|
||||
| show | VICARIOUS REINFORCEMENT/PUNISHMENT
🗑
|
||||
| show | VICARIOUS ACQUISITION
🗑
|
||||
| performance distinction | show 🗑
|
||||
| Consequences to the model made a difference | show 🗑
|
||||
| show | BOBO DOLL EXPERIMENT
🗑
|
||||
| a type of neuron in the brain that fires both when an individual performs an action and when they observe someone else performing the same action, suggesting a neural basis for understanding and imitating the actions of others. | show 🗑
|
||||
| show | ATTENTION PROCESS
🗑
|
||||
| show | Models
🗑
|
||||
| info stored symbolically (imaginally & verbally) | show 🗑
|
||||
| show | RETENTIONAL PROCESSES
🗑
|
||||
| show | BEHAVIORAL PRODUCTION PROCESS
🗑
|
||||
| necessary before an observer can match behavior of the model | show 🗑
|
||||
| show | SYMBOLIC RETENTION
🗑
|
||||
| expectancy of certain behavior are likely to be reinforced | show 🗑
|
||||
| provides motive for utilizing what has been learned | show 🗑
|
||||
| learned through successes and failures | show 🗑
|
||||
| show | PHYSIOLOGICAL & EMOTIONAL AROUSAL
🗑
|
||||
| show | VICARIOUS EXPERIENCES
🗑
|
||||
| depends on credibility, trustworthiness, expertise of the persuader | show 🗑
|
||||
| show | GREATER EFFICACY
🗑
|
||||
| show | SELF-EFFICACY
🗑
|
||||
| Ability to anticipate and place value on outcome of behavior | show 🗑
|
||||
| show | OBSERVATIONAL LEARNING
🗑
|
||||
| Children and adults who are ______ about the future are more mentally and physically healthy, less depressed, and more motivated to achieve. | show 🗑
|
||||
| Perceived Efficacy is more than the Actual Efficacy | show 🗑
|
||||
| show | Frustration, Despair, Inhibited personal growth
🗑
|
||||
| Human behavior is largely____ | show 🗑
|
||||
| show | SELF-REGULATION
🗑
|
||||
| May be TOO HIGH or LOW | show 🗑
|
||||
| INTRINSIC REINFORCEMENT is much more powerful than | show 🗑
|
||||
| show | SELF-REGULATION DEVELOPMENT
🗑
|
||||
| show | PERSONAL AGENCY
🗑
|
||||
| show | similarities ; differences
🗑
|
||||
| show | UCR ; CR
🗑
|
||||
| Reinforcement which occurs after a certain amount of time has passed is on a(n)____ schedule; reinforcement which occurs after a certain number of responses occur is on a(n) ____ schedule. | show 🗑
|
||||
| show | reinforcement
🗑
|
||||
| When baby Cristy makes "goo-goo" noises, Mom and Dad appear over the edge of the crib. As a result, little Cristy increases her noise-making. This illustrates | show 🗑
|
||||
| Recent studies have shown that the most important factor necessary for classical conditioning to occur is | show 🗑
|
||||
| Before Sto makes a sales call, he always carries his "lucky" stuffed toy pig with him on the call. This superstitious behaviour works, sometimes. We might say that Sto is on a ___ schedule of reinforcement. | show 🗑
|
||||
| o be most effective, reinforcers and punishers should be | show 🗑
|
||||
| show | voluntary; involuntary
🗑
|
||||
| In classical conditioning, the stimulus which controls behavior _____ the behavior ; in operant conditioning, the stimulus which controls behavior ____ the behavior. | show 🗑
|
||||
| In a series of experiments, Tolman investigated the role of reinforcement in learning. Which one of the following conclusions emerged from his research? | show 🗑
|
||||
| Which of the following is another way of thinking of Tolman's vicarious trial and error learning? | show 🗑
|
||||
| show | attractive
🗑
|
||||
| show | active
🗑
|
||||
| show | aversive [the nature of the US]
🗑
|
||||
| A CR that appears identical to the UR is almost always _____ intense | show 🗑
|
||||
| The most successful temporal arrangement for conditioning is delayed conditioning, in which the onset of the NS (precedes/follows)_______ the onset of the US, and the two stimuli _______ (overlap/do not overlap | show 🗑
|
||||
| show | generalization; discrimination
🗑
|
||||
| In general, repeated presentations of low-intensity stimulus result in (habituation/sensitization) _______ and repeated presentations of a high-intensity stimulus results in __________(habituation/sensitization). | show 🗑
|
||||
| [Opponent Process Theory of Emotion] Feeling elated while talking on the phone to someone with whom youre inlove with is an example of the __ - ______. Feeling lovesick after you finally hang up for the night is an example of the ___-_________ | show 🗑
|
||||
| The process of strengthening a conditioned response through repeated pairings of an NS with a US is known as _______ | show 🗑
|
||||
| show | more
🗑
|
||||
| Stimulus generalization is the tendency for a (CR/UR) ___ to occur in the presence of stimuli that are similar to the original (CS/US)___. In general, the more (similar/different) ____ the stimulus the stronger the response | show 🗑
|
||||
| show | Simultaneous Recover
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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