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| tendency for a response to be evoked more by one stimulus than another | STIMULUS DISCRIMINATION
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| tendency for a CR to occur in the presence of a stimulus that is similar to the CS | STIMULUS GENERALIZATION
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| reappearance of a CR when a period of extinction is followed by a rest period | SPONTANEOUS RECOVERY
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| repeated presentation of the CS in the absence of the US (procedure) | EXTINCTION
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| process of developing and strengthening a CR through repeated pairings of a NS with a US | ACQUISITION
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| traditionally considered the least effective procedure for conditioning of an excitatory response | backward
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| usually results in poor conditioning | Simultaneous
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| can be almost as effective as delay conditioning if the _____ relatively short | trace interval
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| is often the best arrangement for conditioning, esp. if the ISI is relatively short | delay conditioning
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| US is an event that an organism generally avoids | Aversive conditioning
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| Us is an event that is an organism will generally approach and seek out | Appetitive conditioning
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| conditioning in which the NS is associated with the absence or removal of a US | Inhibitory conditioning
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| conditioning in which the NS is associated with the presentation of a US (negative | 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 | Garcia Effect
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| magnitude of ___ is always less than the UR | 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. | Shenger-Krestovnikova
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| dogs had different reactions, some anxious, some catatonic, some j u s t f i n e | individual differences
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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) | Compensatory Response Model
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| decreased BP | heroin
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| increase BP (tension and agitation) | heroin-related cues
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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. | Higher order conditioning
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| The more reliable the CS in predicting the US, the stronger the conditioning will be. | Contingency
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| conditioning is difficult to establish with: | backward conditioning
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| conditioning is difficult to establish with: | When CSs are redundant
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| if two CSs reliably predict a US, the first one presented will become conditioned, and second one (redundant), will not | Egger and Miller
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| Only more prominent is conditioned in a compound stimulus | Overshadowing
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| presence of an established CS interferes with conditioning of a new CS | Blocking
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| “conditionability” of a particular US-CS pair depends on potential associative strength of a given CS or specific US | Rescorla-Wagner Theory
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| most of the conditioning possible for a particular US is “used up” by the first CS | Blocking
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| You can steal in US | Overshadowing
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| associations between certain kinds of stimuli are more likely to be made than are associations between others | Associative Bias
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| familiar stimulus is more difficult to condition as a CS than is an unfamiliar (novel) stimulus | Latent Inhibition
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| Wolpe proposed underlying process in counterconditioning | Reciprocal inhibition
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| initially studied taste aversion by pairing a saccharin drink with injection of cyclophosphamide (a drug which suppresses immune system); unusually high number of deaths in rats that continued to receive the saccharin solution (without the US) | Ader&Cohen
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| condition guinea pigs to become allergic to certain odors by pairing these with an allergy-inducing pollen | Russel
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| White pill: Acetylsalicylic acid —-> headache removal White pill —-> headache removal | Placebo effect
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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 | Metalnikov
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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 | Schaller
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| a type of learning in which the future probability of a behavior is affected by its consequences | Operant Conditioning
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| If a response is followed by a ________ state of affairs, the strength of the connection is increased. | satisfying
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| If a response is followed by an _______ state of affairs, the strength of the connection is decreased. | annoying
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| triggered in the nervous system if a response results in a satisfying state of affairs --> strengthens neural bonds | Confirming reaction
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| Law of Effect (before 1930) | Edward Thorndike
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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 | Revised Law of Effect
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| sense impressions and impulses to action become associated through a neural bond | connectionism
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| Most basic form of learning was __________ learning | trial and error
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| Learning is _____, not insightful | incremental
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| learning is not ______ by ideas | mediated
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| All Mammals Learn in the _____________ | Same Manner
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| A response that is followed by a reinforcer is strengthened and therefore more likely to __________ | occur again
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| emphasized the effect of the consequence on the future probability of the behavior | Burrhus Fredric Skinner
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| discriminative stimulus that precedes the response and signals that a certain consequence is now available | Antecedents
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| “Set the occasion for” the behavior or the behavior is more likely to occur in the presence of the stimulus | Antecedents
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| A response that produces a certain consequence | Behavior
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| Class of emitted responses that result in certain consequences, which in turn, affect the future probability of strength of those responses | Behavior
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| hat follows the response that serves to increase or decrease the probability of the response that preceded it | Consequence
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| Primary reinforcer & secondary reinforcer/conditioned reinforcer | Reinforcement+
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| Reward is expected | Reinforcement+
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| Reward is tangible | Reinforcement+
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| Reward is given for simply performing the activity | Reinforcement+
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| Any response that occurs with a fairly high frequency can be used to reinforce a response that occurs with a relatively lower frequency | Premack Principle
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| results in termination of an aversive stimulus | Escape Behavior
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| occurs before the aversive stimulus is presented and therefore prevents its delivery | Avoidance behavior
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| Open umbrella —> escape rain | Escape Behavior
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| Claim illness—> avoid taking an exam | Avoidance behavior
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| Take Biogesic —> eliminate headache | Escape Behavior
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| Turn on aircon —> escape The heat | Escape Behavior
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| occurs when something unpleasant or uncomfortable is removed or taken away in order to increase the likelihood of the desired behavior | Reinforcement-
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| presentation of a stimulus (one that is usually considered unpleasant or aversive) following a response, which then leads to a decrease in the future strength of that response | Punishment+
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| Talk back to teacher —> Get reprimanded | Punishment+
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| Meow constantly —> Get sprayed with water | Punishment+
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| Swat at the wasp —> Get stung | Punishment+
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| 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 | Punishment-
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| getting grounded after violating curfew | Punishment-
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| time-out after misbehaving | Punishment-
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| getting a deduction for late submission | Punishment-
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| Presence of a discriminative stimulus reliably affects the probability of the behavior | Stimulus control
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| gradual creation of new operant behaviours through reinforcement of successive approximations to that behavior | Shaping
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| A reinforcement schedule where a response is reinforced every time it occurs | Continuous Reinforcement
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| A reinforcement schedule where a response is only reinforced some of the time, rather than every time it occurs. | Partial Reinforcement
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| reinforcement is contingent upon a fixed, predictable number of responses | Fixed Ratio
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| The longer the enforcement, the longer the break | FR
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| reinforcement is contingent upon a varying, unpredictable number of responses | Variable Ratio
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| Random; mas efficient; mas onti yung Post Response Pause (PRP) | VR
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| reinforcement is contingent upon the first response after a fixed, predictable period of time | Fixed Interval
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| Gradually decreasing and then increasing and pause; it is depressing | FI
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| reinforcement is contingent upon the first response after a varying, unpredictable period of time | Variable Interval
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| usually produce a moderate, steady rate of response, often with little or no PRP | VI
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| return to the operant level when we remove the reinforcer from the operant conditioning situation | Extinction
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| a temporary increase in the frequency and intensity of responding when extinction is first implemented | Extinction Burst
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| 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 | Chaining
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| – Start with the last response of the chain and work backward | Backward chaining
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| – 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 | Instinctive Drift
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| Response requirement that must be met to obtain reinforcement | SCHEDULES OF REINFORCEMENT
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| – reappearance of an extinguished response following a rest period after extinction | Spontaneous Recovery
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| The schedule of reinforcement is the most important factor influencing resistance to extinction | Resistance to Extinction
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| behavior that has been maintained on an intermittent (partial) schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | PARTIAL REINFORCEMENT
EFFECT
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| – the more reinforcers received for a behavior, the greater the resistance | History of Reinforcement
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| behavior that has been maintained on an_____schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | intermittent (partial)
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| – the more reinforcers received for a behavior, the greater the _____ | resistance
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| large-magnitude reinforcers result in greater resistance than small-magnitude reinforcers | MAGNITUDE OF THE REINFORCER
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| the greater the level of deprivation, the greater the resistance to_____ | extinction
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| the greater the level of deprivation, the greater the resistance to extinction | DEGREE OF DEPRIVATION
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| tendency for an operant response to be emitted in the presence of a stimulus that is similar to a discriminative stimulus | STIMULUS GENERALIZATION
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| tendency for an operant response to be emitted more in the presence of one stimulus than another | STIMULUS DISCRIMINATION
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| Behavior is generally seen as involuntary and inflexible | CC
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| behavior is generally seen as voluntary and flexible | OC
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| Elicited by the stimulus | CC
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| emitted by the organism | OC
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| typically involves innate patterns of behavior (URs) | CC
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| Does not involve innate patterns of behavior | OC
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| SSR sequence | CC
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| SRS sequence | OC
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| precedes it | CC
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| following it | OC
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| whether the tone should be considered an S or a CS depends on the ______to which one is referring to | response
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| Bad (aversive); Giving (positive) | Positive Punishment
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| Bad (aversive); Taking away (negative) | Negative Reinforcement
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| Good (rewarding); Giving (positive) | Positive Reinforcement
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| Good (rewarding); Taking away (negative) | Negative Punishment
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| If _____, you should see words indicating something was given, earned, or received. | positive
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| If ______, you should see words indicating something was taken away or removed. | negative
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| If _____ you will see a clear indication that the behavior increases in the future. | reinforced
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| If _____, there will be an indication that the behavior decreases in the future. | punished
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| 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 | Accidental/Adventitious Responding
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| Skinner called this superstitious behavior and non-contingent reinforcement | Accidental/Adventitious Responding
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| If one’s goal is to obtain a large, permanent decrease in some behavior, then the punisher should be immediately introduced at its full intensity. | MANNER OF INTRODUCTION.
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| – 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. | IMMEDIACY OF PUNISHMENT
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| The most powerful way to reduce behavior is to punish every occurrence. | SCHEDULE OF PUNISHMENT.
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| If a behavior is highly motivated (e.g., parents stealing food because their children are starving), the threat of punishment is not likely to have much effect. | MOTIVATION TO RESPOND.
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| Punishment can elicit ____________, such as fear and anger, which are generally disruptive of learning and performance | several emotional effects
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| punishment can sometimes lead to a _____________________________, not only the behavior being punished | general suppression of all behaviors
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| in real-world situations the use of punishment demands the _________ of the individual’s behavior | continual monitoring
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| a practical problem with the use of punishment is that individuals may try to ____________or ___________ entirely | circumvent the rules; escape from the situation
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| Ex., rat receives a pellet only if it emits at least 30 lever presses within a minute | DRH
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| Ex., rat receives pellet only if it waits at least 10s between lever presses | DRL
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| Ex., rat receives pellet if it emits 10 consecutive responses, with each response separated by an interval of no less than 1.5 and no more than 2.5s (consistent) | DRP
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| 2 Applications of Operant Conditioning | 1. Functional Communication Training
2. Token System
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| a written agreement that lists the duties (behaviors) required of each party and the privileges (reinforcers) that will result if the duties are performed | contingency contract
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| Course objectives be completely specified and defined behaviorally → to determine if objectives have been met | Skinner on Education
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| o arrange reinforcement contingencies so that the behavior that has been deemed important is encouraged | Skinner on Education
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| behavior probs result from poor educational planning (failing to provide self-pacing, failing to use reinforcers appropriately, making unreasonable demands on students) | Avoid the use of punishment
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| whole behavior patterns had a meaning that would be lost if studied from an elementistic viewpoint | Behaviorism + Gestalt
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| is purposive/always directed toward some goal; if interrupted, will persist | Molar Behavior
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| learning is an on-going process (i.e., taking place constantly) that requires no _____________ | motivation
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| important because it determines to which aspects of the environment the organism attends | Motivation
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| - Precursor for Cognitive Movement – Became APA President 2 times (red-tagged; refused to take loyalty oath) | Edward Tolman
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| study of behavior while also considering the purpose or goal of behavior | PURPOSIVE BEHAVIORISM
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| 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. | COGNITIVE BEHAVIORISM
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| Tolman met with _____ in Germany which introduced him to the Gestalt Theory | Kurt Koffka
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| the whole of anything is greater than its parts | Gestalt Theory
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| whole behavior patterns had a meaning that would be lost if studied from an elemental viewpoint | Gestalt Theory
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| sudden behavior without the context | Molecular Behavior
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| focuses more on the Stimulus Response (SR) events | BEHAVIORISM by Clark Hull & Thorndike
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| isolating the SR from the objective does not make sense | BEHAVIORISM by Clark Hull & Thorndike
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| also focuses on the Stimulus-Stimulus (SS) events | TOLMAN
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| Must look at the whole chain of SR towards the objective/goal of an organism | TOLMAN
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| NOT REQUIRED, but is IMPORTANT | motivation
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| drive state that determines what the organism attends to in the aspects of an environment | MOTIVATION
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| acts as a PERCEPTUAL EMPHASIZER | MOTIVATION
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| an on-going process that requires no motivation | learning
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| gradually develops a picture of the environment that can be used to get around in the environment | cognitive map
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| organism will choose the shortest route or the one requiring the least amount of work | principle of least effort
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| different approaches are tested cognitively than behaviorally | vicarious trial and error
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| taking place constantly without us knowing | learning
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| an internal change | learning
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| process of discovering what leads to what in the environment (S-S) | learning
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| results in a organized body of information | learning
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| what is there in the environment | lay of the land
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| shows how we will navigate a place or even abstract thing | cognitive map
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| we use ______ when we develop the map | EXPECTATIONS/HYPOTHESIS
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| the shortest/ least work-requiring route | PRINCIPLE OF LEAST EFFORT
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| thinking of the consequence of an action before performing it | VICARIOUS TRIAL & ERROR
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| expectation of reinforcement affects the response of an organism | REINFORCEMENT
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| influences performance rather than learning | REINFORCEMENT
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| reinforcement expectancy is consistently confirmed | MEANS-END READINESS
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| organism will change its behavior if the reinforcement is changed even if it is close to the original | REINFORCEMENT EXPECTANCY
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| unobservable learning | LATENT LEARNING
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| what we learn will not always translate/show into behavior | LATENT LEARNING
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| The learning comes out in the form of a behavior/performance when an organism’s MOTIVATION & REINFORCEMENT IS MET | performance
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| ENVIRONMENT VARIABLES | INDEPENDENT VARIABLE
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| MGSRPOBO | M-Maintenance/Deprivation Schedule
G-Appropriateness of Goal Object
S- Types & Modes of Stimuli Providers
R-Type of Motor Responses
P-Pattern of Succeeding
OBO- No. of Trials
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| differences of organisms (H-A-T-E) | INDIVIDUAL DIFFERENCES VARIABLES
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| HATE | Heredity
Age
Training
Endocrines, drug, or vitamins used
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| a construct to explain the relationship between IV & DV | intervening variables
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| Physiological and Mental States of the organism | intervening variables
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| 6 Intervening Variables | Demand
Appetite
Differentiation
Motor Skill
Hypothesis
Biases
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| ______ bring hypotheses it can use to solve a problem in a problem-solving situation | organisms
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| ___that survive are the ones that will correspond the best with reality | Hypotheses
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| A clearly established ____ can be used under altered condition | cognitive map
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| Organisms makes use of a _____ to be satisfied in developing a cognitive map | demand/motive
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| introduced by Albert Bandura in the 1960 as _______ | Social Learning Theory
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| shows importance of INTERNAL & SOCIAL EXTERNAL REINFORCEMENT | Social Learning Theory
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| learning by social influence | Social Learning Theory
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| person’s thoughts, emotions, cognitions, or motivations influence behavior | PERSON → BEHAVIOR
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| behavior determines the environment and is modified by the environment | BEHAVIOR → ENVIRONMENT
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| beliefs and cognitive competencies developed and modified by social influence and structures in the environment | ENVIRONMENT → PERSON
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| dynamic and reciprocal interaction of the individual with a set of past events/learned experiences | RECIPROCAL DETERMINISM
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| interaction between person and environment that influences behavior which in turn influences environment | RECIPROCAL DETERMINISM
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| targets the relationship between behavior and environment | Cognitive factors
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| influenced by Modeling (we do something when we see others doing it) |
OBSERVATIONAL LEARNING
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| – happens in the brain |
OBSERVATIONAL LEARNING
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| ability to anticipate and place value on outcome of behavior | OUTCOME EXPECTATIONS
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| – belief in your ability to successfully perform behavior | SELF-EFFICACY
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| Internal and external factors that influence a person’s likelihood to repeat the behavior | Reinforcement
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| emphasis on role of MODELS | SOCIAL COGNITIVE THEORY
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| with cognitive processes such as THINKING, BELIEVING, EXPECTINGS, ANTICIPATION, SELF-REGULATION, MAKING COMPARISONS & JUDGMENTS | SOCIAL COGNITIVE THEOR
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| exist potentially n environment and are actualized by certain behavioral patterns | REINFORCEMENTS & PUNISHMENTS
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| – Behavior can also create environment | RECIPROCAL DETERMINISM (RECIPROCAL CAUSATION
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| People can learn by _____others’ behaviors and its consequences | observing
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| Learning can occur _____ a change in behavior | without
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| important in learning | COGNITION
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| the mental action of acquiring knowledge and understanding through thought, experience, and the senses. | COGNITION
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| People can have control over their _____ and _____ | actions and environments
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| Learning involves a _______ (rather than behavioral) | mental change
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| essential for learning to occur | COGNITIVE PROCESSES
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| 3 Cognitive processes | 1. paying attention
2. Mental rehearsal
3. Memory codes
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| a relationship that describes the transformation of a cardinal aspect of experience into an enduring neural form (e.g. associating dance steps with familiar things/actions) | Memory codes
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| Learners must be aware of ____ | existing
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| relationship between a person's actions (responses) and the outcomes or results (consequences) that follow those actions | RESPONSE-CONSEQUENCE CONTINGENCY
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| hypotheses that form about the results that future actions are likely to bring | OUTCOME EXPECTATIONS
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| form beliefs about their ability to perform various behaviors and whether they themselves can execute particular behaviors | EFFICACY EXPECTATIONS
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| teaches new behavior | MODELING
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| increases the frequency of similar behavior | MODELING
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| influences frequency of previously learned behaviors | MODELING
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| the presence of others influences an individual's learning and performance. | FACILITATION EFFECT
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| the presence of others hinders or impairs an individual's performance | INHIBITION EFFECT
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| encourages personally forbidden behavior; increases the likelihood of engaging in behaviors that one might avoid or restrain when alone | DISINHIBITION EFFECT
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| 3 types of model | 1. Live model
2. Symbolic model
3. VERBAL INSTRUCTIONS
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| verbal descriptions or explanations of behavior | VERBAL INSTRUCTIONS
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| representations of behavior such as through media | Symbolic model
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| actual individuals demonstrating behavior | Live model
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| – may or may not involve limitation | OBSERVATIONAL LEARNING
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| can process info cognitively and act on it in an ADVANTAGEOUS WAY | OBSERVATIONAL LEARNING
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| behavior can be modified even without directly experiencing reinforcement/punishment | VICARIOUS REINFORCEMENT/PUNISHMENT
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| learning through observation | VICARIOUS ACQUISITION
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| performance distinction | VICARIOUS ACQUISITION
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| Consequences to the model made a difference | BOBO DOLL EXPERIMENT
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| ALL Children who viewed the aggressive model imitated when they were given an incentive to do so | BOBO DOLL EXPERIMENT
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| 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. | MIRROR NEURONS
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| what is observed can be learned | ATTENTION PROCESS
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| ______closely similar to the observer are more regarded highly and increases the likelihood of copying the behavior performed | Models
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| info stored symbolically (imaginally & verbally) | RETENTIONAL PROCESSES
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| info retrieved covertly, rehearsed, and strengthened long after observational learning event | RETENTIONAL PROCESSES
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| can be learn cognitively, but not perform it | BEHAVIORAL PRODUCTION PROCESS
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| necessary before an observer can match behavior of the model | COGNITIVE REHEARSAL
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| creates FEEDBACK LOOP to gradually match behavior through SELF-OBSERVATION and SELF-CORRECTION | SYMBOLIC RETENTION
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| expectancy of certain behavior are likely to be reinforced | MOTIVATIONAL PROCESSES
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| provides motive for utilizing what has been learned | MOTIVATIONAL PROCESSES
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| learned through successes and failures | MASTERY EXPERIENCES
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| depends on how the arousal is interpreted | PHYSIOLOGICAL & EMOTIONAL AROUSAL
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| depends on how close the identification with the model is | VICARIOUS EXPERIENCES
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| depends on credibility, trustworthiness, expertise of the persuader | SOCIAL PERSUASION
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| Higher goals, less afraid of failure, find new strategies when old ones fail | GREATER EFFICACY
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| Belief in your ability to successfully perform behavior | SELF-EFFICACY
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| Ability to anticipate and place value on outcome of behavior | OUTCOME EXPECTATION
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| Our behavior is influenced by modeling-what we see other doing | OBSERVATIONAL LEARNING
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| Children and adults who are ______ about the future are more mentally and physically healthy, less depressed, and more motivated to achieve. | optimistic
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| Perceived Efficacy is more than the Actual Efficacy | OVERESTIMATION OF SELF-EFFICACY
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| CONSEQUENCES OF OVERESTIMATION OF SE: | Frustration, Despair, Inhibited personal growth
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| Human behavior is largely____ | SELF-REGULATED
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| Learn Performance Standards become basis of self-evaluation | SELF-REGULATION
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| May be TOO HIGH or LOW | SELF-REGULATION
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| INTRINSIC REINFORCEMENT is much more powerful than | EXTRINSIC REINFORCEMENT
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| increases the SENSE of PERSONAL AGENCY | SELF-REGULATION DEVELOPMENT
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| increasing confidence that we can have considerable control over the course of our lives | PERSONAL AGENCY
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| Generalization is a reaction to ___ while discrimination is a reaction to ______ | similarities ; differences
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| For Pavlov's dogs, salivation to the meat powder was the ___ and salivation to the light was the ____. | UCR ; CR
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| 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. | interval; ratio
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| A _____ is a consequence which increases the likelihood that the preceding behavior will occur again. | reinforcement
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| 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 | operant conditioning
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| Recent studies have shown that the most important factor necessary for classical conditioning to occur is | for the CS to be a powerful predictor.
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| 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. | variable ratio
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| o be most effective, reinforcers and punishers should be | immediate
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| Generally, in operant conditioning _____ responses tend to be acquired, whereas in classical conditioning _____ responses tend to be acquired | voluntary; involuntary
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| In classical conditioning, the stimulus which controls behavior _____ the behavior ; in operant conditioning, the stimulus which controls behavior ____ the behavior. | precedes; follows
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| In a series of experiments, Tolman investigated the role of reinforcement in learning. Which one of the following conclusions emerged from his research? | Responses can be learned even when they are not reinforced.
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| Which of the following is another way of thinking of Tolman's vicarious trial and error learning? | cognitive problem solving
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| Modeling is enhanced when the person being modeled is | attractive
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| Compared to the behavioristic orientation, the cognitive perspective recognizes people as what type of learners? | active
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| Learning to associate your refrigerator with the nauseating smell of a spoiled food is an example of ______ | aversive [the nature of the US]
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| A CR that appears identical to the UR is almost always _____ intense | less
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| 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 | precedes; overlap
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| feeling anxious around all objects that look like a rattlesnake is an example of stimulus _______ (generalization/discrimination) whereas feeling anxious only around rattlesnakes is an example of ______ (generalization/discrimination). | generalization; discrimination
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| In general, repeated presentations of low-intensity stimulus result in (habituation/sensitization) _______ and repeated presentations of a high-intensity stimulus results in __________(habituation/sensitization). | habituation; sensitization
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| [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 ___-_________ | a-process
b-process
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| The process of strengthening a conditioned response through repeated pairings of an NS with a US is known as _______ | Acquisition
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| In general, a (more/less) ____ intense US produces better conditioning | more
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| 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 | CR; CS; Similar
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| The sudden recovery of an extinguished response following some delay after extinction is _____________ | Simultaneous Recover
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