Test 1 for PS234
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
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| Misbehavior of organisms | show 🗑
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| show | the tendency for the behavior of some organisms, after prolonged conditioning, to revert to instinctual patterns of behavior.
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| show | the observation that under certain circumstances the behavior of some organisms seems to be shaped automatically.
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| John B. Watson (1878-1958) | show 🗑
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| show | a school of psychology, founded by J.B. Watson, that completely rejected the study of consciousness. To be scientific, psychology needed a subject matter that could be reliably measured, and according to the behaviorist, that subject matter was behavior.
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| show | the utilization of learning principles in the treatment of behavior disorders.
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| show | an early comparative psychologist whose evidence for the continuity between nonhuman and human mental processes was anecdotal and replete with anthropomorphizing.
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| show | attributing human characteristics to nonhuman animals
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| show | an early comparative psychologist who attempted to be objective in his descriptions of animal behavior by carefully avoiding anthropomorphizing.
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| show | rule that animal researchers should never explain animal behavior as resulting from a higher mental process, such as reasoning or thinking, if that behavior could be explained by a lower process, such as instinct, habit, or association.
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| Margaret Floy Washburn (1878-1958) | show 🗑
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| Connectionism | show 🗑
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| show | trying different responses in a problem-solving situation until a response that solves the problem is found. aka selecting and connecting
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| Incremental learning | show 🗑
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| show | learning that occurs very rapidly, is remembered for a considerable length of time, and transfers readily to situations related to the one in which the insightful learning took place.
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| show | when an organism is ready to act, it is reinforcing for it to do so and annoying for it not to do so. Also, when an organism is not ready to act, forcing it to act will be annoying to it.
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| Law of exercise | show 🗑
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| show | the strength of a connection increases with its use (discarded after 1930)
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| Law of disuse | show 🗑
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| Law of effect | show 🗑
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| Satisfying state of affairs | show 🗑
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| show | a condition that an organism actively avoids. If such a condition occurs, the organism attempts attempts to abandon it as soon as possible.
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| Confirming reaction | show 🗑
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| Multiple response | show 🗑
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| Sets | show 🗑
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| Prepotency of elements | show 🗑
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| show | refers to the fact that our response to an unfamiliar situation is determined by its degree of similarity (# of common elements) to a familiar situation (if two situations similar, similar response) This observation is related to his identical elements th
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| show | when something learned in one situation is applied in another situation.
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| Identical elements theory of transfer | show 🗑
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| show | the belief held by some faculty psychologist that specific training can strengthen a specific faculty.
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| Associative shifting | show 🗑
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| Strength of connection | show 🗑
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| show | material is learned more readily when it has contiguity and when it “fits together” well. Thorndike maintained that learning is most effective when there is a natural relationship between the needs of an organism and the effects produced by a response.
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| Principle of polarity | show 🗑
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| Spread of effect | show 🗑
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| Transfer of training | show 🗑
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| Identical elements theory of transfer | show 🗑
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| show | the belief held by some faculty psychologist that specific training can strengthen a specific faculty. For example, practicing being friendly would strengthen the friendliness faculty, thereby making the person friendlier.
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| Associative shifting | show 🗑
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| show | determined by how likely a certain response is in a given set of circumstances. In other words, the strength of a connection is equated with response probability.
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| Belongingness | show 🗑
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| Principle of polarity | show 🗑
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| show | the observation that reinforcement not only strengthens the response that produced it but also strengthens neighboring responses.
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| show | the ability to perform some act, although the act is not being performed at the present time. Learning may result in a change in behavioral potentiality, although the learning may not be translated into behavior until some time after the learning has tak
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| Reinforced practice | show 🗑
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| Short-term memory | show 🗑
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| show | the tendency to be more responsive to the environment following an arousing experience.
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| Habituation | show 🗑
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| Learning | show 🗑
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| show | the translation of what has been learned into behavior.
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| show | an unlearned response to a specific class of stimuli.
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| show | the inborn capacity to perform a complex behavioral task. In recent years, the term has been replaced by species-specific-behavior.
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| Imprinting | show 🗑
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| show | a period in an organism’s life during which an important development occurs. If the development does not occur during that time, it may never occur. For example, if imprinting does not occur shortly after a duckling is hatched, it is difficult, if not i
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| show | temporary condition of the body, such as fatigue, illness, emotion, the presence of drugs, or sleep loss, that causes a modification in behavior, but not learning.
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| Conditioning | show 🗑
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| Classical Conditioning | show 🗑
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| show | automatic processes that function to keep the body operating within certain physiological limits, thus maintaining a physiological equilibrium, or homeostasis.
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| show | an experimental procedure whereby the rate or probability of a response is changed from one value before conditioning to another value following conditioning. With instrumental conditioning, the organism must perform an appropriate response to be reinfor
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| Skinner box | show 🗑
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| Escape conditioning | show 🗑
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| show | the experimental arrangement whereby an organism can avoid experiencing an aversive stimulus by engaging in appropriate behavior.
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| Naturalistic observation | show 🗑
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| Elementism | show 🗑
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| show | a method of inquiry that involves the use of experimentation to test theories about various aspects of nature.
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| • Scientific theory- an interrelated set of concepts used both to explain data and to make predictions about results of future experiments. | show 🗑
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| show | the signs, symbols, or words that a theory contains.
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| show | the empirical events that the theory purports to explains.
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| Scientific law | show 🗑
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| show | the explanatory, rather than predictive, function of a scientific theory.
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| show | a theory’s ability to generate research.
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| Principle of parsimony | show 🗑
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| Functionalism | show 🗑
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| William James (1842-1910) | show 🗑
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| show | founded by Titchener, the goal of the school of structuralism was to discover the basic elements of thought by using the technique of introspection and to explain how those elements are held together by the laws of association.
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| show | founder of the school of structuralism.
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| show | the reporting of one’s own mental events while experiencing a certain object or situation; the technique employed by the structuralists to study the structure of the mind.
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| show | the raw psychological experience that was the object of introspective analysis; experience that was not contaminated by interpretation of any kind.
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| show | the error of naming an object while introspecting about it instead of reporting one’s immediate experience.
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| Voluntarism | show 🗑
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| Wilhelm Maximilian Wundt (1832-1920) | show 🗑
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| Appreciation | show 🗑
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| Creative synthesis | show 🗑
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| Thomas Reid (1710-1796) | show 🗑
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| show | the belief that the mind contains certain powers or faculties.
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| Naïve realism | show 🗑
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| show | he believed that a person’s strong and weak faculties could be detected by analyzing the bumps and depressions on the person’s skull (phrenology).
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| show | the study of the location of bumps and depressions on a person’s skull in order to determine that person’s strong and weak faculties.
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| Formal discipline | show 🗑
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| show | he demonstrated the ability of behavior in adjusting to the environment and the fact that human development is biologically continuous with that of nonhuman animals. Both observations had a profound and lasting effect on psychology; especially on learnin
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| Hermann Ebbinghaus (1850-1909) | show 🗑
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| show | material with little or no meaning, invented by Ebbinghaus to control for previous experience in a learning situation.
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| Savings | show 🗑
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| show | he postulated that the mind and the body were governed by different laws. The mind was free and possessed only by humans, whereas the body was mechanical and its functions were the same for both humans and other animals. Mind/body dichotomy
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| Innate ideas | show 🗑
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| Thomas Hobbes (1588-1679) | show 🗑
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| John Locke (1623-1704) | show 🗑
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| George Berkley (1685-1753) | show 🗑
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| show | he said we can know nothing with certainty. All ideas are products of the mind and do not necessarily relate to a reality outside the mind. Therefore, the so-called natural laws are more the result of “habits of thought” than of any lawfulness in nature
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| Ismael Kant (1724-1804) | show 🗑
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| show | Kant: a genetically determined faculty of the mind that molds our cognitive experiences by giving them greater structure and meaning than they otherwise would have.
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| John Mill (1806-1873) | show 🗑
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| show | because he believed sensory experience to be the basis of all knowledge, he was the first major empiricist. He also proposed the laws of similarity, contrast, contiguity, and frequency to explain how ideas became associated with other ideas.
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| show | principles such as similarity, contrast, contiguity, and frequency that are supposed to explain how one idea is related to another or how one experience elicits ideas related to it.
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| show | the philosophical belief that the relationships among ideas are explained by the laws of association.
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| show | the belief held by Plato that all knowledge is present in the human soul at birth; thus to know is to remember the contents of the soul.
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| Plato(ca. 427-347 B.C) | show 🗑
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| show | believed abstractions, such as numbers, were just as real as physical objects and that these abstractions could influence the physical world.
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| Epistemology | show 🗑
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| Rationalism | show 🗑
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| show | the philosophical belief that a mental attribute is inherited and therefore is independent of experience.
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| show | the philosophical belief that sensory experience is the basis of all knowledge.
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| show | Popper’s contention that for a theory to be scientific, it must make risky predictions that, if not confirmed, would refute the theory.
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| show | a point of view shared by a substantial number of scientists that provides a general framework for empirical research. Usually, more than just one theory and corresponds more closely to what is called a school of thought or an “ism”.
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| Normal science | show 🗑
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| show | Kuhn: the displacement of one paradigm with another. Such a displacement usually occurs over a fairly long period and after great resistance. A paradigm is associated with the scientist’s total view of science
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| Analogy | show 🗑
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| Model | show 🗑
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| Operational definition | show 🗑
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| show | the number of trials an experimental subject requires to reach the criterion that the experimenter sets as a definition of learning. For example, if perfect recall of a list of nonsense syllables is defined as learning the list
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| show | the variable that is measured in an experiment, usually some kind of behavior (like trials of criterion).
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| Independent variable | show 🗑
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| show | the intense study of a single experimental subject.
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| Nomothetic technique | show 🗑
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| show | research in which two response measures are related. Such research is usually interested in detecting how two kinds of behavior vary together. R-R
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| show | research in which one or more independent variables are systematically manipulated in order to detect their effects on one or more dependent variables. Generates S-R laws
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