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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Instinctual drift | show 🗑
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Autoshaping | show 🗑
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show | Founder of the school of behaviorism that believed the only reliable, observable, and measurable subject matter available to psychologists is behavior. Except for fear, rage, and love, everything learned
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Behaviorism | show 🗑
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show | the utilization of learning principles in the treatment of behavior disorders.
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George Romanes (1848-1894) | show 🗑
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show | attributing human characteristics to nonhuman animals
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Conwy Lloyd Morgan (1852-1936) | show 🗑
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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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show | the first woman to earn a Ph.D. in psychology, Washburn wrote about consciousness in nonhuman animals.
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Connectionism | show 🗑
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Trial-and-error learning | show 🗑
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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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Law of readiness | show 🗑
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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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show | the law that states that the strength of a connection is influenced by the consequences of a response. Originally included both pleasurable and annoying consequences. But after 1930, annoying consequences removed
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show | a condition that an organism seeks out and attempts to preserve. Once such a condition exists, the organism does nothing to avoid it.
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Annoying state of affairs | show 🗑
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show | a neurophysiological reaction that is stimulated when a response produces a satisfying state of affairs. a true strengthener of a neural bond.
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Multiple response | show 🗑
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show | temporary conditions, such as food deprivation, fatigue, or emotion, that determine what will be annoying or pleasurable to a given organism.
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show | refers to the fact that different aspects of the environment evoke different responses; similar to what we now refer to as selective perception.
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Response by analogy | show 🗑
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show | when something learned in one situation is applied in another situation.
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show | the likelihood of something learned in one situation being applied in a different situation is determined by the number of common elements (stimuli or procedures) in the two situations. As the number of common elements goes up, the amount of transfer bet
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show | the belief held by some faculty psychologist that specific training can strengthen a specific faculty.
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show | a response is “carried” from one set of stimulating conditions to another by gradually adding new stimulating conditions to another by gradually adding new stimulus elements and subtracting old ones (contiguity).
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Strength of connection | show 🗑
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Belongingness | show 🗑
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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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Strength of connection | show 🗑
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show | material is learned more readily when it is structured in certain ways. Contiguity alone does not determine how well something will be learned. How the material “fits together” must also be taken into consideration. Also, Thorndike maintained that lear
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Principle of polarity | show 🗑
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Spread of effect | show 🗑
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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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show | the memory of an experience that persists for only a short time after the experience; also called immediate and primary memory.
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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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show | a relatively permanent change in behavior or behavioral potentiality that comes from experience and cannot be attributed to temporary body states.
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Performance | show 🗑
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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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Temporary body states | show 🗑
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Conditioning | show 🗑
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show | an experimental arrangement whereby a stimulus (CS) is made to elicit a (UR)response that was not previously associated with the stimulus.
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Homeostatic mechanisms | show 🗑
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Instrumental Conditioning | show 🗑
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show | an experimental test chamber usually consisting of a grid floor, lever, light, and food cup. Used to study instrumental or operant conditioning.
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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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show | studying a phenomenon as it occurs naturally in the environment.
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Elementism | show 🗑
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Science | show 🗑
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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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show | a consistently observed relationship between two or more classes of empirical events.
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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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show | when researchers have a choice between two equally effective theories, they are obliged to choose the simpler of the two.
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Functionalism | show 🗑
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show | functionalist, used the introspective method on thoughts. Consciousness, which played crucial role in survival, could not be subdivided because it acted as a unit. Like scientific method to search for the physiological correlates of mental processes, an
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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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Edward Titchener (1867-1927) | show 🗑
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Introspection | show 🗑
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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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Stimulus error | show 🗑
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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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show | according to Wundt, the ability to willfully arrange the elements of thought into any number of configurations.
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show | He argued that we can believe that our sense impressions, and the ideas they give rise to, accurately reflect the physical world
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Faculty psychology | show 🗑
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Naïve realism | show 🗑
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Franz Joseph Gall (1758-1828) | show 🗑
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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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show | the belief held by some faculty psychologists that specific training can strengthen a specific faculty.
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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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show | he was the first to study learning and memory experimentally. Demonstrating how the law of frequency worked in forming new associations, he invented nonsense material to control for previous experience in a learning situation.
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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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show | ideas that are not derived from experience but rather are thought to be inherited as part of the mind.
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show | he reasserted Aristotle’s doctrine of associationism and also suggested that experiences of pleasure and pain influence how associations are formed.
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show | he strongly opposed the notion of innate ideas and suggested that at birth the mind was a tabula rosa (blank slate). He said that “there is nothing in the mind that is not first in the senses”. He distinguished between primary qualities, the physical ch
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show | he said we can have no direct knowledge of the external world; we experience only the ideas that it causes us to have. His belief that nothing exists unless it is perceived led to his famous dictum, “to be is to be perceived”
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David Hume (1711-1776) | show 🗑
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show | he believed that the mind was active and not passive, as the empiricist-associationists had assumed. The mind has innate powers or faculties that act on sense impressions and give them meaning.
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Innate categories of thought | show 🗑
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show | an associationist who believed that ideas could fuse together, and the fusion could create an idea distinctly different from the simple ones
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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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Laws of association | show 🗑
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Associationism | show 🗑
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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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show | he proposed a reminiscence theory of knowledge in which knowing was explained as remembering the pure knowledge that the soul had experienced before entering the body. Plato was the first major rationalist and the first nativist.
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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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show | the study of the nature of knowledge
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Rationalism | show 🗑
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Nativism | show 🗑
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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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show | those activities of scientists as they are guided by a particular paradigm.
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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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show | When a fairly well-known situation is used to describe a relatively less known situation. It shows that the two situations are alike in some respects.
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show | a definition that states the procedures to be followed in determining whether, and to what extent, learning has taken place. It can range from grades on tests to some behavioral measure in a learning experiment, such as trials to criterion or the number
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Trials to criterion | show 🗑
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Dependent variable | show 🗑
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Independent variable | show 🗑
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show | the intense study of a single experimental subject.
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show | the study of a group of experimental subjects, the interest being in the average performance of the group.
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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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Experimental techniques | show 🗑
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