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

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