student
Help!
|
|
||||
|---|---|---|---|---|---|
| show | STIMULUS DISCRIMINATION
🗑
|
||||
| tendency for a CR to occur in the presence of a stimulus that is similar to the CS | show 🗑
|
||||
| reappearance of a CR when a period of extinction is followed by a rest period | show 🗑
|
||||
| show | EXTINCTION
🗑
|
||||
| show | ACQUISITION
🗑
|
||||
| show | backward
🗑
|
||||
| usually results in poor conditioning | show 🗑
|
||||
| can be almost as effective as delay conditioning if the _____ relatively short | show 🗑
|
||||
| is often the best arrangement for conditioning, esp. if the ISI is relatively short | show 🗑
|
||||
| show | Aversive conditioning
🗑
|
||||
| show | Appetitive conditioning
🗑
|
||||
| show | Inhibitory conditioning
🗑
|
||||
| conditioning in which the NS is associated with the presentation of a US (negative | show 🗑
|
||||
| show | Garcia Effect
🗑
|
||||
| show | CR
🗑
|
||||
| show | Shenger-Krestovnikova
🗑
|
||||
| show | individual differences
🗑
|
||||
| show | Compensatory Response Model
🗑
|
||||
| decreased BP | show 🗑
|
||||
| show | 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. | show 🗑
|
||||
| show | Contingency
🗑
|
||||
| show | backward conditioning
🗑
|
||||
| conditioning is difficult to establish with: | show 🗑
|
||||
| show | Egger and Miller
🗑
|
||||
| show | Overshadowing
🗑
|
||||
| show | Blocking
🗑
|
||||
| “conditionability” of a particular US-CS pair depends on potential associative strength of a given CS or specific US | show 🗑
|
||||
| most of the conditioning possible for a particular US is “used up” by the first CS | show 🗑
|
||||
| show | Overshadowing
🗑
|
||||
| associations between certain kinds of stimuli are more likely to be made than are associations between others | show 🗑
|
||||
| show | Latent Inhibition
🗑
|
||||
| show | 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) | show 🗑
|
||||
| show | Russel
🗑
|
||||
| show | 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 | show 🗑
|
||||
| show | Schaller
🗑
|
||||
| show | Operant Conditioning
🗑
|
||||
| show | satisfying
🗑
|
||||
| If a response is followed by an _______ state of affairs, the strength of the connection is decreased. | show 🗑
|
||||
| triggered in the nervous system if a response results in a satisfying state of affairs --> strengthens neural bonds | show 🗑
|
||||
| show | Edward Thorndike
🗑
|
||||
| show | Revised Law of Effect
🗑
|
||||
| sense impressions and impulses to action become associated through a neural bond | show 🗑
|
||||
| Most basic form of learning was __________ learning | show 🗑
|
||||
| show | incremental
🗑
|
||||
| show | mediated
🗑
|
||||
| All Mammals Learn in the _____________ | show 🗑
|
||||
| show | occur again
🗑
|
||||
| emphasized the effect of the consequence on the future probability of the behavior | show 🗑
|
||||
| discriminative stimulus that precedes the response and signals that a certain consequence is now available | show 🗑
|
||||
| show | Antecedents
🗑
|
||||
| show | Behavior
🗑
|
||||
| Class of emitted responses that result in certain consequences, which in turn, affect the future probability of strength of those responses | show 🗑
|
||||
| hat follows the response that serves to increase or decrease the probability of the response that preceded it | show 🗑
|
||||
| show | Reinforcement+
🗑
|
||||
| show | Reinforcement+
🗑
|
||||
| show | Reinforcement+
🗑
|
||||
| Reward is given for simply performing the activity | show 🗑
|
||||
| Any response that occurs with a fairly high frequency can be used to reinforce a response that occurs with a relatively lower frequency | show 🗑
|
||||
| show | Escape Behavior
🗑
|
||||
| show | Avoidance behavior
🗑
|
||||
| Open umbrella —> escape rain | show 🗑
|
||||
| show | Avoidance behavior
🗑
|
||||
| show | Escape Behavior
🗑
|
||||
| Turn on aircon —> escape The heat | show 🗑
|
||||
| show | Reinforcement-
🗑
|
||||
| show | Punishment+
🗑
|
||||
| Talk back to teacher —> Get reprimanded | show 🗑
|
||||
| show | Punishment+
🗑
|
||||
| Swat at the wasp —> Get stung | show 🗑
|
||||
| removal of a stimulus (one that is usually considered pleasant or rewarding) following a response, which then leads to a decrease in the future strength of that response | show 🗑
|
||||
| show | Punishment-
🗑
|
||||
| show | Punishment-
🗑
|
||||
| getting a deduction for late submission | show 🗑
|
||||
| show | Stimulus control
🗑
|
||||
| show | Shaping
🗑
|
||||
| A reinforcement schedule where a response is reinforced every time it occurs | show 🗑
|
||||
| show | Partial Reinforcement
🗑
|
||||
| show | Fixed Ratio
🗑
|
||||
| The longer the enforcement, the longer the break | show 🗑
|
||||
| show | Variable Ratio
🗑
|
||||
| show | VR
🗑
|
||||
| show | Fixed Interval
🗑
|
||||
| show | FI
🗑
|
||||
| reinforcement is contingent upon the first response after a varying, unpredictable period of time | show 🗑
|
||||
| usually produce a moderate, steady rate of response, often with little or no PRP | show 🗑
|
||||
| return to the operant level when we remove the reinforcer from the operant conditioning situation | show 🗑
|
||||
| a temporary increase in the frequency and intensity of responding when extinction is first implemented | show 🗑
|
||||
| show | Chaining
🗑
|
||||
| – Start with the last response of the chain and work backward | show 🗑
|
||||
| – Performance drifted away from the reinforced behaviors and toward instinctive behaviors that occur when it is seeking the reinforcement (e.g., food) in a natural environment | show 🗑
|
||||
| show | SCHEDULES OF REINFORCEMENT
🗑
|
||||
| show | Spontaneous Recovery
🗑
|
||||
| show | Resistance to Extinction
🗑
|
||||
| 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 | show 🗑
|
||||
| – the more reinforcers received for a behavior, the greater the resistance | show 🗑
|
||||
| behavior that has been maintained on an_____schedule of reinforcement will extinguish more slowly than behavior that has been maintained on a continuous schedule | show 🗑
|
||||
| show | resistance
🗑
|
||||
| large-magnitude reinforcers result in greater resistance than small-magnitude reinforcers | show 🗑
|
||||
| the greater the level of deprivation, the greater the resistance to_____ | show 🗑
|
||||
| show | DEGREE OF DEPRIVATION
🗑
|
||||
| show | STIMULUS GENERALIZATION
🗑
|
||||
| show | STIMULUS DISCRIMINATION
🗑
|
||||
| Behavior is generally seen as involuntary and inflexible | show 🗑
|
||||
| behavior is generally seen as voluntary and flexible | show 🗑
|
||||
| show | CC
🗑
|
||||
| emitted by the organism | show 🗑
|
||||
| typically involves innate patterns of behavior (URs) | show 🗑
|
||||
| Does not involve innate patterns of behavior | show 🗑
|
||||
| show | CC
🗑
|
||||
| show | OC
🗑
|
||||
| show | CC
🗑
|
||||
| following it | show 🗑
|
||||
| show | response
🗑
|
||||
| show | Positive Punishment
🗑
|
||||
| show | Negative Reinforcement
🗑
|
||||
| show | Positive Reinforcement
🗑
|
||||
| Good (rewarding); Taking away (negative) | show 🗑
|
||||
| If _____, you should see words indicating something was given, earned, or received. | show 🗑
|
||||
| show | negative
🗑
|
||||
| show | reinforced
🗑
|
||||
| If _____, there will be an indication that the behavior decreases in the future. | show 🗑
|
||||
| pigeons appeared to be responding as if their behavior controlled the delivery of the reinforcer when, in fact, the food was provided irrespective of what the pigeons were doing | show 🗑
|
||||
| Skinner called this superstitious behavior and non-contingent reinforcement | show 🗑
|
||||
| show | MANNER OF INTRODUCTION.
🗑
|
||||
| – Punishment is most effective when it is applied immediately after the undesired behavior, as this helps the individual make a clear connection between the behavior and its consequences. | show 🗑
|
||||
| The most powerful way to reduce behavior is to punish every occurrence. | show 🗑
|
||||
| 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. | show 🗑
|
||||
| show | several emotional effects
🗑
|
||||
| show | general suppression of all behaviors
🗑
|
||||
| show | continual monitoring
🗑
|
||||
| show | circumvent the rules; escape from the situation
🗑
|
||||
| Ex., rat receives a pellet only if it emits at least 30 lever presses within a minute | show 🗑
|
||||
| show | 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) | show 🗑
|
||||
| 2 Applications of Operant Conditioning | show 🗑
|
||||
| show | contingency contract
🗑
|
||||
| Course objectives be completely specified and defined behaviorally → to determine if objectives have been met | show 🗑
|
||||
| show | 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) | show 🗑
|
||||
| whole behavior patterns had a meaning that would be lost if studied from an elementistic viewpoint | show 🗑
|
||||
| is purposive/always directed toward some goal; if interrupted, will persist | show 🗑
|
||||
| learning is an on-going process (i.e., taking place constantly) that requires no _____________ | show 🗑
|
||||
| important because it determines to which aspects of the environment the organism attends | show 🗑
|
||||
| show | Edward Tolman
🗑
|
||||
| study of behavior while also considering the purpose or goal of behavior | show 🗑
|
||||
| our responses to all stimuli are based on the complex interactions that take place among our thoughts, feelings, and behaviors as well as any reward systems that may be present. | show 🗑
|
||||
| show | Kurt Koffka
🗑
|
||||
| show | Gestalt Theory
🗑
|
||||
| show | Gestalt Theory
🗑
|
||||
| sudden behavior without the context | show 🗑
|
||||
| show | BEHAVIORISM by Clark Hull & Thorndike
🗑
|
||||
| show | BEHAVIORISM by Clark Hull & Thorndike
🗑
|
||||
| show | TOLMAN
🗑
|
||||
| show | TOLMAN
🗑
|
||||
| show | motivation
🗑
|
||||
| drive state that determines what the organism attends to in the aspects of an environment | show 🗑
|
||||
| show | MOTIVATION
🗑
|
||||
| an on-going process that requires no motivation | show 🗑
|
||||
| show | cognitive map
🗑
|
||||
| show | principle of least effort
🗑
|
||||
| show | vicarious trial and error
🗑
|
||||
| show | learning
🗑
|
||||
| show | learning
🗑
|
||||
| show | learning
🗑
|
||||
| results in a organized body of information | show 🗑
|
||||
| show | lay of the land
🗑
|
||||
| shows how we will navigate a place or even abstract thing | show 🗑
|
||||
| show | EXPECTATIONS/HYPOTHESIS
🗑
|
||||
| show | PRINCIPLE OF LEAST EFFORT
🗑
|
||||
| thinking of the consequence of an action before performing it | show 🗑
|
||||
| show | REINFORCEMENT
🗑
|
||||
| show | REINFORCEMENT
🗑
|
||||
| reinforcement expectancy is consistently confirmed | show 🗑
|
||||
| show | REINFORCEMENT EXPECTANCY
🗑
|
||||
| show | LATENT LEARNING
🗑
|
||||
| what we learn will not always translate/show into behavior | show 🗑
|
||||
| show | performance
🗑
|
||||
| ENVIRONMENT VARIABLES | show 🗑
|
||||
| MGSRPOBO | show 🗑
|
||||
| show | INDIVIDUAL DIFFERENCES VARIABLES
🗑
|
||||
| show | Heredity
Age
Training
Endocrines, drug, or vitamins used
🗑
|
||||
| a construct to explain the relationship between IV & DV | show 🗑
|
||||
| Physiological and Mental States of the organism | show 🗑
|
||||
| show | Demand
Appetite
Differentiation
Motor Skill
Hypothesis
Biases
🗑
|
||||
| show | organisms
🗑
|
||||
| show | Hypotheses
🗑
|
||||
| show | cognitive map
🗑
|
||||
| Organisms makes use of a _____ to be satisfied in developing a cognitive map | show 🗑
|
||||
| introduced by Albert Bandura in the 1960 as _______ | show 🗑
|
||||
| show | Social Learning Theory
🗑
|
||||
| learning by social influence | show 🗑
|
||||
| person’s thoughts, emotions, cognitions, or motivations influence behavior | show 🗑
|
||||
| behavior determines the environment and is modified by the environment | show 🗑
|
||||
| show | ENVIRONMENT → PERSON
🗑
|
||||
| dynamic and reciprocal interaction of the individual with a set of past events/learned experiences | show 🗑
|
||||
| show | RECIPROCAL DETERMINISM
🗑
|
||||
| targets the relationship between behavior and environment | show 🗑
|
||||
| influenced by Modeling (we do something when we see others doing it) | show 🗑
|
||||
| show |
OBSERVATIONAL LEARNING
🗑
|
||||
| ability to anticipate and place value on outcome of behavior | show 🗑
|
||||
| show | SELF-EFFICACY
🗑
|
||||
| show | Reinforcement
🗑
|
||||
| emphasis on role of MODELS | show 🗑
|
||||
| show | SOCIAL COGNITIVE THEOR
🗑
|
||||
| show | REINFORCEMENTS & PUNISHMENTS
🗑
|
||||
| – Behavior can also create environment | show 🗑
|
||||
| People can learn by _____others’ behaviors and its consequences | show 🗑
|
||||
| Learning can occur _____ a change in behavior | show 🗑
|
||||
| show | COGNITION
🗑
|
||||
| the mental action of acquiring knowledge and understanding through thought, experience, and the senses. | show 🗑
|
||||
| People can have control over their _____ and _____ | show 🗑
|
||||
| Learning involves a _______ (rather than behavioral) | show 🗑
|
||||
| show | COGNITIVE PROCESSES
🗑
|
||||
| 3 Cognitive processes | show 🗑
|
||||
| show | Memory codes
🗑
|
||||
| show | existing
🗑
|
||||
| relationship between a person's actions (responses) and the outcomes or results (consequences) that follow those actions | show 🗑
|
||||
| hypotheses that form about the results that future actions are likely to bring | show 🗑
|
||||
| form beliefs about their ability to perform various behaviors and whether they themselves can execute particular behaviors | show 🗑
|
||||
| teaches new behavior | show 🗑
|
||||
| increases the frequency of similar behavior | show 🗑
|
||||
| influences frequency of previously learned behaviors | show 🗑
|
||||
| the presence of others influences an individual's learning and performance. | show 🗑
|
||||
| show | INHIBITION EFFECT
🗑
|
||||
| encourages personally forbidden behavior; increases the likelihood of engaging in behaviors that one might avoid or restrain when alone | show 🗑
|
||||
| 3 types of model | show 🗑
|
||||
| verbal descriptions or explanations of behavior | show 🗑
|
||||
| representations of behavior such as through media | show 🗑
|
||||
| actual individuals demonstrating behavior | show 🗑
|
||||
| – may or may not involve limitation | show 🗑
|
||||
| can process info cognitively and act on it in an ADVANTAGEOUS WAY | show 🗑
|
||||
| show | VICARIOUS REINFORCEMENT/PUNISHMENT
🗑
|
||||
| show | VICARIOUS ACQUISITION
🗑
|
||||
| show | VICARIOUS ACQUISITION
🗑
|
||||
| Consequences to the model made a difference | show 🗑
|
||||
| ALL Children who viewed the aggressive model imitated when they were given an incentive to do so | show 🗑
|
||||
| show | MIRROR NEURONS
🗑
|
||||
| what is observed can be learned | show 🗑
|
||||
| ______closely similar to the observer are more regarded highly and increases the likelihood of copying the behavior performed | show 🗑
|
||||
| show | RETENTIONAL PROCESSES
🗑
|
||||
| info retrieved covertly, rehearsed, and strengthened long after observational learning event | show 🗑
|
||||
| show | BEHAVIORAL PRODUCTION PROCESS
🗑
|
||||
| necessary before an observer can match behavior of the model | show 🗑
|
||||
| show | SYMBOLIC RETENTION
🗑
|
||||
| show | MOTIVATIONAL PROCESSES
🗑
|
||||
| provides motive for utilizing what has been learned | show 🗑
|
||||
| learned through successes and failures | show 🗑
|
||||
| show | PHYSIOLOGICAL & EMOTIONAL AROUSAL
🗑
|
||||
| depends on how close the identification with the model is | show 🗑
|
||||
| show | SOCIAL PERSUASION
🗑
|
||||
| show | GREATER EFFICACY
🗑
|
||||
| show | SELF-EFFICACY
🗑
|
||||
| Ability to anticipate and place value on outcome of behavior | show 🗑
|
||||
| Our behavior is influenced by modeling-what we see other doing | show 🗑
|
||||
| show | optimistic
🗑
|
||||
| show | OVERESTIMATION OF SELF-EFFICACY
🗑
|
||||
| CONSEQUENCES OF OVERESTIMATION OF SE: | show 🗑
|
||||
| Human behavior is largely____ | show 🗑
|
||||
| Learn Performance Standards become basis of self-evaluation | show 🗑
|
||||
| show | SELF-REGULATION
🗑
|
||||
| INTRINSIC REINFORCEMENT is much more powerful than | show 🗑
|
||||
| increases the SENSE of PERSONAL AGENCY | show 🗑
|
||||
| show | PERSONAL AGENCY
🗑
|
||||
| show | similarities ; differences
🗑
|
||||
| For Pavlov's dogs, salivation to the meat powder was the ___ and salivation to the light was the ____. | show 🗑
|
||||
| show | interval; ratio
🗑
|
||||
| show | reinforcement
🗑
|
||||
| show | operant conditioning
🗑
|
||||
| Recent studies have shown that the most important factor necessary for classical conditioning to occur is | show 🗑
|
||||
| Before Sto makes a sales call, he always carries his "lucky" stuffed toy pig with him on the call. This superstitious behaviour works, sometimes. We might say that Sto is on a ___ schedule of reinforcement. | show 🗑
|
||||
| show | immediate
🗑
|
||||
| Generally, in operant conditioning _____ responses tend to be acquired, whereas in classical conditioning _____ responses tend to be acquired | show 🗑
|
||||
| show | 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? | show 🗑
|
||||
| show | cognitive problem solving
🗑
|
||||
| Modeling is enhanced when the person being modeled is | show 🗑
|
||||
| Compared to the behavioristic orientation, the cognitive perspective recognizes people as what type of learners? | show 🗑
|
||||
| Learning to associate your refrigerator with the nauseating smell of a spoiled food is an example of ______ | show 🗑
|
||||
| A CR that appears identical to the UR is almost always _____ intense | show 🗑
|
||||
| show | precedes; overlap
🗑
|
||||
| show | generalization; discrimination
🗑
|
||||
| show | habituation; sensitization
🗑
|
||||
| show | a-process
b-process
🗑
|
||||
| show | Acquisition
🗑
|
||||
| In general, a (more/less) ____ intense US produces better conditioning | show 🗑
|
||||
| show | CR; CS; Similar
🗑
|
||||
| The sudden recovery of an extinguished response following some delay after extinction is _____________ | show 🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
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Popular Psychology sets