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| any relatively permanent change in an organism;s behavior due to behavior | ||
| Organisms learn that certain events occur together. Two variations of this are classical conditioning and operant conditioning. | ||
| a typ eo learning in which a neutral stimulus becomes capable of eliciting a conditioned response after having become associated with an unconditioned. | ||
| the view that psychology should be an objective science, study only observable behaviors, and avoid references to mental processes. | ||
| the unlearned, involuntary response to the unconditioned stimulus. | ||
| the stimulus that naturally and automatically elicits the reflexive unconditioned response. | ||
| the learned response to a previously neutral conditioned stimulus, which results from the acquired association between the CS and UCS. | ||
| an originally neutral stimulus that comes to elicit a CR after association between the CS and UCS. | ||
| the initial stage of conditioning in which the new response is established and gradually strengthened. In operant conditioning, it is the strengthening of a reinforced response. | ||
| the weakening of a CR when the CS is no longer followed by the UCS; in operant conditioning extinction occurs when a response is no longer reinforced | ||
| the reappearance of an extinguished CR after a rest period. | ||
| the tendency, once a response has been conditioned, for stimuli similar to the orginal CS to evoke a CR. | ||
| in classical conditioning refers to the ability to distinguish the CS from similar stimuli that do not signal a UCS. In operant conditioning, it refers to responding differently to stimuli that signal a behavior will be reinforced or will not be reinforced. | ||
| a type of learning in shich behavior is strengthened if followed by reinforcement of diminished if followed by punishment. | ||
| that which occurs as an automatic response to some stimulus. | ||
| behavior the organism emits that operates on the environment to produce reinforcing or punishing stimuli. | ||
| states that rewarded behavior is likely to recur. | ||
| an experimental chamber for the operant conditioning of an animal such as a pigeon or rat. The controlled environment enables the investigator to present visual or auditory stimuli, deliver reinforcement or punishment, and precisely measure simple responses such as bar presses or key pecking. | ||
| the operant conditioning procedure for establishing a new response by reinforcing successive approximations of the desired behavior. | ||
| in operant conditioning, any event that strengthens the behavior it follows. | ||
| powers that are inborn and do not depend on learning | ||
| stimuli that acquire their reinforcing power through their association with primary reinforcers. | ||
| the operant procedure of reinforcing a response every time it occurs. In promoting the acquisition of a new response it is best to use continuous reinforcement. | ||
| the operant procedure of reinforcing a response intermittently. A response that has been partially reinforced is much more resistant to extinction than one that has been continuously reinforced. | ||
| in operant conditioning, a schedule in which reinforcement is presented after a set number of responses. | ||
| in operant conditioning, a schedule in which reinforcement is presented after a varying number of responses. | ||
| In operant conditioning, a schedule in which a response is reinforced after a specified time has elapsed. | ||
| One in which responses are reinforced after varying intervals of time. | ||
| In operant conditioning, the presentation or an aversive stimulus, such as shock, which decreases the behavior it follows. | ||
| a mental picture of one's environment | ||
| learning that occurs in the absense of reinforcement but only becomes apparent when there is an incentive to demonstrate it. | ||
| the undermining effect of being rewarded for something enjoyable/ | ||
| the desire to perform a behavior for its own sake, rather than for some external reason, and to be effective. | ||
| the desire to perform a behavior in order to obtain a reward or avoid a punishment. | ||
| learning by watching and imitating the behavior of others. | ||
| the process of watching and then imitating a specific behavior and is thus an important means through which observational learning occurs. | ||
| found in the frontal lobe, may be the basis for observational learning. These neurons generate impulses when certain actions are performed or when another individual who performs those actions is observed. | ||
| positive, helpful, and constructive and is subject to the same principles of observational learning as is undesired behavior, such as aggression. |
