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| a relatively permanent change in behavior due to experience | ||
| founded by JB. Watson, defines psychology as the scientific study of observable behavior | ||
| decreasing responsiveness with repeated stimulation | ||
| process of becoming highly sensitive to specific events or situations | ||
| Pavlov; neutral stimulus causes a response after it is paired with a stimulus that naturally causes that response | ||
| classical conditioning, a stimulus that naturally triggers a response | ||
| classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus | ||
| a stimulus that does not initially elicit a response | ||
| previously neutral stimulus that, because of pairing with an unconditioned stimulus, now causes a conditioned response | ||
| the learned reaction to a conditioned stimulus | ||
| responding similarly to a range of similar stimuli | ||
| ability to distinguish between similar stimuli | ||
| the diminishing of a conditioned response | ||
| reappearance, after a pause, of an extinguished conditioned response. | ||
| procedure that conditions new responses to stimuli that trigger unwanted behaviors | ||
| discovered classical conditioning; trained dogs to salivate at the ringing of a bell | ||
| baby Albert experiment, behaviorism; put alot of emphasis on the environment | ||
| experiment showing empirical evidence of classical conditioning in humans; also an example of stimulus generalization | ||
| thorndike's principle; behaviors followed by + consequences become more likely; behaviors followed by - consequences become less likely | ||
| learning in which a certain action is reinforced or punished, resulting in corresponding increases or decreases in occurrence | ||
| any consequence that increases the future likelihood of a behavior | ||
| any consequence that decreases the future likelihood of a behavior | ||
| reinforcer that meets our basic needs such as food, water, sleep, or love. | ||
| learned reinforcer; often linked with a reinforcer that meets basic needs( money, praise) | ||
| reinforcing the desired response every time it occurs | ||
| reinforcement occurs after the desired act is performed a specific number of times | ||
| reinforcement is presented after a changing number of responses | ||
| reinforcement is presented after a specific period of time | ||
| reinforcement is presented after a varying amount of time | ||
| reinforcers guide behavior toward closer and closer approximations of the desired behavior | ||
| used to establish a desired sequence of behaviors; positively reinforcing each behavior in the sequence | ||
| influencing behavior by means of unpleasant stimuli | ||
| removing something unpleasant in order to increase the likelihood of a particular behavior | ||
| removing something pleasant in order to decrease the likelihood of a particular behavior | ||
| increaseing the likelihood of a behavior by adding/giving something pleasant | ||
| decreaseing the likelihood of a behavior by adding/giving something unpleasant | ||
| an organism learns to do something in particular in order to stop something unpleasant | ||
| an organism learns to do something in order to prevent the onset of something unpleasant | ||
| operant conditioning; behavior is determined by past rewards and punishments, operant chamber | ||
| operant conditioning; law of effect; known for his work with cats in puzzle boxes | ||
| aka skinner box; can be programmed to deliver reinforcers/punishers to study animal behavior | ||
| suggests we learn behaviors by watching and imitating others | ||
| a mental representation of the layout of one's environment | ||
| learning that occurs but remains hidden until there is a need to use it | ||
| condition in which repeated attempts to control a behavior fail, resulting in belief that the situation is uncontrollable | ||
| process of observing and imitating a specific behavior | ||
| systematic application of learning principles to change people's actions and feelings | ||
| desirable behavior is reinforced with valueless objects, which can be saved and exchanged for valued rewards | ||
| social/observational learning , modeling; Bobo doll study | ||
| taste aversion and classical conditioning; fed wolves bad sheep until they stopped eating sheep | ||
| classical conditioining (CC); expanded on Pavlov, realized that certain aspects of CC could not be explained w/o reference to cognition | ||
| researched rats, use of cognitive maps, coined the term latent learning |
