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| 5609894959 | Learning | Relatively permanent change in an organisms behavior due to experience |  | 0 |
| 5609894960 | Associative Learning | Defined: learn by putting together two events Example: Expect to hear thunder after viewing lightening |  | 1 |
| 5609894961 | Habituation | Defined: An organisms decreasing response to a stimulus with repeated exposure to it Example: Your parents yell at you a lot and eventually you tune out their yelling |  | 2 |
| 5609894962 | Pavlov, Ivan | Contribution: developed the theory of "classical conditioning" while working with dogs Significance: Father of Classical Conditioning |  | 3 |
| 5609894963 | Watson, John B | Contribution: applies Classical Conditioning to Humans through the "Little Albert" Experiment Significance: Creates "Behaviorism" Theory |  | 4 |
| 5609894964 | Bretlands | Contribution: demonstrated the significance of biological/instinctive processes in operant conditioning by studying a variety of animals Significance: Creates the "Instinctive Drift" theory | 5 | |
| 5609894965 | Skinner, B.F. | Contributions: Invented the Operant chamber, aka his ________ box, to use in his research of animal learning. Significance: Father & Developer of Operant Conditioing |  | 6 |
| 5609894966 | Bandura, Albert | Contribution: Studied how children mimic others behaviors and repeat that same behavior Significance: Creates "Observational Learning" Theory |  | 7 |
| 5609894967 | Thorndike, Edward | Contribution: studied cats in puzzle boxes and recorded their behaviors Significance: Creates "Law of Effect" theory |  | 8 |
| 5609894968 | Garcia, John | Contribution: Demonstrated the significance of biological processes in classical conditioning Significance: Creates "Taste Aversions" theory |  | 9 |
| 5609894969 | Seligman, Martin | Contribution: Used dogs to demonstrates the significance of cognitive processes in classical conditioning Significance: Creates "Learned Helplessness" theory |  | 10 |
| 5609894970 | Tolman, Edward | Contribution: demonstrated the significance of cognitive processes in operant conditioning by studying rats in mazes Significance: Creates the "Latent Learning" theory |  | 11 |
| 5609894971 | Pavlov's Dogs | First experiment that created and demonstrate the theory of classical conditioning |  | 12 |
| 5609894972 | Little Albert | First experiment to demonstrate how emotions can be classically conditioned in humans Provides a foundation for the "Behaviorism Theory" |  | 13 |
| 5609894973 | Classical Conditioning | Learning that takes place when two or more stimuli are paired together UCS = UCR; NS + UCS = UCR; & CS = CR |  | 14 |
| 5609894974 | Behaviorism | Psychologist: John B. Watson Defined: a theory that made psychology an objective science by making it based on observable (and only observable) events, not the unconscious or conscious mind. |  | 15 |
| 5609894975 | Unconditioned Stimulus | Part of Classical Conditioning It is the stimulus that triggers a natural reflexive response. Pavlov's Dogs: "Meat" Little Albert: "Loud noise" |  | 16 |
| 5609894976 | Unconditioned Response | Part of Classical Conditioning It is the unlearned, naturally occurring response to the stimulus Pavlov's Dogs: It was the "Salivating to the Meat" Little Albert: "Screaming at the Loud Noise" |  | 17 |
| 5609894977 | Conditioned Stimulus | Part of Classical Conditioning It initially has no effect but after conditioning, it triggers a natural reflexive response. Pavlov's Dogs: It was the "Bell" Little Albert: "White Mouse" |  | 18 |
| 5609894978 | Conditioned Response | Part of Classical Conditioning Occurs after conditioning when the conditioned stimulus (CS) triggers an innate response Pavlov's Dogs: It was the "Salivating to the Bell" Little Albert: "Screaming/Crying" | | 19 |
| 5609894979 | Neutral Stimulus | does not caused an unconditioned response but eventually becomes the CS | | 20 |
| 5609894980 | Acquisition of Classical Conditioning | Frequency: the more often the CS and the US are paired together Timing: the CS is presented a half a second before the US |  | 21 |
| 5609894981 | Extinction | Classical Conditioning: The disappearance of a behavior because CS no longer paired with the UCS Operant Conditioning: The disappearance of a behavior because it is no longer reinforced or punished |  | 22 |
| 5609894982 | Spontaneous Recovery | Classical Conditioning: When a previous CR returns after it has been extinguished Operant Conditioning: Occurs when a response begins again after extinction | 23 | |
| 5609894983 | Stimulus Generalization | Classical Conditioning: When the NS and the CS are different. (Example: Little Albert being afraid of any thing that is white and furry) Operant Conditioning: When a reinforced/punished behavior occurs in a setting/situation where it was NOT learned (Example: Not cursing at home or at school) |  | 24 |
| 5609894984 | Stimulus Discrimination | Classical Conditioning: When the NS and the CS are the same (Example: Little Albert being afraid of a white mouse) Operant Conditioning: When a reinforced/punished behavior occurs in a setting/situation where it was learned (Example: Cursing only at home because it is acceptable but not at school) |  | 25 |
| 5609894985 | Higher Order Conditioning | When the first CS is paired with a second CS The second CS is presented briefly before the first CS |  | 26 |
| 5609894986 | Taste Aversions | Psychologist: Garcia Defined: If you ingest an unusual food or drink and then become nauseous, you will probably develop an aversion to the food or drink. Significance: Violates the acquisition principles of classical conditioning |  | 27 |
| 5609894987 | Learned Helplessness | Defined: Exposure to inescapable and uncontrollable aversive (bad) events produces passive behavior Study: Seligman delivering shocks to dogs Example: If a student consistently fails math, they may start to give up or a sports team that consistently loses may start to belive they can't win | | 28 |
| 5609894989 | Biological Preparedness | Defined: humans and animals have predisposed fears that help us survive Examples; Phobia of heights keeps us away from danger | 29 | |
| 5609894990 | Operant conditioning | Defined: Learning is based on the association of one's behavior and its consequences. Consequences are reinforced or punished Example: You choose to break curfew based on the consequences |  | 30 |
| 5609894991 | Law of Effect | Psychologist: Edward Thorndike Defined: if a behavior results in a satisfying consequence, it will likely be repeated whereas; if a behavior results in a unsatisfying consequence, it will NOT likely be repeated Example: If you complement your mother and she lets you stay out past curfew, you will complement her again |  | 31 |
| 5609894992 | Skinner Box | Also known as: Operant Chamber Description: A chamber containing a bar or key that an animal (rat or pigeon) can manipulate in order to obtain a reward |  | 32 |
| 5609894993 | Positive Reinforcement | Part of Operant Conditioning Adding something to increase the likelihood of a behavior occuring again Example: Receiving $5 for every "A" in high school |  | 33 |
| 5609894994 | Negative Reinforcement | Part of Operant Conditioning Increasing the likelihood of a behavior occurring again by removing a negative stimuli Example: Taking aspirin to relieve a headache |  | 34 |
| 5609894995 | Primary Reinforcers | Reinforcers that are rewarding such as food, water, rest, whose natural properties are reinforcing. |  | 35 |
| 5609894996 | Secondary Reinforcers | Defined: Reinforcers that are rewarding because we learned that are reinforcing. Example: praise, money, the chance to play video games. |  | 36 |
| 5609894997 | Immediate Reinforcer | Defined: when you are immediately rewarded for a behavior (it's all about the short run) Example: skipping school and enjoying time with friends | 37 | |
| 5609894998 | Delayed Reinforcer | Defined: when you complete a behavior but not awarded immediately (it's all about the long run) Example: getting good grades in school and attending class in order to get a good job in the future | 38 | |
| 5609894999 | Positive Punishment | Part of Operant Conditioning Adding something to decrease the likelihood of a behavior occurring again Example: Spanking and yelling |  | 39 |
| 5609895000 | Negative Punishment | Part of Operant Conditioning Removing something to decrease the likelihood of a behavior occurring again Example: Grounding |  | 40 |
| 5609895001 | Concerns regarding Punishment | It does not teach the learner appropriate behavior and can also increase violent behavior in the learner Example: If your psychology teacher taught you everything you didn't need to know for the AP Psych Exam | 41 | |
| 5609895002 | Shaping | Part of Operant Conditioning Positively reinforcing closer and closer approximations of a desird behavior to teach a new behavior |  | 42 |
| 5609895003 | Discriminative Stimulus | Defined: the stimulus that elicits a response after association with reinforcement Example: Calling your friend one name but not using that same name with your parents | 43 | |
| 5609895004 | Superstitious Behavior | Defined: if a random reinforcement follows an event, the event will likely be repeated. Example: a lucky shirt, shoes, etc. | 44 | |
| 5609895005 | Continuous Reinforcement Schedule | Defined: When every behavior is reinforced Example: a multiple choice test Significance: best for "establishing" a behavior | 45 | |
| 5609895006 | Partial Reinforcement Schedule | Defined: When a random behavior is reinforced Example: Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval Significance: best for "maintaining" a behavior | 46 | |
| 5609895007 | Fixed-Ratio Schedule | Defined: schedule of reinforcement after a set number of responses. Example: Being paid for every 10 pizzas made |  | 47 |
| 5609895008 | Variable-Ratio Schedule | Defined: schedule of reinforcement after a varying number of responses. Example: playing a slot machine |  | 48 |
| 5609895009 | Fixed-Interval Schedule | Defined: schedule of reinforcement after a fixed amount of time has passed Example: cramming for an exam |  | 49 |
| 5609895010 | Variable-Interval Schedule | Defined: schedule of reinforcement after varying amounts of time Example: pop (surprise) quizzes in class |  | 50 |
| 5609895011 | Latent Learning | Defined: Learning that occurs but is not apparent until there is an incentive to demonstrate it Example: Tolman's rats would only complete the maze if there was cheese for them at the end of the maze |  | 51 |
| 5609895012 | Cognitive Maps | Defined: having the ability or know how to accomplish a particular task Example: Tolman's rats knew how to complete the maze |  | 52 |
| 5609895013 | Instinctive Drift | Defined: when animals revert to instinctive behaviors rather than the operantly conditioned behaviors Examples: Rats will not walk backward, chickens won't hit a ball and run to first base, and pigs won't put wooden dollars into a piggy bank | 53 | |
| 5609895014 | Insight Learning | Defined: suddenly knowing the solution to the problem Example: When taking a test and the previous answer comes to you without effort |  | 54 |
| 5609895015 | Intrinsic Motivation | Defined: the desire to perform a behavior effectively and for its own sake—rewards can carry hidden costs. Example: reading books because you find them rewarding |  | 55 |
| 5609895016 | Extrinsic Motivation | Defined: the desire to perform a behavior to receive external rewards or avoid threatened punishment. Example: reading a book because you need to get a good grade in your English class | | 56 |
| 5609895017 | Observational Learning | Defined: learn by watching others Example: BoBo Doll Study |  | 57 |
| 5609895018 | BoBo Doll Study | Psychologist: Bandura Description: Children watched (through a one way glass)a confederate play with the BoBo doll and then played with the BoBo doll in the same way as the confederate Significance: used to develop "observational learning" |  | 58 |
| 5609895019 | Mirror Neurons | Defined: frontal lobe neurons that fire when performing certain actions or when observing another doing so Example: explains why yawning is contagious | 59 | |
| 5609895020 | Densensitization | Defined: after viewing a similar act/behavior, you become less emotionally responsive (indifferent or unaware) to the stimulus Example: The first murder on TV is shocking but becomes less shocking as you watch violent television | 60 | |
| 5609895021 | Pro-Social Modeling | Defined: People who show nonviolent, helpful behavior prompt similar behavior in others Significance: When parents help their grandparents, the children will likely do the same |  | 61 |
| 5609895022 | Anti-Social Modeling | Defined: People show violent, selfish behavior prompts similar behaviors in others Significance: Watching violent TV prompts similar behaviors in others (pro-wrestling, etc.) | 62 |
