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| A relatively permanent change in an organism's behavior due to experience. |
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| Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). |
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| A type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals an unconditioned stimulus (US) begins to produce a response that anticipates and prepares for the unconditioned stimulus. Also called Pavlovian or respondent conditioning. |
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| The view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2). |
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| In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth. |
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| In classical conditioning, a stimulus that unconditionally- naturally and automatically- triggers a response. |
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| In classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS). |
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| In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response. |
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| The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning, the strengthening of a reinforced response. |
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| The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. |
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| The reappearance, after a pause, of an extinguished conditioned response. |
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| The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
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| In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
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| A type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher. |
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| Behavior that occurs as an automatic response to some stimulus; Skinner's term for behavior learned through classical conditioning. |
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| Behavior that operates on the environment, producing consequences. |
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| Thorndike's principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. |
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| A chamber also known as a Skinner box, containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal's rate of bar pressing or key pecking. Used in operant conditioning research. |
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| An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior. |
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| In operant conditioning, any event that strengthens the behavior it follows |
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| Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. |
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| Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: this is different from punishment.) |
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| An innately reinforcing stimulus, such as one that satisfies a biological need. |
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| A stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer. |
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| Reinforcing the desired response every time it occurs |
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| Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement. |
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| In operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses. |
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| In operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses. |
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| In operant conditioning, a reinforcement schedule that reinforces a response only after specified time has elapsed. |
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| Variable-Interval Schedule |
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| In operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals. |
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| An event that decreases the behavior that it follows. |
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| A mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a _________ of it. |
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| Learning that occurs but is not apparent until there is an incentive to demonstrate it. |
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| the effect of promising a reward for doing what one already likes to do. The person may now see the reward, rather than the intrinsic interest, as the motivation for performing the task. |
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| A desire to perform a behavior for its own sake |
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| A desire to perform a behavior due to promised rewards or threats of punishment |
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| Learning by observing others. |
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| The process of observing and imitating a specific behavior. |
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| Frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation, language learning, and empathy. |
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| Positive, constructive, helpful behavior. The opposite of antisocial behavior. |
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