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Strength of our conclusion. |
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Consistency of your measurement. |
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Tendency of leaning one way. |
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Relationships between variables |
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Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities. |
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Focus on positive points of behavior. No bad childeren, just good and bad behaviors. |
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Learning through observation of what happens to others and their consequences. |
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Satisfy basic human needs; Water and Food |
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Consequences that people learn to value, through association with a primary reinforcer. |
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Behaviors that a person enjoys engaging in for their own safety. |
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Praise or rewards given to motivate people to engage in behaviors. |
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Teaching new skills or behaviors by means of reinforcement for small steps toward a goal. |
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Imitation of others behavior. |
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Increase in levels of behavior in the early stages of extinction. |
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Clumping information together to remember better.
USACIAFBIMIA USA-CIA-FBI-MIA |
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Linking info to things in your life that have meaning. |
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"informal, intuitaive, & speculative." Mental Shortcuts to save time. |
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Going from general to the specific. |
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Going from specific to the general. |
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Must be necessary and sufficient. |
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The most representative instance of a given concept. More characteristic |
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Highly typical instances of a given concept. |
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Problems that have multiple paths to their solution, and multiple possible correct answers. |
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Responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation, and responses that produce a discomforting effect become less likely to occur again in that situation. |
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Prove that children would copy an adult role model's behavior through aggressive and non aggressive behavior.
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Level of rapidity and ease such that tasks can be performed or skills utilized with little mental effort. |
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Knowledge about one's own learning.
"Thinking about thinking." |
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The area of the working memory that holds and processes auditory and verbal information. |
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Stores visual and spatial information |
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Suggest that information coded both visually and verbally is remembered better than information coded in only one of those two ways. |
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Levels of Processing Theory |
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Explanation of memory that links recall of a stimulus with the amount of mental processing it receives. |
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Features that are descriptive, common, and frequent, but not essential to the meaning of the item.
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Availability, Representativeness, Gambler's Fallacy, & Sunk Cost |
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Correlation/ Causation Relationship |
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Correlation does not imply causation |
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What types of research studies are there? |
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Definition
The Simple Experiment
Correlational Studies
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Best way to recruit research participants? |
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Form of learning in which one stimulus, the conditioned stimulus, comes to signal the occurrence of a second stimulus, the unconditioned stimulus. |
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Form of learning in which an individual's behavior is modified by its consequences; the behavior may change in form, frequency, or strength. |
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Four Consequences of operant conditioning? |
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Definition
Positive Reinforcement, Negative Reinforcement, Positive Punishment, Negative Punishment. |
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Discovered behaviorism and neo-behaviorism? |
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Definition
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Behaviorism's Major Flaw? |
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Definition
Realized that not all behavior could be explained by reflexive |
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Different Types of schedules of reinforcement? |
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Definition
Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval |
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Three Types of Human Memory |
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Definition
Sensory- Captured, but not remembered.
Long-Term- Unlimited Capacity, Permanent.
Short-Term- Acts as our main processor.
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Pre- Sets Automatically Grab Attention? |
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Noise, Contrast, Movement |
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