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| an involuntary forced movement |
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| an association between stimulus and response, taken to indicate evidence of consciousness; taken to indicate eveidence of consciousness in animals. |
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| Thorndike's approach to learning; based on connections between situations and response. |
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| learning based on the repetition of response tendencies that lead to success. |
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| acts that produce satisfaction in a given situation become associated with thtat situation; when the situation recurs, the act is likely to recur |
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| the more an act or response is used in a given situation, the more strongly the act becomes associated with that situation. |
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| reflexes that are conditional or dependent on the formation of an association or connection between stimulus and response. |
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| somethign that incrfeases the likelihood of a response |
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| reflexes that can be eleicited not only be unconditioned stimuli but also by stimuli that have become associated with the unconditioned stimuli |
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| the doctrine that a physical concept can be defined in precise terms related to teh set of perations or procedrues by which it is determined. |
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| Tolman's system combining the objective study of behavior with the consideration of purposiveness or goal oriented behavior. |
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| unobserved and inferred factors within the organism that are the actual determinants of behaivor. |
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| unobserved and inferred factors within the organism that are the actual determinants of behaivor. |
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| hypothetico-deductive method |
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| Hull's method for establishing postulates from which experimentally testable conclusions can be deduced. |
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| Law of primary reinforcement |
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| when a stimulus-response relationship is followed by a reduction in a bodily need, the probability increases that on subsequent occasions the same stimulus will evoke the same response. |
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| the strength of the stimulus-response connection, whihc is a function of the number of reinforcements |
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| a learning situation that involves behavior emitted by an organism rahter than eleicted by a detectable stimulus. |
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| the strength of an operant behavior is increased when it is followed by the presentation of a reinforcing stimulus. |
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| conditions involving various rates and times of reinforcement |
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| an explanation for the aquisition of coomplex behaivor. Behavior will be reinforced only as it comes to approximate or approach the final desired behavior. |
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| the use of positive reinforcment to control or modify the beavior of indivieduals or groups. |
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| Bandura's notion that learning can occcur by observing the behavior of other people and the consequences of their behaivor, rather than by always experienceing reinforcemnt personally |
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| one's sense of self-esteem and competence in dealing with life's problems. |
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| Rotter's ideda about the perceived source of reinforcement. Internal locus of control is the belief that reinforcement depends on one's own behavior; external loc of control is the belief that reinforcement depends on outside forces. |
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| an approach to knowledge based on an unbiased description of immediate expereince as it occurs, not analyzed or reduced to its elements. |
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| regions or spaces traversed by lines of force, such as of a magnet or electric current. |
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| the illusion that two stationary flashing lights are moving from one place to another. |
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| a quality of wholeness or completness in perceptual experience that does not vary even when the sensory elements change. |
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| immeadiate apprehension or cognition |
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| the doctrine that there is a correcspondence between psychological or conscious experience and the underlying brain experience. |
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| Lewin's system using the concept of fileds of force to explain behaivor in terms of one's filed of social influences. |
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| The tendency to recall uncompleted tasks more easily than completed tasks |
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| Leibnitz's thoery of psychic entities, called monads, which are similar to perceptions. |
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| the process of reducing or eliminating a complex by recalling it to conscious awareness and allowing it to be expressed. |
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| the process by which a patient responds to the therapist as if the therapist were a significant person (such as a parent) in the patients life. |
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| a psychotheraputic technique in which the patient says whatever comes to mind. |
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| a psychotherapeutic techinque involving interpreting dreams to uncover uncscious conflicts |
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| an act of forgetting or a lapse in speech that relects unconscous motives or anxieties. |
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| a blockage or refusal to disclose painful memories during a free-assocaiton session |
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| the process of barring unacceptable ideas, memories, or desires from conscious awareness, leaving them to perate in the unconscious mind. |
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| to Frued, mental represenationas of internal stimuli (such as hunger) that motivte personality and behavior. |
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| to Freud, the psychic energy that drives a person toward pleasurable thoughts and behaivors. |
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| the source of psychic energy and the aspect of personality allied with the instincts |
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| the rational aspect of personality responsible for contrrolling the instincts. |
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| the moral aspect of personality dervied from internalizing parental and societal values and standards. |
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| behaviors that represent unconscious denials or distortions of reality but which are aedopted to protect the ego against anxiety |
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| in psychoanalytic theory, the developmental stages of childhood centering on erogenous zones |
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| at ages 4 to 5, the unconcous desire of a boy for his mother an dhte desire to replace or destroy his father |
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| Jung's theory of personality |
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| The reservoir of material that once was conscious but has been forgotten or supporessed |
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| the deepest level of the psyche; it contains inherited experiences of human and prehumna specieis |
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| inherited tendencies within the collective unconscious that dispose a person to behave similarly to ancestors who confronted similar situations |
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| Adler's theory of personality; it incorporates social as well as bilogical facotrs. |
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| Adler's conception of an innate potential to cooperate with other people t achieve personal and societal goals. |
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| a condition that develops when a person is unable to cmpensate for normal inferieority feelings. |
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| Horney's concption of pervasive loneliness and hlplessness, feelings that are the foundation of neuroses. |
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| Maslow's view of the full development of one's abilities and the realization of one's potential. |
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| the unconditional love of a mother for her infant |
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