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Definition
| 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 (classical conditioning) or a response and its consequences (operant) |
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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 agree with 1 not 2 |
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| Process of how an organism comes to associate stimuli with certain responses |
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| Unconditioned response (UR) |
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Definition
| unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth |
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| Unconditioned stimulus (US) |
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| a stimulus that unconditionally - naturally and automatically - triggers a response |
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| Conditioned response (CR) |
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Definition
| the learned response to a previously neutral (but now conditioned) stimulus (CS) |
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| Conditioned stimulus (CS) |
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| 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 a US doesn't follow a CS; occurs in operant 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 had been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses |
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| the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus (irrelevant stimuli) |
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| a type of learning in which behavior is strengthened if followed by a reinforce 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 rewarded behavior is likely to recur, and vice versa |
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| a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforce, with attached devices to record the animal's rate of bar pressing or key pecking |
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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. It 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. It is any stimulus that, when removed after a response, strengthens the response |
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| an innately reinforcing stimulus, such as one that satisfies a biological need (eating, sleeping) |
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| a stimulus that gains its reinforcing power thru its association with a primary reinforce; also known as secondary reinforcer |
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| the desired response that is reinforced 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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| reinforced behavior after set number of responses |
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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 |
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| learning that occurs but is not apparent until there is an incentive to demonstrate it |
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| the desire to behave in certain ways to receive external rewards or avoid threatened punishment |
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| the desire to perform a behavior effectively and for its own sake |
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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 brains mirroring of another's action may enable imitation, language learning, and empathy |
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| the persistence of learning over time thru the storage and retrieval of information |
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| a clear memory and emotionally significant moment or event |
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| The retention of encoded information over time |
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| the process of getting information out of memory storage |
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| the immediate, very brief recording of sensory information in the memory system |
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| activated memory that holds a few items briefly, such as the seven digit telephone number well dialing, before the information is stored or forgotten |
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| the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences |
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| a newer understanding short-term memory that involves conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory |
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| unconscious encoding of incidental information, such as space, time, and frequency |
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| the tendency to distribute study or practice to yield better long-term attention than is achieved through massed study or practice |
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| our tendency to recall best the last and first item in a list |
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| the encoding of picture images |
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| the encoding of sound, especially the sound of words |
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| the encoding of meaning, including the meaning of words |
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| mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding |
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| memory aids, especially those techniques that uses vivid imagery and organizational devices |
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| organizing items into familiar, manageable units; often occurs automatically |
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| a momentary sensory memory is visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of the second |
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| a momentary memory of auditory stimuli; attention elsewhere, sounds in words can still be recalled within three or 4 seconds |
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| LTP (long-term potentiation) |
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| cells that fire together wire together |
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| our spoken, written, or signed words and the ways we combine them to communicate meaning |
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| In a language, the smallest distinctive sound unit |
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| In a language, the smallest unit that carries meaning; may be a word or part of a word |
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| In a language, a system of rules that enables us to communicate with and understand others |
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| set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning |
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| rules for combining words into grammatically sensible sentences in a given language |
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| stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language |
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| stage in speech development, from 1-2, during which a child speaks mostly single words |
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| stage in speech development during which a child speaks mostly two-word statements |
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| Early speech stage in which a child speaks like a telegram with noun-verb phrases and no auxiliaries |
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| Speech rapidly develops into complete sentences |
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| Whorf's hypothesis that language determines the way we think |
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| mental quality consisting of the ability to learn from experience, solve problems, and use knowledge to adapt to new situations |
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| a statistical procedure that identifies clusters of related items (factors) on a test; used to identify different dimensions of performance that underlie one's total score |
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| a general intelligence factor that according to Spearman and others underlies specific mental abilities and is therefore measured by every task on an intelligence test |
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| a condition in which a person otherwise limited in mental ability has an exceptional specific skill |
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| Analytical (academic problem-solving) intelligence |
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| assessed by intelligence tests, presenting well-defined problems for a single right answer |
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| demonstrated in reacting adaptively to novel situations ad generating novel ideas |
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| often required for everyday tasks, which are frequently ill-defined, with multiple solutions |
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| the ability to perceive, understand, manage, and use emotions |
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| the ability to produce novel and valuable ideas |
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| a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores |
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| a measure of intelligence test performance devised by Binet; the chronological age that most typically corresponds to a given level of performance |
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| the widely used American revision (by Terman at Stanford U) of Binet's original intelligence test |
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| IQ (intelligence quotient) |
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| defined originally as the ratio of mental age to chronological age x 100 |
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| a test designed to predict a person's future performance |
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| a test designed to assess what a person has learned |
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| Wechsler Adult Intelligence Scale (WAIS) |
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| most widely used intelligence test; contains verbal and performance (nonverbal) subtests |
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| defining meaningful scores by comparison with the performance of a pretested standardization group |
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| symmetrical bell-shaped curve that describes the distribution of many physical and psychological attributes. Most scores fall near the average, and fewer and fewer scores lie near the extremes |
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| intelligence test performing has been improving |
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| the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, or on retesting |
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| giving person same test or another version |
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| splitting test in half and seeing how much discrepancy there is between questions |
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| extent to which a test measures or predicts what it is supposed to |
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| extent to which a test samples the behavior that is of interest |
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| behavior (like future college grades) that a test (SAT) is designed to predict |
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| success with which a test predicts the behavior it is designed to predict |
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