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Definition
| Miller and Dollard beleive that most behavior is _________. |
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| radical behaviorism/cognitive psychology |
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Definition
| Because Dollard and Miller embraced this moderate form of behaviorism as theor model for explaining psychoanalytic phenomena, their work can be seen as representing the transition from the ____________ of Watson and Skinner to contemporary _______________ |
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| the use of some mechanical device, such as an auditory signal or flashing light, to provide individuals with information about the functioning of one or more of their internal biological processes. |
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| In Hull's theory of learning, drive reduction constitutes this ____________. |
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| Constitutes reinforcement in Hull's theory |
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| this happens when a stimulus reduces a certain drive that you may have. This is the only way that a stimulus can be considered a reinforcer. |
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| a stimulus capable of reducing a drive |
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| an association between a stimulus and a response |
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| rat, and neurotic human who seeks proffessional help |
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Definition
| These are the two best sources of unformation about the normal human personality according to Dollard and Miller |
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Definition
| Dollard and Miller followed this. This theory equates reinforcement with drive reduction. In other words, for learning to take palce, the organism must engage in an activity that leads to the elimination or reduction of a need. |
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Term
| drive,cue,response,and reinforcement |
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Definition
| the four concepts that Dollard and Miller borrowed from Hull's Theory of Learning. |
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| any strong stimulus that impels an organism to action and whose elimination or reduction is reinforcing. |
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| drive that is learned, not innate. Fear is an example of this. |
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Definition
| primary drives are the building blocks of personality, and all _________ultimately depend on them. |
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| a stimulus that indicates the appropriate direction an activity should take. These things guide behavior |
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Definition
| these are elicited by the drive and cues present and are aimed at reducing or eliminating the drive. |
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Definition
| the rearangement of response probabilities as new conditions emerge or as old conditions change. |
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Definition
| reward is impossible in the absence of a ____________ |
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Definition
| if a cue leads to a response and the response leads to reinforcement, the association between the cue and the response will be strengthened. If this process is repeated, eventually the organism will develop a strong habbit. |
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Definition
| in order to learn one must want something, notice something, do something, and get something. |
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| a group of responses elicited by a single stimulus that are arranged in accordance with their probability of occurance. |
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| innate heirarchy of responses |
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Definition
| habbit family heiarchy that is genetically determined. |
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Term
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Definition
| this is the response most likely to occur at any given time. This is also the response that has been the most successful in bringing about drive reduction |
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Term
| initial hierarchy of responses |
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Definition
| prior to learning experience, the arrangement of responses that are elicited by a cue are called? |
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Term
| resultant hiearchy of responses |
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Definition
| after learning has occured the revised arrangement of responses are called ? |
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Definition
| contention that for learning to occur, both innate responses and previously learned responses must be ineffective in solving a problem. Therefore learning is said to depend on failure. |
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Term
| gradient of reinforcement |
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Definition
| the observation that if a series of responses lead to reinforcement, the last response in the series will be strengthned the most, then the second to last, etc. |
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Term
| conditioned fear reaction |
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Definition
| learning to fear something that was not previously feared. |
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Term
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Definition
| tendency for stimuli other than the stimulus present in the learning process to elicit a learned response. The more similar these stimuli are to the one actually used in the learning process, the greater the probability is that they will elicit a learned response. |
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Definition
| opposite of generalization. that is, stimuli similar to the stimulus in the learning process do not elicit a learned response. |
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Definition
| based on the physical similarity among stimuli. The closer two stimuli are in theor physical attributes, the greater the probablity is that they will elicit the same response |
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Definition
| based on verbal labels, not on the physical similairty among stimuli. |
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Definition
| situation in which two or more incompatible response tendencies exsist simultaneously. |
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Term
| approach-approach conflict |
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Definition
| exists when two equally attractivve people ask someone fora date on the same night or when one is both hungry and sleepy. This is a conflict between two positive gials that are equally attractive at the same time |
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Term
| avoidance-avoidance approach |
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Definition
| here the person must choose between two negative goals. two types: 1. vacillation or indescision 2. escape. |
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| aproach avoidance conflict |
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Definition
| here the person is both atracted to and reppelled by the same goal. |
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| double approach avoidance conflict |
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Definition
| here the person has ambivlent feelings about two goal objects. |
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| act of substituting one goal for another when the primary goal is not available or feared. |
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| agression toward a substitute person or object when the actual subject of agression is either not available or is feared. |
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Term
| frustration agression hypothesis |
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Definition
| originally the contention that frustration always leads to agression and agression results only from frustration. Later modified to state that agression is only one of several possible reactions to frustration. |
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Definition
| that condition that exsists when a goal response sufferes interference |
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| an act whose goal response is injury to an organism. |
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| physical stimuli that precede biologically significant events allowing their anticipation and thus apropriate responses to them. |
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| according to Pavlov, the verbal lables that symbolize environmental events |
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Definition
| images, perceptions and words, the main functions of which are to determine subsequent behavior. Thinking is an example of this. |
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Definition
| attempted solution of an immediate problem through the use of cue producing responses rather than through overt trial and error. |
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| use of cur producing responses in attempting to solve some future problem. |
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Definition
| actively putting an anxiety provoking thought out of one's mind. This is reinforced by the escape from anxiety |
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Definition
| learned response of "not thinking" an anxiety provoking thought. The reinforcemnt for this response comes from the avoidance of anxiety. |
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Definition
| _____________ is triggered when unnacceptable material starts to emerge from the unconsious, and _______________ is triggered when such material is already conscious. |
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| condition that causes a person to function at less than maxiamal efficiency, which typically results from unconcious conflict that originated in early childhood. |
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| for Dollard and Miller, a situation in which repressed conflicts can be unlearned, that is, extinguished. |
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| they want to be agressive but inhibit this impulse because of fear of punishment. this may result in being to passive to compete successfully in odern society. |
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| this has to do with how you potty train your child. The way in which you go about training them can have serious negative consequences on your child. |
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| often such behavior as masturbating which is the first sexual experiences for most children, elicits physical punishments or such terms as nasty and dirty. the sex drive is innate but the fear of sexual thoughts and activities is learned in childhood. |
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