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| a relatively permanent change in behavior due to experience |
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| a type of learning where a stimulus gains the power to cause a response because it predicts another stimulus that already produces the response |
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| anything in the environmetn that one can respond to |
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the view that psychology should restrict its efforts to studying observable behaviors, not mental processes. |
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| founder of behaviorism, conducted "Little Albert" study |
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| mental processes associated with thinking, knowning, and remembering |
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| in classical conditioning, a stimulus that triggers a response automatically and reflexively |
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| in classical conditioning, the automatic response to the unconditioned stimulus |
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| in classical conditioning, a previously neutral stimulus that, through learning, has gained the power to cause a conditioned response |
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| in classical conditioning, the response to the conditioned stimulus |
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| in classical conditioning, the process of developing a learned response |
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| in classical conditioning, the diminishing of a learned response, when an unconditioned stimulus does not follow a conditioned stimulus |
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| the reappearance, after a rest period, of an extinguished conditioned response |
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| learning theorist famous for the discovery, performed experiences using his dog, meat, and a tone |
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| a process in which an organism produces the same response to two similar stimuli (ex: after being stung by a bee, fear of all buzzing insects) |
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| a process in which an organism produces different responses to two similar stimuli (ex: still a fear of bees, but flies are no sweat) |
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11-month old boy taught to fear rats in John Watson's famous experiment, fear of rats generalizes to all furry stimuli (rabbits, fur coats), is now considered an unethical experiment |
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| frequency of a behavior depends on its consequence |
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| major force behind the promotion of operant conditioning as the key to understanding people's behavior in the real world |
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| law of effect (Edward Thorndike) |
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behaviors with favorable consequences will occur more frequently, behaviors with unfavorables consequences will occur less frequently |
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| any consequences that increases the likelihood of a behavior |
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| increases likelihood of a behavior by following it with a reward (ex: money for good grades) |
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| increases likelihood of a behavior by following it with the removal of an undesirable event (ex: taking advil for a headache) |
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| something that is naturally reinforcing (ex: food) |
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| something you have learned to value (ex: money, grades) |
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| positive reinforcement of behaviors that move closer and closer to the target behavior (ex: learning how to ride a bike) |
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reward follows every correct response (ex: vending machine) |
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| reward follows after a defined period of time (ex: quiz every friday) |
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| reward follows after an unpredictable amount of time (ex: pop quizzes) |
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| reward follows after set number of correct responses (ex: buy ten, get one free) |
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| reward follows after set number of correct responses, "gambler's schedule", hardest to extinguish (ex: lottery tickets) |
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any consequence that decreases the likelihood of a behavior 1. undesirable event follows behavior (buring hand on stove) 2. desirable event ends following the behavior (traffic fines) |
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| swift, measured, consistent |
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| not apparant until the learner has an incentive to demonstrate it |
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| mental representation of a place (ex: elephants in the desert) |
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| places fences around what we can easily learn (ex: without wings, humans can't learn to fly) |
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| process of observing an imitating a specific behavior |
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| "big kahuna" of observation learning, performed the bobo doll study |
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| negative, destructive, unhelpful behavior |
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| positive, constructive, helpful behavior |
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