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The establishment of a relationship between stimuli and responses, or nice versa. |
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A relatively permanent change in behavior potential as a result of experience. |
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A built-in or otherwise automatic response to a specific stimulus. |
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The establishment of a relationship between two stimuli, typically one that evokes a reflex response and one that is initially neutral with regard to this response. |
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Unconditioned stimulus (UCS) |
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Any stimulus that automatically and reliably produces a particular response, such as a reflex. |
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Conditioned Stimulus (CS) |
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An initially neutral stimulus that comes to elicit a response similar to that elicited by a UCS. |
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Unconditioned Response (UCR) |
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The automatic response to an unconditioned stimulus. |
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Conditioned Response (CR) |
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The learned response to a conditioned stimulus. |
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The most effective version of classical conditioning, in which CS onset precedes UCS onset and the offset of both stimuli is typically at the same time. |
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Simultaneous Conditioning |
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A less effective version of classical conditioning, in which both CS and UCS onset and offset occur at the same time. |
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A less effective version of classical conditioning, in which CS onset and offset precede UCS onset. |
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Disappearance of the CR upon discontinuation of the UCS. |
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Reappearance of an extinguished CR after the passage of time. |
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The tendency of a CR to occur to CSs that are similar to the original CS. |
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The tendency of a CR to be weaker or not to occur to CSs that are dissimilar to the original CS or that have undergone extinction. |
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The subject's expectation that the UCS will follow the CS- the basis for the cognitive explanation of classical conditioning. |
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The relationship between behavior and its consequences. |
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The imposition of contingencies, either deliberate or natural. |
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Shaping and successive approximations |
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A procedure for quickly establishing a contingency, such as barpressing by rats or key-pecking by pigeons, by rewarding successive approximations to the target behavior. |
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An operant conditioning contingency in which behavior is strengthened because it results in presentation of an appetitive stimulus; also known as reward training. |
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An operant conditioning contingency in which behavior is strengthened because it results in removal of an aversive stimulus; also known as escape or active avoidance training. |
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An operant conditioning contingency in which behavior is weakened or suppressed because it results in presentation of an aversive stimulus; also known as passive avoidance training. |
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An operant conditioning contingency in which behavior is weakened or suppressed because it results in removal of an appetitive stimulus; also known as omission training. |
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Reinforcing every instance of a behavior |
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Reinforcing only some instances of a behavior. |
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A partial reinforcement schedule in which reinforcement occurs only after a number of responses. |
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A partial reinforcement scheduel in which reinforcement occurs only for the first response after an amount of time has elapsed. |
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A partial reinforcement scheduel in which reinforcement occurs after a specific number of responses or for the first response after a specific amount of time. |
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A partial reinforcement scheduel in which reinforcement occurs after a varying number of responses or for the first response after a varying amount of time, in each case around some average value. |
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Behavior that occurs and persists in the absence of any actual contingency. |
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The belief that no behavior will be effective in escaping or avoiding unpleasant or painful consequences. |
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A technique for changing behavior, based on operant conditioning principles; also called behavior therapy in clinical settings. |
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A behavior modification procedure in which adaptive behavior is reinforced with tokens that can later be exchanged for privileges and other rewards. |
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As defined by ethologists, a behavior that occurs in all normal members of a species, in response to specific releasing stimuli, and in essentially the same way every time. |
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The study of instinctive behaviors in the lab and in natural environments. |
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Cognitive learning as a result of problem solving. |
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Cognitive learning as a result of watching others perform a behavior. It extends to learning by listening or reading. |
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A mental representation of the spatial features of an environment. |
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