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A relatively permanent change in an organism’s behavior due to experience |
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Learning that certain events occur together. The events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). |
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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 today agree with (1) but not (2) |
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A type of learning in which an organism comes to associate stimuli. A neural stimulus that signals an unconditioned stimulus (UCS) begins to produce a response that anticipates and prepares for the unconditioned stimulus (also called Pavlovian Conditioning) |
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Unconditioned Response (UCR) |
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In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (UCS), such as salivation when food is in the mouth. |
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Unconditioned Stimulus (UCS) |
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In classical conditioning, a stimulus that unconditionally - naturally and automatically – triggers a response. |
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Conditioned Response (CR) |
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In classical conditioning, the learned response to a previously neutral conditioned stimulus (CS) |
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Conditioned Stimulus (CS) |
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In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (UCS), 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 neural 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 an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. |
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The reappearance, after a rest period, of an extinguished conditioned response. |
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The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
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In classical condition, the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus. |
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A type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment. |
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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 principles that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. |
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“Skinner Box” a chamber containing a bar or key that an animal can manipulated to obtain a food or water reinforcer, with attached devices to record the animal’s rate of bar pressing or key pecking. Used in operant conditioning research. |
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An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of a desired goal. |
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In operant conditioning, any event that strengthens the behavior it follows. |
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(or secondary reinforcer) a stimulus that gains its reinforcing power through its association with a primary reinforcer. |
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Reinforcing the desired response every time it occurs. |
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Partial (intermittent) reinforcement |
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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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In operant conditioning, a schedule of reinforcement that reinforces a response only after a specified number of responses. |
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In operant conditioning, a schedule of reinforcement that reinforces a response after an unpredictable number of responses. |
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In operant conditioning, a schedule of reinforcement that reinforces a response only after a specified time has elapsed. |
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Variable-interval schedule |
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In operant conditioning, a schedule of reinforcement that reinforces a response at unpredictable time intervals. |
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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. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. |
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Learning that occurs but is not apparent until there is an incentive to demonstrate it. |
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The effect of promising a reward for doing what one already likes to do. The person may not see the reward, rather than intrinsic interest, as the motivation for performing the task. |
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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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Positive, constructive, helpful behavior. The opposite of antisocial behavior. |
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The persistence of learning over time through the storage and retrieval of information. |
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A clear memory of an emotionally significant moment or event |
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The processing of information into the memory system- for example, by extracting meaning. |
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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, initial recording of sensory information in the memory system. |
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Activated memory that holds a few items briefly, such as the seven digits of a phone number while dialing, before the information is stored or forgotten. |
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The relatively permanent and limitless storehouse of the memory system. |
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Is a similar concept that focuses more on the processing of briefly stored information. |
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Unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. |
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Encoding that requires attention and conscious effort |
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The conscious repetition of information, either to maintain it in consciousness or to encode it for storage. |
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The tendency for distributed study or practice to yield better long term retention than is achieved through massed study or practice. |
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Our tendency to recall best the last and first items in a list. |
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The encoding of meaning, including the meaning of words. |
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The encoding of sound, especially the sound of words. |
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The encoding of picture images. |
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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 use 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 of visual stimuli: a photographic or picture image memory lasting no more than a few tenths of a second. |
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Momentary sensory memory of auditory stimuli: if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. |
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An increase in a synapse’s firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory |
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Retention without conscious recollection. |
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Memory of facts and experiences that one can consciously know and “declare” |
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A neural center located in the limbic system that helps process explicit memories for storage. |
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A measure of memory in which the person must retrieve information learned earlier, as on a fill-in-the blank test |
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A measure of memory in which the person need only identify items previously learned, as on a multiple-choice test. |
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A memory measure that assesses the amount of time saved when learning material for a second time. |
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The activation, often unconsciously, of particular associations in memory. |
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That eerie sense that “I’ve experienced this before” cues from the current situation may subconsciously trigger retrieval of an earlier experience. |
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The tendency to recall experiences that are consistent with one’s current good or bad mood. |
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The disruptive effect of prior learning on the recall of new information. |
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The disruptive effect of learning on the recall of old information. |
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Incorporating misleading information into one’s memory of an event. |
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Attributing to the wrong source an event that we have experienced, heard about, read about, or imagined. |
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An organism’s decreasing response to a stimulus with repeated exposure to it. |
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Higher-order conditioning |
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A procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second order conditioning) |
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The hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events. |
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Discriminative stimulation |
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In operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement). |
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The mental activities associated with thinking, knowing, remembering, and communicating. |
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A mental grouping of similar objects, events, ideas, or people. |
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A mental image or best example of a category. Matching new items to a prototype provides a quick and easy method for sorting items into categories (as when comparing feathered creatures to a prototypical bird, such as a robin). |
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A methodical, logical rule or procedure that guarantees solving a particular problem. Contrasts with the usually speedier – but also more error prone - use of heuristics. |
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A simple thinking strategy that often allows us to make judgments and solve problems efficiently; usually speedier but also more error prone than algorithms. |
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A sudden and often novel realization of the solution to a problem; it contrasts with strategy-based solutions. |
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The ability to produce novel and valuable ideas. |
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A tendency to search for information that supports our preconceptions and to ignore or distort contradictory evidence. |
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The inability to see a problem from a new perspective, by employing a different mental set. |
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A tendency to approach a problem in one particular way, often a way that has been successful in the past. |
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The tendency to think of things only in their usual functions; an impediment to problem solving. |
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Representativeness heuristic |
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Judging the likelihood of things in terms of how well they seem to represent, or match, particular prototypes; may lead us to ignore other relevant information. |
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Estimating the likelihood of events based on their availability in memory; if instances come readily to mind (perhaps because of their vividness), we presume such events are common. |
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The tendency to be more confident than correct- to overestimate the accuracy of our beliefs and judgments. |
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Clinging to one’s initial conceptions after the basis on which they were formed has been discredited. |
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An effortless, immediate, automatic feeling or thought, as contrasted with explicit, conscious reasoning. |
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The way an issue is posed; how an issue is framed can significantly affect decisions and judgments. |
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Our spoken, written, or signed words and the ways we combine them to communicate meaning. |
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In language, the smallest distinctive sound unit |
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In a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix) |
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In a language, a system of rules that enables us to communicate with and understand others. |
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The set of rules by which we derive meaning from morphemes, words, and grammatically sensible sentences in a given language. |
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The rules for combining words into grammatically sensible sentences in a given language. |
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Beginning stage at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language. |
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The stage in speech development, from about 1 to 2, during which a child speaks mostly in single words. |
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Beginning about age 2, the 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-“go car”- using mostly nouns and verbs. |
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Whorf’s hypothesis that language determines the way we think. |
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