Chapter 6 Psychology Learning

A systematic, relatively permanent change in behavior that occurs through experience.

A theory of learning that focuses solely on observable behaviors, discounting the importance of mental activity such as thinking, wishing, and hoping.

Learning that occurs when an organism makes a connection, or an association, between two events.

Learning that occurs through observing and imitating another's behavior. Relies on mental processes: attention, retention, motor reproduction, and reinforcement.

Learning process in which a neutral stimulus becomes associated with an innately meaningful stimulus and acquires the capacity to elicit a similar response.

(Ivan Pavlov and stimulus pairing)

A stimulus that produces a response without prior learning.

An unlearned reaction that is automatically elicited by the unconditioned stimulus.

A previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus.

The learned response to the conditioned stimulus that occurs after conditioned stimulus that occurs after conditioned stimulus-unconditioned stimulus pairing.

A stimulus that has no signal value at all.

The initial learning of the connection between the unconditioned stimulus and the conditioned stimulus when these two stimuli are paired.

The CS and US are presented very close together in time-even a mere fraction of a second.

The CS must not only precede the US closely in time, it must also serve as a reliable indicator that the US is on its way.

Tendency to become more attached to CS than to the US, indicates an unusually high level of attachment to the CS.

The tendency of a new stimulus that is similar to the original conditioned stimulus to elicit a response that is similar to the conditioned response.

(Little Albert,Watson, bunny)

The process of learning to respond to certain stimuli and not others. (only at the sound of a bell, no other sounds)

The weakening of the conditioned response when the unconditioned stimulus is absent. Without continued association with the unconditioned stimulus the conditioned stimulus loses its power to produce the conditioned response.

The process in classical conditioning by which a conditioned response can recur after a time delay, without further conditioning.

The recovery of the conditioned response when the organism is placed in a novel context. (drugs)

A classical conditioning procedure for changing the relationship between a conditioned stimulus and its conditioned response.

A form of treatment that consists of repeated pairings of a stimulus with a very unpleasant stimulus.

A decrease in the production of antibodies, which can lower a person's ability to fight disease.

A type of classical conditioning in which a previously desirable or neutral food comes to be perceived as repugnant because it is associated with negative stimulation

Decreased responsiveness to a stimulus after repeated presentations.

A form of associative learning in which the consequences of a behavior change the probability of the behaviors occurrence.

Thorndike's law stating that behaviors followed by positive outcomes are strengthened and that behaviors followed by negative outcomes are weakened.

Rewarding successive approximations of a desired behavior.

The process by which a stimulus or event following a particular behavior increases the probability that the behavior will happen again.

The presentation of a stimulus following a given behavior in order to increase the frequency of that behavior. (something given)

The removal of a stimulus following a given behavior in order to increase the frequency of that behavior.

(something removed)

An organism's learning that it can altogether avoid a negative stimulus by making a particular response.

An organism's learning through experience with negative stimuli that it has no control over negative outcomes.

A reinforcer that is innately satisfying; one that does not take any learning on the organism's part to make it pleasurable.

A reinforcer that acquires its positive value through an organism's experience; a secondary reinforcer is a learned or conditioned reinforcer.

Performing a reinforced behavior in a different situation.

Responding appropriately to stimuli that signal that a behavior will or will not be reinforced.

Decreases in the frequency of a behavior when the behavior is no longer reinforced.

Specific patterns that determine when a behavior will be reinforced.

Reinforcement occurs after a set number of occurrences or events. Responses decrease immediately following reinforcement , then resume at a high rate. Example: must deliver mail to a fixed number of houses each day before he or she can head home.

Reinforcement that occurs after an unknown number of occurrences or events. Constant, high rate of response.

Reinforcement occurs after a set amount of time. Long pause in responses after a reward, followed by a high rate of response at the end of period.

Reinforcement occurs after an unknown amount of time. Constant level of response.

A consequence that decreases the likelihood that a behavior will occur.

The presentation of a stimulus following a given behavior in order to decrease the frequency of that behavior.

The removal of a stimulus following a given behavior in order to decrease the frequency of that behavior.

The use of operant conditioning principles to change human behavior.

Seeing a model attain a reward for an activity increases the chances that an observer will repeat the behavior.

Seeing a model punished makes the observer less likely to repeat the behavior.

Unreinforced learning that is not immediately reflected in behavior. Learning is latent, stored cognitively in their memories but not yet expressed behaviorally.

A form of problem solving in which the organism develops a sudden insight into or understanding of a problem's solution.

The tendency of animals to revert to instinctive behavior that interferes with learning.

The species-specific biological predisposition to learn in certain ways but not others.

predictability, perceived control, perceptions of improvement , and outlets for frustration.