The Behavioural Model
... the patient observes others (the “model(s)”) in the presence of the phobic stimulus who are responding with relaxation rather that fear to the phobic stimulus. In this way, the patient is encouraged to imitate the model(s) and thereby relieve their phobia. ...
... the patient observes others (the “model(s)”) in the presence of the phobic stimulus who are responding with relaxation rather that fear to the phobic stimulus. In this way, the patient is encouraged to imitate the model(s) and thereby relieve their phobia. ...
Chapter 8 PowerPoint Notes
... (now Conditioned Response, CR) _____________________________ is the initial stage in classical conditioning in which an association between a ________________________________ and an ____________________________ takes place. 1. In most cases, for conditioning to occur, the ___________________________ ...
... (now Conditioned Response, CR) _____________________________ is the initial stage in classical conditioning in which an association between a ________________________________ and an ____________________________ takes place. 1. In most cases, for conditioning to occur, the ___________________________ ...
Melody Demarest, a former bank teller at a Loveland bank, was shot
... dish or even the sight of Pavlov; he realized that the dog had learned a new behavior and he conducted more tests to see if he could teach the dog to salivate in response to other objects ...
... dish or even the sight of Pavlov; he realized that the dog had learned a new behavior and he conducted more tests to see if he could teach the dog to salivate in response to other objects ...
Chapter 6 Learning Objectives with SubQuestions #1) Describe
... #10) Describe punishment and distinguish between punishment and negative reinforcement (pp 186‐187 + complete the table at the end of this document to use as a study aid for this objective) • What is punishment, and what does it do to a person’s tendency to repeat a certain response? Does it str ...
... #10) Describe punishment and distinguish between punishment and negative reinforcement (pp 186‐187 + complete the table at the end of this document to use as a study aid for this objective) • What is punishment, and what does it do to a person’s tendency to repeat a certain response? Does it str ...
Classical Conditioning (Ivan Pavlov)
... Keywords: stimulus-response, psychic reflexes, unconditioned stimulus, conditioned response, respondent conditioning Classical Conditioning (Ivan Pavlov) Several types of learning exist. The most basic form is associative learning, i.e., making a new association between events in the environment. Th ...
... Keywords: stimulus-response, psychic reflexes, unconditioned stimulus, conditioned response, respondent conditioning Classical Conditioning (Ivan Pavlov) Several types of learning exist. The most basic form is associative learning, i.e., making a new association between events in the environment. Th ...
Discuss Freud`s theory of motivated forgetting
... Discuss Freud’s theory of motivated forgetting According to Freud (1901), forgetting is motivated rather than being the result of a failure to learn or other processes. Memories that are likely to induce guilt, embarrassment, shame or anxiety are actively, but unconsciously, pushed out of consciousn ...
... Discuss Freud’s theory of motivated forgetting According to Freud (1901), forgetting is motivated rather than being the result of a failure to learn or other processes. Memories that are likely to induce guilt, embarrassment, shame or anxiety are actively, but unconsciously, pushed out of consciousn ...
Classical Conditioning
... E. Factors that Affect Conditioning 1. Contiguity: The closer two stimuli are in space and time, the stronger the association between them. ------------------------------------------------------------------2. “Belongingness”: The “fit” between CS and US 3. Contingency: “Information value.” The high ...
... E. Factors that Affect Conditioning 1. Contiguity: The closer two stimuli are in space and time, the stronger the association between them. ------------------------------------------------------------------2. “Belongingness”: The “fit” between CS and US 3. Contingency: “Information value.” The high ...
Memory
... memories • The more vividly people can imagine things, the more likely they are to inflate their imaginations into memories (Loftus, 2001) ...
... memories • The more vividly people can imagine things, the more likely they are to inflate their imaginations into memories (Loftus, 2001) ...
Learning and Memory PP
... A form of learning in which a specific action (an operant response) is made to occur either more frequently or less frequently by manipulating its consequences in the ...
... A form of learning in which a specific action (an operant response) is made to occur either more frequently or less frequently by manipulating its consequences in the ...
learning and memory - University of San Diego Home Pages
... A theory of learning based on mental information processing, often in response to problem solving. Holds that the kind of learning most characteristic of human beings is problem solving, which enables individuals to gain some control over their environment. ...
... A theory of learning based on mental information processing, often in response to problem solving. Holds that the kind of learning most characteristic of human beings is problem solving, which enables individuals to gain some control over their environment. ...
(Spiral) Forgetting
... Retrograde Amnesia: you can’t remember memories before the incident, but new memories can still be created. Anterograde Amnesia: you can’t remember most memories created after the incident, while longterm memories from before the event remain intact. Both can occur together in the same patient. Memo ...
... Retrograde Amnesia: you can’t remember memories before the incident, but new memories can still be created. Anterograde Amnesia: you can’t remember most memories created after the incident, while longterm memories from before the event remain intact. Both can occur together in the same patient. Memo ...
Bolt ModEP7e LG22.75-78B
... The capacity to forget useless or out-of-date information is helpful. Because of his inability to forget, the Russian memory whiz S found it more difficult than others to think abstractly—to generalize, to organize, to evaluate. Without an ability to forget we would be overwhelmed by out-of-date and ...
... The capacity to forget useless or out-of-date information is helpful. Because of his inability to forget, the Russian memory whiz S found it more difficult than others to think abstractly—to generalize, to organize, to evaluate. Without an ability to forget we would be overwhelmed by out-of-date and ...
An Advocate for Children 1 Conditioning
... Operant Conditioning: The learning process by which a particular action is followed by something desired, which makes the person or animal more likely to repeat the action, or by something unwanted, which makes the action less likely to be repeated. Also called instrumental conditioning. Reinforceme ...
... Operant Conditioning: The learning process by which a particular action is followed by something desired, which makes the person or animal more likely to repeat the action, or by something unwanted, which makes the action less likely to be repeated. Also called instrumental conditioning. Reinforceme ...
Chapter 2 Figures
... CR, learner often responds to similar stimuli as if they are the original CR. Stimulus discrimination • Ability to differentiate between a particular CS and other significantly different stimuli is stimulus differentiation. ...
... CR, learner often responds to similar stimuli as if they are the original CR. Stimulus discrimination • Ability to differentiate between a particular CS and other significantly different stimuli is stimulus differentiation. ...
Name: Date: CH. 6 Learning Active Review Behaviorists define
... 1. Behaviorists define learning in terms of a change in__________. 2. Cognitive psychologists define learning in terms of a change in the way organisms mentally __________ the environment. 3. A __________ is an environmental condition that evokes a response from an organism. 4. A response to an unco ...
... 1. Behaviorists define learning in terms of a change in__________. 2. Cognitive psychologists define learning in terms of a change in the way organisms mentally __________ the environment. 3. A __________ is an environmental condition that evokes a response from an organism. 4. A response to an unco ...
Strengths and limitations of theories of forgetting:
... pushed to an inaccessible part of the mind and the person is unaware that these memories exist. ...
... pushed to an inaccessible part of the mind and the person is unaware that these memories exist. ...
WHAT IS LEARNING
... unconditioned stimulus (US)…about a half-second before, in most cases. The bell must come right before the food. ...
... unconditioned stimulus (US)…about a half-second before, in most cases. The bell must come right before the food. ...
Classical Conditioning
... • Emotional responses as of a result of a certain smell, song, etc. • Physiological responses (i.e., immune system) • Evaluative conditioning - changes in the liking of a stimulus that result from pairing that stimulus with other positive or negative stimuli. (CR ...
... • Emotional responses as of a result of a certain smell, song, etc. • Physiological responses (i.e., immune system) • Evaluative conditioning - changes in the liking of a stimulus that result from pairing that stimulus with other positive or negative stimuli. (CR ...
Memory Day 2
... Although there have been documented cases of forgotten trauma, many psychologists argued that some repressed memories may have been constructed by therapists. ...
... Although there have been documented cases of forgotten trauma, many psychologists argued that some repressed memories may have been constructed by therapists. ...
Psychology Review Sheet
... Ch 7 and Ch 14: Learning and Personality Mr. Inderbitzin Chapter 7 Conditioning Classical Conditioning Pavlov and his wondrous dogs UCS UCR CS CR Neutral Know the steps it takes to get classical conditioning Emotional Conditioning John Watson Little Albert Stimulus Generalization Stimulus Extinction ...
... Ch 7 and Ch 14: Learning and Personality Mr. Inderbitzin Chapter 7 Conditioning Classical Conditioning Pavlov and his wondrous dogs UCS UCR CS CR Neutral Know the steps it takes to get classical conditioning Emotional Conditioning John Watson Little Albert Stimulus Generalization Stimulus Extinction ...
US - UCI Cognitive Science Experiments
... (for original video, see: http://www.youtube.com/watch?v=UiB2ZX1phmc&feature=related) ...
... (for original video, see: http://www.youtube.com/watch?v=UiB2ZX1phmc&feature=related) ...
Classical Conditioning Features of Classical Conditioning Theorists
... Focus of theory: Classical conditioning is a type of automatic, conditioned learning in which a stimulus evokes a response that was originally evoked by another stimulus. The theory implies the stimulus-response bond. This theory stems from associative learning, i.e., making a new association betwee ...
... Focus of theory: Classical conditioning is a type of automatic, conditioned learning in which a stimulus evokes a response that was originally evoked by another stimulus. The theory implies the stimulus-response bond. This theory stems from associative learning, i.e., making a new association betwee ...
Classical Conditioning
... of time between presentations of the UCS/US – Combined with trace conditioning based on a period of time • i.e. dog starts to salivate at 7:59am because s/he is fed at 8am everyday ...
... of time between presentations of the UCS/US – Combined with trace conditioning based on a period of time • i.e. dog starts to salivate at 7:59am because s/he is fed at 8am everyday ...