Unit 6 Study Guide
... 13. Define discriminative stimulus and stimulus control. Give an example of stimulus control. Explain how stimulus discrimination and stimulus generalization can work together. 14. Define shaping. Explain when it is used in instrumental conditioning. 15. Discuss the differences between primary and s ...
... 13. Define discriminative stimulus and stimulus control. Give an example of stimulus control. Explain how stimulus discrimination and stimulus generalization can work together. 14. Define shaping. Explain when it is used in instrumental conditioning. 15. Discuss the differences between primary and s ...
Intro overview
... that are pleasant when they stop - like being electrocuted continuoulsy! Anything which has the effect of decreasing the likelihood of the behaviour being repeated by using consequences that are unpleasant when happen i.e. an immediate shock! ...
... that are pleasant when they stop - like being electrocuted continuoulsy! Anything which has the effect of decreasing the likelihood of the behaviour being repeated by using consequences that are unpleasant when happen i.e. an immediate shock! ...
Elissa J. Brown, Ph.D. Professor of Psychology TOPICS - AF-CBT
... ○ Frequency: How many times a day/week/month does the behavior occur? ○ Duration: How long does it last? Duration: How long does it last? ○ Intensity: How upset/angry/anxious do you/your child get? ○ Pervasiveness: In what settings does the behavior occur? ...
... ○ Frequency: How many times a day/week/month does the behavior occur? ○ Duration: How long does it last? Duration: How long does it last? ○ Intensity: How upset/angry/anxious do you/your child get? ○ Pervasiveness: In what settings does the behavior occur? ...
Classical Conditioning
... CS, such as the sound of a bell, classical conditioning had taken place because salivation would not be a usual response to the sound of a bell. ...
... CS, such as the sound of a bell, classical conditioning had taken place because salivation would not be a usual response to the sound of a bell. ...
Learning—It is all about Change Important terms in
... • Complex emotions (such as fear) are learned and not result of unconscious processes Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, law ...
... • Complex emotions (such as fear) are learned and not result of unconscious processes Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I ll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, law ...
Empirical Background for Skinner`s Basic Arguments Regarding
... • Plus even a single reinforcer can affect behavior • These conditioning effects occur in very short time scales, even less than one minute • Hence: “Operant conditioning occurs at a speed at which it can be observed from moment to moment” • The effect was instantaneous, there was no behavior to sta ...
... • Plus even a single reinforcer can affect behavior • These conditioning effects occur in very short time scales, even less than one minute • Hence: “Operant conditioning occurs at a speed at which it can be observed from moment to moment” • The effect was instantaneous, there was no behavior to sta ...
Second-order conditioning
... satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections to th ...
... satisfaction to the animal will, other things being equal, be more firmly connected with the situation, so that, when it recurs, they will be more likely to recur; those which are accompanied or closely followed by discomfort to the animal will, other things being equal, have their connections to th ...
Skinner - Operant Conditioning
... the crowd you always wanted to hang out with, you would have been positively reinforced (i.e. rewarded) and would be likely to repeat the behavior. If, however, the main consequence was that you were caught, caned, suspended from school and your parents became involved you would most certainly have ...
... the crowd you always wanted to hang out with, you would have been positively reinforced (i.e. rewarded) and would be likely to repeat the behavior. If, however, the main consequence was that you were caught, caned, suspended from school and your parents became involved you would most certainly have ...
CLASSICAL CONDITIONING Learning: Some Key Terms Learning
... response occurs Fig. 8.9 The Skinner box. This simple device, invented by B. F. Skinner, allows careful study of operant conditioning. When the rat presses the bar, a pellet of food or a drop of water is automatically released. (A photograph of a Skinner box appears in Chapter 1.) ...
... response occurs Fig. 8.9 The Skinner box. This simple device, invented by B. F. Skinner, allows careful study of operant conditioning. When the rat presses the bar, a pellet of food or a drop of water is automatically released. (A photograph of a Skinner box appears in Chapter 1.) ...
Ch. 5 Practice
... hair, and a Santa Claus mask demonstrated: a. stimulus discrimination b. stimulus generalization c. extinction d. spontaneous recovery ...
... hair, and a Santa Claus mask demonstrated: a. stimulus discrimination b. stimulus generalization c. extinction d. spontaneous recovery ...
Types of Behavior
... expanded Pavlov's principle to non primary functions 11 month old child named Albert advocated the study of observable behavior rather than mental phenomena that could not be directly observed coined the terms - labels: behaviorism behavorist foundation for the field of psychology ...
... expanded Pavlov's principle to non primary functions 11 month old child named Albert advocated the study of observable behavior rather than mental phenomena that could not be directly observed coined the terms - labels: behaviorism behavorist foundation for the field of psychology ...
Consciousness, Learning, Cognition and Language Test 1. A two
... 12. Language acquisition cannot be fully accounted for by associative learning processes for which of the following reasons? (A) Language use is creative. (B) Speakers construct rules for utterances by imitating the models they hear. (C) Effective communication depends on one’s level of emotional ex ...
... 12. Language acquisition cannot be fully accounted for by associative learning processes for which of the following reasons? (A) Language use is creative. (B) Speakers construct rules for utterances by imitating the models they hear. (C) Effective communication depends on one’s level of emotional ex ...
learning behavior
... performs spontaneously a variety of motor patterns vizsniffing, walking and looking around. If one of these patterns is followed by reinforcement e.g. a hungry animal while exploring the surroundings receives food and if this association is repeated the animal learns to perform a pattern regularly t ...
... performs spontaneously a variety of motor patterns vizsniffing, walking and looking around. If one of these patterns is followed by reinforcement e.g. a hungry animal while exploring the surroundings receives food and if this association is repeated the animal learns to perform a pattern regularly t ...
Behavior
... “ Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I’ll guarantee to take any one at random and train him to become any type of specialist I might select— doctor, lawyer, merchant-chief, and yes, ever beggarman and thief, regardless of his talents, pencha ...
... “ Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I’ll guarantee to take any one at random and train him to become any type of specialist I might select— doctor, lawyer, merchant-chief, and yes, ever beggarman and thief, regardless of his talents, pencha ...
1 Learning Classical Conditioning Classical conditioning terms
... other reinforcers (like a US), for example, food to a hungry person or rat ...
... other reinforcers (like a US), for example, food to a hungry person or rat ...
Behaviorism - newvisionseducation2009-2010
... pairing the white rat with a loud, frightening clanging noise able to demonstrate that this fear could be generalized to other white, furry objects The ethics of the experiment are often criticized today, especially because the child's fear was never deconditioned ...
... pairing the white rat with a loud, frightening clanging noise able to demonstrate that this fear could be generalized to other white, furry objects The ethics of the experiment are often criticized today, especially because the child's fear was never deconditioned ...
7 CHAPTER Learning Chapter Preview Learning helps us adapt to
... Pavlov taught us that principles of learning apply across species and that classical conditioning is one way that virtually all organisms learn to adapt to their environment. Pavlov also demonstrated that significant psychological phenomena can be studied objectively. Finally, Pavlov taught us that ...
... Pavlov taught us that principles of learning apply across species and that classical conditioning is one way that virtually all organisms learn to adapt to their environment. Pavlov also demonstrated that significant psychological phenomena can be studied objectively. Finally, Pavlov taught us that ...
Learning Objectives
... conditioned response; describe higher-order conditioning; and discuss the informational view of classical conditioning. OBJECTIVE 8.4 – Describe and give examples of the following concepts as they relate to classical conditioning: a. extinction; b. spontaneous recovery; c. stimulus generalization; a ...
... conditioned response; describe higher-order conditioning; and discuss the informational view of classical conditioning. OBJECTIVE 8.4 – Describe and give examples of the following concepts as they relate to classical conditioning: a. extinction; b. spontaneous recovery; c. stimulus generalization; a ...
Classical conditioning
... Classical Conditioning Concepts Although classical conditioning happens quite easily, there are a few basic principles that researchers have discovered: 1. The CS must come before the UCS. 2. The CS and UCS must come very close together in time—ideally, only several seconds apart. 3. The neutral sti ...
... Classical Conditioning Concepts Although classical conditioning happens quite easily, there are a few basic principles that researchers have discovered: 1. The CS must come before the UCS. 2. The CS and UCS must come very close together in time—ideally, only several seconds apart. 3. The neutral sti ...
Classical Conditioning
... principles of classical conditioning? • Learning of an association does not require repeated pairings of the stimulus and response. • The time delay is in hours and not seconds. ...
... principles of classical conditioning? • Learning of an association does not require repeated pairings of the stimulus and response. • The time delay is in hours and not seconds. ...
Chap10aAlt
... These inhibit recuperative behaviors (licking a wound) that would interfere with evading a predator. The actual SSDR elicited depends on the situation as well as the species (flight, freezing, burying). ...
... These inhibit recuperative behaviors (licking a wound) that would interfere with evading a predator. The actual SSDR elicited depends on the situation as well as the species (flight, freezing, burying). ...
CHAPTER 12 Learning and Memory Basic Outline with notes I. The
... same time that the postsynaptic neuron fires, changes will take place in the structure or chemistry of the synapse that will strengthen it. 2. Central nucleus of amygdale plays an important role in organizing a pattern of emotional responses that are provoked by aversive stimuli, both learned and un ...
... same time that the postsynaptic neuron fires, changes will take place in the structure or chemistry of the synapse that will strengthen it. 2. Central nucleus of amygdale plays an important role in organizing a pattern of emotional responses that are provoked by aversive stimuli, both learned and un ...
3D Classical Conditioning
... • The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response ...
... • The more similar the substitute stimulus is to the original used in conditioning, the stronger the generalized response ...
Operant conditioning
Operant conditioning (also, “instrumental conditioning”) is a learning process in which behavior is sensitive to, or controlled by its consequences. For example, a child may learn to open a box to get the candy inside, or learn to avoid touching a hot stove. In contrast, classical conditioning causes a stimulus to signal a positive or negative consequence; the resulting behavior does not produce the consequence. For example, the sight of a colorful wrapper comes to signal ""candy"", causing a child to salivate, or the sound of a door slam comes to signal an angry parent, causing a child to tremble. The study of animal learning in the 20th century was dominated by the analysis of these two sorts of learning, and they are still at the core of behavior analysis.