Psychology of Learning
... certain taste after a single experience, if eating it is followed by illness ...
... certain taste after a single experience, if eating it is followed by illness ...
CHAPTER 31 DISSOCIATIVE DISORDERS
... Are there better diagnostic rules (thus reducing the number of cases that were misdiagnosed as other things, like schizophrenia)? • Skeptics believe the power of suggestion has been at work. Clinicians (who have read about the disorder) may be unintentionally suggesting multiple personalities to the ...
... Are there better diagnostic rules (thus reducing the number of cases that were misdiagnosed as other things, like schizophrenia)? • Skeptics believe the power of suggestion has been at work. Clinicians (who have read about the disorder) may be unintentionally suggesting multiple personalities to the ...
Psychology - Jay School Corporation
... Differentiate between descriptive and experimental research ...
... Differentiate between descriptive and experimental research ...
Second-order conditioning of human causal learning
... chained causal mental model because a post-conditioning extinction procedure, in which people learn that the C1 does not produce the eVect, should also produce a disruption of the causal relationships between C1 and the same eVect. Therefore, the use of such a procedure might reveal whether the resu ...
... chained causal mental model because a post-conditioning extinction procedure, in which people learn that the C1 does not produce the eVect, should also produce a disruption of the causal relationships between C1 and the same eVect. Therefore, the use of such a procedure might reveal whether the resu ...
No Slide Title
... (Mild punishments sometimes work as well as harsh punishments without some of the unwanted byproducts. For example, harsh punishments are more likely to elicit negative emotions from the recipient (anger, resentfulness, fear), that may contribute to more bad behavior. ) ...
... (Mild punishments sometimes work as well as harsh punishments without some of the unwanted byproducts. For example, harsh punishments are more likely to elicit negative emotions from the recipient (anger, resentfulness, fear), that may contribute to more bad behavior. ) ...
Ch 14 ppt
... normal activity levels in the areas responsible for body awareness in people with dissociative disorders. Menu ...
... normal activity levels in the areas responsible for body awareness in people with dissociative disorders. Menu ...
Statistical learning as a domain-general mechanism of entrenchment
... the ways in which this learning happened relied upon experience-based accounts, as described above. However, experience-independent theories of language acquisition quickly became the dominant perspective primarily due to the widespread acceptance of the “poverty of the stimulus” argument (Chomsky, ...
... the ways in which this learning happened relied upon experience-based accounts, as described above. However, experience-independent theories of language acquisition quickly became the dominant perspective primarily due to the widespread acceptance of the “poverty of the stimulus” argument (Chomsky, ...
Classical conditioning via inference over observable
... wherein animals are trained to respond positively or negatively to some stimulus towards which they were previously neutrally disposed. The classic example of such conditioning arises from its accidental discovery by Ivan Pavlov, who discovered that dogs kept in his lab to be used as experiment subj ...
... wherein animals are trained to respond positively or negatively to some stimulus towards which they were previously neutrally disposed. The classic example of such conditioning arises from its accidental discovery by Ivan Pavlov, who discovered that dogs kept in his lab to be used as experiment subj ...
... salience of the interactors (Inderbitzin et al., 2009, submitted). The established psychological concept of the ’vividness effect’ (Frijda, 1988) states that a more salient stimulus construct induces altered cognitive and behavioral responses. Based on our findings we propose that this is a general ...
Associative foundation of causal learning in rats
... motivation reflected goal-directed behavior, which we equated with intervention, and therefore constituted behavior indicative of causal knowledge. The question addressed in Experiment 1 was whether rats would form a chain of associations in which leverpressing initially becomes associated with the ...
... motivation reflected goal-directed behavior, which we equated with intervention, and therefore constituted behavior indicative of causal knowledge. The question addressed in Experiment 1 was whether rats would form a chain of associations in which leverpressing initially becomes associated with the ...
Learning
... resulting change in behaviour is a consequence of experience (learning) or of growth (maturation). Short-term changes in performance, the key measure of learning, can also result from fatigue, lack of effort, and other factors that are not reflections of learning. According to some, learning can onl ...
... resulting change in behaviour is a consequence of experience (learning) or of growth (maturation). Short-term changes in performance, the key measure of learning, can also result from fatigue, lack of effort, and other factors that are not reflections of learning. According to some, learning can onl ...
Table of Contents
... – Short-delayed conditioning: CS begins just before the UCS, end together – Trace conditioning: CS begins and ends before UCS is presented Table of Contents ...
... – Short-delayed conditioning: CS begins just before the UCS, end together – Trace conditioning: CS begins and ends before UCS is presented Table of Contents ...
Cibarial pump reflex and olfactory learning
... 1997; Hildebrand et al., 1997), as well as the structural and functional similarity of its antennal lobe to that of other insects, provides a great opportunity for comparative analysis of olfactory learning and memory and the underlying neurophysiological processes that control these types of behavi ...
... 1997; Hildebrand et al., 1997), as well as the structural and functional similarity of its antennal lobe to that of other insects, provides a great opportunity for comparative analysis of olfactory learning and memory and the underlying neurophysiological processes that control these types of behavi ...
Latent inhibition as a function of US intensity in a two
... might modulate the magnitude of the LI effect, affecting not so much its genesis, but rather its detection. The least interesting, but nevertheless plausible, possibility is that the use of a very intense US may mask the LI effect. In Pavlovian conditioning, it is widely accepted that the more inten ...
... might modulate the magnitude of the LI effect, affecting not so much its genesis, but rather its detection. The least interesting, but nevertheless plausible, possibility is that the use of a very intense US may mask the LI effect. In Pavlovian conditioning, it is widely accepted that the more inten ...
Ch 9 Escape
... we did not. The class of stimuli that operates to control behavior in ways described above is called aversive. Since there are a number of ways that these stimuli work, the particular arrangement of relations between the stimuli and responses defines the kind of aversive operations: escape, avoidanc ...
... we did not. The class of stimuli that operates to control behavior in ways described above is called aversive. Since there are a number of ways that these stimuli work, the particular arrangement of relations between the stimuli and responses defines the kind of aversive operations: escape, avoidanc ...
Whatever Happened to Little Albert?
... steel bar). When shown the rabbit twice again, he whimpered but did not cry. Immediately after this, his reactions were tested in a different (larger) room. When shown , he rabbit, Albert's response was described as: Fear reaction slight. Turned to left and kept face away from the animal but the rea ...
... steel bar). When shown the rabbit twice again, he whimpered but did not cry. Immediately after this, his reactions were tested in a different (larger) room. When shown , he rabbit, Albert's response was described as: Fear reaction slight. Turned to left and kept face away from the animal but the rea ...
BEHAVIOUR MODIFICATION: Strategies for Everyday Use
... token economy. When he follows a direction, he earns a point. At the end of each day, he can "buy" free time, e.g., TV privileges, with his points. When he doesn't follow a command, he loses points. Andrew used to call his mom names. Since he has been on the point system, his name calling has been r ...
... token economy. When he follows a direction, he earns a point. At the end of each day, he can "buy" free time, e.g., TV privileges, with his points. When he doesn't follow a command, he loses points. Andrew used to call his mom names. Since he has been on the point system, his name calling has been r ...
Psychology 40S Final Exam Review Unit 1
... e. What is REM? What is unique about this stage of sleep? 13. What are sleep disorders? Be able to briefly explain some common sleep disorders: a. Insomnia b. Narcolepsy c. Sleep Apnea d. Sleepwalking and talking e. Nightmares f. Night Terrors 14. What is Daydreaming? a. Identify four reasons why ps ...
... e. What is REM? What is unique about this stage of sleep? 13. What are sleep disorders? Be able to briefly explain some common sleep disorders: a. Insomnia b. Narcolepsy c. Sleep Apnea d. Sleepwalking and talking e. Nightmares f. Night Terrors 14. What is Daydreaming? a. Identify four reasons why ps ...
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... If grades or parents’ urging are not a ‘reward’ (reinforcement), student will do other activities ...
... If grades or parents’ urging are not a ‘reward’ (reinforcement), student will do other activities ...
review - NYU Psychology
... Just as the role of the amygdala in fear learning cannot be fully understood without recognizing the role of other regions in the same fear learning circuit, this kind of learning cannot be completely understood without considering the intricacy of the natural environment in which it occurs. For exa ...
... Just as the role of the amygdala in fear learning cannot be fully understood without recognizing the role of other regions in the same fear learning circuit, this kind of learning cannot be completely understood without considering the intricacy of the natural environment in which it occurs. For exa ...
A Neural Network of Adaptively Timed Reinforcement
... animal not immediately become so frustrated by the nonoccurrence of food that it shifts its attentional focus and releases exploratory behavior aimed at finding food somewhere else? Alternatively, if the animal does wait, but food does not appear after the two seconds have elapsed, why does the anim ...
... animal not immediately become so frustrated by the nonoccurrence of food that it shifts its attentional focus and releases exploratory behavior aimed at finding food somewhere else? Alternatively, if the animal does wait, but food does not appear after the two seconds have elapsed, why does the anim ...
Brief biography of B.F. Skinner Early Life B. F. Skinner was born on
... was new indeed. Unlike the reflexes that Pavlov had studied, this kind of behavior operated on the environment and was controlled by its effects. Skinner named it operant behavior. The process of arranging the contingencies of reinforcement responsible for producing this new kind of behavior he call ...
... was new indeed. Unlike the reflexes that Pavlov had studied, this kind of behavior operated on the environment and was controlled by its effects. Skinner named it operant behavior. The process of arranging the contingencies of reinforcement responsible for producing this new kind of behavior he call ...
Fundamentals of Anatomy and Physiology, Second Edition
... – Connects spinal cord with brain – Connects parts of brain with each other – Helps control breathing ...
... – Connects spinal cord with brain – Connects parts of brain with each other – Helps control breathing ...
workshops on understanding
... University College. Students could bring along essays they have already produced and had returned to them with marks and feedback from their tutors. They could then work through areas that have been highlighted as needing attention as well as see if they can further improve those areas where they ha ...
... University College. Students could bring along essays they have already produced and had returned to them with marks and feedback from their tutors. They could then work through areas that have been highlighted as needing attention as well as see if they can further improve those areas where they ha ...
Psychological behaviorism
Psychological behaviorism is a form of behaviorism - a major theory within psychology which holds that behaviors are learned through positive and negative reinforcements. The theory recommends that psychological concepts (such as personality, learning and emotion) are to be explained in terms of observable behaviors that respond to stimulus. Behaviorism was first developed by John B. Watson (1912), who coined the term ""behaviorism,"" and then B.F. Skinner who developed what is known as ""radical behaviorism."" Watson and Skinner rejected the idea that psychological data could be obtained through introspection or by an attempt to describe consciousness; all psychological data, in their view, was to be derived from the observation of outward behavior. Recently, Arthur W. Staats has proposed a psychological behaviorism - a ""paradigmatic behaviorist theory"" which argues that personality consists of a set of learned behavioral patterns, acquired through the interaction between an individual's biology, environment, cognition, and emotion. Holth also critically reviews psychological behaviorism as a ""path to the grand reunification of psychology and behavior analysis"".Psychological behaviorism’s theory of personality represents one of psychological behaviorism’s central differences from the preceding behaviorism’s; the other parts of the broader approach as they relate to each other will be summarized in the paradigm sections