ap.psychology.course.outline.2016.2017
... •Define standardization, reliability, and validity, and explain why each is important for intelligence testing. •Define mental retardation and some of its causes •Identify the criteria necessary for giftedness and long-term characteristics of gifted people • Explain how biology, genetics, and the en ...
... •Define standardization, reliability, and validity, and explain why each is important for intelligence testing. •Define mental retardation and some of its causes •Identify the criteria necessary for giftedness and long-term characteristics of gifted people • Explain how biology, genetics, and the en ...
Classical Conditioning 5.1 Introduction Classical conditioning
... help to account for some otherwise puzzling experimental findings. Context plays an important role in the comparator and computational theories outlined below. Comparator theory To find out what has been learned, we must somehow measure behavior ("performance") in a test situation. However, as stude ...
... help to account for some otherwise puzzling experimental findings. Context plays an important role in the comparator and computational theories outlined below. Comparator theory To find out what has been learned, we must somehow measure behavior ("performance") in a test situation. However, as stude ...
On the use of cognitive maps - David Redish
... cognitive maps that focused on spatial behavior and the construction of spatial maps has provided an important approach to understanding the role of the hippocampus in spatial behavior and spatially modulated neural activity, particularly within the hippocampus. However, this perspective leaves open ...
... cognitive maps that focused on spatial behavior and the construction of spatial maps has provided an important approach to understanding the role of the hippocampus in spatial behavior and spatially modulated neural activity, particularly within the hippocampus. However, this perspective leaves open ...
Slide 2 - Cengage
... of the CS (a rat). Little Albert then generalized his fear to a number of furry objects, including a rabbit, a fur coat, and Watson wearing a Santa Claus mask. ...
... of the CS (a rat). Little Albert then generalized his fear to a number of furry objects, including a rabbit, a fur coat, and Watson wearing a Santa Claus mask. ...
Chapter 6 Editable Lecture Notecards
... of the CS (a rat). Little Albert then generalized his fear to a number of furry objects, including a rabbit, a fur coat, and Watson wearing a Santa Claus mask. ...
... of the CS (a rat). Little Albert then generalized his fear to a number of furry objects, including a rabbit, a fur coat, and Watson wearing a Santa Claus mask. ...
Module 10a--Operant and Cognitive Approaches
... A. who has not received any noticeable rewards, but who simply observes and imitates B. only if the learning is reflexive in nature C. who shows a change in behavior D. only when the behavior is followed by an effect 11. You want to change the behavior of your roommate. You decide to reward his beha ...
... A. who has not received any noticeable rewards, but who simply observes and imitates B. only if the learning is reflexive in nature C. who shows a change in behavior D. only when the behavior is followed by an effect 11. You want to change the behavior of your roommate. You decide to reward his beha ...
Learning - Gordon State College
... Dominated Psychology in the first half of the 20th Century. Dealt with behavior only, not mental processes. ...
... Dominated Psychology in the first half of the 20th Century. Dealt with behavior only, not mental processes. ...
Classical Conditioning
... Dominated Psychology in the first half of the 20th Century. Dealt with behavior only, not mental processes. ...
... Dominated Psychology in the first half of the 20th Century. Dealt with behavior only, not mental processes. ...
Psychological Bulletin
... the impact on psychology of three major trends in the history of thought: associationism, hedonism, and evolutionary theory. Associationism. Ever since Aristotle first wrote of the laws of association of thoughts (similarity, contrast, and contiguity), many philosophers and psychologists have treate ...
... the impact on psychology of three major trends in the history of thought: associationism, hedonism, and evolutionary theory. Associationism. Ever since Aristotle first wrote of the laws of association of thoughts (similarity, contrast, and contiguity), many philosophers and psychologists have treate ...
Ch6 Study Guide SP14
... that if you cleaned your room every Saturday morning, you would not have to listen to her nagging. Your mother was successful in getting you to clean your room through the use of ____ to establish ____. a. negative reinforcement; avoidance learning b. negative reinforcement; escape learning c. punis ...
... that if you cleaned your room every Saturday morning, you would not have to listen to her nagging. Your mother was successful in getting you to clean your room through the use of ____ to establish ____. a. negative reinforcement; avoidance learning b. negative reinforcement; escape learning c. punis ...
Learning - WordPress.com
... Mere exposure effect – Learned preference for stimuli to which we have been previously exposed (e.g. advertising) Habituation – Learning not to respond to repeated presentation of a stimulus ...
... Mere exposure effect – Learned preference for stimuli to which we have been previously exposed (e.g. advertising) Habituation – Learning not to respond to repeated presentation of a stimulus ...
Biologically Plausible Error-driven Learning using Local Activation
... A long-standing objection to the error backpropagation learning algorithm (BP) (Rumelhart, Hinton, & Williams, 1986a) is that it is biologically implausible (Crick, 1989; Zipser & Andersen, 1988), principally because it requires error propagation to occur through a mechanism different from activatio ...
... A long-standing objection to the error backpropagation learning algorithm (BP) (Rumelhart, Hinton, & Williams, 1986a) is that it is biologically implausible (Crick, 1989; Zipser & Andersen, 1988), principally because it requires error propagation to occur through a mechanism different from activatio ...
Unit 1 Exam Review - Deerfield High School
... • Take a few minutes to review your exam. In a section of your notebook, take notes on the concepts/questions that you struggled with. • In addition, answer the following question: – When you signed up for this course, what did you think psychology would be all about? How has that changed since Unit ...
... • Take a few minutes to review your exam. In a section of your notebook, take notes on the concepts/questions that you struggled with. • In addition, answer the following question: – When you signed up for this course, what did you think psychology would be all about? How has that changed since Unit ...
Problemset Title Chapter 15 Quiz Introductory Text Question 1 Type
... In a study, both quail and rats drank green, sugary water that was treated to make them ill. Later they were both offered a choice of either untreated green or untreated sugary water. It was known that rats rely more on taste and quail rely more on sight. What is the probable outcome of the study? H ...
... In a study, both quail and rats drank green, sugary water that was treated to make them ill. Later they were both offered a choice of either untreated green or untreated sugary water. It was known that rats rely more on taste and quail rely more on sight. What is the probable outcome of the study? H ...
Fundamentals of Phobias
... may take the form of a situationally bound or situationally predisposed panic attack. Note: In children, the anxiety may be expressed by crying, tantrums, freezing, or clinging C: The person recognizes that the fear is excessive or unreasonable. Note: In children, this feature may be absent D: The p ...
... may take the form of a situationally bound or situationally predisposed panic attack. Note: In children, the anxiety may be expressed by crying, tantrums, freezing, or clinging C: The person recognizes that the fear is excessive or unreasonable. Note: In children, this feature may be absent D: The p ...
Slide 1
... in behavior brought about by experience or practice – When people learn anything, some part of their brain is physically changed to record what they have learned. – Any kind of change in the way an organism behaves is learning. ...
... in behavior brought about by experience or practice – When people learn anything, some part of their brain is physically changed to record what they have learned. – Any kind of change in the way an organism behaves is learning. ...
Chapter 02 Neuroscience and Behavior
... As the impulse travels along the axon, the movement of ions causes a change in charge from positive to neutral in successive sections of the axon. ...
... As the impulse travels along the axon, the movement of ions causes a change in charge from positive to neutral in successive sections of the axon. ...
Meyers` Unit 6 - Lake Oswego High School
... – Unit subsections hyperlinks: Immediately after the unit title and module title slide, a page can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. – Bold print term hyperlin ...
... – Unit subsections hyperlinks: Immediately after the unit title and module title slide, a page can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. – Bold print term hyperlin ...
Unit 6 Learning Open Book Practice Answer Section
... 12. If a tone that regularly signals food triggers a salivation response, then a light that becomes associated with that tone may also begin to trigger salivation. This best illustrates a. latent learning. b. the law of effect. c. higher-order conditioning. d. a variable-ratio schedule. e. positive ...
... 12. If a tone that regularly signals food triggers a salivation response, then a light that becomes associated with that tone may also begin to trigger salivation. This best illustrates a. latent learning. b. the law of effect. c. higher-order conditioning. d. a variable-ratio schedule. e. positive ...
Unit 6 Notes - Reading Community Schools
... Discrimination • in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. Ex. Guard dog vs guide dog. ...
... Discrimination • in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. Ex. Guard dog vs guide dog. ...
6 basic principles of learning
... fuss that her mother gives in and buys her a lollipop. According to the principles of operant conditioning, what can be expected from this encounter? A) Angelica’s mom will be less likely to buy her a lollipop in the future. B) In the future, Angelica will probably whine and cry when she wants somet ...
... fuss that her mother gives in and buys her a lollipop. According to the principles of operant conditioning, what can be expected from this encounter? A) Angelica’s mom will be less likely to buy her a lollipop in the future. B) In the future, Angelica will probably whine and cry when she wants somet ...
lecture without notes - Doral Academy Preparatory
... Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space 3 types of Classical Conditioning – Simultaneous conditioning: CS and UCS begin and end together – Short-delayed conditioning: CS begins just before the UCS, end ...
... Trial = pairing of UCS and CS Acquisition = initial stage in learning Stimulus contiguity = occurring together in time and space 3 types of Classical Conditioning – Simultaneous conditioning: CS and UCS begin and end together – Short-delayed conditioning: CS begins just before the UCS, end ...
The discovery of the artificial. Some protocybernetic
... more commonly known as "psychic", by means of a procedure of accumulation and generalization of the positive results reached which is comparable in principle with the "mature" sciences. It is thus not impossible to deal with the complexity of psychic phenomena using ordinary analytical criteria. (4) ...
... more commonly known as "psychic", by means of a procedure of accumulation and generalization of the positive results reached which is comparable in principle with the "mature" sciences. It is thus not impossible to deal with the complexity of psychic phenomena using ordinary analytical criteria. (4) ...
Learning theory (education)
Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.Behaviorists look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow and prefer to study the learner rather than their environment and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view.Outside the realm of educational psychology, techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging, are used in educational neuroscience. As of 2012, such studies are beginning to support a theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner.