Chapter 14
... • Personality is a collection of learned behavior patterns • Acquired through classical and operant conditioning, observational learning, reinforcement, extinction, generalization, and stimulus discrimination • Reject notion of personality traits • Situational determinants interact with prior learni ...
... • Personality is a collection of learned behavior patterns • Acquired through classical and operant conditioning, observational learning, reinforcement, extinction, generalization, and stimulus discrimination • Reject notion of personality traits • Situational determinants interact with prior learni ...
- Cambridge Center for Behavioral Studies
... monograph provides an interesting and compelling narrative of the development of CyberRat along with descriptions of its theoretical underpinnings and validation methods for simulation authenticity or fidelity along the lines of various Turinglike tests. CyberRat encompasses more than meets the eye ...
... monograph provides an interesting and compelling narrative of the development of CyberRat along with descriptions of its theoretical underpinnings and validation methods for simulation authenticity or fidelity along the lines of various Turinglike tests. CyberRat encompasses more than meets the eye ...
operant behavior1
... shown in the so-called stimulus generalization gradient. Hypothetical gradients in mental, neurological, or conceptual inner systems have been discussed for years, but thanks to the work of Guttman (1963) and his students, and others, behavioral gradients are now directly observed. A pigeon, reinfor ...
... shown in the so-called stimulus generalization gradient. Hypothetical gradients in mental, neurological, or conceptual inner systems have been discussed for years, but thanks to the work of Guttman (1963) and his students, and others, behavioral gradients are now directly observed. A pigeon, reinfor ...
VI. The Nature of Emotion
... 1. perseverance – the tendency to perform a behavior when it is not being reinforced 2. recall intermittent reward schedules require long times for extinction 3. conditioned reinforcement – stimuli that are associated with reinforcers can become reinforcers themselves a) a behavior is said to be sel ...
... 1. perseverance – the tendency to perform a behavior when it is not being reinforced 2. recall intermittent reward schedules require long times for extinction 3. conditioned reinforcement – stimuli that are associated with reinforcers can become reinforcers themselves a) a behavior is said to be sel ...
Bettelheim and Skinner in Modern Therapy
... Born in Pennsylvania and attended Hamilton College (where he worked in the lab of an experimental biologist) and Harvard University Using pigeons and rats he developed his notions of “operant conditioning” and “shaping behavior” Taught at Harvard while he published several books such as Science and ...
... Born in Pennsylvania and attended Hamilton College (where he worked in the lab of an experimental biologist) and Harvard University Using pigeons and rats he developed his notions of “operant conditioning” and “shaping behavior” Taught at Harvard while he published several books such as Science and ...
PSY Chapter 1
... fake IV (placebo), the effects of which are compared to group receiving the actual IV. • Double-blind study—technique in which neither the experimenter nor participant is aware of the group to which participant is assigned ...
... fake IV (placebo), the effects of which are compared to group receiving the actual IV. • Double-blind study—technique in which neither the experimenter nor participant is aware of the group to which participant is assigned ...
Basic Behavioral Concepts (Chapter 1 from The Human Reflex)
... ior in its attempts to escape. Once it had successfully escaped from the box and been rewarded with food, the animal gradually became more effective in its escape attempts. From these observations, Thorndike postulated that effective behavior is learned, while behavior that is not effective is not l ...
... ior in its attempts to escape. Once it had successfully escaped from the box and been rewarded with food, the animal gradually became more effective in its escape attempts. From these observations, Thorndike postulated that effective behavior is learned, while behavior that is not effective is not l ...
Reinforcement - Karl Pribram
... the skin-that is, in the central nervous system. The question is raised whether the habituation paradigm holds more generally when behavior (that is, responses) is under consideration. Although no answer can now be given, and work is badly needed in this area, the suspicion has been voiced that habi ...
... the skin-that is, in the central nervous system. The question is raised whether the habituation paradigm holds more generally when behavior (that is, responses) is under consideration. Although no answer can now be given, and work is badly needed in this area, the suspicion has been voiced that habi ...
ADEPT Glossary of Key Terms
... Gestural Prompting – Using gestures (like pointing) to “nudge” a child into performing a behavior. Graduated Guidance – Prompting that begins with the least intrusive approach and then moves to full physical prompting. Modeling – Demonstrating what you want the child to do; this requires that the ch ...
... Gestural Prompting – Using gestures (like pointing) to “nudge” a child into performing a behavior. Graduated Guidance – Prompting that begins with the least intrusive approach and then moves to full physical prompting. Modeling – Demonstrating what you want the child to do; this requires that the ch ...
The Behavioural Model
... Inescapable exposure to the feared object or situation Lasts until the fear response disappears. Assumes that very high levels of fear/anxiety cannot be sustained and will eventually fall. ...
... Inescapable exposure to the feared object or situation Lasts until the fear response disappears. Assumes that very high levels of fear/anxiety cannot be sustained and will eventually fall. ...
Radical Behaviorism is misunderstood when:
... 3. Take an agency of control (e.g., religion, government) and talk about the following: a. Labels b. Methods of control used c. Countercontrol that exists d. Why the agency exists 7. What are the 3 levels of selection? (include what is selected and the mechanism). Give examples of each. 8. Explain w ...
... 3. Take an agency of control (e.g., religion, government) and talk about the following: a. Labels b. Methods of control used c. Countercontrol that exists d. Why the agency exists 7. What are the 3 levels of selection? (include what is selected and the mechanism). Give examples of each. 8. Explain w ...
Click here for Theories of Learning Analysis
... Whereas, Bandura believed that people are “computer processors” and think about the relationship between their behavior and its consequences (McLeod, 2011). Skinner’s theory indicated that a behavior can be changed by the use of positive and negative reinforcement. ...
... Whereas, Bandura believed that people are “computer processors” and think about the relationship between their behavior and its consequences (McLeod, 2011). Skinner’s theory indicated that a behavior can be changed by the use of positive and negative reinforcement. ...
Behavioral Psychology 3.1 Behaviorism (or behaviourism), is an
... subjective experience. Behaviorism takes a functional view of behavior. According to Edmund Fantino and colleagues: “Behavior analysis has much to offer the study of phenomena normally dominated by cognitive and social psychologists. We hope that successful application of behavioral theory and metho ...
... subjective experience. Behaviorism takes a functional view of behavior. According to Edmund Fantino and colleagues: “Behavior analysis has much to offer the study of phenomena normally dominated by cognitive and social psychologists. We hope that successful application of behavioral theory and metho ...
Conditioning The Behavior of the Listener Conditioning The
... the listener is appropriately called "instruction." This is one sense in which the term is used in educational institutions. The student comes to emit certain kinds of responses, both verbal and nonverbal, because of verbal stimuli occurring under specific circumstances. (p. 362) ...
... the listener is appropriately called "instruction." This is one sense in which the term is used in educational institutions. The student comes to emit certain kinds of responses, both verbal and nonverbal, because of verbal stimuli occurring under specific circumstances. (p. 362) ...
Document
... In the case of Behavior Shaping, the student is encouraged to maintain positive behavior in gradually increasing increments of time. ...
... In the case of Behavior Shaping, the student is encouraged to maintain positive behavior in gradually increasing increments of time. ...
What is Behaviorism
... John B. Watson is often considered the father of behaviorism. What Is Behaviorism? Behaviorism can perhaps be best summed up by the following quote from the famous psychologist John B. Watson: "Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guar ...
... John B. Watson is often considered the father of behaviorism. What Is Behaviorism? Behaviorism can perhaps be best summed up by the following quote from the famous psychologist John B. Watson: "Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guar ...
Animal Behavior
... Animals with a short life span (eg Drosophila) have no time to learn, so these species rely on FAP behaviors ...
... Animals with a short life span (eg Drosophila) have no time to learn, so these species rely on FAP behaviors ...
LT2Ch6
... Punishment can intensify inappropriate behavior when it elicits a response compatible with the punished response. Contiguity is essential to prevent conditioning of competing associations. Not all environmental cues are noticed. ...
... Punishment can intensify inappropriate behavior when it elicits a response compatible with the punished response. Contiguity is essential to prevent conditioning of competing associations. Not all environmental cues are noticed. ...
What is Behavior?
... • A more complex form of learning is called trial-and-error learning – New and appropriate responses to stimuli are acquired through experience – Response to naturally occurring stimuli based on rewards and punishments – Often occurs during play or exploratory behavior ...
... • A more complex form of learning is called trial-and-error learning – New and appropriate responses to stimuli are acquired through experience – Response to naturally occurring stimuli based on rewards and punishments – Often occurs during play or exploratory behavior ...
Theories and Applications of Aversive Conditioning
... weakened bond should be permanent, not temporary ...
... weakened bond should be permanent, not temporary ...
Use A for True, B for False
... Held and Hein’s experiment, the sensory-motor coordination of the active kitten was superior that of the passive one because the passive but not the active kitten was restrained the passive but not the active kitten was stimulus-deprived stimuli were the same for both kittens; contingencies were dif ...
... Held and Hein’s experiment, the sensory-motor coordination of the active kitten was superior that of the passive one because the passive but not the active kitten was restrained the passive but not the active kitten was stimulus-deprived stimuli were the same for both kittens; contingencies were dif ...
Document
... Behavioral Learning Theories Contiguity theory: stimuli and responses are associated, sometimes in somewhat random ways Classical conditioning: stimulus “elicits” the response. Operant conditioning: “emitted” response followed by stimulus that changes the likelihood the response will occur again (i ...
... Behavioral Learning Theories Contiguity theory: stimuli and responses are associated, sometimes in somewhat random ways Classical conditioning: stimulus “elicits” the response. Operant conditioning: “emitted” response followed by stimulus that changes the likelihood the response will occur again (i ...
Innate Behavior
... manifested through muscular response, but often involves both • There can be a temporal component to the actual behavior (learning, e.g. feed training) • Short-term trigger for behavior, or effect on the organism • Long-term evolutionary significance/adaptation: behavior is selected for. • Animals b ...
... manifested through muscular response, but often involves both • There can be a temporal component to the actual behavior (learning, e.g. feed training) • Short-term trigger for behavior, or effect on the organism • Long-term evolutionary significance/adaptation: behavior is selected for. • Animals b ...
Chapter 12
... by their consequences, but in natural selection, traits are retained (not strengthened) by selection • We cannot distinguish between these 2 possibilities with our current level of knowledge ...
... by their consequences, but in natural selection, traits are retained (not strengthened) by selection • We cannot distinguish between these 2 possibilities with our current level of knowledge ...
Reinforcement
In behavioral psychology, reinforcement is a consequence that will strengthen an organism's future behavior whenever that behavior is preceded by a specific antecedent stimulus. This strengthening effect may be measured as a higher frequency of behavior (e.g., pulling a lever more frequently), longer duration (e.g., pulling a lever for longer periods of time), greater magnitude (e.g., pulling a lever with greater force), or shorter latency (e.g., pulling a lever more quickly following the antecedent stimulus).Although in many cases a reinforcing stimulus is a rewarding stimulus which is ""valued"" or ""liked"" by the individual (e.g., money received from a slot machine, the taste of the treat, the euphoria produced by an addictive drug), this is not a requirement. Indeed, reinforcement does not even require an individual to consciously perceive an effect elicited by the stimulus. Furthermore, stimuli that are ""rewarding"" or ""liked"" are not always reinforcing: if an individual eats at a fast food restaurant (response) and likes the taste of the food (stimulus), but believes it is bad for their health, they may not eat it again and thus it was not reinforcing in that condition. Thus, reinforcement occurs only if there is an observable strengthening in behavior.In most cases reinforcement refers to an enhancement of behavior but this term may also refer to an enhancement of memory. One example of this effect is called post-training reinforcement where a stimulus (e.g. food) given shortly after a training session enhances the learning. This stimulus can also be an emotional one. A good example is that many people can explain in detail where they were when they found out the World Trade Center was attacked.Reinforcement is an important part of operant or instrumental conditioning.