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| pavlovs dog, learning that occurs when a neutral stimulus becomes paired with a n uncondioned stimulus to elecit a conditioned response |
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| stimulus that elicits an uncondtioned response without previous conditioning |
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stimulus that elcits a UCR, without previous conditioning
unlearned reaction to an uncondtioned stimulus that occurs without previous conditoinooskdnfkl;asdnxvc njz
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| neural stimulus-a stimulus that before condtioning does natarually bring about the response of interest |
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| NS becomes CS, previously neutral stimulus that through repeated pairings with an uncondtioned stimulus now causes a a CR |
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| a learned reaction to a condtioned stimulus that occurs because of prevoous repeated pairings witha n UCS |
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| learned response to stimuli that are like the original conditioned stimulus the closer it is to the original the stronger the response |
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| process of learning responses to a specific stimulus, but not to other similar stimuli is called this |
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| occurs when the unconditioned stimulus is continuually with heald whenever the CS is presented , so that the previous association is weakened. |
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| reappearance of a conditioned response after extinction, occurs much quicker the second time |
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children who want to eat mcdonalds,
occurs when a neutral stimulus becomes a conditioned stimulus through repeated pairings with a previously conditioned stimulus. |
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organism performs a behavior that produces an effect on the environment.
reinforcement-strenghthes response and makes it more likely to occur
punishment-weakens the response and makes it less likely to recur |
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| using a naturally occurring high requency response to reinfoce and icnrase low freqency responses |
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| refers to the rate or interval at which responses are reinforced, continuous or partial, (periods of time-continous or partial) |
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| teaching a desired response by reinforcing a series of sccessively improving steps leading to the final goal response |
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| side effects of punishmentq |
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increased aggression
passive aggressiveness
avodance behavior
modeling
tempoarary suppression
learned helplessness. |
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n early 1965, Martin E. P. Seligman and his collegues, while studying the relationship between fear and learning, accidentally discovered an unexpected phenomenon while doing experiments on dogs using Pavlovian (classical conditioning). As you may observe in yourselves or a dog, when you are presented with food, you have a tendency to salivate. Pavlov discovered that if a ringing bell or tone is repeatedly paired with this presentation of food, the dog salivates. Later, all you have to do is ring the bell and the dog salivates. However, in Seligman's experiment, instead of pairing the tone with food, he paired it with a harmless shock, restraining the dog in a hammock during the learning phase. The idea, then, was that after the dog learned this, the dog would feel fear on the presentation of a tone, and would then run away or do some other behavior.
Next, they put the conditioned dog into a shuttlebox, which consists of a low fence dividing the box into two compartments. The dog can easily see over the fence, and jump over if it wishes. So they rang the bell. Surprisingly, nothing happened! (They were expecting the dog to jump over the fence.) Then, they decided to shock the conditioned dog, and again nothing happened! The dog just pathetically laid there! Hey, what's going! When they put a normal dog into the shuttlebox, who never experienced inescapable shock, the dog, as expected, immediately jumped over the fence to the other side. Apparently, what the conditioned dog learned in the hammock, was that trying to escape from the shocks is futile. This dog learned to be helpless! |
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| cognitive social learning |
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| emphasizes the roles of thinking and social learning in behavior |
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| kohlers experiments with chimps |
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| consited of insight learning in which chimps, got a flash of insight to solve a problem |
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| banduras bobo doll experiment |
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| learning by imitation, a child watched the parent do something and then did the same |
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| a mental representation, of something, (rats in a maze with food) |
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| rats during their aimless wandering in a maze developed a map of the area and didnt show it until their was a reason to display |
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| beseides all other learning, we learn by ovservations and immitation of others, helps us to avoid dangers, and shows us how to act in situations. |
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