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| suggested the law of effect - the precursor to operant conditioning. Credited with the first educational psychology textbook in 1903. Developed various methods to assess students' skill sets and teaching effectiveness. |
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| Developed theory of association - the forerunner of behaviorism |
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Nobel Prize for work on digestion.
Dogs & Digestion --> uncovered concept now known as classical conditioning (Pavlov Conditioning) |
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Involves teaching an organism to respond to a not-so-neutral stimulus.
Footsteps of owner, paired very often with food led to dog salivating over only the footsteps. |
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expanded Pavlov ideas. Founded school of behaviorism.
Everything can be explained by stimulus response chains developed by conditioning. |
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| Conducted the first scientific experiments to prove predecessors ideas. Created Operant Conditioning by using rats in skinners box. |
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| A stimulus that does not produce a specific response on its own. |
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The not-so-neutral stimulus.
Pavlov's UCS = the food. |
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The neutral stimulus once it has been paired with the Unconditioned Stimulus.
In classical condition the CS(light) is paired with the UCS(food), so that the CS alone will produce a response. |
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The naturally occurring response to the UCS.
In Pavlov's exp. = dog salivation in response to the food. |
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| The response that the CS elicits after conditioning. The UCR and the CR are the same(salivating to food or light). |
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| Simultaneous Conditioning |
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| The Unconditioned Stimulus & The Conditioned Stimulus are presented at the same time. |
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| Higher Order Conditioning/Second Order Conditioning |
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| A conditioning technique in which a previous CS now acts as a UCS. |
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| A type of Forward Conditioning used when the presentation of the CS begins before the UCS and lasts until the UCS is presented. |
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| A type of Forward Conditioning where the CS is presented and terminated before the UCS is presented. |
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The CS is presented after the UCS is presented.
Proven to be ineffective. Only further inhibits the process making it more difficult to later pair in a forward fashion(Inhibitory Conditioning). |
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| Instrumental conditioning pioneered by B.F. Skinner. Repeat Behaviors the = Rewards & give up on behaviors that don't. |
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| Conditioned rats to perform an unnatural behavior: pressing a lever. Used SHAPING to reward rats with food pellets for pressing the lever. |
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| A natural reinforcement. Something the is reinforcing on its own without learning. Examples; Food & Water. |
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| A learned Reinforcer. Money is the perfect example. Another example used in a classroom would be a token economy. |
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NOT PUNISHMENT. The removal of a negative event.
Negative reinforcenment encourages behavior and punishment attempts to stop behavior. |
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| Continuous Reinforcement Schedule |
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| Every correct response is met with some form of reinforcement. Facilitates quick learning, but fragile learning. |
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| Partial reinforcement schedule |
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Not every correct response is met with reinforcement. This strategy requires longer learning time, but is more resistant to extinction.
4 Types: Fixed Ratio, Variable Ratio, Fixed Interval, Variable Interval. |
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| Motivational tool used by secondary reinforcers (tokens). Desirable behaviors are reinforced with tokens that can be cashed in for primary reinforcers. |
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Primary & Instinctual Drives (hunger & thirst)
Secondary & Acquired Drives (Money)
Exploratory Drive (trying something new) |
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Performance = Drive X Habit
People will do what has worked in the past to satisfy their drive. |
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Performance = Expectation X Value
People are motivated by goals they think they'll actually meet. |
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| Henry Murray & David McClelland |
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| studied the possibility that people are motivated by a need for achievement. |
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| suggested a theory of motivation in which people who set realistic goals with intermediate risk sets feel pride with accomplishment, and want to succeed more than they fear failure. |
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| Approach-Avoidance Conflict = refers to the state one feels when a certain goal has both pros and cons. The further one is from a goal, the more one focuses on the pros or the reason to approach the goal. The closer on is to a goal, the more one focuses on the cons or the reasons to avoid the goal. |
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| The theory that individuals are motivated solely by what brings the most pleasure and the least pain. |
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| The idea that people are motivated to do what they do not want to do by rewarding themselves afterward with something they like to do. (example: kid gets dessert only after they eat veggies). |
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| a medium amount of arousal is best for performance. Too much or too little arousal could hamper the performance of tasks. |
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| refers to any event that an organism reacts to. |
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| Refers to the ability to discriminate between different, but similar stimuli. |
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| the opposite of discrimination; making the same response to a group of similar stimuli. |
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| refers to the form of learning in which one links together chains of stimuli and responses. Example: Leaving a building when hearing a fire alarm. |
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| Perceptual or Concept Learning |
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| refers to learning about something in general rather than learning specific stimulus response chains. (Tolman). |
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| punishment to decrease the likelihood of a behavior. |
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| teaches an animal how to avoid something the animal does not want. |
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| teaches an animal to perform a desired behavior to get away from a negative stimulus. |
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| Promotes extinction of an undesirable behavior. Acts as a negative stimulus attempting to decrease the likelihood of the undesirable behavior. |
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| refers to evoking responses of the autonomic nervous system through training. |
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| refers to the concept that what a person learns in one state is best recalled in that state. |
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| the reversal of conditioning to encourage an organism to stop doing a behavior. |
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| the reappearance of an extinguished response, even in the absence of further conditioning or training. |
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| takes place even without reinforcement. The learning is revealed at a later time. |
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| Occurs when someone "learns" that a specific action causes an event, when in reality the two are unrelated. |
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| the act of linking together a series of behaviors that ultimately result in reinforcement. |
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| the decreasing responsiveness to a stimulus as a result of increasing familiarity with the stimulus. |
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| increased sensitivity to the environment following the presentation of a strong stimulus. |
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| classical conditioning concept referring to an animal's inability to infer a relationship between a particular stimulus and response due to the presence of a more prominent stimulus. |
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| experiments in which an apparatus allows an animal to control its reinforcements through behaviors, such as bar pressing or key pecking. |
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| individuals learn through their culture. |
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| the act of learning something by watching |
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| A part of SOCIAL LEARNING referring to learning & behaving by imitating others. Example: BOBO Doll by Albert Bandura. |
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| performed classical conditioning experiments in which it was discovered that animals are programmed through evolution to make certain connections. Preparedness. |
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| Explains why humans can become sick only one time from eating a particular food and are never able to eat that food again; the connection is automatic so it needs little conditioning. |
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| performed experiments in which electrical stimulation of pleasure centers in the brain were used as positive reinforcement. Animals would perform behaviors to receive the stimulation. Evidence against the drive reduction theory. |
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| previous learning that makes it easier to learn another task later. |
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| Previous learning that makes it more difficult to learn a new task. |
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Developed the Learning Curve
refers to the fact that when learning something new, the rate of learning usually changes over time. |
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| a person's ability to learn |
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| teacher encourages the student to learn independently and only provides assistance with topics or concepts that are beyond the student's capabilities. |
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