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| An inborn tendency to notice and respond to novel or surprising events. |
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| Occurs when you slow or stop responding to an event that has become familiar through repeated presentation. |
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| Occurs when our response to an event increases rather than decreases with repeated exposure. Ex) if you’re exposed repeatedly to a loud noise, you’re likely to become sensitized to the noise. |
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| Procedure for studying how organisms learn about the consequences through own voluntary actions. Ex) learn that studying leads to good exam grade. |
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| Technique developed to show how simply associations form. Prepares ourselves for the future. |
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| Used dogs to study classical conditioning. Noticed dogs salivate before food is placed in their mouths. Noticed stimuli produce response and alternate stimuli can produce the same response through learning. |
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| Social learning approach. Learn many behaviors before attempting them before the first time. Much learning comes from watching other people’s behaviors and imagining what would happen if did similar behavior. 2 components are modeling and imitation. Experiment- Bobo doll where kids watch video of parent or som1 hitting it. Later when had chance beat the hell out of and even pulled toy guns. |
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| One of most influential of all radical behaviorists. Thought mental processes were simple and avoided inference of complex mental processes. Used “operant chamber”. Animal gradually reinforced to complete the target goal until it fully performed a behavior. |
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| “little Albert” conditioned to fear white rates; fear extended to rabbits white fur coats. Ex of stimulus generalization. |
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| Worked with operant conditioning. Puzzle box with cats to see if they can remember how to get out. Found out do not remember really, just trial and error. |
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| Neutral stimulus that is paired with the uncond. stim. during classic. cond. Ex) Feeders footsteps. |
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| A stimulus that leads to a response prior to training. Ex) food. |
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| Operant conditioning. Stimulus situation in which response will be followed by reward/punishment. Followed by stim generalization and stim discrimination. |
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| The response that is produced automatically prior to training. Ex) salivation. |
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| The learned response produced by the conditioned stimulus. Ex) dog salivates (CR) when hears owners footsteps (CS) |
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| the lemon powder experiment |
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| Taught to salivate which is the uncond. Stimulus when told to word that made lick lemon powder which made the mouth salivate. |
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| Responding to new stimulus in way similar to response to estb. CS. |
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| exposed to an unpleasant stimulus while engaging in the targeted behavior, the goal being to create an aversion to it. In adults, aversive conditioning is often used to combat addictions such as smoking or alcoholism. |
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| Responding differently to a new stimulus than one responds to an estb. CS. |
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| Presenting a CS repeatedly, after conditioning, without UCS, resulting in loss in responding. Ex) food no longer follows after bell, so dog stop salivating after hearing bell. |
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| Recovery of a conditional response after period of not being exposed to the conditional stimulus. |
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| Part of operant conditioning. If response if followed by good consequence then strengthened, if it is bad then will be weakened. |
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| Response consequences that increase likelihood of responding in similar way again. |
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| consequences that decrease the likelihood of responding. |
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| An event’s presentation following a response increases likelihood in future will get the same response. Usually appettive stimulus-something it wants, needs, likes. |
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| Events removal following a response increases future probability of same response. Response leads to removal of stimulus. Ex) Shut off loud alarm clock. |
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| Present event after response lowers chance of having it happen again. Ex) scolding. |
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| Removal of event after responding lowers likelihood. Ex)take away allowance. |
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schedules of reinforcement.....
Continuous |
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| each response is followed by rapidly reinforcement. Ex)salesperson paid for each sale. |
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| schedules of reinforcement.....Partial |
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| Reinforcement delivered only sometime. Ex) don’t receive a smile/thank you everytime hold the door for someone. |
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| schedules of reinforcement.....Fixed interval |
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| reinforcement delivered after interval of time. Ex) monthly paycheck. |
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| schedules of reinforcement.....Variable interval |
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| time until reinforcement changes. Ex) weekly pop quizzes. |
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| Estb. new responses by reinforcing successive approximations to it. Problem: complex behaviors don’t really occur spontaneously so hard to reinforce. Solution: procedure where reinforcement given successively to the desired response. |
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| Operant conditioning method where behaviors are reinforced by opportunities to engage in the next behavior. Starts at the last behavior and works backwards towards the beginning. Ex) eating. Learn to eat with utensils then work back to making then getting food. |
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| Learn many behaviors before attempting them before the first time. Much learning comes from watching other people’s behaviors and imagining what would happen if did similar behavior. 2 components are modeling and imitation. Experiment- Bobo doll where kids watch video of parent or som1 hitting it. Later when had chance beat the hell out of and even pulled toy guns. |
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| Most likely imitate behaviors that have been rewarding to other people. Less likely to imitate if see unpleasant results. Vicarious reinforcement is the substitution for others experience for selves. |
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| Model is punished for certain action. |
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| Learning that an event signals absence of UCS. Ex) bell + light=no food. Might produce opposite response of CR like leave food area. Conditioned inhibitors may work as safety signals if UCS is dangerous. |
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