• Reflex: inevitable, involuntary response to stimuli
• Instinct: an inborn pattern of behavior elicited by environmental stimuli. Also known as a fixed action pattern.

Requires: association (one stimuli must predict another) and contiguity (Conditioned stimulus and Unconditioned Stimulus must appear close together in time)

Procedures: based on ordering and timing of events, temporal contiguity, and order of presentation of the UCS and CS

• Acquisition: the development of a conditioned response
• Extinction: the association between the conditioned stimulus and the unconditioned stimulus is broken
• Spontaneous Recovery: the reappearance of conditioned responses following periods of rest between sessions of extinction training
• Generalization: one a condtitioned response is successfully acquired, tendency to respond to stimuli that are similar to the conditioned stimulus.
• Discrimination: counteracting our tendency to generalize

• Simultaneous Conditioning: when the UCS and the CS are presented at the same time. (almost completely ineffective in proceduring conditioned anticipatory behavior)
• Backward Conditioning: the CS follows after the UCS (arely produces observable response) ex. dog knows that bell signifies it will no longer get meat
• Trace Conditioning: the CS stops well before the UCS is present
• Delay Conditioning: the CS is present during the entire CS-UCS interval

• Habituation: reduces our reactions to repeated experiences that have already been evaluated and found to be unchanging and harmless.
• Sensitization: increases our reactions to a wide range of stimuli following exposure to one strong stimulus.

1. Learn to relax
2. Make an anxiety hierarchy
3. Imagine and relax (counter conditioning)

• Association between behavior and consequences
• organism acts on environment
• behavior is instrumental
• best with voluntary behaviors
• In 1911, Edward Thorndike developed this behaviorist explanation of learning

• any consequence that reduces the frequency of an associated behavior.
• Positive: applying to aversive consequence that reduces the frequency of or eliminates a behavior.
• Negative: the removal of something desirable

• any consequence that increase the likelihood that a behavior will occur again. (does not have to be pleasant)
• Positive: presentation of a stimulus that increases the probability that the behavior will occur again
• Negative: removal of aversive stimulus increase the likelihoos that the preceding response will occur again....increase behavior

• Primary: stimulus that is innately satisfying and requires no learning to become pleasurable ex. sex, water, food
• Secondary: stimulus that has acquired its reinforcing power through experience ex. coupons, money, grades

extinction occurs more rapidly following continuous reinforcement than following partial schedules

• Fixed Ratio: a behavior occur a set number of times for each reinforcer
• Variable Ratio: involve counting the number of times a behavior occurs
• Fixed Interval: the time that must pass before reinforcement becomes available following a single response is set at a certain amount.
• Variable Interval: characterized by an interval that is allowed to fluctuate around some average amount over the course of a session.

• each person has a preferred pattern of time use
• after disrupting that routine, a return to one's usual pattern is reinforcing

• studied observational behavior (imitation, attention, memory, motivation)

• while a living being may learn something until they have an incentive they may not display that learning.

• Encoding: acquiring information and transferring it into memory
• Storage: the retention of information
• Retrieval: the recovery of stored information
• Rehearsal: repeating info over and over again
• Levels of Processing: the depth of processing applied to info that predicts its ease of retrieval

• Declarative: easy to "declare" or discuss verbally (explicit)
• Procedural: An implicit memory for how to carry out skilled movement
• Nondeclarative: unconsciously and effortlessly retrieved memories that are difficult to verbalize (implicit)
• Episodic: a memory from a personal experience
• Semantic: a general knowledge memory

Sensory: The first stage of the Atkinson-Shiffrin model that holds large amounts of incoming data for very brief amounts of time

Short Term- the second stage of the Atkinson-Shiffrin model that holds a small amount of info for a limited time

Long Term- the final stage of the Atkinson-Shiffrin model that is the location of permanent memories

Working- an extension of the concept of short-term that includes the active manipulation of multiple types of info simultaneously

• Chunking: the process of grouping similar or meaningful info together
• Priming: a change in a response to a stimulus as a result of exposure to a previous stimulus
• Mnemonics: memory aids that link new info to well-known info

• competition between newer(proactive) and older(retroactive) information in memory

• a severe loss or deterioration of memory
• Anterograde: could not retain new memories
• Retrograde: few weeks before brain damage are lost

• can be demostrated by applying a series of electrical pulses and observing the increased reactions of cells receiving input compared to their previous baseline.