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| consistency and reliability |
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| The process that establishes or strengthens a conditioned response is called |
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| To extinguish a classically conditioned response, the conditioned stimulus is repeatedly presented without the unconditioned stimulus. This decrease and elimination is referred to as... |
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| The temporary return of an extinguished response is called... |
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| is the extension of a conditioned response from the training stimulus to similar stimuli |
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| is the process of learning to respond differently to two stimuli because they produce two different outcomes. |
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| the process of changing behavior by following a response with a reinforcement or punishment |
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| Discovered operant conditioning. Put cats in a puzzle box. |
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| establishes new responses by reinforcing successive approximations to it. |
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| ----used an "operant chamber" into which he put the animal he wished to train by shaping. |
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| an event that increases the probability that a response will be repeated |
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| when a particular response results in the addition of something good |
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| when a particular response results in the removal of something bad |
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| meet primary, biological needs and are found to be reinforcing for almost everyone. |
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| are associated with unconditioned reinforcers |
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| an event that decreases the probability of a response |
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| addition of something that decreases behavior |
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| when you take something away and that has the effect also of decreasing the behavior |
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| Schedule of Reinforcement |
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| a set of procedures for delivery of reinforcement |
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| continuous reinforcement schedule |
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| provides reinforcement every time a response occurs |
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provides reinforcement only after a certain ("fixed") number of correct responses have been made.
-slower extinction, high rates of responding |
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provides reinforcement after a variable number of correct responses, usually working out to an average in the long run
-even slower rates of extinction, high rates of responding |
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provides reinforcement for the first response made after a specific time interval
-most of responding occurs right around time reward is due with pauses after reward |
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| variable-interval schedule |
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provides reinforcement after a variable amount of time has elapsed
-produces steady rates of responding and is highly resistant to extinction |
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is the conditioning of response.
-Behavior increases because it is reinforced |
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| occurs if responses stop producing reinforcements. |
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| occurs when a new stimulus is similar to the original reinforced stimulus. |
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| states that we learn about many behaviors before we attempt them for the first time |
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| defined the social-learning theory |
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| when we perceive ourselves as also being able to perform the task successfully |
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| a general term for the storage, retention and recall of events, information and procedures. |
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-converting external, sensory information into your memory.
-if things are not attended to, they will not be encoded and thus they will not be remembered. |
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| the process of keeping or maintaining information in memory |
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| this involves getting the information that we have stored back out. |
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| memory model suggest that incoming information is processed by 3 storage systems |
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| Incoming informaiton is briefly held and processes by a sensory memory, as an exact copy of the stimulus presented. |
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temporary storage of information that someone has just encountered.
-infor may be new or old
-limited capacity- 7 +-2 |
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| repeating information over and over again until it is no longer needed |
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| a memory strategy that involves relating new information to something that is already known |
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| the memory system with virtually unlimited capacity that contains vast stores of a person's permanent or relatively permanent memories. |
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| knowledge about things that happened to you |
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| knowledge about general things in the world |
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| a revised concept of the intermediate stage between our first encounter with new information and its eventual storage |
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| governs shifts of attentiong and two subordinate systems |
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| stores and rehearses information |
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| that stores and manipulates visual and spatial information |
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| act of moving information from LTM back to working memory or consciousness |
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producing required information by searching memory
-short answer questions |
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| identifying material as familiar or as having been encountered before |
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| Levels of processing principle |
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| states that the ease with which we can retrieve a memory depends on the number and types of associations that we form with that memory. |
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| Encoding specificity principle |
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| shows how memories are linked to the context where they are created. |
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| A form of state-dependent memory associated with the context in which information is learned and recalled. |
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| The tendency for information learnt in a particular mental or physical state to be most easily remembered in a similar state. |
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| the tendency to mold our recollection of the past to how events later turned out. |
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| more likely if a weapon was used in the crime |
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| of the event does not lessen ability to remember critical central information while less important details may be lost |
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| of eyewitnesses has much to do with ease of recall not accuracy of information. |
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| Reports of long-lost memories, prompted by clinical techniques, are known as |
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| a report that an individual believes to be a memory but that does not correspond to actual events |
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| a report that an individual believes to be a memory but that does not correspond to actual events |
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| huge dramatic memory loss |
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| information interferes with each other |
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| devastating loss or deterioration of long-term memory |
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| inability to store new information after damage |
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| loss of memory for events that occurred shortly before brain damage |
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| Hippocampus and frontal loves |
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| play important role in declarative memory |
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| when retaining old material makes it hard to retain new material |
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| when learning new material makes it hard to retain old material |
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| refers to thinking, gaining knowledge, and dealing with knowledge. |
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| a mental image of a spatial arrangement is called a... |
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| A mental category used to represent a class or group of objects, people, organizations, events, situations, or relations that share common characteristics or attributes. |
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| A concept clearly defined by a set of rules, a formal definition, or a classification system |
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| a familiar or typical example of a category. |
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| an object that you can see doing only one thing |
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| focus on the same thing instead of collecting other information |
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-general intelligence
-influence ability on all intellectual tasks |
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| crystallized intelligence |
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Factual knowledge about the
world, word meanings,
arithmetic, etc. |
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| The ability to think on the spot by drawing inferences and understanding relations between concepts not previously encountered. |
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| Gardner's Theory of Multiple Intelligences |
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| Emphasis on learning how children are smart, not how smart they are, with a focus on teaching children the way in which they learn best. |
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| created the first Intelligence test |
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| The ability of a test to yield nearly the same score when the same people are tested and then retested |
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| The ability of a test to measure what it is intended to measure |
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| Establishes norms for comparing scores of people who take a test in the future and a set procedure for administration. |
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| Culture-Fair Intelligence Test |
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| The use of questions that will not penalize those whose culture differs from the mainstream or dominant culture |
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| Wechsler Intelligence Test for Children (WISC) |
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Verbal: general knowledge and language skills (crystallized intelligence)
Performance: spatial and perceptual abilities (fluid intelligence) |
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| overall quantitative measure of a child’s intelligence relative to that of other children of same age |
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| nature-nurture controversy |
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Sir Francis Galton initiated the debate and concluded intelligence was inherited
Environmentalists insists that intelligence is influenced primarily by one’s environment |
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| system of combining symbols so that an infinite number of meaningful statements can be created and communicated to others |
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| system of rules governing language |
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| Drugs were designed to treat pain. They create feeling of pleasure, are highly addictive, and can cause severe physical withdrawal symptoms. |
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| maintained that dreams reveal the dreamer’s unconscious thoughts and motivations. |
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| a method of inducing a calm relaxed state through the use of special techniques. |
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