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| A relatively permanent change in behavior that occurs as a result of experience |
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| a type of non-associative learning in which the progressive magnitude of responses to stimuli follows repeated exposure to a stimulus. |
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| a change in responsiveness in which an organism displays decreased responsiveness to the stimulus after repetitive exposure to the stimulus. |
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| first studied classical conditioning and examined a four step learning procedure involving reflexes. |
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| learning that generates changes in responding by pairing two stimuli together. |
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| In classical conditioning, the _________ stimulus already produces the response of interest. |
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| In classical conditioning, Pavlov’s meat powder (the unconditioned stimulus) was presented repeatedly to the dogs immediately after presenting another stimulus, a ______ stimulus, meaning one that would not automatically produce the unconditioned response; in this scenario, the _______ stimulus became capable of producing salivation. |
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| This occurs in classical conditioning when the controlled stimulus is presented time after time without the unconditioned stimulus and therefore, the conditioned response disappears. |
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| The process of learning a conditioned response |
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| the use of consequences to alter the occurrence and form of behavior. |
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| In operant conditioning, the subject must first demonstrate the response that the experimenter is planning on rewarding. _______ is the name given to the first few steps needed in order for the subject to take part in the behavior that is to be rewarded. |
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| Behavior ________ involves the application of principles of operant and classical conditioning in order to change behavior. |
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| In observational learning, the people from whom we learn are known as _____. |
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| The _____ theory of learning states that in order for learning to occur, a stimulus must provide the subject information about the probability that certain events will occur. |
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| In ______ learning, the individual does not immediately express the learning in a demonstrated response; however the learning occurs without apparent reinforcement and is applied in later situations. |
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| a type of problem solving behavior that involves a new way to solve a problem or organize stimuli. |
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| The resting potential for a neuron |
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| A neuron can receive signals through its |
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| Part of the brain that translates thoughts into speech |
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| involved in the sense of touch, allow us to know what our feet and hands are doing. Located at the top of the head behind the frontal lobes |
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| Hold together neurons and provide them with nutrients |
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| chemical messengers contained in vesicles within the axon terminal. |
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| the most common inhibitor in the brain, and may have something to do with eating and sleeping disorders |
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| Helps control arousal and sleep |
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| Patients with severe seizures sometimes have this part of their brain disconnected from other parts |
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| The process by which sensory stimulation is made meaningful |
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| The process of converting sound waves into neural impulses |
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| The amount of light entering the eye is controlled by the |
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| Perceiving an object as distinct from its surroundings |
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| The simplest form of experience resulting from stimulation of a sense organ; a feeling. |
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| That you would see the letter “N” as a single stimulus instead of three distinct lines illustrates the principle of |
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| Drugs that would be used as a tranquilizer |
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| considered a psychedelic drug |
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| Habituation is an example of |
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| A temporary return of an extinguished conditioned response |
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| The learning procedure that involves reinforcing successively closer approximations to a desired behavior |
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| Involves learning to respond to one stimulus and not another. |
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| The overjustification effect |
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| the tendency to reduce responding, after reinforcement ends, to below the level it was at prior to being reinforced at all |
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| the availability heuristic |
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| involves using the memorability or salience of an event as the basis for judging how often it happens |
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| The area of language that deals with linking words to the objects and ideas they represent |
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| refers to the rules for combining words in meaningful ways |
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| Refers to the mental activities involved in learning things without effort |
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| refers to the grouping of material into manageable, and memorable, units |
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| the tendency for people to remember material from the middle of a list less well than material from the beginning or end of the list. |
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| has not been shown to affect affiliation |
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| people will work to maintain an optimum level of arousal. |
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| nourishment, safety, belongingness and love, esteem, and self-actualization. |
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| Maslow’s hierarchy of needs (from bottom-to-top) |
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| The idea that anger could be reduced by performing an aggressive behavior |
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| refers to the tendency to believe that other people think and feel what one thinks and feels oneself; in other words, a difficulty distinguishing oneself from others. |
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| Recognizing that changes (or differences) in appearance are often irrelevant to quantitative measures of objects. |
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| conventional stage of morality |
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| People decide what to do on the basis of social approval. |
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| pre-conventional stage of morality |
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| People base moral decisions on avoiding punishment or getting concrete rewards |
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| post-conventional stage of morality |
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| people make decisions based on universal rights and ethical principles. |
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| How quickly and abstractly you’re able to reason |
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| crystallized intelligence |
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| refers to the body of information that one has accumulated over one’s life |
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| when one behaves in a manner opposite of the way in which one truly wants to behave |
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| the return to infantile behavior |
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| an internal locus of contro |
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| When you see yourself as responsible for what happens to you |
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| external locus of control |
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| When you see others (or uncontrollable events) as responsible for what happens to you. |
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| emphasizes describing behavior in terms of individual differences in the levels of various traits people might have. |
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| Passive-aggressive personality disorder |
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| When you express anger in a passive way, and do it consistently over time |
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| People who tend to have delusions of grandeur or persecution |
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| a false sensation—seeing, feeling, tasting, smelling, or hearing something that isn’t really there. |
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| a fear of being rejected by others |
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| Someone with an avoidant personality disorder would also be likely to have |
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| When problem behaviors are thought of as symptoms of an underlying conflict that the client doesn’t want to face, then obvious attempts to avoid dealing with the conflict can be interpreted as |
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| Trace problems in adults’ behaviors to repressed childhood conflicts |
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| involves exposing someone to an experience he/she dreads in order to force the extinction of a (learned) fear |
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| depresses nervous system activity, and so calms people down, is considered superior to barbiturates because it’s less likely to become addictive, though long-term use—sometimes just a matter of weeks—can allow the body to build up tolerance. Not used to treat schizophrenia. |
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| “actor-observer difference” |
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| describes people’s tendency to see themselves as influenced by situational constraints but to see others as responsible for their own behavior. |
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| a reduction in effort on the part of the individual when working on a group task |
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| an approach to solving problems that focuses on achieving consensus at the expense of considering fully all the relevant options |
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| relates to the ways in which people use language (such as sarcasm or metaphors) |
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