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| how many times you respond |
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| reinforcement comes after a set number of responses (Example - assembly line production) |
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| reinforcement is received after an unpredictable number of responses (Example - fishing or gambling) |
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| reinforcement comes after a specified amount of time elapses (Example - a two week paycheck) |
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| reinforcement after varying time intervals (example - redialing after a busy signal) |
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| an aversive consequence that decreases the frequency of a previous behavior (give you something you do not like) |
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| Three reasons why punishment instead of rewards is considered a bad idea by Skinner: |
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1. Punishment does not make you forget the desire to do something - it just supresses it. 2. It may teach that aggression solves problems. 3. It can make subjects feel helpless and depressed. |
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Learning to associate behavior with its consequence. Stimulus --> Response --> Reinforcement |
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| Behavior that "operates" on the environment to produce rewarding or punishing stimuli. |
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| 2 differences between operant and Inclassical conditioning: |
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1. Stimulus --> Reinforcement --> Response = Classical Stimulus --> Response --> Reinforcement = Operant 2. In classical you are associating events you do not control and your reaction is almost automatic whereas In operant you associate behavior with a result and more thinking is involved. |
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| An operant chamber that is typically soundproof, with a bar or key that an animal presses or pecks to release a reward of food or water, and a device that records these responses. |
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| An operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of a desired goal. |
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| Reward responses ever-closer to the final desired behavior, and you ignore all other responses. Leads to gradually shaping complex behaviors. (Rewards every step towards a behavior). |
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| In operant conditiong, any event that strengthens the behavior it follows |
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| Strengthens a response by presenting a stimulus after a response. |
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| Strengthens a response by reducing or removing an aversive stimulus (subtract something) |
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| An innately reinforcing stimulus, such as one that satisfies a biological need (example: food and warmth). |
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| Learned reinforcers; get their power through association with primary reinforcers (example: money, casino poker chips). |
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When it comes to reinforces, what is the difference between humans and animals? |
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| Humans will respond to reinforcers that are greatly delayed while animals will not. |
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| reinforcing that desired response every time it occurs; helps to learn faster but won't last as long |
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| reinforcing a response only part of the time; results in slower acquistion of a response but much greater resistance to extinction than does continuous reinforcement |
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| What law did Skinner's Box elaborate on? |
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| The law of effect, where rewarded behavior is likely to reaccur. |
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| For the most rapid conditioning, a conditioned stimulus should be presented: |
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| 1/2 second before the unconditioned stimulus. |
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| One of the biggest differences between negative reinforcement and punishment is that: |
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| Negative reinforcement increases the likelihood of a desired behavior. |
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| Permanent changs in behavior due to experience - you can do something you could not do before. |
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| When our mind connects two events that occur in sequence. |
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| The process of learning associations |
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| When you learn to associate two stimuli that previously had no connection for you |
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| Famous behaviorist who believed that we should not study inner thoughts, feelings, or motive - we should just study how organisms respond to their environment (behave), because that is all that really matters - started branch of psychology called "behaviorism" |
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| Learning by watching others and imitating their behavior. |
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| in classical conditiong, the unlearned, naturally occuring response to the unconditioned stimulus (UCS), such as salivation when food is in the mouth |
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In classic conditioning, a stimulus that unconditionally - naturally and automatically - triggers a response. |
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| in classical conditioning, the learned response to a previously neutral conditioned stimulus |
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| In classical conditioning, an originally irrelevant stimulus, that, after association with an unconditioned stimulus, comes to trigger a conditioned response. |
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| The initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response. In operant conditioning, the strengthening of a reinforced response. AKA 1st time a neutral stimulus receives a conditioned response. |
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| The diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced. |
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| The reappearance, after a rest period, of an extinguished conditioned response. |
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| The tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses (cannot tell difference between similar stimuli). |
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| In classical conditioning, the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditioned stimulus (can tell the difference). |
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| Behavior that occurs as an automatic response to two stimuli. |
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| 3 applications of Pavlov's teaching: |
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1. Recovering drug addicts are told to stay away from people and setings that are associated with their previous drug use. 2. When a specific taste accompanies a drug that stimulates the immune system the taste by itself can eventually summon an immune response. 3. It provided the basis for John Watson's belief that human behavior is just a biologically based bundle of conditioned responses. |
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| What did Garcia show us about the role of biological predisposition in learning? |
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| Proved that things we are biologically predisposed to respond to allow us to learn associations quicker to things that are important to our survival. |
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Two findings made by Garcia which contradicted beliefs which behaviorists held about conditioning: |
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1. Sickened rats developed aversions to taste but not to sight and sound. 2. If sickened as late as several hours after tasting a particular flavor, the rats thereafter avoided the flavor, violating the notion that for conditioning to occur, the UCS must follow the CS immediatly. |
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A mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. In other words, an imaginary map followed to get a certain someting out of an environment. |
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| Learning that occurs but is not apparent until there is an incentive to demonstrate it. |
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| The effect of promising a reward for doing what one already likes to do. The personmay now see the reward, rather than intrinsic interest, as the motivation for performing the task. One will tend to enjoy the task less if the reward stops. |
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| Why are some critical of Skinner? |
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| Some say he dehumanizes people by neglecting their personal freedon and by seeking to control their actions. |
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| Learning by observing others. |
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| The process of observing and imitating a specific behavior. |
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| The pioneering researcher of observational learning. |
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| Positive, constructive, helpful behaviors |
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| People with behaviors against society's likings |
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