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| Any relatively permanent change in behavior that occurs because of experience. |
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| The school of psychology that accounts for behavior in terms of observable acts and events, without reference to mental entities, such as "mind" or "will". |
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| A basic kind of learning that involves associations between environmental stimuli and the organism's responses. |
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| The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. |
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| Unconditioned stimulus (US) |
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| The classical-conditioning term for an event or thing that elicits a response automatically or reflexively. |
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| Unconditioned response (UR) |
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| The classical-conditioning term for a reflexive response elicited by a stimulus in the absence of learning. |
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| Conditioned stimulus (CS) |
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| The classical-conditioning term for an initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus. |
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| Conditioned response (CR) |
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| The classical-conditioning term for a response that is elicited by a conditioned stimulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus. |
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| The weakening and eventual disappearance of a learned response; in classical conditioning, it occurs when the conditioned stimulus is no longer paired with the unconditioned stimulus. |
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| The reappearance of a learned response after its apparent extinction. |
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| Higher order conditioning |
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| In classical conditioning, a procedure in which a neutral stimulus becomes a conditioned stimulus through associations with an already established conditioned stimulus. |
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| The tendency to respond differently to two or more similar stimuli; in classical conditioning, it occurs when a stimulus similar to the CS fails to evoke the CR. |
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| After conditioning, the tendency to respond to a stimulus that resembles one involves in the original conditioning; in classical conditioning, it occurs when a stimulus that resembles the CS elicits the CR. |
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| In classical conditioning, the process of pairing a conditioned stimulus with a stimulus that elicits a response that is incompatible with an unwanted conditioned response. |
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| The process by which a response becomes more likely to occur or less so, depending on its environmental consequences. |
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| Instrumental conditioning |
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| Another term for operant conditioning. |
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| Said behavior is controlled by its consequences. |
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| "Radical behaviorism." Argued we should focus on the external causes of an action and the action's consequences to understand behavior. "Skinner box." |
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| Argued classical conditioning. |
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| The process by which a stimulus or event strengthens or increases the probability of the response that it follows. |
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| A reinforcement procedure in which a response is followed by the presentation of, or increase in intensity of, a reinforcing stimulus; as a result, the response becomes stronger or more likely to occur. |
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| A reinforcement procedure in which a response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus; as a result, the response becomes stronger or more likely to occur. |
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| A stimulus that is inherently reinforcing, typically satisfying a physiological need; asn example is food. |
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| A stimulus that has acquired reinforcing properties through association with other reinfor |
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| A stimulus that signals when a particular response is likely to be followed by a certain type of consequence. |
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| A reinforcement schedule in which a particular response is always reinforced. |
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| Partial/intermittent reinforcement |
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| A reinforcement schedule in which a particular response is sometimes but not always reinforced. |
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| An operant-conditioning procedure in which successive approximations of a desired response are reinforced. |
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Definition
People often administer punishment inappropriately or mindlessly.
The recipient of punishment often responds with anxiety, fear, or rage.
The effectiveness of punishment is often temporary, depending heavily on the presence of the punishing person or circumstances.
Most misbehaviour is hard to punish immediately.
Punishment conveys little information.
An action intended to punish may instead be reinforcing because it brings attention. |
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| Social-cognitive theories |
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| Theories that emphasize how behavior is learned and maintained through observation and imitation of others, positive consequnces, and cognitive processes such as plans expectations, and beliefs. |
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| A process in which an individual learns new responses by observing the behavior of another (a model) rather than through direct experiences; sometimes called vicarious conditioning. |
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| Emphasized importance of observational learning, especially for children learning the rules of behavior. |
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| A form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement. |
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