Term
| a relatively permanent change in behavior (or behavioral potential) due to experience |
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| an approach to psychologicy that emphasizes teh study of observable behavior and the role of the environment as a determinant of behavior |
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| a basic kind of learning that involves associations between environmental stimuli and the organism's resonses |
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| the classical conditioning term for a stiumulus that elicits a reflexive response in the absence of learning |
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| the classical-conditioning term for a reflexive response elicited by a stiumulus in the absence of learning |
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| the classical conditioning term for an initially neutral stiumulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus |
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| the classical conditioning term for a response that is elicited by a conditioned stiumulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus |
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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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| the weakening and eventual disappearance of alearned 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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| in classical conditioning, a procedure in which a neutral stimulus becomes a conditioned stimulus through association with an already established conditioned stimulus |
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Definition
| higher order conditioning |
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| after conditioning, the tendency to respond to a stimulus that resembles one involved in the orginal conditioning; it occurs when a stimulus that resembles the CS elicits the CR |
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| the tendency to respond differntly to two or more similar stimuli; in classical conditioning, it occurs when a stimulus similar to teh CS fails to evoke the CR |
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Term
| 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 consequences |
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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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| the process by which a stimulus or event weakens or reduces the probability of the response that it follows |
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| a stimulus that is inherently reinforcing, typically satisfying a physiological need; an example is food |
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| a stimulus that is inherently punishing; an example is electric shock |
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| a stimulus that has acquired reinforcing properties through association with other reinforcers |
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| a stimulus that has acquired punishing properties through association with other punishers |
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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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| the weakening and eventual disappearance of a learned response; in operant conditioning, it occurs when a response is no longer followed by a reinforcer |
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| in operant conditioning, the tendency for a response that has been reinforced (or punished) in the presence of one stimulus to occur (or be suppressed) in the presence of other, similar stimuli |
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| in operant conditioning, the tendency of a response to occur in the presence of one stimulus but not in the presence of other, similar stimuli that differ from it on some dimension |
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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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| a reinforcement schedule in which a particular response is sometimes but not always reinforced |
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Definition
| intermittent (partial)schedule of reinforcement |
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| an operant conditioning procedure in which successive approximations of a desired response are reinforced |
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| in the procedure of shaping, behaviors that are ordered in terms of increasing similarity or closeness to the desired response |
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Definition
| successive approximations |
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| during operant learning, the tendency for an organism to revert to instinctive behavior |
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| the application of conditioning techniques to teach new responses or to reduce or eliminate problematic behavior |
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| reinforcers that are not inherently related to the activity being reinforced, such as money, prizes, and praise |
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| reinforcers that are inherently related to the activity being reinforced, such as enjoyment of the task and the satisfaction of accomplishment |
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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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| theories that emphasize how behavior is learned and maintained though observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations, and beliefs |
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| social cognitive theories |
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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 experience; sometimes called vicarious conditioning |
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| rules that regulate social life, including explicit laws and implicit cultural conventions |
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| a given social position that is governed by a set of norms for proper behavior |
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| a gradual process in which individuals escalate their commitment to a course of action to justify their investment of time, money, or effort |
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| an area in social psychology concerned with social influences on thought, memory, perception, and beliefs |
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| the theory that people are motivated to explain their own and other people's behavior by attributing causes of that behavior to a situation or a disposition |
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| the tendency, in explain other people's behavior, to overestimate personality factors and underestimate the influence of the situation |
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| fundamental attribution error |
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| the tendency, in explaining one's own behavior, to take credit for one's good actions and rationalize one's mistakes |
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| the notion that many people need to believe that the world is fair and that justice is served, that bad people are punished and good people rewarded |
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| a state of tension that occurs when a person simultaneously holds two cognitions that are psychologically inconsistent, or when a person's belief is incongruent with his or her behavior |
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| the tendency of people to feel more positive toward a person, item, product or other stimulus that they have seen often |
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| the tendency of people to believe that a statement is true or valid simply because it has been repeated many times |
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| in close-knit groups, the tendency for all members to think alike for the sake of harmony and to suppress disagreement |
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| in groups, the tendency of members to avoid taking action because they assume that others will |
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| diffusion of responsibility |
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| in groups or crowds, the loss of awareness of one's own individuality |
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| the part of a person's self-concept that is based on his or her identification with a nation, ethnic group, gender, or other social affiliation |
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| a person's identification with a racial, religious, or ethnic group |
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| the process by which members of minority groups come to identify with and feel part of the mainstream culture |
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| the belief that one's own ethic group, nation, or religion is superior to all others |
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| a summary impression of a group, in which a person believes that all members of the group share a common trait or traits (positive, negative, or neutral) |
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