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| A relatively permanent change in behavior that is the result of practice, training, or experience |
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| Two types of learning or conditioning |
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| classical conditioning and operant conditioning |
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| Classical conditioning definition |
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| a process in which a neutral stimulus becomes capable of eliciting a response because of its association with a stimulus that automatically produces the same or similar response |
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| features of classical conditioning |
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| involves reflexes, focuses in on antecedent events, and based on the individual's learning that two things (stimuli) go together |
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| Other names for classical conditioning |
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| pavlovian conditioning and respondent conditioning |
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Discovered classical condition by accident: his dogs began to salivate to other things in addition to the food (sound of attendant's footsteps, food bowls, etc)
Was initially irritated by this, but then intrigued and made it his life's work |
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| A stimulus that does not elicit a response |
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| a stimulus that automatically elcits a response without any prior learning or training |
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| teh response that occurs automatically to the unconditioned stimulus |
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| a previously neutral stimulus, that by its pairing with the unconditioned stimulus also eventually elicits the response |
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| the response that occurs to the conditional stimulus |
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| Published Psychology as the Behaviorist Views It in 1913 |
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| Little Albert was 11 months old and was able to pet a white rat and showed no fear of animal prior to study, Watson and Rayner hit a steel bar with a hammer when Albert was reaching to pet the white rat, Albert developed a fear and experienced anxiety when around the white rat and other similar animals |
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| process whereby other stimuli that are similar to the original conditioned stimulus also elicit a conditioned response |
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| process whereby the organism learnes to tell the difference between two similar stimuli |
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| the gradual weakening and disappeareance of a conditioned response that occurs when the conditioned stimulus is no longer followed by the conditioned response |
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| stystematic desensitization |
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| technique in behavior therapy in which a competing response (relaxation) is conditioned to stimuli that previously aroused anxiety |
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| Classical Conditioning can be used to |
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| refers to the arrangement of environmental variables to establish a functional relationship between a voluntary behavior and its consequences |
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| Operant conditioning focuses on |
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| voluntary behavior instead of reflexes and conseqent events that follow a behavior that make the behavior more or less likely to occur in the future |
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| any observable or measurable act; what a person says or does |
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| a stimulus or event that preceds a behavior |
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| an antecedent event that is associated with or otherwise signals that a response will be reinforced; for example the school bell rining at school is a signal for children to go home to play |
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| a variable that temporarily alters the effectiveness of a reinforcer; for example drinking fluids and exercising heavily for a period of time are EO's for increasing the effectiveness of water as a reinforcer for drinking behavior and behaviors associated with obtaining the water |
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| a stimulus or event that occurs immediately after the behavior |
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| contingent presentation of a stimulus following a response whihc increases the future rate or probability of the response |
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| contingent removal of an aversive stimulus following a response whihc increases the future rate or probability of the response |
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| contingent presentation of an aversive stimulus following a response whihc decreases the future rate or probability of the response; also called punishment type I or Presentation Punishment |
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| contingent removal of a stimulus (reinforcer) following a response whihc decreases the future rate or proability of the response; also called punishment type II or removal punishment |
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| when a behavior is reinforced after a fixed number of occurrences |
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| when a behavior is reinforced after some average number of responses |
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| when a behavior is reinforced after a fixed amount of time |
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| when a behavior is reinforced after some average interval of time |
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| Fixed schedules are better for |
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| teaching a new behavior or concept |
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| variable schedules are better for |
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| maintaining behaviors and producing consistent high rates of responding that are more resistant to extinction |
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| the reinforcement of successive approximations to a target behavior |
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| developing complex behaviors through the reinforcement of behaviors that increasingly resemble the final form of behavior to be produced |
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| process by whihc hwne a prviously reinforced behavior is no longer followed by te reinforcing consequences, teh frquency of the behavior decreases in the future |
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| phenomenon in which when a behavior is no longe reinforced, teh behavior will temporarily increase in frequency, duration, or intensity before it decreases. Novel responses or emotional responses may occur during an extinction burst |
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| principle stating that any high-probability activity may serve as a positive reinforcer for any low-probability activity, example, eat all your peas before you can have your chocolate chip cookies |
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| failure to learn an adaptive response; a desirable target behavior that a person seeks to increase in frequency, duration, or intensty |
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| exhibiting maladaptive behaiors that ar enot accepted by society |
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