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| Skinner did not adhere to normal _________ theories |
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| Skinner believed in an approach in psychology called ____________. |
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| ____________ beleive in things such as consciousness, the unconciousness, anxiety, and even the idea of the self. |
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| Skinner rejected the term __________ because it suggested inner causation of behavior |
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Skinner believed all _______ to be time consuming and wasteful
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| this was proposed by Watson by which only directly observable events, such as stimuli and responses, should constitute the subject matter of psychology Reference to all internal events can be and should be avoided. |
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| Skinner advocated a psychology that concentrates only on the relationship between environmental events and overt behavior. For this reason Skinner's approach has been categorized as the ___________. |
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| Skinner's approach to research tghat attempted to relate measureable environmental events to measurable behavior and bypass cognitive and physiological processes altogether |
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| _________ is reduced to what people do under specified circumstances. |
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| conditioned stimulus (CS) |
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Definition
| A stimulus that, at the beginning of training, does not elicit a predictable response from an organism. |
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| unconditioned stimulus (US) |
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Definition
| a stimulus that elicits an automatic, natural, and predictable response from an organism. |
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| unconditioned response(UR) |
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| the natural and automatic response elicited by the unconditional stimulus. |
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| response similar to an nconditioned response that is elicited by a previously neutral stimulus. |
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| type of conditioning studied by Ivan Pavlov, and used by Watson as a model for his version of behaviorism. |
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| Skinner referred to behavior elicited by a known stimulus as ___________. |
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| This is what Skinner caled Pavlovian or classical conditioning. He did this to stress the importance of the stimulus. |
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| unlike Pavolv and Watson Skinner emphasized behavior that was _______ linked to any known ______. |
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| behavior that can not be linked to any known stimulus and therefore appears to be emitted rather than elicited. |
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| the conditioning of operant behavior Skinner used this word to emphasize the importance of the response. |
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| if the occurrence of an operant is followed by a presentation of a reinforcing stimulus the strength is ______________. |
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| if a response is followed by a ______ then the response will be ____________. |
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| to modify behavior, two elements are necessary, these two elements are?? |
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| according to Skinner, personality is nothing more than consistent behavior patterns that have been strengthened through _________. |
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| that part of operant conditioning in which an operant response is followed by a reinforcer, thereby increasing the rate with which the response occurs. |
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| the frequency at which an operant response occurs before the introduction of a reinforcer is called the ________ of that response. |
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| operant conditioning is measured by this |
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| the radical behaviorist does not believe that one set of learning principles exsists for humans and another set for nonhumans. |
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| gradual development of a response that an organism does not normally make. |
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| what do we do if the response we want to strengthn is not in the organisms response repertoire? |
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Term
| differential reinforcement, successive approximations |
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Definition
| the shaping precess has two components: |
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| differential reinforcement |
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Definition
| which means that some responses are reinforced and some are not. |
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| successive approximations |
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Definition
| which means the responses that are reinforced are those that are increasingly close to the response ultimately desired. |
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Term
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Definition
| according to this the best way to teach a complex skill is to divide it into basc components and gradually shape it into existence one small step at a time. |
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| when a reinforcer no longer follows a resonse, the frequency with which the response is made returns to the level it was at before the reinforcer was introduced into the situation, and we say that this has occurred. |
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| extinction can be regarded as the counterpart of acquisition, and the two processes together, according to Skinner, explain much of what we call________. |
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| ________desired behavior, and _______undesired behavior. |
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| according to Skinner extinction worked better than?? |
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| an operant response made under one set of circumstances but not under others. |
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| discriminative stimulus (Sd) |
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| Cue indicating that if a certain response is made it will be followed by reinforcement. |
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| the tendency to emit an operant response in situations similar to the one in which it was originally reinforced is called ________. |
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| small experimental chamber that Skinner invented to study operant conditioning. |
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| this is related to survival and include food, water, oxygen, elimination, and sexual activity. |
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| stimuli that are originally biologically neutral and thus not reinforcing but acquire their reinforcing properties through their association with a primary reinforcer. |
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| secondary reinforcers that do not depend on a particular motivational state but can depend on many are called _______. |
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Definition
| situation in which one response beings the organism into contact with stumulu that 1. reinforce that response and 2. stimulate the next response. |
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| what holds the entire chain of events together? |
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| for Skinner _________ is just verbal behavior that is goverend by the same principles as any other behavior: reinforced behavior persists; nonreinforced behavior extinguishes. |
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| Skinner's term for language |
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| a verbal command that spcifies its own reinforcer. For example "pass the salt" this is reinforcers when the salt is passed |
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| is the accurate naming of something. For example if a child says "doll" while playing with a doll he or she will be reinforced. |
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| this is when you repeat something verbatim |
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| continuous reinforcement schedule |
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Definition
| if each desirable response is followed by a reinforcement, we say that the organism is on a 100% or _________. |
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| we say that the organism is on on a 0% reinforcement schedule will lead to what? |
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| partial reinforcement schedule |
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Definition
| a response that is sometimes followed by a reinforcer and sometimes not followed by a reinforcer is said to be? |
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| fixed interval reinforcement scheduale |
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Definition
| all interval schedules are based on time intervals. an organism is reinforced for a response that is made following a specific time period. |
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| fixed ratio reinforcement schedule |
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Definition
| are based on numbers of responses. the organism must make x number of responses before it is reinforced. For example, every fourth response is reinforced. |
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| variable interval reinforcement schedule |
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Definition
| the organism is reinforced at the end of variable time intervals. It is on average every 10 minutes but not always. |
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| variable ratio reinforcement schedule |
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Definition
| the organism is reinfoced on the basis of an average number of responses. the reinforcements can be close together or pretty far apart. |
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Term
| partial reinforcement effect |
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Definition
| fact that a partially or intermittently reinforced response will take longer to extinguish than a response on a continuous or 100 % schedule of reinforcement. |
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Definition
| situation in which a certain resonse must be made before a reinforcer is obtained; that is no response, no reinforcer. |
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| behavior that develops under noncontingent reinforcement in which the organism seems to believe that a relationship exsists between its actions and reinforcement, when in fact no such relationship exsists. |
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| noncontingent reinforcement |
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Definition
| reinforcement that occurs regardless f what the animal is doing. |
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| primary positve reinforcer |
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Definition
| positive reinforcer that enhances an organisms survival, for example food. |
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| secondary poitive reinforcer |
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Definition
| positive reinforcer that derives its reinforcing properties through its asociation with a primary positive reinforcer |
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| secondary negative reinforcer |
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Definition
| negative reinforcer that derives its reinforcing properrties through its association with a primary negative reinforcer |
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| primary negative reiforcer |
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| negative reinforcer that threatens an organisms survival for example pain. |
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| presents the organism with something that it wants |
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| removes somethin the organism does not want |
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| situation in which an organism must respond in a certain way to escape from an aversive stimulus. |
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| positive and negative reinforcement results in an ________ in response probabilty or in rate or responding. |
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| exsists when engaging in certain behavior prevents an aversive event from occuring. |
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| involves either removing a positive reinforcer or presenting a negative reinforcer. in other words this either takes away something an organism wants or gives it somehting it does not want. |
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| time out from reinforcement |
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Definition
| with this technique a child who has engaged in undesirable behavior is denied access, for a preiod of time, to positive reinforcers that are normally available in the situation. |
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Definition
| agreement between two people that wen one acts in an appropriate way, the other one gives him or her something of value. For example, tell yourself that only if you go to the gym are you allowed to watch an episode of greys anatomy. |
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| purposive manipulationof reinforcement so they encourage desirable behaviors. |
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| as with normal behavior, Skinnerians analysis of abnormal behavior stresses ________, observable events, not __________ causation. |
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| approach to treating behavior disorders that is based on any one of several learning theories. |
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| certain behaviors are deemed desirable and other behaviors deemed undesirable. when the participants in the economy act in desirable ways they are given plastic disks. |
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| novel written by Skinner to show how his learning principles could be applied to cultural engineering. |
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| a set of reinforcement contingencies that encourages certain behaviors and discourages others. |
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| use of contigency management in designing a culture. |
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