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| behaviors must be publicly available; something more than one person can experience; not a personal experience |
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| must have means to measure and quantify behavior |
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| can you replicate same behavior under same conditions? (same subject and same behavior) |
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| can someone else induce or produce behavior in same subject? in different subject? |
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| learned about behavior - need to tell others to further science and understanding |
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| 3 ways to form associations proposed by Aristotle |
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1. contiguity
2. similarity
3. contrast |
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| Aristotles principle of contiguity |
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| events that occur close in time and space are likely to be associated |
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| aristotle's principle of similarity |
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| we learn and make predictions when events are similar to one another; link events based on common characteristics - functional, physical etc. |
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| we learn to associate opposites |
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| adopted Aristotle's ideas and added their own principles |
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| principle of length of time - Empiricists |
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| important that events coexist - they keep occurring |
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| principle of liveliness - empiricists |
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| the more intense the stimuli, more likely to be associated |
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| principle of liveliness - empiricists |
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| the more intense the stimuli, more likely to be associated |
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| principle of frequency - Empiricists |
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| more often they occur together, more likely to be associated |
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| principle of recency - empiricists |
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| tendency to associate events that are more recent |
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| free from other strong associations - empiricists |
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| more likely to be a new link; things you have more experience with tend to develop associations slower |
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| proposed function of behavior was to survive |
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| behavior is changing as a result of passage of time. ex. something is physiologically changing |
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| behavior occurring in response to stimulus without thinking |
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| pleasure is the only intrinsic good |
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| studied modal action patterns; discovered imprinting |
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| temporary change in behavior resulting from temporary changes in external or internal states |
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| decrease in behavior due to repeated stimulation |
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| return of behavior when stimulus is changed |
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| increase in behavior due to repeat stimuli |
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| when we see havituation occuring we have opponent mechanism that is countering reaction to stiumlus |
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| habituation and sensitization occur at the same time; trigger both processes - why we see behavior reflecting 1 or the other depends on which is being triggered more than the other |
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| Stimulus response associations |
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Definition
| Through experience we react to stimulus in environment if response followed by positive consequence, we repeat it |
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| Stimulus-stimulus association learning |
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| Basis for classical conditioning. Don't talk about rewards or punishment. Subject has no choice in behavior. |
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| Studied reflexive behavior in salivating dogs |
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| Studied phobias. Learned fears can develop through associations |
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| Any stimulus that can elicit a consistent response. Does not require experience |
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| Response to unconditioned stimulus. |
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| Requires experience to develop |
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| Behavior change that occurs automatically due to an association, not by choice |
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| What principle are conditioning procedures based on? |
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| Simultaneous - conditioning procedure |
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Definition
| CS and US are present together |
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| Delay conditioning procedure |
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| Delay between CS onset and US onset. CS begins first. How they end is not relevant |
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| We orient and turn toward novel visual and auditory stimuli |
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| Only seen in long delay procedure. CR held back. Able to predict when US is going to occur. |
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| Trace conditioning procedure |
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| Difference in time of onset, when one turns off the other begins, no overlap. |
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| Backward conditioning procedure |
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| US onset precedes CS onset. How they end is not important. Us produces unconditioned response that is some sort of arousal and last for awhile. We associate that arousal with whatever stimulus comes next. |
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| No CS. Only thing that is consistent is the passage of time. US turns on and off at regular intervals |
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| ability of child to reach an item on a table that she previously couldn't. looks like learning but may just be that she is physically tall enough to reach it. |
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| complex species specific behavior done in particular order in response to a releasing stimulus |
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| example of modal action pattern |
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| chicks peck at red spot on parents to make them regurgitate food for them |
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| sensory neurons stimulated by environment send signal to spinal cord and stimulate interneuron(afferent) |
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| small neuron in spinal cord that connects afferent neuron with motor neuron |
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