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| relatively permanent process in behavior, which occurs through experience |
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| behaviorism theory of learning |
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| focuses solely on observable behavior, discounting mental activity such as thinking, wishing & hoping. described as relatively stable, observable changes in behavior |
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| when a connection is made between two events |
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| process of learning associations |
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| learning associations between 2 stimuli, learn to anticipate events in result |
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| learning association between a behavior and a consequence, thus increase rewarding behavior and decrease punishable behavior |
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| learning by observing and imitating |
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| classical conditioning definition |
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| neutral stimuli becomes associated w/ a meaningful stimulus and has similar responces |
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| stimulus produces a responce without prior learning (salivating dog in Pavlov's experiment for example) |
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| unconditional responce UCR |
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| unlearned response that is automatically caused by the UCS |
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| previously neutral stimulus that eventually has conditioned response after being associated w/ UCS |
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| learned responce to CS that occurs after CS-UCS pairing |
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| aquisition (classical conditioning) |
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| the initial learning of the stimulus/responce link. (neurtal stimulus is being associated with UCS and becoming the CS that produces the CR. |
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| timing, connections in time and space between UCS and CS. (this time needs to be brief) |
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| predictability of one stimulus from presense of another |
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| tendency of new stimulus that is silimar to original to have the same CS (not having to learn how to drive again after buying a new car) |
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| process of responding to one stimuli and not another. |
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| weakening of CR in absense of UCS |
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| CR can occur after some time even with no further conditioning. |
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| an irrational fear (classical conditioning plays a big role) |
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| conditiong procedure for weakening CS by associating the "bad" stimulus with a new response (presenting a good stimulus with a bad one) |
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| drugs & conditional learning |
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| by repeating drug use same time of day/same place/same way, CS is created with the body preparing for the drug (at 6pm, or walking into the drug house). Overdose can occur if the drug is administered in another setting, when the body doesnt prepare itself |
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| classical-respondent behavior form |
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| behavior occurs automatically in responce to S (stimulus) |
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| (BF Skinner) also called instrumental conditioning. Form of associative learning in which the consequences of behavior change the probability of that behavior's occurance. |
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| voluntary behavior that acts on or "operates" on enviroment & produces rewarding/punishable stimulus. |
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| his experiments established the power of consequences in determining voluntary behavior |
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| developed by E.L. Thorndike, that says behaviors followed by positive outcomes are strengthened while behavior followed by negative outcomes is weakened. |
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| views of Thorndike, incorrect association weakens bc of consequences of actions |
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| rewarding approximates of a desired behavior ( taking baby steps ) |
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| process by which a stimulus or event increases probability of a behavior/event that follows |
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| frequency of a behavior increases bc it's followed by rewarding stimulus (receiving a cookie after cleaning up your room) |
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| frequency of behavior increases bc followed by removal of unpleasant stimulus. |
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| innately satisfying reinforcements such as the basic shelter & fluids |
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| through experience this reinforcement is learned and conditioned (pat on the back by your boss for a job well done) |
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| when an object can be exchanged for some other reinforcer (money for A's, gift cards for B's etc. ) |
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| schedules of reinforcement |
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| timeline that determines when a behavior will be rewarded |
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| reinforces behavior after a set NUMBER of behaviors |
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| reinforces behavior at average times but on unpredictable basis |
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| determined by TIME elapsed since last behavior was rewarded |
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| reinforces the 1st appropriate behavior after a fixed amount of time elapsed. behavior enacts the closer it gets to "reward" date (politions start kissing babies @ gatherings before elections, you dont see them doing so after they have gained the seat untill it is time to run for that seat again) |
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| behavior reinforced after variable amount of time elapsed (pop-quiz, fishing) not knowing when the reward will come |
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| some responce in similar behavior to similar stimulus |
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| responding to stimulus that signal that a behavior will/will not be reinforced |
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| previously reinforced behavior is no longer reinfoced, there is a decreased tendency to perform that behavior (declining productivity @ work whe no bonus) |
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| behavior decreases with unpleasant stimulus (smacking a hand) |
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| behavior decreases bc positive stimulus is removed (no more x-box) |
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| high probability activity can be used to reinforce a low probability activity (when you finish your homework you can play your video game) |
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| imitating, copying, modeling someone elses actions and learning them. Bandura's 4 main processes involved are: attention, retention, motion reproduction, enforcement |
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| cognitive factors in learning |
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| are those that Pavlov (classical) & Skinner (operant) ignored: memory, thinking, planning, etc. |
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| E.C. Tolman emphasized idea of purpose of behavior, and much is goal oriented in any organism |
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| Key arguments for purposive behavior |
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| We acquire expectations from conditioning. Information that CS provides is key to understanding classical conditioning. We form cognitive maps made from expectations about which action is needed to produce a goal, map is mental representation of structure of physical space |
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| -implicit learning- unreinforced learning, not immediately reflected in behavior (rats not finding food, but learning the maze they went through, animals knowing their surroundings when they flee from a predator) |
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| German gestalt psych. - maker of the "ah-ha" moment - pondering and coming to conclusion which he tested by the monkey, fruit and box experiment (monkey had to think about how to get the fruit above his head) |
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| form of learning in which we develop a sudden insight into a problem (lightbulb!) |
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| tendency to revert to instinctive behavior that interferes with learning |
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| species-specific bio predispositions that allow learning in certain ways but not others |
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| bio constrait on learning of person getting sick from a food and not being able to eat it later |
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| author of "Psych. of an infant" : the cry-it-out method, tying hands to the crib, etc. 1928 |
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| very important in behavor bc it directly connects to reaching a goal |
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| all-or-nothing approach to learning and ability, either you have it or you dont. |
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| intelligence is something that can increase, be built upon. Failure means you still need to learn |
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| phenomenon of learning through experience that outcomes are not controllable |
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| (Robert Ader & Nicholas Cohen) decrease in production of antibodies, classical conditioning can produce this, since classical cond. focuses on stimulus ( rats die after associating water with poison) |
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| knowledge of upcoming events reduces stress |
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| applied behavior analysis |
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| application of operant conditioning principles, theory that many emotional and behavioral problems stem from inadequate or wrong responce consequences. ( child continues to break things bc the mother finally pays attention to him) |
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| only doing correct behavior when a person with authority to reinforce or punish is present |
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| the person with autority to reinforce/punish |
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