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Definition
| A relatively permanent change in an organism's behavior due to experience |
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| Why are we fortunate to be capable of learning? |
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| The view advocated by the eminent early psychologist John B. Watson, that psychology should be an objective science that studies external behavior without any necessity to consider internal mental processes |
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| Believed that psychology should be an objective science based on observable behavior, without regard for inner thoughts, feelings, and motives |
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| Medical researcher who studied digestive system for 20 years. Won Nobel Prize. |
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| What did he discover and develop? |
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Definition
| He discovered that he could make a dog salivate by using classical conditioning. |
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| a type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus. |
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| How did Pavlov discover and then scientifically demonstrate classical conditioning in his original experiment? |
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Definition
| He was experimenting with dogs and he discovered that he could make a dog salivate by ringing a tone. He then tried other stimuli- a buzzer, a light, a touch on the leg, the sight of a circle- and they all worked. |
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Term
| Unconditioned Stimulus (UCS) |
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Definition
| a stimulus that naturally brings about a response you are looking at, without any learning having to take place |
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| What was the UCS in Pavlov's experiment? |
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Term
| Unconditioned response (UCR) |
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Definition
| A naturally occurring response to the unconditioned stimulus, a response that does not require learning in order ot take place |
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| What was the UCR in Pavlov's experiment? |
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| natural and built-in, not requiring any learning in order to occur |
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| A stimulus that does not bring about a response you are interested in |
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| What was the neutral stimulus in Pavlov's experiment? |
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Definition
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Term
| Conditioned Stimulus (CS) |
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Definition
| an originally neutral stimulus that, after being paired with an unconditioned stimulus, takes on the ability to bring about the response that originally went with the unconditioned stimulus |
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Term
| What was the CS in Pavlov's experiment? |
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Definition
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| Conditioned Response (CR) |
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| A learned response to a previously neutral stimulus that is now the conditioned stimulus |
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Term
| What was the CR in Pavlov's experiment? |
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| NOT natural, NOT built-in; something that would only happen if learning had occured |
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| Pavlov's Experiment (diagram) |
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Definition
Food (UCS) ---> Drool (UCR)
Tone (NS) + Food (UCS) ---> Drool (UCR)
Tone (CS) + Food (UCS) ---> Drool (CR)
Tone (CS) ---> Drool (CR) |
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Term
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Definition
| the initial learning of a stimulus-response relationship |
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Term
| Optimal interval between presenting the CS and UCS? |
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Definition
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Term
| What is the result if the interval is too long? Or if CS comes after UCS? |
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Definition
| The subject would most likely not associate the CS with the UCS. Conditioning would not likely occur if the CS comes after UCS. |
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Term
| What happened in a modern experiment with Japanese quail? |
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Definition
| Male quail in a cage with red light. When red light turned on they put a female quail in with male. the bird would start hanging out by the red light waiting for it to turn on. |
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| How may sexual arousal be conditioned in humans? |
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Definition
| Smells, sounds, tastes, etc. |
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Definition
| the diminishing of a conditioned response; specifically, in classical conditioning when an unconditioned stimulus no longer follows the conditioned stimulus, until the conditioned response diminishes or disappears |
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Definition
| the reappearance of a previously extinguished response after a period of time in which there has been non training |
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Definition
| the tendency for stimuli that are similar to the conditioned stimulus to bring about similar responses (Some experts call this "stimulus generalization") |
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Definition
| the learned ability to tell that difference between the conditioned stimulus that will be followed by the unconditioned stimulus, and other, similar stimuli that will not be followed by the unconditioned stimulus |
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Term
| Can cognitions (internal thought processes) influence classical conditioning? |
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Definition
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| How can cognitions affect therapy for alcoholics? |
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Definition
| Many alcoholics are aware that they can blame nausea on the drug, not the alcohol. That cognition often weakens the association between alcohol and feeling sick. |
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