Ch.8 - Learning
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39 terms
Terms | Definitions |
|---|---|
 Learning | a relatively permanent change in an organism's behavior due to experience |
| Associative learning | learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning) |
| Classical conditioning | a type of learning in which an organism comes to associate stimuli. A neutral stimulus that signals an unconditioned stimulus (US) begins to produce a response that anticipates and prepares for the unconditioned stimulus. |
| Behaviorism | the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2) |
| Unconditioned response (UR) | in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth. |
| Unconditioned stimulus (US) | in classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers a response |
| Conditioned response (CR) | in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS). |
| Conditioned stimulus (CS) | in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response(UR) |
| Acquisition | the initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response |
| Extinction | the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. |
| Spontaneous recovery | the reappearance, after a pause, of an extinguished conditioned response |
| Generalization | the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
| Discrimination | in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
| Operant conditioning | a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher. |
| Respondent behavior | behavior that occurs as an automatic response to some stimulus; Skinner's term for behavior learned through classical conditioning. |
| Operant behavior | behavior that operates on the environment, producing consequences |
| Law of effect | principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely |
| Operant chamber | a chamber also known as a Skinner box, containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal's rate of bar pressing or key pecking. Used in operant conditioning research. |
| Shaping | an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior. |
| Reinforcer | in operant conditioning, any event that strengthens the behavior it follows. |
| Positive reinforcement | increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. |
| Negative reinforcement | increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note, this is not the same thing as punishment. |
| Primary reinforcer | an innately reinforcing stimulus, such as one that satisfies a biological need. |
| Conditioned reinforcer (secondary reinforcer) | a stimulus that gains its reinforcing power through its association with a primary reinforcer |
| Continuous reinforcement | reinforcing the desired response every time it occurs |
| Partial (intermittent) reinforcement | reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement. |
| Fixed-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses |
| Variable-ratio schedule | in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses |
| Fixed-interval schedule | in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed |
| Variable-interval schedule | in oprant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals |
| Punishment | an event that decreases the behavior that it follows |
| Cognitive map | a mental representation of the layout of one's environment. For example, after exploring a maze, rats act as if they have learned a cognitive map of it. |
| Latent learning | learning that occurs but is not apparent until there is an incentive to demonstrate it |
| Intrinsic motivation | a desire to perform a behavior for its own sake. |
| Extrinsic motivation | a desire to perform a behavior due to promised rewards or threats of punishment |
| Observational learning | learning by observing others |
| Modeling | the process of observing and imitating a specific behavior. |
| Mirror neurons | frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation, language learning, and empathy. |
| Prosocial behavior | positive, constructive, helpful behavior. The opposite of antisocial behavior. |
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