Learning And Cognition Master's Level Test 1

Front 1

Learning

Back 1

A relatively permanent change in behavioral potential for an individual organism in response to individual experience

Front 2

Cognition

Back 2

All processes by which... sensory input is reduced, transformed, elaborated, stored, recovered, and used."

"The combined mental processes of imagery, intention, and flexibility"

Front 3

Imagery

Back 3

Mental representation of external reality

Front 4

Intention

Back 4

Purpose or goal

Front 5

Flexibility

Back 5

ability to find a "plan b"

Front 6

Aristotle via John Locke (School of Thought)

Back 6

Tabula rasa

Front 7

Wilhelm Wundt (School of Thought)

Back 7

Introspection, Germany 1879

Front 8

Edward Titchener (School of Thought)

Back 8

Structuralism

Front 9

Herman Ebbinghaus

Back 9

the father of human memory research

Front 10

William James

Back 10

Functionalism

Front 11

John Watson

Back 11

founder of behavioralism, youngest president of APA, taught at Hopkins

Front 12

Behavioralism (John Watson)

Back 12

Mental behaviors are fictional products of language and practices.

Since mental processes only can be verified by observing behavior, they have no place in psychology

Front 13

B.F. Skinner

Back 13

radical behavioralist, founder of school of operant psychology

Front 14

Behaviorism (B.F. Skinner)

Back 14

Mental behaviors exists but are irrelevant to prediction/ control of behavior.

Key factors are antecedents that cue adaptive behaviors, and consequences that strengthen or weaken those behaviors.

Front 15

Threats/ challenges to behaviorism

Back 15

"The Misehavior of Organisms" -MaryAnn and Keller Breeland trained circus animals

World War II

Verbal learning

Linguistics- Chomsky vs. Skinner

The mind/computer analogy- humans are info processors too

Front 16

Cognitive Psychology founders

Back 16

September 10-12, 1956
MIT
George Miller, Noam Chomsky, Allen Newell, and Herb Simon

Front 17

Cognitive Psychology

Back 17

mental processes exist, and both affect and are affected by behavior.

Mental Processes can be studied scientifically.

Human beings are active info processors, not just tabulae rasae.

Front 18

Respondent Behavior

Back 18

Responses triggered by internal or external stimuli
(instincts/ reflexes)

Front 19

Operant Behavior

Back 19

Responses selected to obtain or avoid consequences
(not triggered in any automatic or reflexive way & always based on past experience)

Front 20

Overt (Public) Behavior

Back 20

Responses observable to individuals other than the one making them

Front 21

Covert (Public) behavior

Back 21

Responses observable to only the individual making them

Front 22

Behavioral Répertoire

Back 22

All responses, respondent and operant, overt and covert, that make an individual organism is capable of making at a given point in time.

An organism's "bag of tricks"

Front 23

Respondent Learning
aka Pavlovian or Classical Learning

Back 23

Process by which an overt or covert reflexive/instinctive response comes to be triggered by an event that does not cause it in nature.

Front 24

Operant Learning
aka Skinnerian or Instrumental Learning

Back 24

Process by which an overt or covert response comes to occur more or less frequently because of the consequence it produces.

Front 25

The ABC Theory of Operant Learning

Back 25

A=Antecedents (all the cues in a situation that let us know what we could do next)

B=Behavior (what we actually do in a given situation)

C= Consequence (what happens to us after we do whatever we do)

Front 26

Applied Behavioral Analysis

Back 26

Manipulation of the frequencies of operant behaviors in specific situations by controlling their antecedents and their consequences.

ABA is the process whereby the critter learns:
1. the cues that signal particular responses
2. the responses
3. the consequences that follow those responses

Front 27

Medical model for Psychotherapy

Back 27

1.Client presents certain behaviors that are symptoms of underlying problems

2. Therapist conducts psychological assessment to determine underlying problems that are causing the symptoms, and to identify the most appropriate therapy to reduce/cure the problems.

Front 28

Behaviorist Model for Psychotherapy

Back 28

1. Client presents certain (target) behaviors that are the clients problems.

2. Therapist conducts behavioral assessment to determine the functional relations between target behaviors and their antecedents and consequences, and to identify ways to change the target behaviors.

Front 29

Steps of Applied Behavior Analysis

Back 29

1. Define target behavior
2. Identify conditions under which the target should/should not occur
3. Collect baseline data
4. Specify the consequences for the target
5. Establish the criterion for success
6. Implement the program and measure its effects
7. Modify the program as indicated
8. Terminate when the criterion is reached.

Front 30

Permanent Product Recording

Back 30

Record the enduring outcome of a behavior

ex: number of cigarettes smoked, windows broken, dishes washed, problems completed, etc.

Front 31

Event Recording

Back 31

Record the number of times a specific behavior occurs over a specific interval of time (e.g., each minute/hour/day, each class, each meal, etc,)

ex: number of pages read, questions asked, meals eaten, words said, etc.

Front 32

Duration Recording

Back 32

Record the total amount of time a behavior persists

ex: length of time (in seconds/minutes/etc.) to complete an assignment, time spent studying, time spent performing a chore, etc.

Front 33

Interval Time Sampling

Back 33

Record the presence/ absence of a behavior within a specific time interval

a. Whole-interval sampling
b. Partial-interval sampling
c. Momentary time-sampling

Front 34

Whole-Interval Sampling

Back 34

Record the behavior only when it persists throughout an entire time interval

ex: on-task behaviors of the sort that should persist without interruption (e.g., eye-contact while speaking, studying, attention to road while driving, etc.)

Front 35

Partial- Interval Sampling

Back 35

Record the behavior if it occurs at all during a time interval

ex: behaviors of the sort that should not be happening at all, such as swearing, bizarre gestures, rudeness, etc.

Front 36

Momentary Time-Sampling

Back 36

Record the behavior only if it is occurring at the moment an interval ends.

ex: behaviors of the sort that tend to persist without interruption, whether or not they are desirable (e.g., in-seat behavior, on-task behaviors, etc.)