Learning And Ethology

Front 1

Learning and ethology;

Back 1

the psychological study of learning and research concerning the way in which animals and people learn.

Front 2

Historical perspective; Edward Thorndike, first to study____; part of this psychological system, define.

Back 2

1874-1949; One of the early psychologists who studied learning; functionalist school, focusing on how the mind functioned in adapting to the environment.

Front 3

Thorndike along with functionalism, he is also considered to be an early; reflected in his study of this type of behavior____of______.Result of his study developed the ______, which formed the basis for________.

Back 3

Behaviorist; objective behavior of animals; law of effect; operant conditioning.

Front 4

One of the original experiments on learning that founded____ in ________by _____.

Back 4

Classical conditioning experiment; behaviorist system of thought;1920, John Watson

Front 5

Little albert; wasnt afraid of laboratory rats until Watson made a loud noise behind Alberts head when presented w/rat; results and outcome

Back 5

Learned to associate the white rat w/loud noise; began to show fear response and then associated that response to a rabbit, and mink coat

Front 6

Ivan Pavlov

Back 6

Classical conditioning.

Front 7

After Watson, behaviorism became this in the system of psychology in the U.S. until about 1960.

Back 7

Dominant psychological school/system

Front 8

Clark Hull's theory of motivation also known as this theory____; stated that goal of behavior was to_____; when the goal for behavior is met this takes place.

Back 8

Drive-reducation theory; the goal of behavior is to reduce biological drives; when bio drive is reduced, reinforcement occurs.

Front 9

In the 1930's due to the work of Konrad Lorenz, this marked the beginning of _____ as a recognized discipline; Lorenz rejected this idea of behaviorists in favor of these methods.

Back 9

Rejected the idea that animal behavior could be understood in the laboratory, contrary to the behaviorist methodology; Lorenz believed that an understanding of animal behavior could be gained only out in the field.

Front 10

What type of reserch methods did Lorenz impliment vs. Watson; Lorenz used these methods to observe and report behavior of animals.

Back 10

Field research or naturalistic observation of animal in its personal environment, he was able to describe the animal's behavior in great detail, qualitative; Watson experimental, quantitative;

Front 11

Lorenz by studying the context in which a particular behavior took place of an animal, he could begin to analyze the _______.

Back 11

The function that the behavior served; whereas experimental studies do not look so much as function.

Front 12

Ethologists study animals in this way compared to behaviorists.

Back 12

In their natural enviroment, rather than in the laboratory.

Front 13

Classical conditioning also know by this term, is a result of _______; ex.

Back 13

Respondent condition; result of learning connections between diffrent events; learn that thunder follows lightning, smell of food is floowed by dinner, darkened lights in movie theater mean that the movie is to begin.

Front 14

Ivan pavlov is credited w/the founding of these______.What discovery did he make and how.

Back 14

He noticed that through experience, simuli that previously had no relation to a specific reflex could come to trigger that reflex; whie he was studying the reflex of salivation of dogs in response to food.

Front 15

Reflex and stimulus; Pavlov's dog. The behavior of the dog is____; Specific type of stimulus is required to elicit the UR.

Back 15

Reflex is san unlearned response that is elicited by a specific stimulus; food powder placed in a dogs mouth the dog reflexively salivates and this is not learned it is reflexive; neutral stimulus;

Front 16

What happened when Pavlov regularly presented a neutral stimulus, a ringing bell, before putting the food in the dogs mouths? The dogs would also salivate in these situations too.

Back 16

Initially, the dogs did not react much when they heard the bell ring; after the procedure was repeated several times, the dogs began to salivate then they heard the bell ring; only rang the bell and did not deliver any food.

Front 17

Classical conditioning, Pavlov's dogs; at what point were the dogs classically conditioned.

Back 17

When Pavlov only rang the bell and did not give the dogs food, yet the dogs salivated upon hearing the bell.

Front 18

How did classical conditioning occur in the dogs in response to the originally insignificant stimulus.

Back 18

The bell ring, became significant for the dogs; they came to realize that once they heard the bell ring, the food would soo be placed in their mouths

Front 19

Paired, or associated, the neutral stimulus, bell w/food; how was the association made.

Back 19

The bell ring became paired wplacing the food powder in the dogs mouths; Once this association was made, the dogs began to salivate at the ring of the bell.

Front 20

Dogs had become through association or pairing;

Back 20

Conditioned to salivate in response to the bell ring.

Front 21

UCS/UCR in Pavlo's study

Back 21

The food which when placed in the mouth results in the salivation of the dog.

Front 22

UCR/UCS are unconditioned for this reason

Back 22

These are called unconditioned b/c the animals salivation is the natural response to the stimulus and didnt' need to be conditioned.

Front 23

Natural responses to a stimulus

Back 23

These are UCR any thing that is a response to something that would elicit this response and the dogs salivitory response didn't need to be learned (conditioned)

Front 24

Learned in classical conditioning is associated with this world

Back 24

Conditioned; any time a response is learned as a result of being associated with a stimulus that makes the response no longer a reflexive behavior to a natural stimulus

Front 25

After conditioning or learning the new stimulus that elicits the response is called

Back 25

Conditioned stimulus CS

Front 26

CR

Back 26

The animals response to the conditioned stimulus (salivation) this is now the learned response and salivitory response is reflexive learned associate with the CS (bell).

Front 27

CR/CS called conditioned b/c

Back 27

The animal had to learn to salivate to the bell.

Front 28

Classical conditioning key phrases; explanation; phrase, US; UR; CS; CR.

Back 28

A stimulus that can reflexively elicit a response; a response reflexively elicited by an US; stimulus that, after conditiong, is able to elicit a nonreflexive response; Response that, after condition, is elicited by a conditioned stimulus.

Front 29

Critical factor in success of classical conditioning is this; what is the procedure;

Back 29

Timing of CS and UCS; Pavlov's experiement the CS bell ring presented before the UCS food;

Front 30

Forward conditioning

Back 30

For clasical conditioning to work, the CS has to be presented before the UCS; CS bell, UCS food.

Front 31

Acquisition

Back 31

Term used to describe the period during which an organism is learning the association of the stimuli; conditioning period of pairing the CS with UCS, by presenting CS before UCS; to elicit a CR.

Front 32

Extinction; give example of this process

Back 32

Once classical conditioning occurs, it can be unlearned through a process; Repeatedly present the CS w/o the UCS; ring the bell, but not give the dog any food power; do this over and over again the dog will eventually stop salivating in response to bell ring.

Front 33

Spntaneous recovery; when does this behavior occur in the classical conditioning model; what kind of a response will be elicited by the CS.

Back 33

After extinction occurs, the CS (bell ring) can once again elicit the CR of salivation; After a period of rest, presenting the bell (CS) w/o the food (UCS), will elicit a weak CR of salivation.

Front 34

During spontaneous recovery the CS can elicit a weak CR w/o the UCS present; if further extinction training is implemented what is the outcome.

Back 34

Further extinction training will once again cause the animal to stop salivating (CR) to the bell ring (CS).

Front 35

Generalization; example; evidence of this behavior in children.

Back 35

Tendency for stimuli similar to CS to elicit the CR; dogs may have eventually salivated to bells of a different pitch and/or timbre; child is bitten by large dog, may fear all dogs.

Front 36

Classical conditioning key concepts; explanation; concept, forward/back conditioning, extinction, spontaneous recovery, generalization.

Back 36

Presenting the UCS following the CS; Presenting the CS following the UCS; generally unsuccessful; Repeatedly presenting the CS w/o the UCS; after extinction and a period of rest, presenting the CS w/o the UCS will again elicit a weak CR; after conditioning, the tendency for stimuli similar to the original CS to elicit the CR

Front 37

Classical conditioning has limited usefulness for _____; why? what other classsical conditioning phonomena become more effective?

Back 37

Humans; in classical conditioning learning stimmuli are paired only when one of the stimuli (the UCS) elicits a reflex; humans have few reflexes; Second-order conditioning and sensory preconditiong expand the usefulness/applicability of classical conditioning in humans.

Front 38

Second order conditioning; name two stages;

Back 38

A NS is paired with a CS rather than an UCS; Stage 1 is regular classical conditioning; Stage 2 presentation of a new UCS (flash of light) stimulus just before presenting the CS (bell ring) w/o the (CR) present.

Front 39

Pairing of NS with CS; regular classical conditioning; new UCS just before presenting the CS; give example; third order conditioning.

Back 39

Stage 1 is conditioning dog to salivate to a bell ring; NS/CS; Stage 2, UCS flash of light, prior to the CS bell ring, w/o the food powder (CR), dog will salivate to the light flash alone; tick of a metronome followed by light flash; salivate to metronome.

Front 40

Sensory preconditioning; 2 stages; NS is____;describe process

Back 40

Two NS are paired together and then one of the NS is paired w/UCS; Stage 1, pair 2 NS, flash of light and bell, not natural elicitors of UCR; Stage 2, pair the bell (NS) w/UCS ,(food); after animal salivates CR to bell alone, then test for the effect of sensory preconditioning by flash light w/o either ring bell or present food.

Front 41

Acquisition

Back 41

Term used to describe the period during which an organism is learning the association of the stimuli; conditioning period of pairing the CS with UCS, by presenting CS before UCS; to elicit a CR.

Front 42

Extinction; give example of this process

Back 42

Once classical conditioning occurs, it can be unlearned through a process; Repeatedly present the CS w/o the UCS; ring the bell, but not give the dog any food power; do this over and over again the dog will eventually stop salivating in response to bell ring.

Front 43

Spntaneous recovery; when does this behavior occur in the classical conditioning model; what kind of a response will be elicited by the CS.

Back 43

After extinction occurs, the CS (bell ring) can once again elicit the CR of salivation; After a period of rest, presenting the bell (CS) w/o the food (UCS), will elicit a weak CR of salivation.

Front 44

During spontaneous recovery the CS can elicit a weak CR w/o the UCS present; if further extinction training is implemented what is the outcome.

Back 44

Further extinction training will once again cause the animal to stop salivating (CR) to the bell ring (CS).

Front 45

Generalization; example; evidence of this behavior in children.

Back 45

Tendency for stimuli similar to CS to elicit the CR; dogs may have eventually salivated to bells of a different pitch and/or timbre; child is bitten by large dog, may fear all dogs.

Front 46

Classical conditioning key concepts; explanation; concept, forward/back conditioning, extinction, spontaneous recovery, generalization.

Back 46

Presenting the UCS following the CS; Presenting the CS following the UCS; generally unsuccessful; Repeatedly presenting the CS w/o the UCS; after extinction and a period of rest, presenting the CS w/o the UCS will again elicit a weak CR; after conditioning, the tendency for stimuli similar to the original CS to elicit the CR

Front 47

Classical conditioning has limited usefulness for _____; why? what other classsical conditioning phonomena become more effective?

Back 47

Humans; in classical conditioning learning stimmuli are paired only when one of the stimuli (the UCS) elicits a reflex; humans have few reflexes; Second-order conditioning and sensory preconditiong expand the usefulness/applicability of classical conditioning in humans.

Front 48

Second order conditioning; name two stages;

Back 48

A NS is paired with a CS rather than an UCS; Stage 1 is regular classical conditioning; Stage 2 presentation of a new UCS (flash of light) stimulus just before presenting the CS (bell ring) w/o the (CR) present.

Front 49

Pairing of NS with CS; regular classical conditioning; new UCS just before presenting the CS; give example; third order conditioning.

Back 49

Stage 1 is conditioning dog to salivate to a bell ring; NS/CS; Stage 2, UCS flash of light, prior to the CS bell ring, w/o the food powder (CR), dog will salivate to the light flash alone; tick of a metronome followed by light flash; salivate to metronome.

Front 50

Sensory preconditioning; 2 stages; NS is____;describe process

Back 50

Two NS are paired together and then one of the NS is paired w/UCS; Stage 1, pair 2 NS, flash of light and bell, not natural elicitors of UCR; Stage 2, pair the bell (NS) w/UCS ,(food); after animal salivates CR to bell alone, then test for the effect of sensory preconditioning by flash light w/o either ring bell or present food.

Front 51

In stage 2, after the animal salivates to the bell alone and testing for the effect of sensory preconditioning by flashing light w/o either ring of bell or presenting food, what is the outcome?

Back 51

Sensory preconditioning took place b/c that even though the light flash and the food were never directly paired, the light flash elicits salivation; never pair one of the NS w/UCS to elicity the CR.

Front 52

Second order conditioning vs sensory preconditioning; Type; stage 1 stimuli; stage 2 stimuli; Stimuli present during testing stage.

Back 52

1) CS, bell; UCS, food; 2) NS, light flash; CS, bell ring; NS, light flash; Sensory-pre, 1) NS1, light flash; NS2, bell ring; 2) NS2, bell ring (becomes CS), UCS, food; NS1, food and light flash.

Front 53

Temporal contiguity; until late 60's, psychologists believed that CConditioning occurred for this reason

Back 53

Because the CS and the UCS were presented in succession; temporal contiguity of the CS and UCS were essential to the conditioning.

Front 54

Robert Rescorla suggested that classical conditioning was a result of this process.

Back 54

CC was a matter of learning signals for the UCS to the extent that the CS is a good signal and that it has informational value or is a good predictor of the UCS.

Front 55

Contingency explanation of classical conditioning

Back 55

Robert Rescorla; CS must have a good signal and be a good predictory of the UCS, the CS and UCS will become associated and classical conditioning will occur.

Front 56

Blocking procedure; other researchers have been critical of Rescoral's contingency explanation of CC;

Back 56

Rescorla's explanation didn't go far enough; Not only must the CS and UCS be continget (good signal, info value and predictor); the CS must also provide nonredundant info about the occurrence of the UCS in order for conditioning to occur; this relevant experimental procedure is called blocking.

Front 57

Original blocking experiment had 2 stages. In first stage this occurred; after repeated trials, this was the result; stage 2 what is presented; what is the outcome.

Back 57

Stage 1, rats heard a hissing noise (CS) and were then given an electrical shock (UCS); rats began to show fear of the (CS) alone w/o the shock; In stage 2, the (CS) hissing and light presented at the same time, followed by the UCS; after several trials there were 2 CS (hissing, light).

Front 58

If classical conditioning were based on contingency alone, the this would be the outcome; light is a good predictor of this stimulus as this CS, which rats showed CR of fear when presented. What is the expected outcome when the CS light is presented.

Back 58

The rat would show a fear (CR) response to the light (CS); Light good predictor of the UCS as the CS, rats showed CR of fear w/CS; would expect the light to become associated w/the shock (CS) and would expect the rat to show a fear response to (CS) light.

Front 59

When the CS, light was presented alone, the rat_____, providing evidence that the rats_____why, what was the hissing noise (CS)?

Back 59

Did not show a fear response, light did not elicit a CR; did not learn the association btw the light and the shock; b/c the rat learned in stage 1 that the hissing noise (CS) was a good predictor of the shock.

Front 60

In stage 2 of the contiguity experiment why did the light not elicit the CR; for classical conditioning to occur it is not enough for this to take place

Back 60

Stage 2, the light provided no additional info useful for the rat in predicting when shock will occur, so the rat used the info of the hissing noise (CS) to predict when the shock would occur; CS and the UCS to be contingent; the CS must also provide seful, that is nonredundant, information about the occurrence of the UCS.

Front 61

Classical conditioning; explanations that have been proposed for why it works; explanation; concept, contiguity, contingency, blocking.

Back 61

CS and UCS are contiguous (near) in time; CS is a good signal for UCS; CS is a good signal for UCS and provides nonredundant info about the occurrenece of the UCS.

Front 62

Operant conditioning also known by this term; based on learning the relationship btw these variables; use this conditioning when and is controlled by this outcome

Back 62

instrumental conditioning or reward learning; relationship btw one's actions and their consequences; use operant conditiong principles in every day life; consequences

Front 63

Pioneers of operant conditioning; date; theory.

Back 63

E.L. Thorndike; 20th C.; law of effect which states if a response is followed by an annoying consequence, the animal will be less likely to emit the same response in the future.

Front 64

BF Skinner agreed w/Thorndike's contention; but rejeted Thorndike's stress on these, name; Skinner further develped the study of operant conditioning, distinguishing four important concepts:

Back 64

That envrionmental consequences affect the probability of response; mentalistic terms, satisfying and annoying; pos/neg reinforcement, punishment, extinction.

Front 65

Skinner's positive reinforcement in operant condition.

Back 65

The probability that the desired response will be performed is increased by giving the organism something it wants (reward) whenever it makes the desired response

Front 66

Positive reinforcement as reward for a desired response; ex.

Back 66

Reward a person in order to increase the frequency of a particular behavior; give a god a biscuit (reward), every time he comes when he is called, dog will learn to respond in order to get the reward (treat).

Front 67

Negative reinforcement

Back 67

The probability that the desired response will be perfored is increased by taking away or preventing something undesirable whenever the desired response is made.

Front 68

Negative reinforcers can be ___once the desired response has been achieved; two types of neg. reinforcement

Back 68

Turned off; escape and avoidance;

Front 69

Negative reinforcements, escape, role in operant conditioning to increase a desired behavioral response.

Back 69

Escape, the behavior removes omething undesireable; loud annoying buzzer, reminding me that my seatbelt is not fastened, can be taken away (escaped from ) by fastening my seat belt

Front 70

Negative reinforcements, avoidance, role in operant conditioning to increase a desired behavioral response.

Back 70

organism gets a warning that an aversive stimulus will soon occur, and the appropriate response completely avoids the aversive stimulus; ex. heeding the warning inherent in a stop sign: if I stop first before entering the intersection, I was likely to Avoid a crash; through avoidance, my behavior stops an aversive stimulus from ever happening.

Front 71

In reinforcement, whether pos/neg, behavior is being affected which means that

Back 71

It is more likely that I will, in the future, perform the same behavior under similar circumstances.

Front 72

In punishment

Back 72

The probability that a response will be made is decreased by giving the organism something undesirable whenever the response is made; ex. sending a child to his room for writing on wall, decreases the probability that the behavior will not occur again.

Front 73

Stimulus in punishment; stimulus in neg. reinforcement.

Back 73

When the stimulus is applied it is punishment; when the stimulus is removed it is neg. reinforcement.

Front 74

Distinguish btw goal of punishment vs. negative reinforcement

Back 74

Punishment is to decrease the probability of a particular behavior; Negative reinforcement is to increase the probability of a particular behavior.

Front 75

According to Skinner we don't know if something is a reinforcer or a punisher until we look at the effect it has on the behavior.

Back 75

Ex. child reprimanded for clowning around in clas, is the child's behavior being reinforced or punsihed; it depend on whether or not the childs clowning around increased in frequency or decreased in frequency; child clown around more after the reprimand, then the reprimand is a reinforcer, child may like the attention from the reprimand.

Front 76

In reinforcement, whether pos/neg, behavior is being affected which means that

Back 76

It is more likely that I will, in the future, perform the same behavior under similar circumstances.

Front 77

In punishment

Back 77

The probability that a response will be made is decreased by giving the organism something undesirable whenever the response is made; ex. sending a child to his room for writing on wall, decreases the probability that the behavior will not occur again.

Front 78

Stimulus in punishment; stimulus in neg. reinforcement.

Back 78

When the stimulus is applied it is punishment; when the stimulus is removed it is neg. reinforcement.

Front 79

Distinguish btw goal of punishment vs. negative reinforcement

Back 79

Punishment is to decrease the probability of a particular behavior; Negative reinforcement is to increase the probability of a particular behavior.

Front 80

According to Skinner we don't know if something is a reinforcer or a punisher until we look at the effect it has on the behavior.

Back 80

Ex. child reprimanded for clowning around in clas, is the child's behavior being reinforced or punsihed; it depend on whether or not the childs clowning around increased in frequency or decreased in frequency; child clown around more after the reprimand, then the reprimand is a reinforcer, child may like the attention from the reprimand.

Front 81

Operant condtioning basic types; characteristic; effect on probability of response; type, pos. reinforcement/neg. escape, avoidance, punishment, extinction.

Back 81

Behavior is rewarded increases probability; behavior removes something undesirable, increases probability; behavior avoid something undesirable, increases probability; behavior causes something undesirable, decreases probability; behavior that used to bring reward no longer does so, decreases probability.

Front 82

discriminative stimulus

Back 82

A stimulus condition that indicates that the organism's behavior will have consequences

Front 83

A pigeon pecks at a key to get a food pellet. The food pellet fuctions_____.

Back 83

Functions as a positive reinforcement, increasing the pigion's pecking behavior.

Front 84

A light sets above the key; when the pigeon pecks at the key a pellet will be available if the light is on, but if the light is off, the pigeon will not get a pellet for pecking at the key, what is the SD.

Back 84

Pigeon's action reinforced only when the light is on. The SD, discriminative stimulus is the illuminated light.

Front 85

Generalization, classical conditioning concept; if the SD is a colored light what happens in generalization.

Back 85

Train an animal to peck for food when a green light is on (SD); after training the animal will peck not only when the gree light is on, but also when similar colored lights are on; closer the colr of the light is to green, the more likely it is that the animal will peck; generalization is extremely important concept of learning.

Front 86

Partial reinforcement effect; extinction; what human behavior is indicitive of this effect.

Back 86

Train rat A pellet every time lever is pressed and rat B only occassionaly then it will take longer for rat B to make the lever pressing extinct; gambling, behavior is reinforced by an occasional win.

Front 87

Four basic types of partial reinforcement called; name

Back 87

Schedules of reinforcement; fixed ratio (FR), variable ratio (VR), fixed interval (FI), variable interval (VI).

Front 88

Fixed-ration (FR).

Back 88

The organism receives reinforcement only after a fixed number of responses; after every five lever presses, receive food.

Front 89

Variable ratio (VR).

Back 89

The animal receives reinforcement after a varying number of responses; VR5 schedule, animal will receive, aon average a food pellet for every five lever presses;on any particular trial the food pellet could come on the second lever press, or the fifth lever press, or the 17th lever press

Front 90

Fixed interval (FI)

Back 90

Animal will be reinforced on the first response after a fixed period of time has elapsed since the last reinforcement; an FI 45 second schedule wil receive the food pellet for the first lever press after 45 seconds have elapsed since the last reinforcement.

Front 91

VI

Back 91

The animal will be reinforced for the first response made after a variable amount of time has elapsed since the last reinforcer; there is an average time interval period.

Front 92

What is the term called for an animal that is being reinforce for every response.

Back 92

FR1 or continuous reinforcement schedule CRF

Front 93

Examples of reinforcement schedules in real life; FR schedule in the work place; VR schedule

Back 93

Worker receives money for every 1000 envelopes stuffed; Slot machine, dropping a coin in a slot machine will be reinforce by winning every so often.

Front 94

Examples of reinforcement VI

Back 94

A parent responding to a crying child; From child's perspective, the response of interes is the crying and the reinforcement is the parent responging to the child; doesnt go back in after the child cries waits a while so certain time interval has to pass before the child will be reinforce for crying. exactly wat that time interval is will vary depending on the situation.

Front 95

Which schedule most resistant to extinction; nmeunonic, to remember this; which produces the most rapid response rate out of the four basic schedules.

Back 95

VR is resistant to extinction; VR very resistant; VR also produces the most rapic response rate; VR can also stands for very rapid response rate.

Front 96

Shaping; teaching dog to fetch slippers example.

Back 96

REinforce successive approximations to the desired behavior; reinforce every time your dog looks at the slippers; after the dog is doing that consistently, you would stop reinforcing her for just looking at the sliiper, and reinforce her only when she wals toward your slippers; once that is consitent then reinforce for only picking up slippers.

Front 97

Differential reinforcement

Back 97

Reinforcing desired response while extinguishing others; shaping is sometimes called this.

Front 98

Successive approximations

Back 98

In shaping this is what is being reinforce each time the animal or person gets closer to the desired behavior.

Front 99

Behavior therapies; behavior modification; tx in psychpathologies

Back 99

conditioning is relevant in life, but especially relevant and for therapeutic tx; we can divide behavior therapies into 2 groups; those based on classical conditiong and those based on operant conditioning.

Front 100

Therapies based on classical are used for what clinical conditions; what is an explanation for a phobia, how do they develop at times.

Back 100

Phobias and also with OCD; Phobia is an irrational fear; They develop through classical conditioning, out of a learned association btw an aversive US and a CS

Front 101

With phobias what is the best way to get rid the phobias w/classical conditioning; what classical conditioning process

Back 101

Through extinction; by repeatedly presenting the feared object, the CS w/o the associated US that originally elicited the fear, the fear response to the CS will decrease and will eventually be eliminated.

Front 102

Is this easy to treat phobia's w/extinction? Take for instance a fear of cats?

Back 102

No b/c the fear is irrations; if the person is exposed to cats several times, the person will learn that there is nothing to fear; the rear response wil udergo extinction; therapist has to find a way to expose the client to source of fear.

Front 103

What is a behavioral therapeutic technique that exposes a client to irrational fears (phobias?).

Back 103

Flooding; the clien experiences the CS (cat) w/o the US that originally elicited fear; force the client to hold a cat; after the client has the experience of holding the cat as harmless, the person learns that cats don't need to be avoided.

Front 104

Implosion (behavior therapy), similar to flooding.

Back 104

The client imagines the fearful situation and dissimilar to flooding, is not exposed to the feared object; by concentrating on the fearful stimulus, where nothing fearful can happen, the person confronts the phobia.

Front 105

Crticism of both of flooding and implosion.

Back 105

They force the client to experience a geat deal of anxiety at the beginning of the therapy.

Front 106

Systematic desensitization, John Wolpe;

Back 106

This technique reduces the initial up front anxiety by exposure to the feared object; heirarchy of anxiety producing situations coupled w/the use of relaxation techniques; imagine the least anxiety-producing situation in the hierarchy while in a relaxed state.

Front 107

The principle behind systematic desensitization.

Back 107

The client cannot experience two contradictory emotions at once; anxiety and relaxation.

Front 108

Counter-conditioning

Back 108

The person who is undergoing systematic desensitization, proceeds up the hierarchy until the relatxation responses are reinforce to the anxiety invoking object, stimulus.

Front 109

Conditioned aversion

Back 109

Based on classical conditioning; aversion therapy is used when the client is attracted to a behavior that the client and/or the therapist find undersirable.

Front 110

Conditioned aversion is used for what type of behavioral problems and how does it word.

Back 110

Alcohol, cigaretts; the stimulus that attarcts the client becomes paired w/an aversive unconditioned stimulus associated w/punishment; negative feelings will be associated to the undesirable behavior and the person will no longer be attracted to the behavior.

Front 111

Therapies based on operant conditioning attempt to alter the consequences of the client's behavior; explain the goal.

Back 111

Change the client's behavior by changing the reinforcement contingency that is associated with the behavior; using different kinds of operant conditioning to modify behavior

Front 112

What is the approach of therapeutic operant conditioning; name the approaches

Back 112

Contingency management; behavioral contracts, time out procedures, token economies, the premack principle

Front 113

Behavioral contract; what time of behavior are these contracts aimed to change.

Back 113

Negotiated agreement btw two parties that explicitly state the behavioral change that is desired and indicates concequences of certain acts; To improve interpersonal situations.

Front 114

Time-out; goal

Back 114

Undesirable behavior in situations that reinforce the behavior; remove the client from the reinforcing situation before receiving reinforcement for the behavior; the behavior will not be reinforced and will cease.

Front 115

Token economies; when are these effective.

Back 115

Given for desirable behaviors and taken away for various undesireable behaviors; tokens can be exchanged by the client for rewards and privileges; useful in mental hospitals for behaviors like self care, making one's own bed, interacting well w/staff and pts.

Front 116

Premack principle; give example

Back 116

A more preferred activity can be used to reinforce a less preferred activity; often applied by parents requiring children to do homework before they can play; using the more preferred activity, playing to reinforce the less preferred activity, studying.

Front 117

Challenges to behaviorists; who and what theories, underlying principle of the theorists

Back 117

Points of difference w/other theories/theorists can be shown in the research on problem solving; wolfgang kohler, insight; edward tolman, cognitive map; biological contraints; John Garcia, garcia effect, preparedness

Front 118

EL Thorndike; law of effect

Back 118

Conducted a sHeries of experiements to prove that problem solving is bes explained by this law

Front 119

How did Thornkike test his theories and come up with his law.

Back 119

Puzzle box;

Front 120

Puzzle box

Back 120

Thorndikes experimental design to prove that problem solving is best explained by the law of effect

Front 121

Design of puzzle box

Back 121

Is a cage that the animal can open by some simple action, such as presssing a lever; also place a dish of food outside the box.

Front 122

Getting out of the box the cat does this behavior

Back 122

The cat tries everything and by chance presses the correct lever to open the door

Front 123

Once the cat gets out of the puzzle box the first time what happens in subsequent trials.

Back 123

The cat gets out of the puzzle box at a quicker rate.

Front 124

Does this demonstrate that the cat has a cognitive understanding or insight into the task of getting out of the box

Back 124

No, according to Thorndike.

Front 125

What is the explanation Thorndike gave associated w/ the cats ability to get out of the box at faster intervals w/each trial.

Back 125

The effect is merely trial and error learning.

Front 126

The cats behavioral response of pressing the correct level is what, the other behavioral responses not associated with the opening of the door are___.

Back 126

Reinforced by the food while the other behavioral responses of the cat are not reinforced.

Front 127

What did thorndike argue related to problem solving.

Back 127

That all problem solving behaviors were the trial and error type.

Front 128

Wolfgang Kohler was the cofounder of which school?

Back 128

Gestalt

Front 129

Did Kohler agree w/Thorndike that all learning was the trial and error type? Why or why not?

Back 129

He disagreed w/Thorndike, though he conceded that the animals in Thorndike's experiment learned throught trial and error, he suggested that the animals were forced into trial and error learning b/c of the situation.

Front 130

Kohler stated that in Thorndikes experiment the cats learning was trial and error b/c they were forced into this type of learning via the situation; however, Kohler argued that if given the opportunity what kind of learning were the cats capable of?

Back 130

Learning by insight.

Front 131

Define Kohler's insight learning.

Back 131

Insight is the perception of the inner relationships btw factors that are essential to solving a problem.

Front 132

How did Kohler prove insight learning and the capability of animals to engage in this type of learning.

Back 132

Looked at problem solving in chimpanzees. Placed chimps in enclosed play areas and placed food in their sight but out of reach.

Front 133

What process did the chimps go through in order to learn by insight.

Back 133

Would first begin to get the food directly by reaching for it; after that failed they would stop and survey the situation and then suddenly try a different approach

Front 134

The different approach that the chimps applied to problem solving was based on this__.

Back 134

Suddenly, they would try a different approach based on a novel way of using items; they would use sticks or climp up on boxes to obtain the food.

Front 135

Kohler's experiments w/Chimps lead him to conclude___.

Back 135

The chimps used insight to solve the problem.

Front 136

What problem does insight learning pose for models of conditioning.

Back 136

It is difficult to explain insight on the basis of conditioning; insight is an alternative to the simple conditioning model.

Front 137

Edward Tolman conducted experiments to demonstrate what type of learning.

Back 137

With rats in mazes, to show that behavior isn't simply a matter of stimulu-response reinforcement learning; cognitive map

Front 138

Cognitive map

Back 138

Tolman stated that this is a mental representation of a physical space; able to show that rats were able to for cgnitive maps of various mazes.

Front 139

How did rats form Cognitive maps according to Tolman

Back 139

If a familiar path through the maze was blocked the rats were able to utilize their cognitive map to adopt an alternative route.

Front 140

Biological constraints posed challenges to what kind of theories.

Back 140

Another challenge posed to behaviorist conditioning and stimulus response theories of learning.

Front 141

Biological constraints states that__

Back 141

Different species have different inborn predispositions to learn different things in different ways;

Front 142

What do biological contraints effect?

Back 142

Both classical conditioning and operant conditioning.

Front 143

Garcia effect. Name the theorist and what experiment lead to this effect.

Back 143

John Garcia. Illustrated in a classical experiement w/thirsty rats.

Front 144

Describe the experimental design that demonstrated the Garcia effect.

Back 144

Rats A allowed to lick a tube that relaeases water sweetened; Rats B allowed to lick another tube that releases unsweetened water while simultaneously flashing a light and making a clicking noise.

Front 145

Two groups of rats, one w/sweetened water, the other unsweetened water, w/flashing light and clicking noise; what happens next in this experiement.

Back 145

Half A and half B the conditioned stimulus (water) is paired w/ a pain inducing shock; other half of each group, conditioned stimulus is paired w/nausea-inducing drug.

Front 146

Four groups of rats in the experiment to demonstrate the Garcia effect. Sweet water and Bright noisy water (CS); Shock and nauseating drug (UCS). What is the expected result according to the classical conditioning model.

Back 146

Classical conditioning should occur in all four groups and all of the groups should demonstrate an aversion to the CS due to bot the shock and the nauseating drug; this is the prediction of classical conditioning.

Front 147

What conditions demonstrated conditioning effects.

Back 147

Condition 2, Sweet water (CS) and Nauseating drug (UCS) along w/condition 3, bright noisy water (CS) and Shock (UCS), were the only two groups that conditioning was successful for.

Front 148

Which groups (conditions) demonstrated the garcia effect.

Back 148

Condition 1, sweet water (CS) and Shock (UCS) along with Condition 4, bright noisy water (CS) and nauseating drug (UCS), did not show any conditioning;.

Front 149

Garcia effect was shown in the rates who received this but not this condition.

Back 149

Rats who received the UCS of nausea inducing drug showed a conditioned aversion to the sweet water but not to the bright noisy water; Rats whe received the UCS of shock showed a conditioned aversion to the bright noisy water but not to the sweet water.

Front 150

In essence, the Garcia effect is what type of conditioning.

Back 150

Aversive conditioning or conditioned aversion.

Front 151

Why does the garcia effect occur or aversive conditioning? And what theory does the garcia effect give support for?

Back 151

Preparedness; biological constraints and the affect of these upon both classical and operant conditioning.

Front 152

Preparedness is a term used to explain.

Back 152

In-born tendence associated w/biological constraints w/in a specific species.

Front 153

Concerning the rats and the experiemental out come of the garcia affect or aversion conditioning what does preparedness demonstrate? What type of wiring occured in the rats?

Back 153

Rats seem to have an in-born tendency to associate certain stimuli w/certain consequences; Rates are biologically wired to associate illness w/something they ingested and to pair sights and sound w/externally induced pain.

Front 154

Thus, conditioning occurred in which groups and not in which groups, for this reason.

Back 154

Groups 1 & 3 rats were conditioned; and not in 1 & 4 (aversive conditioning took place); due to biological constraints demonstrated through preparedness for ability to be conditioned

Front 155

In other words, biological constraints and preparedness override??

Back 155

Conditioning; will not take place over preparedness--animals biological predispositions.

Front 156

Concerning humans, how does preparedness manifest itself (bio constraints) give ex.

Back 156

People tend to associate illness w/something they have eaten. Cancer patients this poses a serious issue; they understand that the treatment is making them ill and not the food they eat; biological wiring causes some food aversions regardless of cognitions.

Front 157

How do researchers overcome biological constraints and preparedness (bio predisposition) in chemo patients; Aversion is developed towards this type of food and not the necessary type of food.

Back 157

Give patient novel food; like a strange ice cream flavor immediately before tx; this allows for patient to develop an aversion to a food that they typically will not eat outside of the chemo stiuation instead of develping an aversion to a nutritive food.

Front 158

Taste aversion pose additional problems for classical conditioning name the first

Back 158

Learned taste aversion can occur after only one trial; one pairing of the CS and UCS. Most of classical conditioning takes many trials of pairing between the CS and UCS for conditioning to fully develop.

Front 159

Taste aversion pose additional problems for classical conditioning name the second problem this phenomena poses

Back 159

Subsequent experiemnts on taste aversion learning have shown that such learning can take place evern if the UCS occurs up to 24 hours after the CS;

Front 160

Taste aversion problem for classical conditioning model related to optimal time for the UCS to be presented after the CS

Back 160

In typical classical conditioning, optimal time period btw the CS and UCS is several seconds after the presentation of the CS.

Front 161

So, in the case of taste aversion and the pairing of th UCS up to ___hours later, this creates?

Back 161

24 hrs after eating a new food, the presentation of the UCS after the CS is presented, will created an aversion (conditioning) to that food.

Front 162

Biological constraints are also important to demonstrate the limitations of operant conditioning for this reason.

Back 162

Instincutal drift.

Front 163

Operant conditioning can affect animals in this way and which theorists demonstrated this.

Back 163

Operant conditioning can be used to teach animals amazing things; Keller and Marion Breland.

Front 164

Keller and Marion Breland were what type of psychologists in what years and believed what?

Back 164

Behavioral psychologists; 1950's' that operant conditioning could be used to train animals to do anything.

Front 165

Brelands used shaping in animals to implement what type of behavior in what type of experimental design.

Back 165

Train a raccoon to pick up coins and deposit them into a piggy bank.

Front 166

How did the Brelands reinforce the racoon to deposit money; what was the response of the racoon.

Back 166

Reinforce raccoon for picking up the one coin and depsiting into bank; difficult b/c upon picking up coin, raccoon didn't put in bank; would rub coin against container, clutch it and let drop into bank after a long period of hesitation.

Front 167

Describe the next reinforcement step used by the Brelands in the Raccoon/bank experiment and the behavior of the raccoon after.

Back 167

Reinforced raccoon for picking up 2 coins at the same time and putting both in the piggy bank was not at all successful; Raccoon picked up 2 coins, rubbed together, dipped in bank and then fully removed.

Front 168

Instinctual drift and the inability of raccoon to learn through reinforcement to put 2 coins in the bank; describe the behavioral pattern that ensued

Back 168

Raccoon reverted to a species specific behavioral pattern; raccoons catch crayfish, they instinctively rub the crayfish and dip into water to remove shell, what the raccoon did w/the coins.

Front 169

Vicarious reinforcement; who and what is the theory.

Back 169

Albert Bandura; demostrated through the bobo doll experient that behavior could be learn by observation.

Front 170

Challenges to behviorism; basic concepts; description; Thorndike, Kohler, Tolman

Back 170

Thorn, behaviorist, problem solving due to trial and error learning; Kohler, Gestalt, Problem solving is insightful; Tolman, Cognitive maps, animals have mental maps of physical spaces

Front 171

Challenges to behviorism; basic concepts; description; Badura, Garcia, The Bredlands.

Back 171

Bandura, observational learning, observing others behavior can affect your own behavior; Garcia, preparedness, animals are prepared to learn connections btw certain stimuli; Brelands, instinctual drift; instinctual ways of behaving are able to override behaviors learned through operant conditioning.

Front 172

Ethology, radically different from which psychological school?

Back 172

Is the study of animal behavior under natural conditions and is radically different from behaviorism.

Front 173

The evidence for ethology and the divergence btw ethology and behaviorism hinges on?

Back 173

Biological constraints on learning.

Front 174

Thologists concern themselves w/behaviors that are characteristic of a given species; name the term(s) used by ethologists.

Back 174

Species-specific or species-typical behaviors.

Front 175

Early ethologists looked at this type of behavior based on a species ____.

Back 175

Instinctual behavior; instinctual basis from species to species that results in species specific behavior.

Front 176

How did species specific behavior that have an instinctual basis or otherwise known as instinctual behavior, constratst w/behaviorists theories and methods.

Back 176

Theories of learning or learned behavior, was the concern of behaviorists, not instinctual behavior of ethologists; behaviorists bring animals into the lab.

Front 177

Behaviorists bring animals into the lab to study learned behaviors, ethologists study instinctual behaviors____ in this setting. And too, the behaviorists look for animal outcome (observable data), in the form of these variables.

Back 177

BEhaviorist bring animals into and study only simple behaviors such as salivation, key pecking, and lever pressing; ethologist observe animal behavior in the animal's natural habitat and look at more complex behavior.

Front 178

So behaviorists study this type of behavior in contrast to ethologists who study this type in this setting.

Back 178

Behaviorist, simple behaviors in a lab; Ethologists, complex behaviors in a naturalistic set.

Front 179

Who established the field of ethology and what were his discoveries.

Back 179

Konrad Lorenz; imprinting.

Front 180

Who introduced the experimental method into the field of ethologists and what did these methods allow for in a natualistic setting.

Back 180

Niko Tinbergen; enabled the construction of controlled conditions outside a lab setting.

Front 181

Fixed-action patterns (FAP).

Back 181

Certain action patterns are relatively stereotyped and appear to be species typical

Front 182

Where do FAP take place w/animals?

Back 182

Through observation of animal behavior in their natural habitat.

Front 183

FAP distinguished w/pavlovian theory of unconditioned response in the salvitory reflex of dogs.

Back 183

Salvitory reflexes are considered to be innate like FAP; difference is FAP tends to be more complex than pavlovian unconditioned response.

Front 184

Ex of an unconditioned response and FAP behavior.

Back 184

UR salivating ro an eyebling; FAP rolling an egg back to a nest, or species-typical courship ritual.

Front 185

FAP are triggered by this also know by this term; are these terms interchangeable?

Back 185

Sign stimuli or releasers; no they are not interchangeable.

Front 186

Definition of sign stimuli in triggering an FAP.

Back 186

Sign stimuli are features of a stimulus that are sufficient to bring about a particular FAP.

Front 187

Releasers in the process of triggering an FAP.

Back 187

Are a sign stimuli that function as signals from one animal to another; a release is a particular environmental stimulus that sets off a specific behavior.

Front 188

Differentiating btw sign stimuli and releaser.

Back 188

Sign, features sufficient to bring about FAP; releaser are a sign stimuli signals from animal to another; particular enviorn stimulus to trigger a specific behavior.

Front 189

Ex. of sign stimulus in the most famouse ethology experiment; who was the researcher and w/what species? Which behavior was studied in this species?

Back 189

Tinbergen's experiment on aggression in male sticklebacks.

Front 190

Describe Tinbergen's experiment on aggression in male sticklebacks; What is the behavior associated w/male sticklebacks?

Back 190

Fish whose males establish territories during the spring breeding season; if male swims into the territory of another male, likely to be attacked.

Front 191

What did Tinbergen find as a result of aggression of one sticklback male aimed at another that invaded the first male stickleback's territory. Name the sign stimulus.

Back 191

Red belly of the invading stickleback was the most important element in triggering the aggressive behavior.

Front 192

How did Tinbergen test the red belly as the main factor in triggering aggressive behavior?

Back 192

Used a crude model w/belly painted red and this model was attacked.

Front 193

So a red belly is what according to Tinbergen

Back 193

Sign stimulus and also a releaser, which triggers aggression in male sticklebacks during the spring.

Front 194

Sign stimulus and releaser can be one and the same? Describe why or why not.

Back 194

Yes, but not always; in this instance, the red belly was sufficient to bring about an FAP and also was the trigger (releaser) for the FAP to take place (aggression of stickleback, towards other male or fictous model that entered the first sticklebacks territory).

Front 195

What was an interesting finding in the Tinbergen male stickleback study and the effects of aggression?

Back 195

Designed a model that elicited the agressive response more often than an actual male stickleback.

Front 196

Supernormal stimulus describe

Back 196

A stimulus that is more effective at triggering the FAP than the actual stimulus found in nature.

Front 197

When does the FAP occur and how? What would occur if the stimulus was removed midway through the FAP?

Back 197

Follows automatically once the organism perceives the sign stimulus; the animal will continue to perform the actions as if the stimulus was still present, similar to an action potential=all or nothing law.

Front 198

Innate releasing mechanism (IRM), describe this in light of the inability for animal to stop the FAP once a stimulus has been removed.

Back 198

A mechanism that exists in the animal's nervous system that serves to connect the stimulus w/the right response.

Front 199

Ethology basic concepts, explanation, concept; FAP, sign stimuli, releaser.

Back 199

A stereotyped behavior sequence that does not have to be learned by the animal; features of a stimulus sufficient to bring about a particular FAP; a sign stimulus that triggers social behaviors btw animals.

Front 200

Ethology basic concepts, explanation, concept; supernormal stimulus, innate releasing mechanism (IRM).

Back 200

A odel more effective at triggering a FAP than the actual sign stimulus found in nature; a mechanism in the animal's nervous syste that connects sign stimuli w/the correct FAT's.

Front 201

Reproductive isolating mechanisms

Back 201

That prevent animals of one species from attempting to mate w/animals of a closely related species.

Front 202

How do reproductive isolating mechanisms work?

Back 202

Provide animals w/a way of identifying others of its own species

Front 203

Give example of reproductive isolating mechanism?

Back 203

Species-specific call gven by black headed gull males, enabling the females to find them.

Front 204

Where are isolating mechanisms found?

Back 204

Only in locations where closely related species share a common environment.

Front 205

Karl von Frisch found in honeybees, that?

Back 205

Able to communicate the direction and the distance of a food source to their fellow hive members by means of a special movement patterns, dances.

Front 206

What do modern ethologists tend to deemphasize compared to the founders of the ethology field?

Back 206

The instinctual bases of behavior and focus more on the question of why the animal behaves as it does and not in another manner.

Front 207

How do modern ethologists answer the question of why animals behave in a certain way and not in others?

Back 207

By attempting to discover the evolutionary significance of various behaviors.

Front 208

Charles darwin and natural selection premise and the area of investigation for modern ethologists.

Back 208

Natural selection is the key to evolution; based on the premise that not every membere of a species is equally successful at surviving and reproducing.

Front 209

Natural selection in part is based on the premise that not every species is equally successful at surving and reproducing and also on this premise

Back 209

That there is vvariation btw individual members of the same species and a portion of this variation has a genetic basis.

Front 210

In Darwin's natural selection theory which he stated as the key to evolution, the notion that some variation has a genetic basis is manifested how?

Back 210

To the extent that a genetic variation increases the chances of reproduction, it will tend to be passed down to the next generation.

Front 211

Darwin's theory of natural selection: Step-By-Step: Three steps; Step 1.

Back 211

There are genetic differenece btw members of a species

Front 212

Darwin's theory of natural selection: Step-By-Step: Three steps; step 2, two parts a & b.

Back 212

a) If a specific genetic variation increases the chances of reproduction, it will tend to be passed down to the next generation; b) if a specific genetic variation decreases the chances of reproduction, it will tend to not be passed down to the next generation.

Front 213

Darwin's theory of natural selection: Step-By-Step: Three steps; step 3.

Back 213

Over time, more and more members of the species will tend to have the genetic variation that increases their chance of reproduction and less and less of the species will tend to have the genetic variation that decreases their chance of reproduction.

Front 214

What does Darwin's theory of natural selection have to do w/behavior?

Back 214

It is related to a species reproductive fitness.

Front 215

Describe reproductive fitness

Back 215

The number of offspring that live to be old enough to reproduce; which suggests that animals will act to increase their reproductive fitness.

Front 216

Altruism and reproductive fitness

Back 216

If the anima's behavior decreases its reproductive fitness this is altruism

Front 217

Essentially how is altruism manifested in Darwinian theory?

Back 217

Altruist is putting itself in danger, and if doing so does not help its offspring the behavior will decrease its reproductive fitness.

Front 218

What is the flaw in the altrustic presupposition?

Back 218

That animals are known to put themselves at risk for fellow species-members

Front 219

Theory of kin selection and darwinian theory

Back 219

suggests that animals act to increase their inclusive firness, rather than their reproductive fitness.

Front 220

Inclusive fitness in association to theory of kin selection.

Back 220

Takes into account not only the number of offspring who survive to reproductive age, but also the number of other relatives who survive to reproductive age.

Front 221

Modern ethology is consedered a branch of these disciplines.

Back 221

Biology, zoology and sociobiology.

Front 222

Define sociobiology

Back 222

Studies how various social behaviors increase fitness.

Front 223

Scientist most associated w/sociobiology?

Back 223

E.O. Wilson

Front 224

Wilson believes that behavior is due to ____?

Back 224

Complex and dynamic interplay btw genetics and the environment.

Front 225

What is the goal of ethology?

Back 225

To test hypotheses about the effect of social behavior on fitness.

Front 226

Fitness and altruism; characteristic; relationship to altruism; type of fitness, reproductive fitness

Back 226

Takes into account the number of offspring that live to be old enough to reproduce; altruism is problematic

Front 227

Fitness and altruism; characteristic; relationship to altruism; type of fitness, inclusive fitness

Back 227

Takes into account the number of offspring that live to be old enough to reproduce and the number of other relatives who live to reproductive age; altruism is not problematic

Front 228

Concerning fitness and altruism; altruism is problematic for___ and not problematic for____.

Back 228

Reproductive fitness; inclusive finess.

Front 229

In the context of finess and altruism; sltrusim can be defined as?

Back 229

An action that increases the reproductive fitness of other members of the species while decreasing your own.

Front 230

Bandura, A.

Back 230

Studied observational learning and coined the term vicarious learning--learning that occurs by observing the behavior of others.

Front 231

Breland, K and M.

Back 231

Discovered and studied instinctual drift

Front 232

Darwin, C.

Back 232

Poposed a thory of evolution w/natural selection as its centerpiece.

Front 233

Garcia, J.

Back 233

Studied taste aversion learning and proposed that some species are biologically prepared to learn connections btw certain stimuli

Front 234

Kohler, W.

Back 234

Studied insight in problem solving

Front 235

Lorenz, K.

Back 235

Ethologis who studied unlearned, instinctual behaviors in the natural environment; coined the term imprinting.

Front 236

Pavlov, I.

Back 236

Discovered the basie principles of classical conditioning.

Front 237

Premack, D.

Back 237

Suggested the Premack principle, that a more preferred activity could be used to reinforce a less-preferred activity

Front 238

Rescorla, R.

Back 238

Performed experiements which showed that contiguity could not fully explain classical conditioning; proped instead, contingency theory of classical conditioning.

Front 239

Skinner, B. F.

Back 239

Deveoped the principles of operant conditioning

Front 240

Thorndike, E.

Back 240

Proposed the law of effect; used puzzle boxes to study problem solving in cats.

Front 241

Tinbergen, N.

Back 241

Ethologist who introduced experimental methods into field situations.

Front 242

von Frish, K.

Back 242

Ethologist who studied communication in honeybees.

Front 243

Watson, J.

Back 243

Performed experiemtn on Little Albert that suggested that the acquisition of phobias was due to classical conditioning.

Front 244

Wilson E.O.

Back 244

Developed sociobiology and explained that behaviors are a complex interaction btw genetic and environmental forces.

Front 245

Wolpe, J.

Back 245

Developed the method of systematic desensitization to eliminate phobias.

Front 246

Ethology

Back 246

Is the study of animal behviors, especially innate behaviors that occur in a natural habitat.

Front 247

Charles darwin made the concept of evolution scientfically plausible by asserting that___; his theory of evolution has been applied and tested in this field___.

Back 247

Natural selection was at its core; the concept of evolution is most commonly attributed to him, though he was not the first to think of it; his ideas about evolution have been applied to and tested in ethology.

Front 248

Name the three theorists that shared the Nobel Prize in 1973; and all were major figures in which field?

Back 248

Konrad Lorenz, Nikolaas Tinbergen, and Karl von Frisch; ethology.

Front 249

Lorenz found which discipline?

Back 249

Ethology as a distinct research area.

Front 250

Lorenz is best known for his pioneering work in the field of ethology and these concepts; first imprinting, explain and what work was Lorenz engaged in to discover the imprinting phenomena.

Back 250

Animial social relationships; he found that in certain species (usually birds) that the young attach to or imprint on the first moving object they see after birth.

Front 251

The imprinting attachment to the first moving object a young vird sees after birth is followed by?

Back 251

A following response, in which the young chicks will folow their first contact, whether it be an adult bird or human.

Front 252

What else did Lorenz discover related to imprinting?

Back 252

Was subject to a sensitive learning period, after which imprinting would not occur.

Front 253

Lorenz is best known for his pioneering work in the field of ethology and these concepts; second is animal agression; what fire did Lorenz's theory of instinct fuel? Whose theory's did Lorenz draw from?

Back 253

Animal aggression,His theory of instinct fueled the fire of ethology's great debate over innate behavior; drew from Darwin's ideas of natural selection, argued that certain kinds of aggression were necessary for the survival of species.

Front 254

Contrary to most psychologists, Lorenz arued that aggressive behavior is?

Back 254

Instinctual rather than learned and that even human intraspecies agression can be explained through survival needs.

Front 255

Lorenz is best known for his pioneering work in the field of ethology and these concepts; third releasing stimuli; who later continued Lorenz's work in this area?

Back 255

he did the earlies work in the are of releasers or sign stimuli; Tinbergen.

Front 256

Describe Lorenz's early work in Releasing stimuli.

Back 256

A releasing stimulus in one individual of a species elicits an automatic, instinctual chain of behaviors from another individual in the same species.

Front 257

What did Lorenz call these elicited chains of behavior?

Back 257

Fixed action patterns.

Front 258

Lorenz is best known for his pioneering work in the field of ethology and these concepts; fourth, FAP; who explained FAP?

Back 258

Lorez conceived the term--later explained by Tinbergen; Fixed action patterns are instinctual, complex chains of behaviors triggered by releasing stimuli.

Front 259

Name the four defining characteristics of FAP.

Back 259

The are uniform patterns; they are performed by most members of the species; they are more complex than simple reflexes; they cannot be interrupted or stopped in the middle.

Front 260

Nikolass Tinbergen, who was he and what is he best known for; whose work did he continue; what is the most famous experiments he conducted, name 2.

Back 260

One of the foundeers of modern ethology; Best known for his use of models in natrualistic settings; continued Lorenz's work w/releasing stimuli; stickleback fish and herring gull chicks.

Front 261

Stickleback fish, what is the sign stimulus for fighting? Explain the outcome.

Back 261

The red belly; stickleback males attacked the red-bellied models created by Tinbergen, rather than the detailed but non-red models.

Front 262

Herring gull chicks and Tinbergen; explain the FAP.

Back 262

They peck at the end of their parents' bill, which have a red spot on the tip; Parent then regurgitates food for the chicks.

Front 263

Tinbergen hypothesized that _____ is what signals the chik to peck at this particular spot on the parents bill; what did his tests demonstrate?

Back 263

Red spot on the bill; found that chicks pecked more at a red tipped model bill than at a plain model bill

Front 264

In his model where the chicks pecked more on a plain model vs. the actual bill of a parent, Tinbergen also found.

Back 264

That the greater the contrast btw the bill and the red spot, the more vigorously the chicks would peck, even when the contrast was so strong as to be unnatural.

Front 265

Name the concept that reflects the vigorous pecking of the chicks w/highly contrasting red spots compared to bill model; these are more effective than__?

Back 265

Supernormal sign stimulus; artificial stimuli that exaggerate the naturally occurring sign stimulus or releaser; than the natural releaser.

Front 266

von Frish studied these species related to animal behavior.

Back 266

Honey bees and the senses of fish.

Front 267

Walter Cannon coined which term?

Back 267

Fight or flight

Front 268

Fight or flight referes to?

Back 268

Internal physiological changes that occur in an organism in response to a perceived threat (increase in hr or respiration.

Front 269

These physiological changes in animals provide?

Back 269

The animal w/necessary resources either fight or flee the threat

Front 270

Walter Cannon also proposed the idea of____; which is the___.

Back 270

Homeostasis; internal regulation of bod to maintain equilibrium (decrease the hr after the perceived threat is no longer present.

Front 271

Genes are the basic units of

Back 271

heredity

Front 272

Genes are compose of ____and are organized in____.

Back 272

DNA molecules; choromosomes.

Front 273

The nucleus of human cells contains_____.

Back 273

23 pairs of chromosomes.

Front 274

Chromosomes in cells act as_____ and therefore for____.

Back 274

Carriers for genes; heredity.

Front 275

A gamete is

Back 275

Sperme or ovum in humans.

Front 276

A gamete is defined as a ____ and so contains _____.

Back 276

Haploid; 23 single chromosomes.

Front 277

All other human cells are___ and contain____>

Back 277

Diploid; 23 pairs of chromosomes.

Front 278

The individual of any species is the result of _____.

Back 278

Equal genetic contributions from the gamete of 2 individual parents.

Front 279

The genetic material of one parent neither___nor_____the____of the other; rather_____ come together in the ______to form ______.

Back 279

Mixes with; contaminates; genetic material; 2 separate sets of 23 chromosomes come together in the zygote (fertilized egg cell); form 23 chromosome pairs.

Front 280

Zygotes are____ b/c they contain____.

Back 280

The fertilized egg cell is diploid; contains 23 pairs of chromosomes.

Front 281

The total genetic material that an offspring receives consists of ____and is called___.

Back 281

23 pairs or 46 total chromosomes; genotype.

Front 282

Genotype is an individual's____; including both ____and _____.

Back 282

Complete genetic makeup; dominant, recessive genes.

Front 283

These possible dominant and recessive gene variations for each characteristic_____ into____.

Back 283

Pair up, allels.

Front 284

The 2 genes that make up the _____, occupy the same place on the ____; A pair will be contructed as _____,_____ or ___>

Back 284

Allele; same place; chromosome; sominan-dominant, recessive-recessive,dominant-recessive.

Front 285

Dominant genes always______. A _____ is not manifested unless it is paired w/ another _____.

Back 285

Recessive genes; recessive gene:

Front 286

An individual's combination of _____ determines what _____; These external characteristics make up the ____. ____ expression is partlally determined by ____or _____, but can also be influenced by the _____.

Back 286

Dominant and recessive genes; he or she looks like on the outside; external characteristics; phenotype; phenotypic expression; heredity or genotype; environment.

Front 287

Darwin asseted that since there is variation among individuals w/in one species, and since more animals are born tha will survive to maturity this takes place___

Back 287

Selection process which determines the animals that will survive and reproduce.

Front 288

Individuals best suited to the enviornment are most likely to____ and the individuals will____.

Back 288

Survive; pass on their genes.

Front 289

This process in which only the fit survive is called?

Back 289

Natural selection and is at the heart of evolution.

Front 290

natural selection explains this___and this___.

Back 290

The evolution or genetic development of various species over time; the concept of genetic drift.

Front 291

Genetic drift

Back 291

How particular genotypes are selected out or eliminated from a population over time.

Front 292

Fitness relates to___.

Back 292

Natural seletions slogan of survival of the fittest; is the ability to reporduce and pass on genes.

Front 293

Who are the fittest?

Back 293

The fittest animals are sufficiently well sutied to the environment to successfully reproduce; traits that allow them to offset the dangers of competition and predation.

Front 294

Inclusive fitness in relation to natural selection.

Back 294

Natural selection favors this over individual fitness; individual animals care about more then themselve and their own reproduction.

Front 295

Inclusive fitness is the concept that animals will be____?

Back 295

Invested in the survival of not only their own genes but also the genes of their kin, since they are carrying the same genes.

Front 296

Kin selction creates inclusive fitness and explains why parents?

Back 296

Protect their young and why individual animals may put themselves at risk by sounding alarm clls to warn their siblings of a predator.

Front 297

Instinctual behavior versus learned.

Back 297

Studies in animal behavior attempt to differentiate btw behaviors that are learned and behaviors that are instinctual.

Front 298

Instinctual behaviors are, three factors.

Back 298

Present in all normal members of a species; stereotypic in form throughout the members of a species, even when performed for the first time; independent of learning or experience.

Front 299

Behaviors have been found to be both or an ____?

Back 299

In some studies innate; in others learned; and in still otheres and interaction btw instinct and learning.

Front 300

Ex. of interaction btw instinct and learning in rodent's reared in isoloation; outcome.

Back 300

They still perform instinctual nest building behaviors but their performance is less efficient and less successful than rodents exposed to learning opportunities; isolated rodents nests take longer to build and are of poorer construction.

Front 301

Altruism is behavior that

Back 301

Solely benefits another and not self.

Front 302

Actions of inclusive fitness; protecting offspring and siblings somewhat altruistic the individual is still aiding in the___

Back 302

continuation of its genes through this behavior

Front 303

Truly altruistic behaviors towards____are baffling b/c they are _____

Back 303

Non-kin; incompaticle w/the idea that individuals do what has the greatest survival value for them.

Front 304

Most likely altruistic behaviors are similar to a----. Individuals will ------ or if they ____. In this way, altruism is ____with natural selection.

Back 304

Group mentality; help others if the benefit outweighs the ocst; expect to be repaid; compatible.

Front 305

Bilogical clocks; Circadian rhythms; name other types of internal clocks 3.

Back 305

Are internal rhythms that keep an animal in sync w/the environment; Are endogenous rhythms that revolve around a 24 hr time period; circannual, lunar, tidal.

Front 306

Courting referes to behaviors that preced_____; courting serves the purposes of____ and___.

Back 306

Sexual acts that lead to reproduction; Attracting a mate and of isolating a mate of the same species.

Front 307

Displacement activities also known as___. refere to behaviors that seem_____; give ex.

Back 307

Irrelevant behaviors; out of place, illogical and hve no particular survival function; scratching head while trying to decide soething.

Front 308

Estrus

Back 308

Perior in which a female of the species is sexually receptive; non-human mammals.

Front 309

Inbreeding and ex of evolutionary controls to prevent this.

Back 309

Facial marking of swans; swans in same family have similar markings; choose mates w/dissimilar markings.

Front 310

Mimicry refers to an evolved form of ____; Some harmless species of snakes ______of these type of snakes.

Back 310

Deception; mimic the coloration and patterning of poisonous snakes to escape predation.

Front 311

Instinctual drift occurs when an animal replaces a ____ w/a ___.

Back 311

Trained or forced response; natural or instinctive response.

Front 312

peromones

Back 312

Chemicals detected by vomeronasal organ that act as messengers btw animals.

Front 313

Exchange of pheromones is thought to be the most____. Phermones can transmit staes such as ___ or___>

Back 313

Primitive for of communicationg btw animals; fear; sexual receptiveness.

Front 314

Reproductive isolating mechanisms serve to prevent____ btw two diffrent but____; four forms of isolating mechanisms.

Back 314

Interbreeding; closely related and possibly genetically compatible species; 1) behavioral isolation; 2) geographic isolation; 3) Mechanical isolation; 4) isolation by season.

Front 315

Behavior isoloation and reproductive isolating mechanisms to prevent inter breeding.

Back 315

Is when courtship or display behavior of a particular species allows an individual to identify a mate w/in its own species--only a member of that species will respond to that particular type of courting.

Front 316

Geographic, mechanical, isolation by season.

Back 316

IDifferent species breed in differen atreas to prevent confusion or genetic mixing; different species have incompaticle genital structures; potentially compatible species mate during different seasons.

Front 317

Sensitive or critical period in learning

Back 317

Times when a develpig animal is particularly vulnerable to the effects of learning or to the lack of such learning

Front 318

Ex. of critical period in birds; also factor in___, which manifests itself in these ways____.

Back 318

Critical period for learning the song of species; reared in solation cannot develop a normal song later; printing, as some develping animals imprint on the first mving objects they see and will folllow and attempt to mate wi/the type of animal no matter what their later experiences are.

Front 319

Sexual dimorphism

Back 319

Structural differences btw the sexes; arisne through both natural and sexual selections.

Front 320

Sexual selection according to Darwin in the Descent of man 1871;

Back 320

Is a form of natural selection; however it is not the fittest that necessarily win out but rather those w/ the greatest chance of being chosen as a mate (best fighters, courters and most attractive.

Front 321

Selective breeding is what type of breeding; Mates are____.

Back 321

Contrived breeding; intentionally paired to increase the chances of producing offspring w/particular traits.

Front 322

Comaprative psychology

Back 322

Closely related to ethology; through research studies, different species are compared in order to learn about their similarities and differences

Front 323

How does psychology utilize comparative psychology.

Back 323

Draws from anial studies to gain insight into human functioning.

Front 324

Important animal experiments and discoveries; bees, birds, and bats; Dance of the honeybees,

Back 324

Karl von Frisch; Communicate by dancing.

Front 325

Once a scouting bee has located a promising food source,

Back 325

It returns to the hive and conveys the location of food to the rest of the hive through a series of movements.

Front 326

Round dance, honeybees

Back 326

Dancing in circular motion; indicates food that is close by.

Front 327

Waggle dance, honeybees

Back 327

Dancing w/ wiggle-type movements, indicates food that is far away.

Front 328

The longer the honeybee dance the farther...and the more vigorous display the ___>

Back 328

The food is away; the better the food.

Front 329

Dance is performed on the _____; the angle btw a perfectly vertical line and the direction the bee orients when dancing is the _____ and the____. The same type of dance is used to communicate ______>

Back 329

Vertical sheets of the hive; is the same angle as btw the sun, food source; potential nesting sites.

Front 330

Important animal experiments and discoveries; bees, birds, and bats; honey bees, communication, navigation, heirarch, mating, flower selection; navigation and role of scouting bees; they use landmarks as ____ and also these navigational aides.

Back 330

Simple location cues; sun, polarized light, magnetic fields.

Front 331

mportant animal experiments and discoveries; bees, birds, and bats; honey bees, communication, navigation, heirarch, mating, flower selection; hierarch and the queen bee.

Back 331

Form a heirarchy and one emerges as queen; queen produces a chemical that suppresses the ovaries in all of the other female bees, so that she is the one reproduces.

Front 332

The queen bee is constantly_____, and in the spring, ____;

Back 332

Tended to and fed by all of the other bees, the female worker bees; lays thousands of eggs and as the eggs mature, scouts find a new hive site for the old queen and her workers; when new queen emerges in a hive, the old queen and crew depart for a new site.

Front 333

Important animal experiments and discoveries; bees, birds, and bats; honey bees, communication, navigation, heirarch, mating, flower selection; Mating; Very few ____; they serve only one purpose____; the same mating ______thought no bee ____

Back 333

Male bees (drones) are produced; to mate w/the queen; areas are used year after ear even though no bee survives from one year to the next.

Front 334

Important animal experiments and discoveries; bees, birds, and bats; honey bees, communication, navigation, heirarch, mating, flower selection; flower selection; bes can see___ so they see flower coloration in a more ____; Von Frisch found that honeybees cuold see certain ___>

Back 334

Ultra violet light; complex way than humans do; markers on flowers

Front 335

Honey guides

Back 335

Von Frisch finding that honeybees couls see certain markers on flowere that people could not.

Front 336

True navigation (some animals)

Back 336

Animals are adept navigators; which animal can point toward their goal w/ no landmarks and from any position; if captured and moved around world, will arrive at their usual goal anyway.

Front 337

Map and compass, navigation (some animals)

Back 337

Map being landmarks and compass being sense of direction from elements like the sun or stars; those that cannot corre compasss for displacement do not have true navigation.

Front 338

Birds and bees are known as _____name the different cues that may serve as a compass.

Back 338

Expert celestial navigators; atmospheric pressure; infrasound; magnetic sense; sun compass; star compass; polarized light.

Front 339

Navigation; atmospheric pressure; infrasound

Back 339

Pegeons are sensitive to pressure changes in altitude; and can hear extremely low-frequence sounds, infrasounds, that humans cannot; imitted by surf; travel great distances navigational cue

Front 340

Navigation; magnetic sense; sun compass; star compass; polarized light.

Back 340

Pigeons and bees have this and allows them to use the earth's magnetic forces as cues; pigions and bees use sun to compensate for its daily movements; birds use star patterns and movement for nvigation; when the sun is obscured by clouds, bees can use the polarized light to infer the positioning of the sun.

Front 341

Echolocation is a most sophisticated typ of___and generally replaces ___. name the animals

Back 341

Perception; sight; Dolphins and bats; emit high frequency bursts of sound and locate nearby objects from the echo that bounces off objects

Front 342

Accuracy of echolocation; studies have found that bats w/40 cm wing spans....can discrimnate btw; and can locate___.

Back 342

Fly through grids of thin nylon string; btw edible and inedible objects; locate and eat small flying insects at the reate of 2 per second.

Front 343

Owls; use this navigation system instead of _____; hearing is similar to ____ and they _____.

Back 343

Navigate at night but they use hearing like humans; not echolocation; like humans judge direction and distance by comparing the differing intensities and arrival times at the 2 ears.

Front 344

Owls are better than humans and hearing related to; ears are ____so sound will reach____ and with____.

Back 344

Determining elevation of the source of sound; asymmetrical (one higher than the other; sound above or below; the different ears at different times, different intensities.

Front 345

Kohler and the chimpanzees insight into problem solving; he asserted that by perceiving the _____; chimps were able to create ____; rather than just solve the problems by ____; Only through ____could chimp accomplish this; this momen of insight has been reffred to as an _____.

Back 345

Whole of the situation; novel solutions to problems; trial and error; insight; a-ha! experience.

Front 346

A-ha experience

Back 346

Insight into problem solving that is founded through createive novel solutions to problems.

Front 347

Harry Harlow; rhesus monkeys; three types of findings.

Back 347

Social isolation; contact comfort; learning to learn.

Front 348

Social isolation; study; outcomes.

Back 348

Compared raised in isolation w/raised in peer group; isolation hampered social development; when brought together, isolated males did not display normal sexual functioning and females lacked maternal behaviors.

Front 349

Contact comfort; infants attach for this reason rather than this reason.

Back 349

Phenomenon of attachment; spent most time w/terrycloth mom and ran to surrogat terry cloth when afraid approached wire mom only to feed; infants attach to their mothers through comforthing experience rather than through feeding.

Front 350

Harlow; learning to learn and rhesus monkey studies; comparative psychology; what is necessary for learning to take place and to proceed at a rapid rate.

Back 350

Monkeys became bettr at learning tasks as they acquired different learning experiences; eventually, monkey could learn after only one trial.

Front 351

R. C. Tyron selectively bred, for this reason.

Back 351

maze brigh and maze dull rats to demonstrate the heritability of behavior.

Front 352

R. M cooper and John Zubek demostrated the interaction btw_____; in the latter experiment the sectively bred______.

Back 352

heredity and environm; bright rats performed better than the dull rats in maze problem solving only when both sets of rats were raised in normal conditions.

Front 353

When did R.M. Cooper and John Zubek discover that both the bright and dull rats performed well and poorly?

Back 353

Equally well when raised in an enriched environment, lots of food and available activities; performed poorly when raised in an impovershed environment.

Front 354

Edward Thorndike acquired fame in animal learning w/ his concept of instrumental learning

Back 354

This type of learning happens through trial, error, and accidental success;

Front 355

In instrumental learning, through trial, error and accidental success the animal acts based on

Back 355

Previous successes

Front 356

Trial and error learning and the fact that an animal acts based on previus successes led Thorndike to develop his___, which postulated that____; and he demonstrated the concept w/_____.

Back 356

Law of effect; successful behaviors are more likely to be repeated; cats in puzzle boxes.

Front 357

Cross fostering experiments attempt to separate the effects of ____ and _____; example of experiment to study aggression in rats it would be difficult to know when ____; or when ____; To correct for this _____.

Back 357

Heredity and enviorn;genetics influenced aggression or experience/environment; sibling mice are spparated at birth and placed w/different parents or in different situations.

Front 358

In Cross fostering experiments difference in a behavior can be attributed to____.

Back 358

Experience rather than genetics.

Front 359

Kandel posited that learning and memory are evidenced by?

Back 359

Changes in synapses and neural pathways (studied se slug aplysia...Eric kandel).

Front 360

This much Learning is the relatively _____or ____in behavior as the result of ___.

Back 360

Permanent or stable change in behavior as a result of experience

Front 361

In relation to learning as the relatively permanent/stable change in behavior as the result of experience; this is what is__; but diff people have different ideas about ____;

Back 361

Agreed upon by theorists; exactly why and how animals learn

Front 362

Some theorists assert that animals learn in order to ____; Others believe that animals learn through ___or ___.

Back 362

Manipulate rewards and punishments; temporal relationships or pairing.

Front 363

E.L. Thorndike suggested the ____

Back 363

Law of effect

Front 364

Thorndikes law of effect postulated a ____of ____revolving around___; In other words individuals do what ___and stop doing what _____.

Back 364

Cause and effect chain of behavior, reinforcement; rewards them; doesn't bring some reward.

Front 365

Thorndike's law of effect was a precursor of ____.

Back 365

Operant conditioning.

Front 366

Kurt Lewin developed the ____, which was a forerunner of ____.

Back 366

Theory of association; forerunner of behaviorism.

Front 367

Association is ___based on the fact that they___; Organisms associate ___w____and ____ w____; Lewins idea is basically what______later____

Back 367

Grouping things together based on tthe fact that they occur together in time and space; certain behaviors, certain rewards; certain cues, certain situations.

Front 368

Ivan Pavlov was the first___for work in ___; during more work investigating __and ___, he accidently uncovered the concept _____

Back 368

First famous as the winner of a Nobel Prize, work on digestion; dogs and digestion; concept now called classical conditioning.

Front 369

Classical conditioning is also known as____, involves teaching an organism to____by ____w/a_____

Back 369

Pavlovian conditioning; respond, a neutral stimulus, pairing the NS, not so NS

Front 370

Pavlov's dogs began to salivate at the____; the NS (footsteps) had been paired repeatedly with the____.

Back 370

Sound of Pavlov's assistants footsteps which was a NS; arrival of food

Front 371

As a result of repeated pairings of the NS (footsteps) w the UCS (food), the dogs began to demonstrate two types of responses____.

Back 371

The dogs salivated at the sight of food (UCR) and do to pairing the food w/footsteps, the dogs began to salivate when the sound of footsteps was heard (CR).

Front 372

John B. Watson expanded the ideas of ____. Watson's idea of learning, was that everything could be explained by ____and that ___was the key factor in ____.

Back 372

Pavlov; stimulus-response chains; conditioning; developing these response chains.

Front 373

B F Skinner conducted the FIRST ______to prove the concepts in _____and in _____; Skinner's idea of ___being influenced primarily by ___is now called ____.

Back 373

Scientific experiments; Thorndike's law of effect; Watson's idea of the "causes and effects" of behavior; behavior, reinforcement, operant conditioning.

Front 374

Skinner used rats and a device he created called the ____. Experimentally, Skinner proved that animals are _____;

Back 374

Skinner box; influenced by reinforcement.

Front 375

Skinner generalized his reinforcement theory to from rats to____, which he outlined in his books_____and____, where he discussed the ____rather than____.

Back 375

Humans; Walden Two, Beyond Freedom and Dignity; where he generalized reinforcement principles to the control of human behavior rather than the rat behavior.

Front 376

Classical conditioning is one of psychology's most famous ______; Classical conditioning was pioneered by____and is often called ___.

Back 376

Learning principles; Pavlov; Pavlovian conditioning.

Front 377

Classical conditioning involves ____a _____with a _____; this creates_____.

Back 377

Pairing a neutral stimulus; not so neutral stimulus; a relationship btw the two.

Front 378

Pavlov noticed that his dogs salivated when they heard his assistants footsteps; to test his theory that the dogs had ____from____, Pavlov attempted to teach his dogs to ____.

Back 378

Inferred a relationship, these temporal events; salivate to an even more neutral stimulus.

Front 379

To set up a _______; Pavlov arranged for a ____to be _____to the ____.

Back 379

Relationship btw food and a particular light; certain light, turned on just prior to the dogs being fed.

Front 380

After _____(name the conditioning functions of the stimuli) the _____in the presence of ___

Back 380

Consistent pairings of the certain light and food; the neutral stimulus of the light and the not so neutral stimulus of the food; dogs began to salivate, either stimulus (NS the certain light and not so NS food).

Front 381

However, the important finding in Pavlov's conditioning experiment was that the ______;

Back 381

Dogs began to salivate in response to the light being turned on, without the presence of the food.

Front 382

Pavlov's light pairing w/food to condition the dog's to salivate in response to either stimulus and to salivate when only the light was turned on proved the theory that____which he formulated through observations made_____;

Back 382

The dogs had inferred a relationship from temporal events; specifically, btw the sight of food and the sound of Pavlov's assistant's footsteps

Front 383

In other words Pavlov proved his theory when the dog's inferred____because the neutral stimulus, light and not so neutral stimulus, food; were temporal events ____; thus, the inferred relationship btw food and light elicited; however light alone was capable of ___

Back 383

A relationship btw food and the light;occurred close together in time and space; the dog's salivatory response in the presence of either stimulus; eliciting the salivatory response w/o the presence of food.