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81 Cards in this Set
- Front
- Back
BEHAVIORISTS
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insist that psychologists should study only observable, measurable behaviors, not mental processes
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METHODOLOGICAL BEHAVIORISTS
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study only the events that they can measure and observe
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INTERVENING VARIABLE
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something that we can not directly observe but that links a variety of procedures to a variety of possible responses
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RADICAL BEHAVIORISTS
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deny that hunger, fear, or any other internal, private event causes behavior
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STIMULUS-RESPONSE PSYCHOLOGY
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the attempt to explain behavior in terms of how each stimulus triggers a response
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UNCONDITIONED REFLEXES
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automatic connections between a stimulus such as food and a response such as secreting digestive juices
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CLASSICAL CONDITIONING
PAVLOVIAN CONDITIONING |
the process by which an organism learns a new association between two paired stimuli-a neutral stimulus, and one that already evokes a reflexive response
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UNCONDITIONED STIMULUS
UCS |
if a particular stimulus consistently, automatically elicits a particular response
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UNCONDITIONED RESPONSE
UCR |
the response to the unconditioned stimulus
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CONDITIONED STIMULUS
CS |
response to it depends on the preceding conditions
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CONDITIONED RESPONSE
CR |
whatever response the conditioned stimulus begins to elicit as a result of the conditioning procedure
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ACQUISITION
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process that establishes or strengthens a conditioned response
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EXTINCTION
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to extinguish a classically conditioned response, repeatedly present the conditioned stimulus without the unconditioned stimulus.
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SPONTANEOUS RECOVERY
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this temporary return of an extinguished response after a day
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STIMULUS GENERALIZATION
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the extension of a conditioned response from the training stimulus to similar stimuli
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DISCRIMINATE
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respond differently because the two stimulu predicted different outcomes
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BLOCKING EFFECT
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the previously established association to one stimulus blocks the formation of an association to the added stimulus
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LEARNING CURVE
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a graph of the changes in behavior that occur over the course of learning
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LAW OF EFFECT
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of several responses made to the same situation, those which are accompanied or closely followed by satisfaction to the animal will, other things being equal, be more firmly connected with the situation so that when it recurs, they will be more likely to recur
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OPERANT CONDITIONING
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the subject operates on the environment to produce an outcome
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INSTRUMENTAL CONDITIONING
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the subject's behavior is instrumental in producing the outcome
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VISCERAL RESPONSES
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responses of the internal organs
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SKELETAL RESPONSES
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movements of leg muscles, arm muscles, ect
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REINFORCER
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an event that follows a response and increase the later probability or frequency of that response
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PREMACK PRINCIPLE
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the opportunity to engage in frequent behavior will reinforce any less frequent behavior
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DISEQUILIBRIUM PRINCIPLE
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each of us has a normal,or equilibrium, state in which we spend a certain amount of time on each of various activities. If you have had a limited opportunity to engage in one of your behaviors, you are in disequilibrium, and an opportunity to increase that behavior, to get back to equilibrium, will be reinforcing
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PRIMARY REINFORCERS
UNCONDITIONED |
reinforcing because of their own properties
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SECONDARY REINFORCERS
CONDITIONED |
which became reinforcing because of previous experiences
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POSITIVE REINFORCEMENT
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presentation of an event that strengthens or increases the likelihood of a behavior
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PASSIVE AVOIDANCE LEARNING
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the individual learns to avoid an outcome by being passive
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NEGATIVE REINFORCEMENT
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a kind of reinforcement, and therefore it increases the frequency of a behavior. It is negative in the sense that the reinforcement is the absence of something
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AVOIDANCE LEARNING
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if the response prevents the outcome altogether
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ESCAPE LEARNING
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some outcome that has already begun
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NEGATIVE PUNISHMENT
OMISSION TRAINING |
punishment by avoiding something good
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EXTINCTION
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when responses stop producing reinforcements
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STIMULUS GENERALIZATION
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the more similar a new stimulus is to the original reinforced stimulus, the more likely the same response
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DISCRIMINATION
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response to one stimulus and not the other
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DISCRIMINATIVE STIMULUS
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stimulus that indicates which response is appropriate or inappropriate
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CONTINUOUS REINFORCEMENT
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provide reinforcement for every correct response
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INTERMITTENT REINFORCEMENT
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reinforcement for some responses and not for others
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SCHEDULES OF REINFORCEMENT
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rules or procedures for the delivery of reinforcement
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FIXED-RATIO SCHEDULE
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provides reinforcement only after a certain number or correct responses have been made
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VARIABLE-RATIO SCHEDULE
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reinforcement occurs after a variable number of correct responses
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FIXED-INTERVAL SCHEDULE
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provides reinforcement for the first response made after a specific time interval
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VARIABLE-INTERVAL SCHEDULE
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reinforcement is available after a variable amount of time has elapsed
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APPLIED BEHAVIOR ANALYSIS
BEHAVIOR MODIFICATION |
a psychologist tries to remove the reinforcers that sustain some unwanted behavior and provide suitable reinforcers for a more acceptabe behavior
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CONDITIONED TASTE AVERSION
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associating eating something with getting sick
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SOCIAL-LEARNING APPROACH
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we learn about many behaviors before we try them.
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VICARIOUS REINFORCEMENT
VICARIOUS PUNISHMENT |
substituting someone else's experience for your own
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SELF-EFFICACY
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the perception of being able to perform th etas successfully
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PRIMACY EFFECT
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the tendency to remember well the first items
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RECENCY EFFECT
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the tendency to remember the final items
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FREE RECALL
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to produce a response, as you do on essay tests or short-answer tests
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CUED RECALL
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recieve significant hints about the material
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RECOGNITION
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offered several choices and asked to select the correct one
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SAVINGS METHOD
RELEARNING METHOD |
comparing the speed of original learning to the speed of relearning
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EXPLICIT MEMORY
DIRECT MEMORY |
someone who states an answer regards it as a product of his or her memory
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IMPLICIT MEMORY
INDIRECT MEMORY |
an experience influences what you say or do even though you might not be awar of the influence
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PROCEDURAL MEMORIES
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memories of motor skills
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DECLARATIVE MEMORIES
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memories we can readily state in words
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INFORMATION-PROCESSING MODEL
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information that enters the system is processed, coded, and stored
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SENSORY STORE
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momentary storage of sensory information
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SEMANTIC MEMORY
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memory of general principles and facts
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EPISODIC MEMORY
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memory for specific events in a person's life
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SOURCE AMNESIA
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forgetting where or how you learned something
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CHUNKING
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grouping items into meaningful sequences or clusters
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WORKING MEMORY
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system for working with current information
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LEVELS-OF=PROCESSING PRINCIPLE
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how easily you retrieve a memory depends on the number and types of associations you form
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ENCODING SPECIFICITY PRINCIPLE
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the associations you form at the time of learning will be the m ost effective retrieval cues
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STATE-DEPENDENT MEMORY
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the tendency to remember something better if your body is in the same condition during recall as it was during the original learning
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METHOD OF LOCI
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first you memorize a series of places and then you use a vivid image to associate each of these locations with something you want to remember
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PROACTIVE INTERFERENCE
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the new materials increase forgetting of the old materials
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RETROACTIVE INTERFERENCE
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acting backward in time
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HINDSIGHT BIAS
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the tendency to mold our recollection of the past to fit how events later turned out
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REPRESSION
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the process of moving an unbearably unacceptable memory or impulse from the conscious mind to the unconscious mind
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DISSOCIATION
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memory that one has stored but cannot retrieve
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FALSE MEMORY
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a report that someone believes to be a memory but that does not correspond to real events
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ANTEROGRADE AMNESIA
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inability to store new long-term memories
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RETROGRADE AMNESIA
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loss of memory for events that occurred shortly before the brain damage
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KORSAKOFF'S SYNDROME
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a condition caused by a prolonged deficiency of vitamin B, usually as a result of chronic alcoholism
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CONFABULATIONS
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which are attempts to fill in the gaps in their memory
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