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81 Cards in this Set

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