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TRANSCRIPT
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Myers’ Psychology for AP*
David G. Myers
*AP is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.
PowerPoint Presentation Slides
by Kent Korek
Germantown High SchoolWorth Publishers, © 2010
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Unit 6:
Learning
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Unit Overview
• How Do We Learn?
• Classical Conditioning
• Operant Conditioning
• Learning by Observation
Click on the any of the above hyperlinks to go to that section in the presentation.
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How Do We Learn?
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Introduction
• Learning
• Habituation
• Associative learning
–Classical conditioning
–Operant conditioning
–Observational learning
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Classical Conditioning
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Classical Conditioning
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Classical Conditioning
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Classical Conditioning
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Classical Conditioning
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Operant Conditioning
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Operant Conditioning
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Operant Conditioning
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Classical Conditioning
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Introduction
• Classical conditioning
–Ivan Pavlov
–John B. Watson
–Behaviorism
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Pavlov’s Experiments
• Ivan Pavlov
–Background
–Experimental procedure
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Pavlov’s Experiments
• Parts of Classical Conditioning
–Unconditioned stimulus (US)
–Unconditioned response (UR)
–Conditioned stimulus (CS)
–Conditioned response (CR)
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Pavlov’s Experiments
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Pavlov’s Experiments
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Pavlov’s Experiments
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Pavlov’s Experiments
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Classical Conditioning
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Classical Conditioning
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Classical Conditioning
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Pavlov’s ExperimentsAcquisition
• Acquisition
• Higher-order
conditioning
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Pavlov’s ExperimentsExtinction and Spontaneous Recovery
• Extinction
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Pavlov’s ExperimentsExtinction and Spontaneous Recovery
• Extinction
• Spontaneous recovery
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Pavlov’s ExperimentsGeneralization
• Generalization
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Pavlov’s ExperimentsDiscrimination
• Discrimination
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Extending Pavlov’s Understanding
• Cognitive Processes
–Learned helplessness
• Biological
Predispositions
–Conditioned
taste aversion
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Extending Pavlov’s Understanding
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Extending Pavlov’s Understanding
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Extending Pavlov’s Understanding
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Biopsychosocial Influences on
Learning
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Biopsychosocial Influences on
Learning
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Biopsychosocial Influences on
Learning
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Biopsychosocial Influences on
Learning
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Pavlov’s Legacy
• Classical conditioning applies to
other organisms
• Showed how to study a topic
scientifically
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Pavlov’s LegacyApplications of Classical Conditioning
• John Watson and Baby Albert
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Operant Conditioning
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Introduction
• Respondent behavior
• Operant conditioning
• Operant behavior
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Skinner’s Experiments
• Edward Thorndike’s Law of Effect
• B.F. Skinner
–Behavioral technology
–Behavior control
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Skinner’s Experiments
• Operant Chamber (Skinner Box)
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Skinner’s ExperimentsShaping Behavior
• Shaping
–Successive approximations
–Discriminative stimulus
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Skinner’s ExperimentsTypes of Reinforcers
• Reinforcer
–Positive reinforcement
–Negative reinforcement
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Skinner’s ExperimentsTypes of Reinforcers
• Reinforcer
–Positive reinforcement
–Negative reinforcement
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Skinner’s ExperimentsTypes of Reinforcers
• Primary reinforcer
• Conditioned reinforcer
–Secondary
reinforcer
• Immediate vs
delayed
reinforcers
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Skinner’s ExperimentsReinforcement Schedules
• Continuous reinforcement
• Partial (intermittent) reinforcement
• Schedules
–Fixed-ratio schedule
–Variable-ratio schedule
–Fixed-interval schedule
–Variable-interval schedule
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsReinforcement Schedules
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Skinner’s ExperimentsPunishment
• Punishment
–Positive punishment
–Negative punishment
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Skinner’s ExperimentsPunishment
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Skinner’s ExperimentsPunishment
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Skinner’s ExperimentsPunishment
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Skinner’s ExperimentsPunishment
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Skinner’s ExperimentsPunishment
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Skinner’s ExperimentsPunishment
• Negatives of using punishment
– Punished behavior is suppressed not
forgotten
– Punishment teaches discrimination
– Punishment can teach fear
– Physical punishment may increase
aggression
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Extending Skinner’s UnderstandingCognition and Operant Conditioning
• Latent learning
–Cognitive map
• Insight learning
• Intrinsic
motivation
• Extrinsic
motivation
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Extending Skinner’s UnderstandingBiological Predispositions
• Biological constraints predispose
organisms to learn associations
that are naturally adaptive
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Skinner’s LegacyApplications of Operant Conditioning
• At school
• In sports
• At home
• For self-
improvement
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Contrasting Classical and Operant
Conditioning
• Similarities between classical and
operant conditioning
• Differences between classical and
operant conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Contrasting Classical and Operant
Conditioning
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Learning by Observation
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Introduction
• Observational learning
–Social learning
–Modeling
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Mirrors in the Brain
• Mirror neurons
• Theory of mind
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Bandura’s Experiments
• Bandura’s bobo doll experiment
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Bandura’s Experiments
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Bandura’s Experiments
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Applications of Observational Learning
Prosocial vs Antisocial Effects
• Prosocial effects
• Antisocial effects
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The End
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Teacher Information• Types of Files
– This presentation has been saved as a “basic” Powerpoint file. While this file format placed a few limitations on the presentation, it insured the file would be compatible with the many versions of Powerpoint teachers use. To add functionality to the presentation, teachers may want to save the file for their specific version of Powerpoint.
• Animation– Once again, to insure compatibility with all versions of Powerpoint, none of the
slides are animated. To increase student interest, it is suggested teachers animate the slides wherever possible.
• Adding slides to this presentation– Teachers are encouraged to adapt this presentation to their personal teaching
style. To help keep a sense of continuity, blank slides which can be copied and pasted to a specific location in the presentation follow this “Teacher Information” section.
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Teacher Information• Hyperlink Slides - This presentation contain two types of hyperlinks. Hyperlinks
can be identified by the text being underlined and a different color (usually purple).
– Unit subsections hyperlinks: Immediately after the unit title slide, a page (slide #3) can be found listing all of the unit’s subsections. While in slide show mode, clicking on any of these hyperlinks will take the user directly to the beginning of that subsection. This allows teachers quick access to each subsection.
– Bold print term hyperlinks: Every bold print term from the unit is included in this presentation as a hyperlink. While in slide show mode, clicking on any of the hyperlinks will take the user to a slide containing the formal definition of the term. Clicking on the “arrow” in the bottom left corner of the definition slide will take the user back to the original point in the presentation.
These hyperlinks were included for teachers who want students to see or copy down the exact definition as stated in the text. Most teachers prefer the definitions not be included to prevent students from only “copying down what is on the screen” and not actively listening to the presentation.
For teachers who continually use the Bold Print Term Hyperlinks option, please contact the author using the email address on the next slide to learn a technique to expedite the returning to the original point in the presentation.
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Teacher Information• Continuity slides
– Throughout this presentation there are slides, usually of graphics or tables, that build on one another. These are included for three purposes.
• By presenting information in small chunks, students will find it easier to process and remember the concepts.
• By continually changing slides, students will stay interested in the presentation.
• To facilitate class discussion and critical thinking. Students should be encouraged to think about “what might come next” in the series of slides.
• Please feel free to contact me at [email protected] with any questions, concerns, suggestions, etc. regarding these presentations. Kent Korek
Germantown High School
Germantown, WI 53022
262-253-3400
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Division title (green print)
subdivision title (blue print)
• xxx
–xxx
–xxx
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Division title (green print)
subdivision title (blue print)
Use this slide to add a table, chart, clip art, picture, diagram, or video clip. Delete
this box when finished
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Definition Slide
= add definition here
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Definition
Slides
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Learning
= a relatively permanent change in an
organism’s behavior due to experience.
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Habituation
= an organism’s decreasing response to a
stimulus with repeated exposure to it.
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Associative Learning
= learning that certain events occur together.
The events may be two stimuli (as in
classical conditioning) or a response and
its consequence (as in operant
conditioning).
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Classical Conditioning
= a type of learning in which one learns to
link two or more stimuli and anticipate
events.
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Behaviorism
= the view that psychology (1) should be an
objective science that (2) studies behavior
without reference to mental processes.
Most research psychologists today agree
with (1) but not with (2).
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Unconditioned Response (UR)
= in classical conditioning, the unlearned,
naturally occurring response to the
unconditioned stimulus (US), such as
salivation when food is in the mouth.
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Unconditioned Stimulus (US)
= in classical conditioning, a stimulus that
unconditionally – naturally and
automatically – triggers a response.
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Conditioned Response (CR)
= in classical conditioning, the learned
response to a previously neutral (but now
conditioned) stimulus (CS).
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Conditioned Stimulus (CS)
= in classical conditioning, an originally
irrelevant stimulus that, after association
with an unconditioned stimulus (CS),
comes to trigger a conditioned response.
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Acquisition
= in classical conditioning, the initial stage,
when one links a neutral stimulus and an
unconditioned stimulus so that the neutral
stimulus begins triggering the conditioned
response. In operant conditioning, the
strengthening of a reinforced response.
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Higher-order Conditioning
= a procedure in which the conditioned
stimulus in one conditioning experience is
paired with a new neutral stimulus,
creating a second (often weaker)
conditioned stimulus. For example, an
animal that has learned that a tone
predicts food might then learn that a light
predicts the tone and begin responding to
the light alone. (Also called second-order
conditioning.)
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Extinction
= the diminishing of a conditioned response;
occurs in classical conditioning when an
unconditioned stimulus (US) does not
follow a conditioned stimulus (CS); occurs
in operant conditioning when a response is
no longer reinforced.
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Spontaneous Recovery
= the reappearance, after a pause, of an
extinguished conditioned response.
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Generalization
= the tendency, once a response has been
conditioned, for stimuli similar to the
conditioned stimulus to elicit similar
responses.
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Discrimination
= in classical conditioning, the learned ability
to distinguish between a conditioned
stimulus and stimuli that do not signal an
unconditioned stimulus.
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Learned Helplessness
= the helplessness and passive resignation
an animal or human learns when unable to
avoid repeated aversive events.
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Respondent Behavior
= behavior that occurs as an automatic
response to some stimulus.
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Operant Conditioning
= a type of learning in which behavior is
strengthened if followed by a reinforcer or
diminished if followed by a punisher.
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Law of Effect
= Thorndike’s principle that behaviors
followed by favorable consequences
become more likely, and that behaviors
followed by unfavorable consequences
become less likely.
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Operant Chamber
= in operant conditioning research, a
chamber (also known as a Skinner Box)
containing a bar or key that an animal can
manipulate to obtain a food or water
reinforcer; attached devices record the
animal’s rate of bar pressing or key
pecking.
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Shaping
= an operant conditioning procedure in
which reinforcers guide behavior toward
closer and closer approximations of the
desired behavior.
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Discriminative Stimulus
= in operant conditioning, a stimulus that
elicits a response after association with
reinforcement (in contrast to related stimuli
not associated with reinforcement).
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Reinforcer
= in operant conditioning, any event that
strengthens the behavior it follows.
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Positive Reinforcement
= increasing behaviors by presenting
positive stimuli, such as food. A positive
reinforcer is any stimulus that, when
presented after a response, strengthens
the response.
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Negative Reinforcement
= increases behaviors by stopping or
reducing negative stimuli, such as shock.
A negative reinforcer is any stimulus that,
when removed after a response,
strengthens the response (Note: negative
reinforcement is NOT punishment).
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Primary Reinforcer
= an innately reinforcer stimulus, such as
one that satisfies a biological need.
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Conditioned Reinforcer
= a stimulus that gains its reinforcing power
through its association with a primary
reinforcer; also known as a secondary
reinforcer.
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Continuous Reinforcement
= reinforcing the desired response every
time it occurs.
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Partial (intermittent)
Reinforcement= reinforcing a response only part of the
time; results in slower acquisition of a
response but much greater resistance to
extinction than does continuous
reinforcement.
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Fixed-ratio Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response only
after a specific number of responses.
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Variable-ratio Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response after
an unpredictable number of responses.
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Fixed-interval Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response only
after a specific time has elapsed.
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Variable-interval Schedule
= in operant conditioning, a reinforcement
schedule that reinforces a response at
unpredictable time intervals.
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Punishment
= an event that decreases the behavior that
it follows.
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Cognitive Map
= a mental representation of the layout of
one’s environment. For example, after
exploring a maze, rats act as if they have
learned a cognitive map of it.
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Latent Learning
= learning that occurs but is not apparent
until there is an incentive to demonstrate
it.
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Insight
= a sudden and often novel realization of the
solution to a problem.
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Intrinsic Motivation
= a desire to perform a behavior effectively
for its own sake.
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Extrinsic Motivation
= a desire to perform a behavior to receive
promised rewards or avoid threatened
punishment.
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Observational Learning
= learning by observing others. Also called
social learning.
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Modeling
= the process of observing and imitating a
specific behavior.
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Mirror Neurons
= frontal lobe neurons that fire when
performing certain actions or when
observing another doing so. The brain’s
mirroring of another’s action may enable
imitation and empathy.
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Prosocial Behavior
= positive, constructive, helpful behavior.
The opposite of antisocial behavior.