Unit 4 Term Quiz (real)

the process of acquiring through experience new and relatively enduring information or behaviors. (Myers Psychology for AP 3e p. 270)

decreasing responsiveness with repeated exposure to a stimulus. (Myers Psychology for AP 3e pp. 271, 491)

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). (Myers Psychology for AP 3e p. 271)

any event or situation that evokes a response. (Myers Psychology for AP 3e p. 271)

behavior that occurs as an automatic response to some stimulus. (Myers Psychology for AP 3e p. 271)

behavior that operates on the environment, producing consequences. (Myers Psychology for AP 3e p. 271)

the acquisition of mental information, whether by observing events, by watching others, or through language. (Myers Psychology for AP 3e p. 272)

a type of learning in which we link two or more stimuli; as a result, to illustrate with Pavlov's classic experiment, the first stimulus (a tone) comes to elicit behavior (drooling) in anticipation of the second stimulus (food). (Myers Psychology for AP 3e p. 272)

the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most psychologists today agree with (1) but not with (2). (Myers Psychology for AP 3e pp. 10, 272)

in classical conditioning, a stimulus that elicits no response before conditioning. (Myers Psychology for AP 3e p. 273)

in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth). (Myers Psychology for AP 3e p. 274)

in classical conditioning, a stimulus that unconditionally—naturally and automatically—triggers an unconditioned response UR). (Myers Psychology for AP 3e p. 274)

in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS). (Myers Psychology for AP 3e p. 274)

in classical conditioning, an originally neutral stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR). (Myers Psychology for AP 3e p. 274)

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. (Myers Psychology for AP 3e p. 275)

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.) (Myers Psychology for AP 3e p. 276)

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. (Myers Psychology for AP 3e p. 276)

the reappearance, after a pause, of an extinguished conditioned response. (Myers Psychology for AP 3e p. 276)

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. (In operant conditioning, generalization occurs when responses learned in one situation occur in other, similar situations.) (Myers Psychology for AP 3e p. 276)

(1) in classical conditioning, the learned ability to distinguish between a conditioned stimulus and similar stimuli that do not signal an unconditioned stimulus. (In operant conditioning, the ability to distinguish responses that are reinforced from similar responses that are not reinforced.) (2) in social psychology, unjustifiable negative behavior toward a group and its members. (Myers Psychology for AP 3e pp. 277, 792)

a type of learning in which a behavior becomes more likely to recur if followed by a reinforcer or less likely to recur if followed by a punisher. (Myers Psychology for AP 3e p. 283)

Thorndike's principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely. (Myers Psychology for AP 3e p. 283)

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. (Myers Psychology for AP 3e p. 284)

in operant conditioning, any event that strengthens the behavior it follows. (Myers Psychology for AP 3e p. 284)

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior. (Myers Psychology for AP 3e p. 284)

in operant conditioning, a stimulus that elicits a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement). (Myers Psychology for AP 3e p. 285)

increasing behaviors by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response. (Myers Psychology for AP 3e p. 285)

increasing behaviors by stopping or reducing aversive stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: Negative reinforcement is not punishment.) (Myers Psychology for AP 3e p. 285)

an innately reinforcing stimulus, such as one that satisfies a biological need. (Myers Psychology for AP 3e p. 286)

a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer. (Myers Psychology for AP 3e p. 286)

a pattern that defines how often a desired response will be reinforced. (Myers Psychology for AP 3e p. 287)

reinforcing the desired response every time it occurs. (Myers Psychology for AP 3e p. 287)

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. (Myers Psychology for AP 3e p. 287)

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses. (Myers Psychology for AP 3e p. 288)

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses. (Myers Psychology for AP 3e p. 288)

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed. (Myers Psychology for AP 3e p. 288)

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals. (Myers Psychology for AP 3e p. 288)

an event that tends to decrease the behavior that it follows. (Myers Psychology for AP 3e p. 289)

a system for electronically recording, amplifying, and feeding back information regarding a subtle physiological state, such as blood pressure or muscle tension. (Myers Psychology for AP 3e p. 296)

a biological predisposition to learn associations, such as between taste and nausea, that have survival value. (Myers Psychology for AP 3e p. 300)

the tendency of learned behavior to gradually revert to biologically predisposed patterns. (Myers Psychology for AP 3e p. 303)

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. (Myers Psychology for AP 3e p. 304)

learning that occurs but is not apparent until there is an incentive to demonstrate it. (Myers Psychology for AP 3e p. 304)

a sudden realization of a problem's solution; contrasts with strategy-based solutions. (Myers Psychology for AP 3e pp. 304, 370)

a desire to perform a behavior effectively for its own sake. (Myers Psychology for AP 3e p. 305)

a desire to perform a behavior to receive promised rewards or avoid threatened punishment. (Myers Psychology for AP 3e p. 305)

attempting to alleviate stress directly—by changing the stressor or the way we interact with that stressor. (Myers Psychology for AP 3e p. 306)

attempting to alleviate stress by avoiding or ignoring a stressor and attending to emotional needs related to our stress reaction. (Myers Psychology for AP 3e p. 306)

our sense of controlling our environment rather than feeling helpless. (Myers Psychology for AP 3e p. 306)

the hopelessness and passive resignation an animal or person learns when unable to avoid repeated aversive events. (Myers Psychology for AP 3e p. 307)

the perception that chance or outside forces beyond our personal control determine our fate. (Myers Psychology for AP 3e p. 309)

the perception that we control our own fate. (Myers Psychology for AP 3e p. 309)

the ability to control impulses and delay short-term gratification for greater long-term rewards. (Myers Psychology for AP 3e p. 309)

learning by observing others. (Also called social learning.) (Myers Psychology for AP 3e p. 312)

the process of observing and imitating a specific behavior. (Myers Psychology for AP 3e p. 312)

frontal lobe neurons that some scientists believe fire when we perform certain actions or observe another doing so. The brain's mirroring of another's action may enable imitation and empathy. (Myers Psychology for AP 3e p. 313)

positive, constructive, helpful behavior. The opposite of antisocial behavior. (Myers Psychology for AP 3e p. 315)