Studied by 2 people
classical conditioning
two stimuli linked together to produce a new response
unconditioned response
the response elicited by an unconditioned stimulus without prior learning
unconditioned stimulus
the stimulus that elicits an unconditioned, automatic response
conditioned stimulus
a previously-neutral stimulus that comes to elicit the conditioned response
conditioned response
the response elicited by the conditioned stimulus after conditioning
neutral stimulus
a stimulus that elicits no response before conditioning
acquisition extinction spontaneous recovery generalization discrimination
stages of classical conditioning
acquistion
associates a neutral stimulus with an unconditioned stimulus so the NS elicits a CR
extinction
the diminishing of a CR, when an US does not follow a CS
spontaneous recovery
reappearance of a weakened CR after it has been extinguished
generalization
the tendency, once a response is conditioned, for similar stimuli to the CS to elicit similar responses
discrimination
ability to distinguish between a CS and other irrelevant stimuli
that human emotions can be conditioned
what did the little albert study show?
habituation
when organisms grow accustomed to and exhibit a diminished response to a repeated or enduring stimulus. non-associative learning
operant conditioning
associates behavior with consequences
law of effect
rewards strengthens behavior, unpleasant consequences weaken behavior
shaping
rewards used to guide behavior towards a certain goal (successive approximation)
chaining
learning a series of related behaviors, each providing cues for the next and the last that produces a reinforcer
reinforcer
anything that makes a behavior more likely to occur in the future
positive reinforcer
behavior is more likely to occur because something is being added to the situation
negative reinforcer
behavior is more likely to occur because something bad is being taken away
primary reinforcer
reinforcing because it is vital to life
secondary reinforcer
reinforcing, but not vital to life
superstitious behavior
occurs when consequences reinforce unrelated behaviors
continuous reinforcement
reinforcing the desired response every time it occurs
partial reinforcement
reinforcing a response only part of the time
fixed-ratio schedule
reinforces a response only after a specified number of responses
variable-ratio schedule
reinforces a response after an unpredictable amount of responses
fixed interval schedule
reinforces a response only after a specified time has elapsed
variable-interval schedule
reinforces a response at unpredictable times and intervals
escape conditioning
when you learn to make a response to end an aversive stimulus (like a parent buying a toy for a child to stop whining)
avoidance conditioning
responding to a signal in a way that avoids/prevents the unpleasant stimulus
positive punishment
administering an aversive stimulus
negative punishment
withdrawing a desirable stimulus
counterconditioning
substituting a positive reponse to a stimulus for the usual negative response
learned helplessness
when someone learns no matter what behavior they attempt, they cannot exert control over their environment
latent learning
learning that is not demonstrated at the time when it occurs
cognitive maps
mental reprenentations of environment
problem faced coping
attempting to alleviate stress directly by changing the stressor and the way it’s interacted with
emotion-focused coping
attempting to alienate stress by avoiding/ignoring a stressor and attendint to emotions related to one’s stress reaction
external locus of control
the perception that chance or outside forces beyond our control determine our fate
internal locus of control
the perception that you control your fate
self control
ability to control impulses and delay short-term gratification for greater long-term rewards
raising blood sugar
how can self-control be increased?
observational learning
learning by observing others, through modeling observing and imitating others to learn behaviors
Note 
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