Chapter 5: Learning

learning

A systematic, relatively permanent change in behavior that occurs through experience

behaviorism

A theory of learning that focuses solely on observable behaviors, discounting the importance of such mental activity as thinking, wishing, and hoping.

observational learning

Learning that occurs through observing and imitating another’s behavior

classical conditioning

Learning process in which a neutral stimulus becomes associated with an innately meaningful stimulus and acquires the capacity to elicit a similar response

unconditioned stimulus (US)

A stimulus that produces a response without prior learning

unconditioned response (UR)

An unlearned reaction that is automatically elicited by the unconditioned stimulus

neutral stimulus (NS)

a stimulus which initially produces no specific response other than focusing attention

conditioned stimulus (CS)

A previously neutral stimulus that eventually elicits a conditioned response after being paired with the unconditioned stimulus.

conditioned response (CR)

The learned response to the conditioned stimulus that occurs after a conditioned stimulus–unconditioned stimulus pairing.

Acquisition

The initial learning of the connection between the unconditioned stimulus and the conditioned stimulus when these two stimuli are paired

Extinction

The weakening of the conditioned response when the unconditioned stimulus is absent

spontaneous recovery

The process in classical conditioning by which a conditioned response can recur after a time delay, without further conditioning.

Generalization

The tendency of a new stimulus that is similar to the original conditioned stimulus to elicit a response that is similar to the conditioned response.

Discrimination:

The process of learning to respond to certain stimuli and not others

counterconditioning

A classical conditioning procedure for changing the relationship between a conditioned stimulus and its conditioned response

aversive conditioning

A form of treatment that consists of repeated pairings of a stimulus with a very unpleasant stimulus (electric shock, loud noises, nausea-inducing substances)

habituation

Decreased responsiveness to a stimulus after repeated presentations

operant conditioning

A form of associative learning in which the consequences of a behavior change the probability of the behavior’s occurrence

B.F. Skinner

American psychologist who developed the concept of operant conditioning

Reinforcement

The process by which a stimulus or an event (a reinforcer) following a particular behavior increases the probability that the behavior will happen again

positive reinforcement

The presentation of a stimulus following a given behavior in order to increase the frequency of that behavior

negative reinforcement

The removal of a stimulus following a given behavior in order to increase the frequency of that behavior

Punishment

A consequence that decreases the likelihood that a behavior will occur

positive punishment

The presentation of a stimulus following a given behavior in order to decrease the frequency of that behavior.

negative punishment

The removal of a stimulus following a given behavior in order to decrease the frequency of that behavior

shaping

Rewarding successive approximations of a desired behavior

learned helplessness

Through experience with unavoidable aversive stimuli, an organism learns that it has no control over negative outcomes.

Primary reinforcer

A reinforcer that is innately satisfying; one that does not take any learning on the organism’s part to make it pleasurable (Food, water, sexual satisfaction).

Secondary reinforcer

A reinforcer that acquires its positive value through an organism’s experience; a secondary reinforcer is a learned or conditioned reinforcer (getting an A on a test, paychecks).

Latent learning or implicit learning

Unreinforced learning that is not immediately reflected in behavior (“getting the lay of the land”).

 insight learning

A form of problem solving in which the organism develops a sudden insight into or understanding of a problem’s solution

Martha E. Bernal, Ph.D.

She was the first Latina to earn a Ph.D. in Psychology in the U.S. She won a grant from the National Institute of Mental Health (NIMH) to create a laboratory to study orienting responses and classical conditioning in children with autism. She became the leading researcher in the country on training minority psychologists. She became the leading researcher in the country on training minority psychologists. She helped establish the National Hispanic Psychology Association (now called the National Latino Psychology Association) and served as its second president. As a Professor at Arizona State University, she continued to work on improving the training of clinical psychologists on minority mental health issues and she studied the development of identity in Mexican-American children.