| A | B |
|---|
| Continuous reinforcement | The reinforcement schedule in which a particular response is always reinforced. |
| US | Stimulus that elicits a reflexive response in the absence of learning. |
| UR | A reflexive response elicits by a stimulus in the absence of learning. |
| CS | Initially neutral stimulus that comes to elicit a conditioned response after being associated with an US. |
| CR | Response that is elicited by a CS. Occurs after the CS is associated with the US. |
| Classical conditioning | The process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. |
| Extinction | A weaken and eventually disappearance of a learned response. |
| Spontaneous recovery | The reappearance of a learned response after its apparent extinction. |
| Higher order conditioning | A procedure in which a neutral stimulus becomes a conditioned stimulus through an association with an already established conditioned stimulus. |
| Stimulus generalization | Tendency to respond to a stimulus one involved in the original conditioning. |
| counterconditioning | Process of pairing a CS with a stimulus that elicits a response that is incompatible with an unwanted CR. |
| Reinforcement | A process by which a stimulus or event strengthens or increases the probability of response that it follows. |
| punishment | A stimulus or an event weakens or reduces the probability of response that it follows. |
| Primary reinforcer | A stimulus that is inherently reinforcing, typically satisfying a psychology need. Ex food, water light touch, and air temperature. |
| Primary punisher | A stimulus that is inherently punishing; ex electric shock |
| Secondary reinforcer | A stimulus that has acquired reinforcing property through association with other reinforcers. Ex money, applause. Good grades, gold stars. |
| Secondary punisher | Stimulus that has acquired punishing properties. Ex scolding, fines, bad grades. |
| Positive reinforcement | A reinforcement producer in which a response is followed by the presentation of or increase intensity of a reinforcing stimulus as a result the response becomes more likely to occur. |
| Negative reinforcement | A reinforcement procedure in which a response is followed by a delay, or decrease in intensity, of an unpleasant stimulus. As a result the response becomes more likely to occur. |
| Stimulus Generalization | In operant conditioning, the tendency for a response that has been reinforced (or pushed) in the presence of one stimulus to occur in a presence of other stimuli. |
| Stimulus Discrimination | Tendency of a response to occur in one stimuli and not the presence of other stimuli. |
| Descriptive stimulus | A stimulus that signals when a particular response is likely to be followed by a certain type of consequence. |
| Intermittent partial schedule of reinforcement | A reinforcement schedule in which a particular response is sometimes but not always reinforced. |
| Fixed ratio schedule | An intermittent schedule of reinforcement in which reinforcement occurs only after a fixed number of responses. |
| Variable ratio schedule | An intermittent schedule of reinforcement in which reinforcement occur after a variable number of responses. |
| Fixed interval schedule | Reinforcer is delivered fir the first response made after a fixed period of time has elapsed since the last reinforcer. |
| Variable interval schedule | Reinforcer is delivered for a response made after a variable period of time has elapsed since the last reinforcer. |
| Shaping | An operant conditioning procedure in which successive approximation of a desired response are reinforced. |
| Behavior modification | The application of conditioning techniques to teach new responses or to reduce or eliminate maladaptive or problematic behavior. |
| Extrinsic reinforcers | Reinforcers that are not inherently related to the activity being reinforced, such as money, prizes and praise. |
| Intrinsic reinforcers | Reinforcers that are inherently related do the activity being reinforced such as enjoyment of the task and the satisfaction of accomplishment. |
| Observational learning | A process in which an individual learns new responses by observing the behavior of another rather through direct experiences. |
| Latent learning | A form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement. |
| One of the most basic laws of learning is | Behavior becomes more likely or less likely, depending on its consequences. |
| What is at the heart of operant conditioning | Environmental consequences. |
| Identify another name for operant conditioning | Instrumental conditioning |
| How do the different types of responses differ between classical and operant | Classical response is reflexive an automatic reaction to something happening in the environment. Operant is complex and not reflexive. |
| What did B.F. Skinner call his approach to forms of behavior? | Radical behaviorism |
| What did Skinner believe we should do to understand behavior? | We should focus on the external causes of an action and the action’s consequences. Strengthen a response with a positive or negative reinforcer in operant + conditioning. |
| In Skinner’s analysis a response ( operant ) can lead to three types of consequences: | 1. A neutral consequence does not alter the response. 2. Reinforcement strengthens the response or makes it more likely to reoccur. 3. Punishment weakens the response or makes it less likely to reoccur. |
| Why is the effect of a reinforcer or punisher greater the sooner it follows a response? | Other things happen in between the condition has been lost. |
| How are secondary reinforces and punishers different from primary reinforcers and punishers in terms of our behavior? | Primary reinforcers are our biological needs. Secondary reinforcers something that we have learned and we don’t need. |
| Positive and negative have nothing to do with neither what? | Good or bad. |
| Punishment weather positive or negative does what? | Decrease the likely hood of response |
| Whereas reinforcement weather positive or negative does what? | Increase the response. |
