5-9

Question 1

stimulus control

Answer 1

the relation between a antecedent and the behavior that follows it

Question 2

the relation between a antecedent and the behavior that follows it

Answer 2

stimulus control

Question 3

generalization gradients

Answer 3

graph that shows the probability of a response as a function of the stimulus (big upside down U)

Question 4

graph that shows the probability of a response as a function of the stimulus (big upside down U)

Answer 4

generalization gradient

Question 5

probe trials

Answer 5

way to measure generalization to other colors (stimuli) in which the other colors are briefly presented to measure the pigeon’s responding but no reinforcer is given.

Question 6

way to measure generalization to other colors (stimuli) in which the other colors are briefly presented to measure the pigeon’s responding but no reinforcer is given.

Answer 6

probe trials

Question 7

Pavlov’s hypothesis

Answer 7

beliefs generalization happens through an automatic by-product of the conditioning process. Essentially the effects of conditioning somehow spread across to nearby neurons in the cerebral cortex

Question 8

beliefs generalization happens through an automatic by-product of the conditioning process. Essentially the effects of conditioning somehow spread across to nearby neurons in the cerebral cortex

Answer 8

Pavlov’s hypothesis

Question 9

Lashley and Wadd’s hypothesis

Answer 9

explain generalization through some explicit discrimination training along the dimension in question is necessary before the typical peaked generalization gradient is obtained

e.g. if the dimension is color, they would claim that the learner must receive experience in which reinforcer are delivered when a color is present but not when the color is absent

Question 10

explain generalization through some explicit discrimination training along the dimension in question is necessary before the typical peaked generalization gradient is obtained

Answer 10

Lashley and Wadd’s hypothesis

e.g. if the dimension is color, they would claim that the learner must receive experience in which reinforcer are delivered when a color is present but not when the color is absent

Question 11

nondifferential training

Answer 11

every trial was the same

e.g. exposure to only 1000 hz tone as the SD

produced generalization gradient that were basically flat

Question 12

every trial was the same

e.g. exposure to only 1000 hz tone as the SD

produced generalization gradient that were basically flat

Answer 12

nondifferential training

Question 13

presence-absence training

Answer 13

type of discrimination training in which the presence or absence of a specific stimulus indicates whether responding will be reinforced

e.g. exposure to 1000 hz tone as SD adi no tone as S-delta

Question 14

type of discrimination training in which the presence or absence of a specific stimulus indicates whether responding will be reinforced

e.g. exposure to 1000 hz tone as SD adi no tone as S-delta

Answer 14

presence-absence training

Question 15

intradimensional training

Answer 15

type of discrimination training in which responses in the presence of one stimulus are reinforced, but responses in the presence of a different stimulus from the same physical continuum are not reinforced

e.g. exposure to 1000 hz tone as the SD and a variety of tones as S-delta

Question 16

type of discrimination training in which responses in the presence of one stimulus are reinforced, but responses in the presence of a different stimulus from the same physical continuum are not reinforced

e.g. exposure to 1000 hz tone as the SD and a variety of tones as S-delta

Answer 16

intradimensional training

Question 17

sensory deprivation

Answer 17

on Lashley and Wade: chickens and quails exposed to a green light that makes everything look green. They previously learned to peck green key. When tested with other colors the birds displayed typical generalization gradients. This contradicts the theory of Lashley and Wade.

Question 18

on Lashley and Wade: chickens and quails exposed to a green light that makes everything look green. They previously learned to peck green key. When tested with other colors the birds displayed typical generalization gradients. This contradicts the theory of Lashley and Wade.

Answer 18

sensory deprivation

Question 19

simultaneous discrimination procedure

Answer 19

two stimuli are presented together and the chicken must choose between them

Question 20

two stimuli are presented together and the chicken must choose between them

Answer 20

simultaneous discrimination procedure

Question 21

successive discrimination procedure

Answer 21

the stimuli are presented one at a time

Question 22

the stimuli are presented one at a time

Answer 22

successive discrimination procedure

Question 23

absolute theory of stimulus control

Answer 23

the animal has simply learned about the two stimuli separates: it has learned that choosing the medium gray color produces food and choosing the dar gray color produces no food

Question 24

the animal has simply learned about the two stimuli separates: it has learned that choosing the medium gray color produces food and choosing the dar gray color produces no food

Answer 24

absolute theory of stimulus control

Question 25

relational theory of stimulus control

Answer 25

the animal has learned something about the relationship between the two stimuli: it has learned that the lighter gray is associated with food

Question 26

the animal has learned something about the relationship between the two stimuli: it has learned that the lighter gray is associated with food

Answer 26

relational theory of stimulus control

Question 27

transposition

Answer 27

all of the chickens showed a preference for the light gray card over the previously reinforced medium gray card. The animals has transferred the relational rule to a new pair of stimuli

Question 28

all of the chickens showed a preference for the light gray card over the previously reinforced medium gray card. The animals has transferred the relational rule to a new pair of stimuli

Answer 28

transposition

Question 29

peak shift

Answer 29

a shift in the generalization gradient in a direction away from the S-

Question 30

a shift in the generalization gradient in a direction away from the S-

Answer 30

peak shift

Question 31

Spence's theory of excitatory and inhibitory gradients

Answer 31

in intradimensional training, an excitatory generalization gradient develops around the S+ and an inhibitory gradient develops around the S- the net associative strength of nay stimulus can be determined by subtracting its inhibitory strength form its excitatory strength

Question 32

in intradimensional training, an excitatory generalization gradient develops around the S+ and an inhibitory gradient develops around the S- the net associative strength of nay stimulus can be determined by subtracting its inhibitory strength form its excitatory strength

Answer 32

Spence's theory of excitatory and inhibitory gradients

Question 33

Intermediate-size problem

Answer 33

Gonzales, Gentry, and Bitterman (1954) a discrimination problem in which the subject learns to choose the middle stimulus along some dimension and is then tested when this stimulus inso longer the medium one

Question 34

a discrimination problem in which the subject learns to choose the middle stimulus along some dimension and is then tested when this stimulus inso longer the medium one

Answer 34

intermediate-size problem Gonzales, Gentry, and Bitterman (1954)

Question 35

behavioral contrast

Answer 35

responding to one stimulus changes as a result of a change in the reinforcement conditions for another stimulus

Question 36

responding to one stimulus changes as a result of a change in the reinforcement conditions for another stimulus

Answer 36

behavioral contrast

Question 37

positive contrast

Answer 37

an increase in responding during the unchanged light component the rate of reinforcement is reduced in one component, and the rate of responding increases in the unchanged component

Question 38

an increase in responding during the unchanged light component the rate of reinforcement is reduced in one component, and the rate of responding increases in the unchanged component

Answer 38

positive contrast

Question 39

negative contrast

Answer 39

decrease in responding during the unchanged light component the rate of reinforced is increased on one component, and the rate of responding decreases in the unchanged component

Question 40

decrease in responding during the unchanged light component the rate of reinforced is increased on one component, and the rate of responding decreases in the unchanged component

Answer 40

negative contrast

Question 41

behavioral reallocation hypothesis

Answer 41

faster responding in the unchanged component (positive contrast) is possible because of the slower responding that occurs in the component that is changed to extinction have more energy to focus on the changed schedule, the better option

Question 42

faster responding in the unchanged component (positive contrast) is possible because of the slower responding that occurs in the component that is changed to extinction have more energy to focus on the changed schedule, the better option

Answer 42

behavioral reallocation hypothesis

Question 43

reinforcer habituation/satiation hypothesis

Answer 43

the more frequently a reinforcer is presented over a short period of time, the less effective it becomes, because of habituation, satiation, or both

Question 44

the more frequently a reinforcer is presented over a short period of time, the less effective it becomes, because of habituation, satiation, or both

Answer 44

reinforcer habituation/satiation hypothesis

Question 45

comparison of components

Answer 45

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Question 46

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Answer 46

comparison of components

Question 47

errorless discrimination learning

Answer 47

begins with stimuli that are easy fo the subject to discriminate and progresses to more difficult ones, so the subject make very few wrong choices during the course of learning

Question 48

begins with stimuli that are easy fo the subject to discriminate and progresses to more difficult ones, so the subject make very few wrong choices during the course of learning

Answer 48

errorless discrimination learning

Question 49

transfer of learning and learning sets (they're the same thing)

Answer 49

improvement in the rate of learning across a series of discrimination problems

Question 50

improvement in the rate of learning across a series of discrimination problems

Answer 50

transfer of learning and learning sets (they're the same thing)

Question 51

concept learning

Answer 51

designed to mimic more closely the types of discrimination an animal must learn in the natural environment e.g. when an animal learned to discriminate between predators and non predators or between edible plants and poisonous plants

Question 52

designed to mimic more closely the types of discrimination an animal must learn in the natural environment e.g. when an animal learned to discriminate between predators and non predators or between edible plants and poisonous plants

Answer 52

concept learning

Question 53

central instances

Answer 53

an example from a natural category that people tend to judge as a "good" or "typical" example

Question 54

an example from a natural category that people tend to judge as a "good" or "typical" example

Answer 54

central instances

Question 55

peripheral instances

Answer 55

an example from a natural category that people tend to judge as a "bad" or "atypical" example

Question 56

an example from a natural category that people tend to judge as a "bad" or "atypical" example

Answer 56

peripheral instances

Question 57

exemplar theories

Answer 57

one's ability to categorize objects depends on one's memory of specific examples

Question 58

one's ability to categorize objects depends on one's memory of specific examples

Answer 58

exemplar theories

Question 59

prototype theories

Answer 59

one's ability to categorize objects depends forming a prototype or ideal example, to which new examples are compared

Question 60

one's ability to categorize objects depends forming a prototype or ideal example, to which new examples are compared

Answer 60

prototype theories

Question 61

feature theories

Answer 61

one judges whether a given instance is a member of a category of checking for specific features

Question 62

one judges whether a given instance is a member of a category of checking for specific features

Answer 62

feature theories

Question 63

stimulus equivalence

Answer 63

a situation in which an individual learned to respond to all stimuli in a category as if they are interchangeable even though the individual has been taught only a few relations between these stimuli, not all the possible relations

Question 64

a situation in which an individual learned to respond to all stimuli in a category as if they are interchangeable even though the individual has been taught only a few relations between these stimuli, not all the possible relations

Answer 64

stimulus equivalence