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HISTORY AND SYSTEMS PSYCHOLOGY > CHAPTER 13 > Flashcards

CHAPTER 13 Flashcards

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1
Q

For them, theorizing about unobservable entities was allowed,
provided those entities were directly linked to observable events via operational definitions.

A

Logical positivist

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2
Q

It defines abstract concepts in
terms of the procedures used to measure those concepts.

A

Operational definitions

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3
Q

The belief that all scientific concepts are operationally defined.

A

Operationism

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4
Q

The belief that all sciences should share common assumptions, principles, and methodologies
and should model themselves after physics.

A

Physicalism

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5
Q

He introduced intervening
variables into psychology. Instead of studying reflexive, or molecular, behavior, he studied purposive, or molar, behavior.

A

Tolman

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6
Q

Tolman’s version of
psychology was called

A

Purposive behaviorism

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7
Q

He developed an
open-ended, self-correcting, hypothetico-deductive
theory of learning.

A

Hull

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8
Q

A specific response made to a specific
pattern of stimuli. It is the association between a
movement and a pattern of stimuli that is learned
in one trial.

A

Movement

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9
Q

A movement that has become
associated with a number of stimuli patterns.

A

Act

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10
Q

According to Guthrie, “________” is
a mechanical arrangement that prevents unlearning.

A

Reinforcement

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11
Q

It can be broken by causing a response, other than the undesirable one, to be made in the presence of the stimuli that previously elicited the undesirable response.

A

Bad habits

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12
Q

Drives, according to Guthrie, is ______

A

Maintaining stimuli

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13
Q

Stimulus elicits

A

Respondent behavior

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14
Q

Organism
emits

A

Operant behavior

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15
Q

For Skinner, what is reinforcement?

A

Anything that changes the rate or probability of a
response.

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16
Q

Name some Radical behaviorists

RD stressed environmental influences on behavior to the exclusion
of mental events and physiological states.

A

Watson and Skinner

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17
Q

Name some Methodological
behaviorists

> > theorizes
about internal causes of behavior.

A

Tolman, Hull, and Guthrie

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18
Q

Behavior that is reinforced is strengthened, but behavior that is punished is not
necessarily weakened.

A

Skinnerian psychology

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19
Q

No matter what type of behavior is under
consideration, the rule is always the same:

A

Change
reinforcement contingencies and you change
behavior.

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20
Q

The use of learning principles to
treat emotional or behavioral disorders.

A

Behavior therapy

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21
Q

According to Tolman, an expectation that experience has consistently confirmed.

A

Belief

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22
Q

The mental representation of the environment.

A

Cognitive map

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23
Q

The verification
of a hypothesis, expectancy, or belief.

A

Confirmation

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24
Q

Behaviorism that is positivistic in that it describes relationships between environmental events and behavior rather than attempting to
explain those relationships. Skinner’s approach to psychology exemplified descriptive behaviorism.

A

Descriptive Behaviorism

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25
Q

The type of behaviorism
Tolman pursued, which emphasizes molar rather than molecular behavior.

A

Purposive behaviorism

26
Q

A small segment of behavior such
as a reflex or a habit that is isolated for study.

A

Molecular behavior

27
Q

Behavior that is directed toward
some goal and that terminates when the goal is attained.

A

Purposive behavior

28
Q

Behavior that is elicited by a
known stimulus.

A

Respondent behavior

29
Q

Hull’s proposed mechanism of reinforcement. For Hull anything that reduces a drive is
reinforcing.

A

Drive reduction

30
Q

Skinner’s approach to research that involves studying the systematic relationship between behavioral and environmental events. Such study focuses on the relationship between reinforcement contingencies and response rate or response probability.

A

Function analysis

31
Q

For Hull, the strength of an association between a stimulus and response. This strength
depends on the number of reinforced pairings between
the two.
(sHr)

A

Habit Strength

32
Q

A hypothesis that
has been tentatively confirmed.

A

Expectancy

33
Q

An expectancy that
occurs during the early stages of learning.

A

Hypothesis

34
Q

The translation of learning into behavior.

A

Performance

35
Q

A set of postulates
from which empirical relationships are deduced (predicted). If the empirical relationships are as predicted, the
theory gains strength; if not, the theory loses strength and
must be revised or abandoned.

A

Hypothetico-deductive Theory

36
Q

The type of conditioning
studied by Thorndike, wherein an organism learns to
make a response that is instrumental in producing
reinforcement.

A

Instrumental conditioning

37
Q

Events believed to occur between environmental and behavioral events. Although
it cannot be observed directly, they
are thought to be causally related to behavior. Hull’s
habit strength and Tolman’s cognitive map are examples
of this.

A

Intervening variables

38
Q

The finding that animals who passively experience a goal box no longer containing reinforcement extinguish a previously learned response to
that goal box significantly faster than animals without
such experience.

A

Latent extinction

39
Q

Learning that
has occurred but is not translated into behavior.

A

Latent learning

40
Q

Guthrie’s one law of learning, which
states that when a pattern of stimuli is experienced along
with a response, the two become associated. In 1959, “What is
being noticed becomes a signal for what is being done.”

A

Law of contiguity

41
Q

The philosophy of science according to which theoretical concepts are admissible if they
are tied to the observable world through operational
definitions.

A

Logical positivism

42
Q

The belief that all abstract scientific concepts should be operationally defined.

A

Operationism

43
Q

Agreed with older forms of behaviorism that overt behavior should be psychology’s subject
matter but disagreed that theoretical speculation concerning abstract entities must be avoided.

A

Neobehaviorism

44
Q

Guthrie’s contention that the association between a pattern of stimuli and a response develops at full strength after just one pairing of the two.

A

On-trial Learning

45
Q

According to logical positivism,
those terms that are employed to explain empirical
observations.

A

Theoretical terms (rationalism)

46
Q

According to logical positivism,
terms that refer to empirical events.

A

Observational terms (empiricism)

47
Q

A belief growing out of logical positivism
that all sciences should share common assumptions,
principles, and methodologies and should model themselves after physics.

A

Physicalism

48
Q

The belief that science should study only
those objects or events that can be experienced directly.
That is, all speculation about abstract entities should be
avoided.

A

Positivism

49
Q

For Hull, the probability of
a learned response being elicited in a given situation. This probability is a function of the amount of drive and
habit strength present.
(sEr)

A

Reaction potential

50
Q

The type of psychology insisting that
environmental stimuli elicit most, if not all, behavior

A

S-R Psychology

51
Q

An arrangement within institutions whereby desirable behavior is strengthened using valuable tokens as reinforcers.

A

Token economics

52
Q

Accepted the law
of contiguity but not the law of frequency. For him,
learning occurs at full strength after just one association
between a pattern of stimuli and a response.

A

Guthrie, Edwin Ray

53
Q

Formulated a
complex hypothetico-deductive theory in an attempt to
explain all learning phenomena.

A

Hull

54
Q

A behaviorist
who believed that psychology should study the functional
relationship between environmental events, such as reinforcement contingencies, and behavior. Skinner’s work
exemplified positivism.

A

Skinner, Burrhus Frederic

55
Q

Created a
brand of behaviorism that used mental constructs and
emphasized purposive behavior. Although Tolman employed many intervening variables, his most important
was the cognitive map.

A

Tolman, Edward

56
Q

Created a
brand of behaviorism that used mental constructs and
emphasized purposive behavior. Although Tolman employed many intervening variables, his most important
was the cognitive map.

A

Tolman, Edward

57
Q

Logical positivism divided science into two major parts: the
______ and the ______.

A

Empirical, theoretical

58
Q

S–R reflexes

A

Molecular behavior

59
Q

A simplified diagram of
Tolman’s approach:

A

Independent Variables
(Environmental Events)
»>
Intervening Variables
(Theoretical Concepts)
»>
Dependent Variables
(Behavior)

60
Q

Reaction Potential
(SER) formula by Hull:

A

sEr= sHr × D

HISTORY AND SYSTEMS PSYCHOLOGY (6 decks)

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