Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Psychology > chapter 7 > Flashcards

chapter 7 Flashcards

You may prefer our related Brainscape-certified flashcards:
Psychology 101 flashcards GRE® Psychology flashcards AP® Psychology flashcards
1
Q

a situtation that makes it possible for us to respond and tells us what we might get for that response

A

antecedent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

a type of stimulus that is something you like and for which you will work

A

appetitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

a phase of social learning in which an observer watches a model doing something

A

attentional phase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

a type of stimulus that is something you don’t like and for which you won’t work

A

aversive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

an operant conditioning procedure in which something you don’t want to happen will happen will happen if you don’t respond, so you respond to prevent it. Your response is more likely under similar conditions in the future

A

avoidance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

a Pavlovian conditioning procedure in which an unconditional stimulus is presented before the conditional stimulus, so the conditional stimulus signals that no unconditional stimulus will occur

A

backward conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

any observable action, including words, gestures, responses, and more that can be repeated, measured, and are affected by a situation to produce or remove some outcome. Behavior can also refer to biological activity, including actions on the cellular level

A

behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

the result in which some events serve as better signals or conditional stimuli than others due to evolution

A

biological preparedness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

the assumption that we recreate a mental image of areas in our physical surroundings

A

cognitive map

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

a learned response that occurs to the conditional stimulus in preparation for the unconditional stimulus

A

conditional response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

an event in Pavlovian conditioning that requires learning to be meaningful and is only meaningful because the even tells us something about the unconditional stimulus

A

conditional stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

a type of stimuli in which outcomes produced by behavior affect future behavior

A

consequences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

if then rule; if you do this (behavior), then that will happen (consequence)

A

contingencies

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

an effect also known as stamping out; we do not associate our behaviors with situations that lead to something we don’t like. we learn not to repeat those behaviors

A

discomfort (ALSO KNOWN AS STAMPING OUT)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

a descriptor for behavior in Pavlovian or classical conditioning, which indicates the response to the stimulus is involuntary

A

elicits

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

an operant conditioning procedure in which something you want to stop is happening, your response makes it stop, and you are more likely to respond similarly in the future

A

escape

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

a descriptor for a type of Pavlovian conditioning in which the conditional stimulus indicates that an unconditional stimulus will occur. There is a positive correlation between the conditional stimulus and the unconditional stimulus.

A

excitatory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

In Pavlovian conditioning, the signal occurs without what’s signaled and the conditional response goes away; the conditional stimulus is presented alone, and the conditional response decreases.

A

extinction (classical)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

extinction (operant) In operant conditioning, behavior which was previously reinforced now produces no consequence and goes away; the response is not reinforced and decreases.

A

extinction (operant)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

An effect in which behavior that was previously reinforced occurs at a higher rate without consequences at the beginning of extinction.

A

extinction burst

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

A schedule of reinforcement in which reinforcers are produced after a set amount of time and a few responses.

A

fixed interval (FI)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A schedule of reinforcement in which reinforcers are produced after a set number of responses.

A

fixed ratio (FR)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

A conditioning procedure in which an already-conditioned signal is paired with a neutral stimulus or currently meaningless event.

A

higher-order conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

A phase of social learning in which a model demonstrates behavior and an observer copies it.

A

imitation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

A descriptor for a type of Pavlovian conditioning in which the conditional stimulus indicates that no unconditional stimulus will occur. There is a negative correlation between the conditional stimulus and the unconditional stimulus.

A

inhibitory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

A term for something you’re born knowing how to do.

A

innate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

A type of learning that has happened but hasn’t had an opportunity to be demonstrated.

A

latent learning

28
Q

A description for the finding that we learn about situations and behavior that lead to something we like (satisfaction; stamping in) and do not learn to associate situations and behavior that lead to something we don’t like (discomfort; stamping out).

A

law of effect

29
Q

Experiencing an aversive situation you can’t control prevents you from learning to control other aversive situations.

A

learned helplessness

30
Q

Change in behavior due to experience.

A

learning

31
Q

The signal occurs many seconds before what’s signaled.

A

long delayed conditioning

32
Q

A phase of social learning in which the observer obtains the same outcome as the model for the same response.

A

motivational phase

33
Q

An operant conditioning procedure in which behavior removes a consequence and makes your response less likely in the future.

A

negative punishment

34
Q

An operant conditioning procedure in which behavior removes a consequence and makes your response more likely in the future.

A

negative reinforcement

35
Q

A type of stimulus in which an environmental event currently has no meaning; the stimulus does not indicate whether the unconditional stimulus will occur.

A

neutral stimulus

36
Q

Also known as instrumental learning, in which the consequences of our behavior matter.

A

operant (instrumental) conditioning

36
Q

Also known as social or vicarious learning. We understand what to do by watching others.

A

observational learning

37
Q

An effect in which behavior reinforced only occasionally lasts longer without consequences than behavior reinforced every time when consequences are no longer available.

A

partial reinforcement extinction effect

38
Q

Also known as classical conditioning. A type of learning in which one seemingly insignificant event signals an important event; a conditional stimulus provides information about the presence or absence of an unconditional stimulus.

A

pavlovial conditioning

39
Q

A descriptor for extreme and irrational fear.

A

phobias

40
Q

An operant procedure in which behavior produces a consequence, and then your response will not continue to occur in similar situations in the future.

A

positive punishment

41
Q

An operant procedure in which behavior produces a consequence and that behavior will continue to occur in similar situations in the future.

A

positive reinforcement

42
Q

A type of stimulus also known as unconditioned reinforcers in which biologically important consequences make your behavior more likely in the future.

A

primary reinforcers

43
Q

A phase of social learning in which an observer copies what the model demonstrated.

A

production phase

44
Q

A type of stimulus-response relationship which is either learned or innate and indicates that behavior occurs automatically in response to its stimulus.

A

reflexes

45
Q

Also known as a contingency analysis, the test is a way to determine if the consequence you selected is a reinforcer and increases the frequency of a behavior.

A

reinforcer test

46
Q

A type of stimulus presented as consequences which increase the future probability of a behavior.

A

reinforcers

47
Q

A phase of social learning in which an observer remembers what the model did and can imitate that response later.

A

retention phase

48
Q

An effect also known as stamping in, we learn to associate our behaviors with situations that lead to something we like; we learn to repeat those behaviors.

A

satisfaction (stamping in)

49
Q

A description in words and numbers of how and when we’ll earn reinforcers.

A

schedules of reinforcement

50
Q

A type of stimulus also known as conditioned reinforcers in which consequences that were paired with primary reinforcers or already-meaningful reinforcers will make your behavior more likely in the future.

A

secondary reinforcers

51
Q

A schedule of reinforcement in which reinforcers are produced after an average amount of responses.

A

variable ratio (VR)

52
Q

schedule of reinforcement in which reinforcers are produced after an average amount of time and a few responses.

A

variable interval (VI)

53
Q

A type of stimulus in Pavlovian conditioning in which a biologically important event requires no conditioning to affect our behavior.

A

uncondtional stimulus

54
Q

A type of response in Pavlovian conditioning in which a biologically important response occurs because of an unconditional stimulus.

A

unconditional response

55
Q

A conditioning procedure in which the signal occurs many minutes or hours before what’s signaled. The conditional stimulus occurs a long time before the unconditional stimulus.

A

trace conditioning

56
Q

A type of conditioning in which animals learn not to eat foods that are accompanied by certain smells and tastes associated with illness.

A

taste aversion learning

57
Q

A type of behavior, specifically, the response in which we’re interested.

A

target behavior

58
Q

An effect in which an animal notices similarities between objects and responds to the objects as if they were the same.

A

stimulus generalization

59
Q

An effect in which an animal notices differences between objects and responds to the objects as though they were different.

A

stimulus discrimination

60
Q

An event in the situation tells us about our environment and what to do.

A

stimulus

61
Q

An effect in which, after extinction and a break without the signal or what’s signaled, the signal occurs alone, and the conditional response reappears.

A

spontaneous recovery

62
Q

A conditioning procedure in which the signal and what’s signaled occur at the same time. The conditional stimulus and unconditional stimulus overlap completely.

A

simultaneous condioning

63
Q

A conditioning procedure in which the signal or seemingly unimportant event occurs a few seconds before what’s signaled or the important event. The conditional stimulus is presented just before the unconditional stimulus.

A

short delayed conditioning

64
Q

An operant conditioning procedure to generate new behavior in which you get new responses by breaking down a complex response into smaller steps and reinforcing responses that look more and more like that final form and no longer reinforcing earlier approximations.

A

shaping

Psychology (25 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions