PSYCHOSOCIAL FACTORS AFFECTING BEHAVIOR AND THEORIES OF PERSONALITY Flashcards
may be defined as a relatively permanent
change in behavior that is the result of practice or
experience.
Learning
four basic kinds of learning
Habituation
Classical Conditioning
Instrumental Conditioning
Complex Learning
in which an organism learns to
ignore a familiar and nonconsequential stimulus;
Habituation
in which an organism
learns that one stimulus follows another;
Classical Conditioning
in which an organism
learns that a particular response leads to a
particular consequence; and
Instrumental Conditioning
in which learning involves
more than the formation of associations.
Complex Learning
are especially likely to be learned
through classical conditioning processes.
Emotional responses
● A basic phenomenon of learning that occurs when a
previously conditioned response decreases in frequency
and eventually disappears.
● Occurs when the conditioned stimulus is presented
repeatedly without the unconditioned stimulus.
EXTINCTION
The reemergence of an extinguished conditioned
response after a period of rest and with no further
conditioning.
SPONTANEOUS RECOVERY
After a stimulus has been conditioned to produce a
particular response, stimuli that are similar to the original
stimulus produce the same response.
After a stimulus has been conditioned to produce a
particular response, stimuli that are similar to the original
stimulus produce the same response.
STIMULUS GENERALIZATION
● Occurs if two stimuli are sufficiently distinct from one
another that one evokes a conditioned response but the
other does not;.
● The ability to differentiate between stimul
STIMULUS DISCRIMINATION
It is learning in which a voluntary response is strengthened
or weakened (it has been made more or less likely to recur
regularly), depending on its favorable or unfavorable
consequences.
OPERANT CONDITIONING
Organism operates on its environment to produce
a desirable result.
OPERANT
: Original behaviors are the
natural, biological responses to the presence of a stimulus.
CLASSICAL CONDITIONING
Applies to voluntary responses,
which an organism performs deliberately to produce a desirable outcome.
OPERANT CONDITIONING
Devised this puzzle box to study the process by which a cat learns to press a paddle to escape from the box and receive food. The cat would have learned that pressing the paddle was associated with the desirable consequence of
getting food.
EDWARD L. THORNDIKE (1932)
A stimulus increases the probability that a preceding
behavior will be repeated.
REINFORCEMENT
● Satisfies some biological need and works naturally,
regardless of a person’s previous experience.
● e.g., Food for a hungry person, relief for a person in
pain.
Primary Reinforcer
A stimulus that becomes reinforcing because of its
association with a primary reinforcer.
Secondary Reinforcer
● A stimulus added to the environment that brings about
an increase in a preceding response.
● If food, water, money, or praise is provided after a
response, it is more likely that that response will occur
again in the future.
Positive Reinforcer
Refers to an unpleasant stimulus whose removal
leads to an increase in the probability that a preceding
response will be repeated in the future.
Negative Reinforcer
Refers to an unpleasant stimulus whose removal
leads to an increase in the probability that a preceding
response will be repeated in the future.
Punishment
Behavior that is reinforced every time it occurs.
Continuous reinforcement schedule
Behavior that is reinforced some but not all of the
time
Partial reinforcement schedules
schedules that consider the number of
responses made before reinforcement is
given;
fixed-ratio and variable-ratio schedules:
schedules that consider the
amount of time that elapses before
reinforcement is provided
fixed-interval and variable-interval
schedules:
A formalized technique for promoting the frequency of
desirable behaviors and decreasing the incidence of
unwanted ones.
BEHAVIOR MODIFICATION
● Not all learning is due to operant and classical
conditioning.
● Activities such as learning to drive a car imply that some
kinds of learning must involve higher-order processes in
which people’s thoughts and memories and the way they
process information account for their responses. Such
situations argue against learning as the unthinking,
mechanical, and automatic acquisition of associations
between stimuli and responses.
COGNITIVE APPROACHES TO LEARNING
Some psychologists view learning in terms of the thought
processes, or cognitions, that underlie it.
COGNITIVE LEARNING THEORY:
