Discrimination Learning: Training Methods
... are referred to as desirable difficulties. In learning to recognize patterns, for example, increasing the variability between members of a category during training decreases training performance but positively affects transfer. Trainers and trainees often mistake short-term performance during traini ...
... are referred to as desirable difficulties. In learning to recognize patterns, for example, increasing the variability between members of a category during training decreases training performance but positively affects transfer. Trainers and trainees often mistake short-term performance during traini ...
General Psychology: Learning (II)
... situation. – Punishment frequently leads to both negative affect and aggression. Those who administer physical punishment may become models of aggressive behavior. ...
... situation. – Punishment frequently leads to both negative affect and aggression. Those who administer physical punishment may become models of aggressive behavior. ...
an introduction to lifespan development
... What the heck is a cohort? Cohort (biology) a taxonomic term in biology Cohort (educational group) students working through the same academic curriculum Cohort (military unit) the basic tactical unit of a Roman legion Cohort (statistics) subjects with a common defining characteristic — typically ag ...
... What the heck is a cohort? Cohort (biology) a taxonomic term in biology Cohort (educational group) students working through the same academic curriculum Cohort (military unit) the basic tactical unit of a Roman legion Cohort (statistics) subjects with a common defining characteristic — typically ag ...
Learning Theory - Amanda K. Jones
... because of the effects of that behavior. Relationships are formed between stimuli, responses, and consequences.2 Operant behaviors are controlled by consequences. Behaviors that lead to positive consequences increase in occurrence; behaviors that result in negative consequences decrease in occurrenc ...
... because of the effects of that behavior. Relationships are formed between stimuli, responses, and consequences.2 Operant behaviors are controlled by consequences. Behaviors that lead to positive consequences increase in occurrence; behaviors that result in negative consequences decrease in occurrenc ...
SCC Study Guide – Learning and Memory
... 2. Understand the function, duration, and capacity of sensory memory, and compare and contrast the iconic and the echoic registers. Do iconic memories persist longer than echoic memories, or vice versa? What is the key factor in determining what information will be transferred from the sensory regis ...
... 2. Understand the function, duration, and capacity of sensory memory, and compare and contrast the iconic and the echoic registers. Do iconic memories persist longer than echoic memories, or vice versa? What is the key factor in determining what information will be transferred from the sensory regis ...
Unit 6 Learning
... However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus (Rescorla, 1988). Learned Helplessness Not just the conditioning, the thought influences behavior as well ...
... However, later behaviorists suggested that animals learn the predictability of a stimulus, meaning they learn expectancy or awareness of a stimulus (Rescorla, 1988). Learned Helplessness Not just the conditioning, the thought influences behavior as well ...
Chapter 8 - The Adaptive Mind: Learning MULTIPLE CHOICE 1
... c. Learning associated with latent inhibition is slow; resulting in relatively poor learning. d. Learning associated with latent inhibition is slow: resulting in very effective learning. 42. At dinner Candace eats several familiar food (pasta, salad, bread) and an unfamiliar food (mussels). Later th ...
... c. Learning associated with latent inhibition is slow; resulting in relatively poor learning. d. Learning associated with latent inhibition is slow: resulting in very effective learning. 42. At dinner Candace eats several familiar food (pasta, salad, bread) and an unfamiliar food (mussels). Later th ...
Using Behavioral Techniques in the Classroom
... Requires reinforcing behaviors already in the repertoire of the individual that resemble the target behavior. Successive approximations: responses that are increasingly similar to the final goal are reinforced, and they increase; Those responses dissimilar to the final goal are not reinforced, a ...
... Requires reinforcing behaviors already in the repertoire of the individual that resemble the target behavior. Successive approximations: responses that are increasingly similar to the final goal are reinforced, and they increase; Those responses dissimilar to the final goal are not reinforced, a ...
Glossary
... Reinforcement An event following a response that strengthens the tendency to make that response. Reinforcement The circumstances or rules that determine whether responses lead contingencies to the presentation of reinforcers. ...
... Reinforcement An event following a response that strengthens the tendency to make that response. Reinforcement The circumstances or rules that determine whether responses lead contingencies to the presentation of reinforcers. ...
p.6-8
... praise and approval, which ultimately are related to basic reinforcers involving shelter and sustenance. Under these conditions, high grades (or the A+) have become a conditioned reinforcer for academic performance (see Chapter 10 for details). In another family, high grades have not led to other re ...
... praise and approval, which ultimately are related to basic reinforcers involving shelter and sustenance. Under these conditions, high grades (or the A+) have become a conditioned reinforcer for academic performance (see Chapter 10 for details). In another family, high grades have not led to other re ...
Chapter 11: Behaviorism
... The Problem of Animal Mind Finding a Criterion for Consciousness ● Still faced Descartes’ problem: If they were going to attribute mental processes to animals, they had to come up with some criterion of the mental. ● Descartes’ solution relating Christian theology: The soul thinks; so language (exp ...
... The Problem of Animal Mind Finding a Criterion for Consciousness ● Still faced Descartes’ problem: If they were going to attribute mental processes to animals, they had to come up with some criterion of the mental. ● Descartes’ solution relating Christian theology: The soul thinks; so language (exp ...
Chapter outline Chapter objectives
... 2. Read chapter objectives as shown below. The chapter objectives can also be found on the publisher’s website. 3. Read the corresponding section(s). 4. Make a detailed outline of the section you just read. 5. Answer the objectives for the section shown below. Answer with as much detail as possible. ...
... 2. Read chapter objectives as shown below. The chapter objectives can also be found on the publisher’s website. 3. Read the corresponding section(s). 4. Make a detailed outline of the section you just read. 5. Answer the objectives for the section shown below. Answer with as much detail as possible. ...
File
... 3. When Zach was 8, he ate a piece of shrimp that caused him to become ill. Now Zach is 17 and becomes nauseous every time he smells shrimp. 4. Jillian was out past curfew on Saturday. As a result, her parents took away her privileges. Jillian no longer stays out past curfew. 5. Every time Rachel’s ...
... 3. When Zach was 8, he ate a piece of shrimp that caused him to become ill. Now Zach is 17 and becomes nauseous every time he smells shrimp. 4. Jillian was out past curfew on Saturday. As a result, her parents took away her privileges. Jillian no longer stays out past curfew. 5. Every time Rachel’s ...
A - jlewishspsych
... answer both. As a method of study we will prepare answers for some of these essay options. It is not enough to answer a question by merely listing facts. You should present cogent arguments based on your critical analysis of the question posed, using appropriate psychological terminology. The A.P. E ...
... answer both. As a method of study we will prepare answers for some of these essay options. It is not enough to answer a question by merely listing facts. You should present cogent arguments based on your critical analysis of the question posed, using appropriate psychological terminology. The A.P. E ...
Ch 6 Learning Notes
... or Instrumental Learning – Emission of response: Because operant responses tend to be voluntary, they are said to be emitted rather than elicited. – Reinforcement contingencies: the circumstances, or rules, that determine whether responses lead to the presentation of reinforcers. – Cumulative record ...
... or Instrumental Learning – Emission of response: Because operant responses tend to be voluntary, they are said to be emitted rather than elicited. – Reinforcement contingencies: the circumstances, or rules, that determine whether responses lead to the presentation of reinforcers. – Cumulative record ...
Ch. 5: Learning
... He studied secretion of stomach acids and salivation in dogs in response to the ingestion of varying amounts and kinds of food. He saw that sometimes dogs would salivate when they didn’t eat food. Just seeing the experimenter bring the food would lead to salivation So-- he developed classical condit ...
... He studied secretion of stomach acids and salivation in dogs in response to the ingestion of varying amounts and kinds of food. He saw that sometimes dogs would salivate when they didn’t eat food. Just seeing the experimenter bring the food would lead to salivation So-- he developed classical condit ...
EXPLORING PSYCHOLOGY (7th Edition in Modules) David Myers
... Behaviorism Learned Observable Watson Skinner ...
... Behaviorism Learned Observable Watson Skinner ...
Toward an integrated science and sociotecture of intentional
... it is unclear what is evolutionary about them. More specifically, it is unclear how evolutionary theory either guided their development or anticipated their success, other than their being a product of variation and selection. For example, the Ostrom 8 design features of effective groups are based on ...
... it is unclear what is evolutionary about them. More specifically, it is unclear how evolutionary theory either guided their development or anticipated their success, other than their being a product of variation and selection. For example, the Ostrom 8 design features of effective groups are based on ...
Behaviourism
... Nobody don't like me. Mother: No, say, "Nobody likes me." Child: Nobody don't like me. Mother: No, say, "Nobody likes me." [6 further repetitions of this interaction] Mother: No, now listen carefully. Say, "Nobody likes me." Nobody don't likes me Child: There have been many criticisms of behaviouris ...
... Nobody don't like me. Mother: No, say, "Nobody likes me." Child: Nobody don't like me. Mother: No, say, "Nobody likes me." [6 further repetitions of this interaction] Mother: No, now listen carefully. Say, "Nobody likes me." Nobody don't likes me Child: There have been many criticisms of behaviouris ...
Therapy Approaches
... Behavioral Techniques • There are no mental processes (will, mind) • Derived from classical and operant conditioning • The focus is on changing the behavior • Works on the immediate problem • Focuses on the present ...
... Behavioral Techniques • There are no mental processes (will, mind) • Derived from classical and operant conditioning • The focus is on changing the behavior • Works on the immediate problem • Focuses on the present ...
MOTIVATION500
... Locke observed that one of the most commonly observed characteristics of intentional behavior is that it tends to keep going until it reaches ...
... Locke observed that one of the most commonly observed characteristics of intentional behavior is that it tends to keep going until it reaches ...
BF Skinner: Operant Conditioning
... • Neutral operants: responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. • Reinforcers: Responses from the environment that increase the probability of a behaviour being repeated. Reinforcers can be either positive or negative. • Punishers: ...
... • Neutral operants: responses from the environment that neither increase nor decrease the probability of a behaviour being repeated. • Reinforcers: Responses from the environment that increase the probability of a behaviour being repeated. Reinforcers can be either positive or negative. • Punishers: ...
Psychological behaviorism
Psychological behaviorism is a form of behaviorism - a major theory within psychology which holds that behaviors are learned through positive and negative reinforcements. The theory recommends that psychological concepts (such as personality, learning and emotion) are to be explained in terms of observable behaviors that respond to stimulus. Behaviorism was first developed by John B. Watson (1912), who coined the term ""behaviorism,"" and then B.F. Skinner who developed what is known as ""radical behaviorism."" Watson and Skinner rejected the idea that psychological data could be obtained through introspection or by an attempt to describe consciousness; all psychological data, in their view, was to be derived from the observation of outward behavior. Recently, Arthur W. Staats has proposed a psychological behaviorism - a ""paradigmatic behaviorist theory"" which argues that personality consists of a set of learned behavioral patterns, acquired through the interaction between an individual's biology, environment, cognition, and emotion. Holth also critically reviews psychological behaviorism as a ""path to the grand reunification of psychology and behavior analysis"".Psychological behaviorism’s theory of personality represents one of psychological behaviorism’s central differences from the preceding behaviorism’s; the other parts of the broader approach as they relate to each other will be summarized in the paradigm sections