File - Yip the Great
... stimulus that now causes a response due to association with another stimulus Conditioned Response (CR) – the reflexive response to the conditioned stimulus ...
... stimulus that now causes a response due to association with another stimulus Conditioned Response (CR) – the reflexive response to the conditioned stimulus ...
Developmental Theorists
... 5. Encourage children to help students who may be having trouble socially and/or academically. Never allow any child to make fun of or bully another child. 6. Build confidence by recognizing success in what children do best. 7. Provide a variety of choices when making an assignment so that students ...
... 5. Encourage children to help students who may be having trouble socially and/or academically. Never allow any child to make fun of or bully another child. 6. Build confidence by recognizing success in what children do best. 7. Provide a variety of choices when making an assignment so that students ...
Chapter 2
... Erikson viewed the social world as a much more important component of our development. • Hence, Erikson’s theory is labeled Psychosocial instead of Psychosexual. ...
... Erikson viewed the social world as a much more important component of our development. • Hence, Erikson’s theory is labeled Psychosocial instead of Psychosexual. ...
Effects of Violence/Aggression
... Learning --the process of acquiring, through experience including observation, new and relatively enduring information or behaviors ...
... Learning --the process of acquiring, through experience including observation, new and relatively enduring information or behaviors ...
Learning - Purdue Psychological Sciences
... response only after a specified time has elapsed. (e.g., preparing for an exam only when the exam draws close.) Variable-interval schedule: Reinforces a response at unpredictable time intervals, which produces slow, steady ...
... response only after a specified time has elapsed. (e.g., preparing for an exam only when the exam draws close.) Variable-interval schedule: Reinforces a response at unpredictable time intervals, which produces slow, steady ...
PSY100-learning10sum
... • Learning refers to an enduring change in the way an organism responds based on its experience – Distinct from • Drug effects (caffeine-induced jitters are not learning) • Fatigue or illness ...
... • Learning refers to an enduring change in the way an organism responds based on its experience – Distinct from • Drug effects (caffeine-induced jitters are not learning) • Fatigue or illness ...
Conditioning and Learning
... Behavioral Contract: Formal agreement stating behaviors to be changed and consequences that apply; written contract ...
... Behavioral Contract: Formal agreement stating behaviors to be changed and consequences that apply; written contract ...
Modules 18-20 - CCRI Faculty Web
... Child learns to repeat behaviors (saying “please”) which were followed by desirable results (cookie). Child learns to avoid behaviors (yelling “gimme!”) which were followed by undesirable results (scolding or loss of dessert). ...
... Child learns to repeat behaviors (saying “please”) which were followed by desirable results (cookie). Child learns to avoid behaviors (yelling “gimme!”) which were followed by undesirable results (scolding or loss of dessert). ...
Psychology as a Science
... 1. Asked the question “What is the Mind?”- what are its elements, parts. He attempted to apply the scientific method and attempted to be empirical. Used the method on introspection to study phenomena such as attention 2. Structuralism emerged from his approach. D. Functionalism developed in America ...
... 1. Asked the question “What is the Mind?”- what are its elements, parts. He attempted to apply the scientific method and attempted to be empirical. Used the method on introspection to study phenomena such as attention 2. Structuralism emerged from his approach. D. Functionalism developed in America ...
Psychological Science, 3rd Edition
... Describe the “Little Albert” experiment and explain how it is used as a model for understanding phobias. ...
... Describe the “Little Albert” experiment and explain how it is used as a model for understanding phobias. ...
PsychSim5: Maze Learning 1 PsychSim 5: MAZE LEARNING Name
... Results for Maze B Compare the number of moves and the path you took in the first run with your performance in the second run. Did you get better with practice? Did you use the same strategy that you used on the Maze A, or did you try a different approach? ...
... Results for Maze B Compare the number of moves and the path you took in the first run with your performance in the second run. Did you get better with practice? Did you use the same strategy that you used on the Maze A, or did you try a different approach? ...
Chapter 8 Review Notes
... Identify the major similarities and differences between classical and operant conditioning. Both classical and operant conditioning are forms of associative learning. They both involve acquisition, extinction, spontaneous recovery, generalization, and discrimination. Both classical and operant condi ...
... Identify the major similarities and differences between classical and operant conditioning. Both classical and operant conditioning are forms of associative learning. They both involve acquisition, extinction, spontaneous recovery, generalization, and discrimination. Both classical and operant condi ...
AP Psychology
... reinforcement extinction effect. (see Schedules of Reinforcement; see also Schedules and Extinction) 19. Explain why activity preference and physiological factors influence the efficiency of reinforcement. (see Why Reinforcers Work) 20. Define punishment and describe its role in operant conditioning ...
... reinforcement extinction effect. (see Schedules of Reinforcement; see also Schedules and Extinction) 19. Explain why activity preference and physiological factors influence the efficiency of reinforcement. (see Why Reinforcers Work) 20. Define punishment and describe its role in operant conditioning ...
Learning - Psychological Sciences
... a task in a clean-smelling room (sprayed with citrus Windex) reported more interest in participating in and donating to a charity organization than volunteers who were in a regular-smelling room. In addition, volunteers playing a trust game in a clean-smelling room were likelier to return more money ...
... a task in a clean-smelling room (sprayed with citrus Windex) reported more interest in participating in and donating to a charity organization than volunteers who were in a regular-smelling room. In addition, volunteers playing a trust game in a clean-smelling room were likelier to return more money ...
psycholanalytic theory
... • Punishment suppresses the behavior only so long as the delivery is guaranteed. For example, if parents are inconsistent with punishment, children learn very quickly how to “get away with murder” with one parent and not the other. • Punishment may be imitated as a way of solving problems. Thus, a c ...
... • Punishment suppresses the behavior only so long as the delivery is guaranteed. For example, if parents are inconsistent with punishment, children learn very quickly how to “get away with murder” with one parent and not the other. • Punishment may be imitated as a way of solving problems. Thus, a c ...
Learning - s3.amazonaws.com
... make connections between 2 or more events in the world respond to the effects of personal experiences observation of other people’s experiences ...
... make connections between 2 or more events in the world respond to the effects of personal experiences observation of other people’s experiences ...
Unit 6 Learning PP - Madeira City Schools
... Evidence of cognitive processes during operant learning comes from rats during a maze exploration in which they navigate the maze without an obvious reward. Rats seem to develop cognitive maps, or mental representations, of the layout of the maze ...
... Evidence of cognitive processes during operant learning comes from rats during a maze exploration in which they navigate the maze without an obvious reward. Rats seem to develop cognitive maps, or mental representations, of the layout of the maze ...
learning - Frazier
... nausea after eating a food, that food becomes a CS to provoke nausea as a CR. ...
... nausea after eating a food, that food becomes a CS to provoke nausea as a CR. ...
Abnormal Psychology
... • Learning refers to an enduring change in the way an organism responds based on its experience – Distinct from • Drug effects (caffeine-induced jitters are not learning) • Fatigue or illness ...
... • Learning refers to an enduring change in the way an organism responds based on its experience – Distinct from • Drug effects (caffeine-induced jitters are not learning) • Fatigue or illness ...
Chapter 3
... Unintentional learning (LOW involvement) Consumers simply sense and react (or respond) to the environment. ...
... Unintentional learning (LOW involvement) Consumers simply sense and react (or respond) to the environment. ...
Behaviorist theory on language acquisition
... behaviorist theory is scrutinized for a variety of reasons. If rewards play such a vital component in language development, what about the parent who is inattentive or not present when the child attempts speech? If a baby’s language learning is motivated strictly by rewards would the speech attempts ...
... behaviorist theory is scrutinized for a variety of reasons. If rewards play such a vital component in language development, what about the parent who is inattentive or not present when the child attempts speech? If a baby’s language learning is motivated strictly by rewards would the speech attempts ...
Human Cognitive Processes
... – 2. figuring out how they are organized – 3. understanding why they are organized in a particular manner given a conscious experience. ...
... – 2. figuring out how they are organized – 3. understanding why they are organized in a particular manner given a conscious experience. ...
Theores of Personality Study Guide for Exam Three
... danger is no longer present (basis of phobic avoidance) Types of "conflict" 1. approach-approach 2. avoidance-avoidance 3. approach-avoidance 4. double approach-avoidance factors that influence the reaching of a goal (e.g., asking for a raise) 1. avoidance gradient is “steeper” than approach gradien ...
... danger is no longer present (basis of phobic avoidance) Types of "conflict" 1. approach-approach 2. avoidance-avoidance 3. approach-avoidance 4. double approach-avoidance factors that influence the reaching of a goal (e.g., asking for a raise) 1. avoidance gradient is “steeper” than approach gradien ...
Answer Key - sls
... 13. Because she has oversight responsibility for the servicing and repair of her company's fleet of cars, Rhonda frequently calls the garage mechanic to inquire whether service on various cars has been completed. She is likely to be reinforced with positive responses to her inquiries on a ________ s ...
... 13. Because she has oversight responsibility for the servicing and repair of her company's fleet of cars, Rhonda frequently calls the garage mechanic to inquire whether service on various cars has been completed. She is likely to be reinforced with positive responses to her inquiries on a ________ s ...
Psychology 312-1 - Northwestern University
... In other words, As noted, site was chosen for surgical ...
... In other words, As noted, site was chosen for surgical ...
Learning theory (education)
Learning theories are conceptual frameworks describing how information is absorbed, processed, and retained during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.Behaviorists look at learning as an aspect of conditioning and will advocate a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behavior is too narrow and prefer to study the learner rather than their environment and in particular the complexities of human memory. Those who advocate constructivism believe that a learner's ability to learn relies to a large extent on what he already knows and understands, and the acquisition of knowledge should be an individually tailored process of construction. Transformative learning theory focuses upon the often-necessary change that is required in a learner's preconceptions and world view.Outside the realm of educational psychology, techniques to directly observe the functioning of the brain during the learning process, such as event-related potential and functional magnetic resonance imaging, are used in educational neuroscience. As of 2012, such studies are beginning to support a theory of multiple intelligences, where learning is seen as the interaction between dozens of different functional areas in the brain each with their own individual strengths and weaknesses in any particular human learner.