{"id":797,"date":"2018-08-20T10:58:38","date_gmt":"2018-08-20T14:58:38","guid":{"rendered":"http:\/\/pressbooks.library.upei.ca\/upeiintropsychology\/?post_type=chapter&p=797"},"modified":"2020-08-26T13:19:57","modified_gmt":"2020-08-26T17:19:57","slug":"chapter-10-vocabulary","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.upei.ca\/upeiintropsychology\/chapter\/chapter-10-vocabulary\/","title":{"raw":"Vocabulary","rendered":"Vocabulary"},"content":{"raw":"Blocking\r\n\r\nIn classical conditioning, the finding that no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials. Suggests that information, surprise value, or prediction error is important in conditioning.\r\n\r\nCategorize\r\n\r\nTo sort or arrange different items into classes or categories.\r\n\r\nClassical conditioning\r\n\r\nThe procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus (or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR). Classical conditioning is nowadays considered important as both a behavioral phenomenon and as a method to study simple associative learning. Same as Pavlovian conditioning.\r\n\r\nConditioned compensatory response\r\n\r\nIn classical conditioning, a conditioned response that opposes, rather than is the same as, the unconditioned response. It functions to reduce the strength of the unconditioned response. Often seen in conditioning when drugs are used as unconditioned stimuli.\r\n\r\nConditioned response (CR)\r\n\r\nThe response that is elicited by the conditioned stimulus after classical conditioning has taken place.\r\n\r\nConditioned stimulus (CS)\r\n\r\nAn initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.\r\n\r\nContext\r\n\r\nStimuli that are in the background whenever learning occurs. For instance, the Skinner box or room in which learning takes place is the classic example of a context. However, \u201ccontext\u201d can also be provided by internal stimuli, such as the sensory effects of drugs (e.g., being under the influence of alcohol has stimulus properties that provide a context) and mood states (e. g., being happy or sad). It can also be provided by a specific period in time\u2014the passage of time is sometimes said to change the \u201ctemporal context.\u201d\r\n\r\nDiscriminative stimulus\r\n\r\nIn operant conditioning, a stimulus that signals whether the response will be reinforced. It is said to \u201cset the occasion\u201d for the operant response.\r\n\r\nExtinction\r\n\r\nDecrease in the strength of a learned behavior that occurs when the conditioned stimulus is presented without the unconditioned stimulus (in classical conditioning) or when the behavior is no longer reinforced (in instrumental conditioning). The term describes both the procedure (the US or reinforcer is no longer presented) as well as the result of the procedure (the learned response declines). Behaviors that have been reduced in strength through extinction are said to be \u201cextinguished.\u201d\r\n\r\nFear conditioning A type of classical or Pavlovian conditioning in which the conditioned stimulus (CS) is associated with an aversive unconditioned stimulus (US), such as a foot shock. As a consequence of learning, the CS comes to evoke fear. The phenomenon is thought to be involved in the development of anxiety disorders in humans.\r\n\r\nGoal-directed behavior\r\n\r\nInstrumental behavior that is influenced by the animal\u2019s knowledge of the association between the behavior and its consequence and the current value of the consequence. Sensitive to the reinforcer devaluation effect.\r\n\r\nHabit\r\n\r\nInstrumental behavior that occurs automatically in the presence of a stimulus and is no longer influenced by the animal\u2019s knowledge of the value of the reinforcer. Insensitive to the reinforcer devaluation effect.\r\n\r\nInstrumental conditioning\r\n\r\nProcess in which animals learn about the relationship between their behaviors and their consequences. Also known as operant conditioning.\r\n\r\nLaw of effect\r\n\r\nThe idea that instrumental or operant responses are influenced by their effects. Responses that are followed by a pleasant state of affairs will be strengthened and those that are followed by discomfort will be weakened. Nowadays, the term refers to the idea that operant or instrumental behaviors are lawfully controlled by their consequences.\r\n\r\nObservational learning\r\n\r\nLearning by observing the behavior of others.\r\n\r\nOperant\r\n\r\nA behavior that is controlled by its consequences. The simplest example is the rat\u2019s lever- pressing, which is controlled by the presentation of the reinforcer.\r\n\r\nOperant conditioning\r\n\r\nSee instrumental conditioning.\r\n\r\nPavlovian conditioning\r\n\r\nSee classical conditioning.\r\n\r\nPrediction error\r\n\r\nWhen the outcome of a conditioning trial is different from that which is predicted by the conditioned stimuli that are present on the trial (i.e., when the US is surprising). Prediction error is necessary to create Pavlovian conditioning (and associative learning generally). As learning occurs over repeated conditioning trials, the conditioned stimulus increasingly predicts the unconditioned stimulus, and prediction error declines. Conditioning works to correct or reduce prediction error.\r\n\r\nPreparedness\r\n\r\nThe idea that an organism\u2019s evolutionary history can make it easy to learn a particular association. Because of preparedness, you are more likely to associate the taste of tequila, and not the circumstances surrounding drinking it, with getting sick. Similarly, humans are more likely to associate images of spiders and snakes than flowers and mushrooms with aversive outcomes like shocks.\r\n\r\nPunisher\r\n\r\nA stimulus that decreases the strength of an operant behavior when it is made a consequence of the behavior.\r\n\r\nQuantitative law of effect\r\n\r\nA mathematical rule that states that the effectiveness of a reinforcer at strengthening an operant response depends on the amount of reinforcement earned for all alternative behaviors. A reinforcer is less effective if there is a lot of reinforcement in the environment for other behaviors.\r\n\r\nReinforcer\r\n\r\nAny consequence of a behavior that strengthens the behavior or increases the likelihood that\r\n\r\nit will be performed it again.\r\n\r\nReinforcer devaluation effect\r\n\r\nThe finding that an animal will stop performing an instrumental response that once led to a reinforcer if the reinforcer is separately made aversive or undesirable.\r\n\r\nRenewal effect\r\n\r\nRecovery of an extinguished response that occurs when the context is changed after extinction. Especially strong when the change of context involves return to the context in which conditioning originally occurred. Can occur after extinction in either classical or instrumental conditioning.\r\n\r\nSocial Learning Theory\r\n\r\nThe theory that people can learn new responses and behaviors by observing the behavior of others.\r\n\r\nSocial models\r\n\r\nAuthorities that are the targets for observation and who model behaviors.\r\n\r\nSpontaneous recovery\r\n\r\nRecovery of an extinguished response that occurs with the passage of time after extinction. Can occur after extinction in either classical or instrumental conditioning.\r\n\r\nStimulus control\r\n\r\nWhen an operant behavior is controlled by a stimulus that precedes it.\r\n\r\nTaste aversion learning\r\n\r\nThe phenomenon in which a taste is paired with sickness, and this causes the organism to reject\u2014and dislike\u2014that taste in the future.\r\n\r\nUnconditioned response (UR)\r\n\r\nIn classical conditioning, an innate response that is elicited by a stimulus before (or in the absence of) conditioning.\r\n\r\nUnconditioned stimulus (US)\r\n\r\nIn classical conditioning, the stimulus that elicits the response before conditioning occurs.\r\n\r\nVicarious reinforcement\r\n\r\nLearning that occurs by observing the reinforcement or punishment of another person.\r\n\r\n ","rendered":"

Blocking<\/p>\n

In classical conditioning, the finding that no conditioning occurs to a stimulus if it is combined with a previously conditioned stimulus during conditioning trials. Suggests that information, surprise value, or prediction error is important in conditioning.<\/p>\n

Categorize<\/p>\n

To sort or arrange different items into classes or categories.<\/p>\n

Classical conditioning<\/p>\n

The procedure in which an initially neutral stimulus (the conditioned stimulus, or CS) is paired with an unconditioned stimulus (or US). The result is that the conditioned stimulus begins to elicit a conditioned response (CR). Classical conditioning is nowadays considered important as both a behavioral phenomenon and as a method to study simple associative learning. Same as Pavlovian conditioning.<\/p>\n

Conditioned compensatory response<\/p>\n

In classical conditioning, a conditioned response that opposes, rather than is the same as, the unconditioned response. It functions to reduce the strength of the unconditioned response. Often seen in conditioning when drugs are used as unconditioned stimuli.<\/p>\n

Conditioned response (CR)<\/p>\n

The response that is elicited by the conditioned stimulus after classical conditioning has taken place.<\/p>\n

Conditioned stimulus (CS)<\/p>\n

An initially neutral stimulus (like a bell, light, or tone) that elicits a conditioned response after it has been associated with an unconditioned stimulus.<\/p>\n

Context<\/p>\n

Stimuli that are in the background whenever learning occurs. For instance, the Skinner box or room in which learning takes place is the classic example of a context. However, \u201ccontext\u201d can also be provided by internal stimuli, such as the sensory effects of drugs (e.g., being under the influence of alcohol has stimulus properties that provide a context) and mood states (e. g., being happy or sad). It can also be provided by a specific period in time\u2014the passage of time is sometimes said to change the \u201ctemporal context.\u201d<\/p>\n

Discriminative stimulus<\/p>\n

In operant conditioning, a stimulus that signals whether the response will be reinforced. It is said to \u201cset the occasion\u201d for the operant response.<\/p>\n

Extinction<\/p>\n

Decrease in the strength of a learned behavior that occurs when the conditioned stimulus is presented without the unconditioned stimulus (in classical conditioning) or when the behavior is no longer reinforced (in instrumental conditioning). The term describes both the procedure (the US or reinforcer is no longer presented) as well as the result of the procedure (the learned response declines). Behaviors that have been reduced in strength through extinction are said to be \u201cextinguished.\u201d<\/p>\n

Fear conditioning A type of classical or Pavlovian conditioning in which the conditioned stimulus (CS) is associated with an aversive unconditioned stimulus (US), such as a foot shock. As a consequence of learning, the CS comes to evoke fear. The phenomenon is thought to be involved in the development of anxiety disorders in humans.<\/p>\n

Goal-directed behavior<\/p>\n

Instrumental behavior that is influenced by the animal\u2019s knowledge of the association between the behavior and its consequence and the current value of the consequence. Sensitive to the reinforcer devaluation effect.<\/p>\n

Habit<\/p>\n

Instrumental behavior that occurs automatically in the presence of a stimulus and is no longer influenced by the animal\u2019s knowledge of the value of the reinforcer. Insensitive to the reinforcer devaluation effect.<\/p>\n

Instrumental conditioning<\/p>\n

Process in which animals learn about the relationship between their behaviors and their consequences. Also known as operant conditioning.<\/p>\n

Law of effect<\/p>\n

The idea that instrumental or operant responses are influenced by their effects. Responses that are followed by a pleasant state of affairs will be strengthened and those that are followed by discomfort will be weakened. Nowadays, the term refers to the idea that operant or instrumental behaviors are lawfully controlled by their consequences.<\/p>\n

Observational learning<\/p>\n

Learning by observing the behavior of others.<\/p>\n

Operant<\/p>\n

A behavior that is controlled by its consequences. The simplest example is the rat\u2019s lever- pressing, which is controlled by the presentation of the reinforcer.<\/p>\n

Operant conditioning<\/p>\n

See instrumental conditioning.<\/p>\n

Pavlovian conditioning<\/p>\n

See classical conditioning.<\/p>\n

Prediction error<\/p>\n

When the outcome of a conditioning trial is different from that which is predicted by the conditioned stimuli that are present on the trial (i.e., when the US is surprising). Prediction error is necessary to create Pavlovian conditioning (and associative learning generally). As learning occurs over repeated conditioning trials, the conditioned stimulus increasingly predicts the unconditioned stimulus, and prediction error declines. Conditioning works to correct or reduce prediction error.<\/p>\n

Preparedness<\/p>\n

The idea that an organism\u2019s evolutionary history can make it easy to learn a particular association. Because of preparedness, you are more likely to associate the taste of tequila, and not the circumstances surrounding drinking it, with getting sick. Similarly, humans are more likely to associate images of spiders and snakes than flowers and mushrooms with aversive outcomes like shocks.<\/p>\n

Punisher<\/p>\n

A stimulus that decreases the strength of an operant behavior when it is made a consequence of the behavior.<\/p>\n

Quantitative law of effect<\/p>\n

A mathematical rule that states that the effectiveness of a reinforcer at strengthening an operant response depends on the amount of reinforcement earned for all alternative behaviors. A reinforcer is less effective if there is a lot of reinforcement in the environment for other behaviors.<\/p>\n

Reinforcer<\/p>\n

Any consequence of a behavior that strengthens the behavior or increases the likelihood that<\/p>\n

it will be performed it again.<\/p>\n

Reinforcer devaluation effect<\/p>\n

The finding that an animal will stop performing an instrumental response that once led to a reinforcer if the reinforcer is separately made aversive or undesirable.<\/p>\n

Renewal effect<\/p>\n

Recovery of an extinguished response that occurs when the context is changed after extinction. Especially strong when the change of context involves return to the context in which conditioning originally occurred. Can occur after extinction in either classical or instrumental conditioning.<\/p>\n

Social Learning Theory<\/p>\n

The theory that people can learn new responses and behaviors by observing the behavior of others.<\/p>\n

Social models<\/p>\n

Authorities that are the targets for observation and who model behaviors.<\/p>\n

Spontaneous recovery<\/p>\n

Recovery of an extinguished response that occurs with the passage of time after extinction. Can occur after extinction in either classical or instrumental conditioning.<\/p>\n

Stimulus control<\/p>\n

When an operant behavior is controlled by a stimulus that precedes it.<\/p>\n

Taste aversion learning<\/p>\n

The phenomenon in which a taste is paired with sickness, and this causes the organism to reject\u2014and dislike\u2014that taste in the future.<\/p>\n

Unconditioned response (UR)<\/p>\n

In classical conditioning, an innate response that is elicited by a stimulus before (or in the absence of) conditioning.<\/p>\n

Unconditioned stimulus (US)<\/p>\n

In classical conditioning, the stimulus that elicits the response before conditioning occurs.<\/p>\n

Vicarious reinforcement<\/p>\n

Learning that occurs by observing the reinforcement or punishment of another person.<\/p>\n

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