Test Yourself by taking a moment to answer each of these Learning Objective Questions (repeated here from within the module). Research suggests that trying to answer these questions on your own will improve your long-
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Test yourself on these terms.
learning (p. 246) associative learning (p. 246) stimulus (p. 247) respondent behavior (p. 247) operant behavior (p. 247) cognitive learning (p. 247) classical conditioning (p. 248) behaviorism (p. 248) neutral stimulus (NS) (p. 248) unconditioned response (UR) (p. 249) unconditioned stimulus (US) (p. 249) conditioned response (CR) (p. 249) conditioned stimulus (CS) (p. 249) acquisition (p. 250) extinction (p. 251) spontaneous recovery (p. 251) generalization (p. 251) discrimination (p. 252) | the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2). behavior that operates on the environment, producing consequences. the process of acquiring through experience new and relatively enduring information or behaviors. in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS). in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR). in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. behavior that occurs as an automatic response to some stimulus. in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced. in classical conditioning, a stimulus that elicits no response before conditioning. in classical conditioning, a stimulus that unconditionally— learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). a type of learning in which one learns to link two or more stimuli and anticipate events. the acquisition of mental information, whether by observing events, by watching others, or through language. the reappearance, after a pause, of an extinguished conditioned response. the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth). any event or situation that evokes a response. |
Test yourself repeatedly throughout your studies. This will not only help you figure out what you know and don’t know; the testing itself will help you learn and remember the information more effectively thanks to the testing effect.
1. Learning is defined as “the process of acquiring through experience new and relatively enduring or .”
2. Two forms of associative learning are classical conditioning, in which the organism associates ________, and operant conditioning, in which the organism associates ________.
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3. In Pavlov's experiments, the tone started as a neutral stimulus, and then became a(n) stimulus.
4. Dogs have been taught to salivate to a circle but not to a square. This process is an example of .
5. After Watson and Rayner classically conditioned Little Albert to fear a white rat, the child later showed fear in response to a rabbit, a dog, and a sealskin coat. This illustrates
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6. “Sex sells!” is a common saying in advertising. Using classical conditioning terms, explain how sexual images in advertisements can condition your response to a product.
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