UNIT 3 - Part 3

Focuses on how observable behaviors are learned and shaped by the environment through conditioning and reinforcement.

A learning process where behaviors are modified through forming associations between stimuli.

A stimulus that naturally elicits no response from a subject. Example: The bell before conditioning.

An automatic, natural stimulus that causes a reaction without prior learning. Example: Food.

A natural response that happens without any learning. Example: Salivate to Food.

A previously neutral stimulus that, after being repeatedly paired with an unconditioned stimulus (US), comes to trigger a learned response on its own. Example: The bell after conditioning.

A learned reaction to a previously neutral stimulus that has become associated with an unconditioned stimulus. Example: Salivate to Bell.

When a neutral stimulus (NS) that has become a conditioned stimulus (CS) is then paired with another neutral stimulus (NS2), causing NS2 to also become a CS. Example: Bell (CS1) paired with light (NS2) causes light (CS2) to elicit salivation.

A behavioral therapy technique that replaces an unwanted behavior or emotion (like fear) with a new, desired one by creating a new association with a stimulus. Often used for treating phobias.

An individual learns to avoid a particular taste, flavor, or food because they are associated with illness. This often involves One-trial Learning, where a single pairing can create the association. Example: Getting sick after eating oysters for the first time leads to avoiding oysters permanently.

A survival technique where people and animals naturally form associations between certain stimuli and responses (e.g., food & illness) to avoid harmful foods in the future. This suggests an innate tendency to learn certain associations more easily.

When an organism gradually stops responding as strongly to a stimulus that is repeated over time due to decreased responsiveness. This differs from Sensory adaptation, which is when an individual gets used to an unchanging stimulus at the sensory receptor level.

Learning by associating behaviors with their consequences. Behaviors are shaped by their consequences, either through reinforcement or punishment. Developed by B.F. Skinner.

Behaviors resulting in positive outcomes become strengthened, while those followed by negative outcomes are weakened.

When reinforcement is used to gradually teach a complex behavior by rewarding small steps that lead toward the final desired behavior. Often conducted in a Skinner Box (also known as an Operant Conditioning Chamber) with animals like Rats and Pigeons.

The tendency for certain natural behaviors that are essentially hardwired into an animal to interfere with or override learned behaviors. This means some behaviors are hard to shape if they go against the animal's natural instinct. Example: A raccoon trained to drop coins into a tray may revert to its natural instinct of 'washing' the coins by rubbing them together, making the task difficult.

When people mistakenly believe that an action leads to a certain outcome, even though the two things are not actually connected. Caused by Coincidental Reinforcement, where a behavior is reinforced because it happens to coincide with a positive outcome, not because it caused it. Many Pseudo-Religions use coincidental reinforcements. Example: A baseball player wearing red underwear and believing it causes them to win.

Determines when and how reinforcers are given to an individual for a behavior.

A psychological state where an individual or animal believes they cannot influence or change an event in life, even when they objectively can. They have been conditioned to feel powerless.

In an experiment, Dogs in an electrified cage were initially unable to escape shock. Later, they could escape by simply crossing to the other side, but they didn't even try, having learned they were "helpless" to avoid the shock. (Attribution: The Pleasant Mind)

People learn new behaviors and information by watching and observing others, rather than by directly performing the actions themselves.

Learning that occurs by copying the behavior of models; individuals watch others' actions and their outcomes, then often imitate the witnessed behavior. This is more frequent if the individual identifies with the model (e.g., Imitating their idol).

Learning through observing another person's reactions, attitudes, and emotional responses to a stimulus. For example, a child learns to fear a dog after seeing another child bitten and cry.

Watching someone else successfully perform a task can boost our own self-efficacy, making us more confident in our ability to perform that task.

We often internalize the reactions people give to particular situations, which can shape our own attitudes (e.g., disliking country music because others do).

Learning that involves mental processes such as thinking, problem-solving, and memory, often without direct reinforcement.

A sudden solution or realization that pops into an individual's mind, often described as a lightbulb moment or eureka moment. It occurs when an individual works through a problem in a non-linear way, without gradual steps or direct reinforcement.

Learning new information or skills without immediate reinforcement, which is not immediately evident in behavior. The individual learns unconsciously. For example, a rat exploring a maze without reward later completes it flawlessly when a reward is introduced, showing it had already learned the maze.

A mental picture of an environment, often created unconsciously. For example, knowing the way home without actively thinking about it, or using the Method of loci (a memory technique).

The brain's ability to change and reorganize itself by forming new neural connections.

Crucial for forming new memories, but does not store them.

Involved when there is an emotional component in learning, such as being afraid of a stimulus or getting excited for a reward.

Involved with planning, decision making, and complex reasoning.