Master this deck with 59 terms through effective study methods.
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All behavior has causes and can be predicted, measured, and influenced scientifically. Behavior is not random; it is shaped by environmental and biological factors.
Plato: Nativism – some knowledge and abilities are innate (nature). Aristotle: Empiricism – knowledge comes from experience and observation (nurture). These ideas laid the groundwork for later debates on nature vs. nurture in psychology.
Structuralism (Wundt/Titchener): Studied mind’s structure using introspection; method unreliable. Functionalism (James): Focused on adaptive functions of behavior and mental processes; encouraged objective study of learning in real-world contexts. Together, they paved the way for behaviorism by showing the importance of studying behavior scientifically.
A relatively permanent change in behavior or potential behavior due to experience. Temporary changes (e.g., sleepiness, intoxication) don’t count. Example: Learning a new language allows you to speak it later reflecting a lasting behavioral change.
Scientific approach emphasizing observable behavior and its relationship with the environment. Behavior can be measured, predicted, and modified without introspection. Example: Rewarding a dog with a treat for sitting is a behaviorist application.
Knowledge comes from experience and observation, not innate ideas. Example: A child learns that touching a hot stove hurts through experience.
Some knowledge or traits are innate or hardwired. Example: Humans are born with reflexes like grasping and sucking.
Similarity: similar items associated (bees–wasps). Contrast: opposites associated (hot–cold). Contiguity: events close in time/space associated (thunder–lightning). Frequency: repeated pairings strengthen associations. These laws show how ideas/events become linked, forming the basis of learning.
Some behaviors are reflexive (automatic) and some voluntary (controlled by mind). Reflexive behaviors can be studied scientifically. Example: Pulling hand from fire vs. choosing to read a book.
John Locke’s concept: newborn mind is a blank slate, shaped by experience. Complex ideas arise from combining simple sensations. Example: Learning language builds from repeated exposure to sounds.
Traits/behaviors that enhance survival are more likely passed on. Example: Fear of snakes is common across cultures because it increased survival.
Focused on observable behavior only; internal thoughts/feelings exist but aren’t scientifically useful. Example: Studying phobia development through experience rather than inner emotions.
Introduced operationally defined internal variables (e.g., drives) that influence behavior, maintaining objectivity. Example: Hunger motivates a rat to press a lever; the drive is measurable and affects behavior.
Includes mental processes (expectations, plans) to explain behavior. Latent learning: learning occurs without reinforcement, evident later. Example: A rat explores a maze without food but navigates efficiently when food is introduced.
Learning occurs through observing others and modeling, not just direct reinforcement. Requires attention, memory, motivation. Example: Child learns manners by watching parents and imitates behavior when motivated.
All behavior, including covert events (thoughts/feelings), is shaped by the environment. Internal events are behaviors to analyze, not causes. Example: Anxiety before a test is a covert behavior influenced by past experiences.
Studied conscious experience via introspection. Subjective/self-report made results unreliable.
Focused on adaptive functions of behavior and mind—how mental processes help survival. Encouraged objective study of learning in real contexts.
Use the simplest adequate explanation for behavior before invoking complex mental causes. Example: Explain fear using environmental history before assuming unconscious motives.
Learning occurs via a connection between stimulus (S) and response (R).
Internal events (e.g., hunger, drives) that mediate between environment and behavior, operationally defined for study.
Reflexive: automatic, elicited by stimuli. Operant: voluntary, influenced by consequences (reinforcement/punishment). Example: Blinking (reflex) vs. lever pressing (operant).
Behavior, environment, and internal factors mutually influence each other. Example: Confidence → participation → others’ response → confidence.
Application of radical behaviorism to real-world behavior modification. Example: Classroom interventions, therapy for phobias.
Organisms inherit predispositions making some behaviors easier to learn (enhancing survival). Example: Birds more easily avoid foods associated with illness.
Learning is potential behavior change, not temporary performance. Practice affects performance, but not all changes indicate learning.
Darwin: Natural selection shapes behavior and learning predispositions; some behaviors are easier to learn because they enhance survival and reproduction.
Plato, Aristotle, Descartes, John Locke
Wundt, Titchener, William James
Watson, Hull, Tolman, Bandura, Skinner
Nativism (nature); believed some knowledge and abilities are innate
Empiricism (nurture); laws of association (similarity, contrast, contiguity, frequency)
Mind–body dualism; reflexive vs. voluntary behavior; reflexes can be studied scientifically
Tabula rasa – mind is a blank slate shaped by experience; foundation for behaviorist thought
Structuralism; studied consciousness using introspection; method unreliable
Structuralism; focused on breaking down conscious experience into elements; introspection-based
Functionalism; studied adaptive functions of mind and behavior; emphasized real-world context
Methodological behaviorism; only observable behavior matters; ignored internal events
Neobehaviorism; introduced intervening variables (e.g., drives); mathematical models of learning
Cognitive behaviorism; cognitive maps, latent learning; mental processes influence behavior
Social learning theory; observational learning, modeling, attention, memory, motivation
Radical behaviorism; internal events are behaviors, not causes; behavior shaped by consequences; basis for ABA
A series of interrelated acts, often innate, that occur in almost all members of a species.
Respondent = involuntary responses paired with stimuli (classical). Operant = behavior shaped by consequences.
To study measurable behavior and avoid subjective assumptions about internal states.
A highly stereotyped, involuntary response to a specific stimulus.
Decrease in response after repeated exposure to a stimulus.
Increase in response after repeated exposure to a stimulus.
Differences in stimulus-response vs. response-consequence learning.
One presentation of a stimulus (classical) or one opportunity to respond (operant)
Reduction of a learned behavior when reinforcement or pairing stops
Reappearance of a previously extinguished behavior after a rest period
responding to similar stimuli
responding only to a specific stimulus
Internal mental representations of the environment; can show learning without immediate reward (latent learning).
Radical (Skinner) → all behavior is influenced by environment; internal states are behaviors. Methodological (Watson) → study only observable behavior; internal states not considered.
Behaviors followed by satisfying consequences are more likely to occur; behaviors followed by unpleasant consequences are less likely. Basis for operant conditioning.
Preparatory → CR prepares organism to deal with UCS. Compensatory → CR counteracts UCS effect (e.g., drug tolerance).
A neutral stimulus becomes a CS by being paired with an existing CS, not directly with the UCS.