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FINAL Material Type: Notes; Class: History & Systems of Psychology; Subject: Psychology; University: Citadel Military College of South Carolina; Term: Forever 1989;
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____ John B. Watson ____ Herman Ebbinghaus ____ Edward L. Thorndike ____ Burrhus Frederic Skinner ____ Clark Leonard Hull ____ O. Hobart Mowrer ____ Ivan Petrovich Pavlov ____ Martin Seligman ____ Edwin Ray Guthrie ____ William Kaye Estes ____ Harry F. Harlow ____ Max Wertheimer ____ Kurt Lewin ____ Jean Piaget ____ Edward Chance Tolman ____ Albert Bandura ____ Donald Hebb ____ A.J Finch,Jr. ____ Wolfgang Kohler _____ Robert C. Bolles
____Absolute theory ____Accommodation ____Annoying state of affairs ____Anthropomorphizing ____Assimilation ____Avoidance conditioning ____Backward conditioning ____Behaviorism ____Cell assembly ____Classical Conditioning ____Clinical method ____Cognitive map ____Concrete operations ____Conditioned emotional response ____Conditioned inhibition (SIR) ____Conditioned response (CR) ____Conditioned stimulus (CS) ____Conditioned suppression ____Continuity-noncontinuity controversy ____Conservation ____Cortical mosaic ____Contingent reinforcement ____Continuous reinforcement schedule (CRF) ____Crespi effect ____Discrimination ____Discriminative stimulus ____Disinhibition ____Distributed practice ____Drive (D) ____Drive reduction ____Elementism ____Empirical aspect of a theory ____Epistemology ____Equilibration ____Error factors ____Excitation ____Expectancies ____Extinction ____Field theory ____First signal system ____Fixed interval reinforcement schedule (FI) ____Fixed ratio reinforcement schedule (FR) ____Formal operations ____Fractional antedating goal response (rG) ____Garcia effect
____Schema ____Second Signal system ____Self-efficacy ____Semantic generalization ____Sensitization ____Sensorimotor stage ____Shaping ____Social learning theory ____Spontaneous recovery ____Stereotyped behavior ____Stimulus sampling theory (SST) ____Successive approximation ____Superstitious behavior ____Theta (0) ____Trial-and-error learning ____Unconditioned response (UCR) ____Unconditioned stimulus (UCS) ____Variable interval reinforcement schedule ____Variable ratio reinforcement schedule ____Vicarious extinction ____Vicarious punishment ____Vicarious reinforcement ____Vicarious trial and error ____Zeigarnik effect
Death Match Answers Absolute theory-the contention of the behaviorists that what an organism learns are specific responses to specific stimuli Accommodation-the modification of cognitive structures as the result of an experience that could not be assimilated into existing cognitive structures. Annoying state of affairs- responses that produce a discomforting, annoying or unpleasant effect are less likely to occur again in the situation. Anthropomorphizing-attributing human characteristics to nonhuman animals Assimilation-responding to the physical environment in accordance with existing cognitive structures. Avoidance conditioning-the experimental arrangement wherby an organism can avoid experiencing an aversive stimulus by engaging in appropriate behavior. Backward conditioning-an experimental arrangement whereby the conditioned stimulus is presented to the organism after the unconditioned stimulus is presented. Behaviorism-a school of psychology, founded by JB Watson, that completely rejected the study of consciousness. Cell assembly-the pattern of neural activity that is caused when an environmental object or event is experienced. Classical Conditioning-an experimental arrangement whereby a stimulus is made to elicit a response that was not previously associated with that stimulus. Clinical method-an open-ended form of questioning in which the researcher’s questions are guided by the child’s answers to previous questions. Cognitive map-a mental picture of the environment. Concrete operations-the stage of intellectual development in which children can deal logically with only those events that they can experience directly.
Disinhibition-in classical conditioning, the disruptive effect caused by presenting a novel stimulus along with an established conditioned behavior. Distributed practice-learning a skill under the conditions in which practice trails are separated by a considerable length of time. Drive (D)-the condition that exists when there is a biological deficiency in the body. Drive reduction-the satisfaction of a biological deficiency. Elementism-the belief that the best way to study a complex phenomenon is to divide it into smaller components. Empirical aspect of a theory-the empirical events that the theory purports to explain. Epistemology-the study of the nature of knowledge. Equilibration-Piaget’s major motivational concept; the innate need for balance between the organism and its environment and within the organism itself. Error factors-false strategies that operate against the solution of a problem. Excitation-an increase in brain activity. Expectancies-learning that one event leads to another. Extinction-the procedure whereby a conditioned stimulus is presented but is not followed by reinforcement. Field theory-the belief that the environment consists of interdependent events. First signal system-physical events in the environment and the responses they produce. Fixed interval reinforcement schedule (FI)-the condiotion in which only the response made after a certain interval of time has passed is reinforced. Fixed ratio reinforcement schedule (FR)-the condition in which only the nth response made is reinforced.
Formal operations-the stage of intellectual development in which children can deal logically with the hypothetical events in addition to those events that they can experience directly. Fractional antedating goal response (rG)-a response that is conditioned to the stimuli present prior to the ingestion of a primary reinforcer. Garcia effect-the name given to the observation that animals form strong taste aversions easily and in apparent contradiction to several principles of classical conditioning. Generalization-the tendency for an organism to respond not only to the specific stimulus it was trained on but also to related stimuli. Generalized reinforcers-stimuli that derive their reinforcement properties from being paired with more than one primary reinforce. Habit strength (SHR)-a measure of the strength of association between a stimulus and a response. Heuristic function of a theory-a theory’s ability to generate research. Hypothetical-deductive theory –a theory consisting of postulate and theorms. Identical elements theory of transfer-the theory that the likelihood of something learned in one situation being applied in a different situation is determined by the number of common elements in the two situations. Inhibition-a decrease in brain activity. Insightful learning-learning that occurs very rapidly, is remembered for a considerable length of time, and transfers readily to situations related to the one in which the insightful learning took place. Instinctual drift-the tendency for the behavior of some organisms, after prolonged conditioning, to revert to instinctual patters of behavior.
Memory trace-the remnants of an environmental experience after the experience is terminated. Misbehavior of organisms-the term used by the Brelands to describe the tendency of some organisms to behave instinctually instead of as they had been conditioned to behave. Molar behavior-a large segment of behavior that is goal directed and therefore purposive. Molecular behavior-a small segment of behavior, such as a conditioned reflex, that is isolated for detailed study. Movement-produced stimuli-stimulations caused by the receptors found in the muscles, tendons and joints of the body. Morgan's cannon-Morgan’s rule that animal researchers should never explain animal behavior as resulting from a higher mental process, such as reasoning or thinking, if that behavior could be explained by a lower process, such as instinct, habit, or association. Noncontingent reinforcement-reinforcement that occurs independently of the organism’s behavior. Observational learning-the process whereby information is acquired by attending to events in the environment. One-trial learning-the contention that the association between a pattern of stimuli and a response develops at full strength as a result of just one pairing between the two. Operant conditioning-increasing the rate with which a response occurs or the probability of a response by arranging the situation so that the occurrence of that response is followed by reinforcement. Operant level-the frequency with which an operant response occurs before it is systematically reinforced. Partial reinforcement effect-the fact that a response that has been reinforced only sometimes take longer to extinguish than a response that had been reinforced each time it occurred.
Performance-the translation of what has been learned into behavior. Place learning-learning where an object is located. Preoperational thinking-the stage of intellectual development in which children begin to classify objects and events into rudimentary categories. Principle of parsimony-when researchers have a choice between two equally effective theories, they are obliged to choose the simpler of the two. Principle of refutability (falsification)-Popper’s contention that for a theory to be scientific, it must make risky prediction that, if not confirmed, would refute the theory. Purposive behavior- behavior directed toward some goal,such as going to the store, cooking a meal, or solving a maze. Purposive behaviorism-a behavioristic approach that studies purposive behavior as such and does not attempt to reduce such behavior into smaller elements for further analysis. Reactive inhibition (IR)-the fatigue caused by responding that operates against the emission of a conditioned response. Relational theory-the contention of the Gestalt psychologists that organisms should learn principles or relationships and not specific responses to specific stimuli. Resistance to extinction-a response that doesn’t go extinct when not reinforced. Response learning-the learning of specific responses that are effective in solving a problem and thereby providing reinforcement. Satisfying state of affairs-a condition that an organism seeks out and attempts to preserve. Savings-the difference in the time it takes to relearn something as compared with the amount of time it took to learn it originally.
Superstitious behavior-behavior that looks as if it is governed by the belief that it must be engaged in before reinforcement can be obtained. Theta ( 0 )-the proportion of stimulus elements sampled from S at the onset of a trail in a learning experiment. Trial-and-error learning-the trying of different responses in a problem-solving situation until a response that solves the problem is found. Unconditioned response (UCR)-the natural and automatic response that is elicited when an unconditioned stimulus is present to an organism. Unconditioned stimulus (UCS)-a stimulus that causes a natural and aoutomatic response from an organism. Variable interval reinforcement schedule-the condition in which only the response made after the passage of some average interval of time is reinforce. Variable ratio reinforcement schedule-the condition in which a certain average number of responses needs to be made before the organism is reinforced. Vicarious extinction-the extinction of a response htat comes from observing that a model’s performance of that response is not reinforced. Vicarious punishment-the process by which observing another person’s behavior being punished decreases the probability of the observer acting in a similar way. Vicarious reinforcement-the process by which observing another person’s behavior being reinforced increases the probability of the observer acting in a similar way. Vicarious trial and error-the hesitation at a choice point in a learning situation, where it looks “as if” the animal is weighing the alternatives before it decides what to do. Zeigarnik effect-the tendency to remember uncompleted tasks longer than completed ones.
Monster Match Answers John B. Watson-Founder of the school of behaviorism. According to Watson, the only reliable, observable, and measurable subject matter available to psychologists is behavior, and therefore behavior is all that psychologists should study. Watson believed that except for a few basic emotions, human behavior was learned. Herman Ebbinghaus-He was first to study learning and memory experimentally. Demonstrating how the law of frequency worked in forming new associations, he invented nonsense material to control for previous experience in a learning situation. Edward L. Thorndike- was an American psychologist who spent nearly his entire career at Teachers College, Columbia University. His work on animal behavior and the learning process led to the theory of connectionism and helped lay the scientific foundation for modern educational psychology. He also worked on solving industrial problems, such as employee exams and testing. He was a member of the board of the Psychological Corporation, and served as president of the American Psychological Association in 1912. Burrhus Frederic Skinner- invented the operant conditioning chamber, innovated his own philosophy of science called Radical Behaviorism , and founded his own school of experimental research psychology—the experimental analysis of behavior. His analysis of human behavior culminated in his work Verbal Behavior , which has recently seen enormous increase in interest experimentally and in applied settings. Clark Leonard Hull- conducted research demonstrating that his theories could predict and control behavior. An influential American psychologist who sought to explain learning and motivation by scientific laws of behavior. Hull's formula for determining motivation,was sEr = sHr * D O. Hobart Mowrer- came up with Cognitive behavioral therapy (or cognitive behavioral therapies or CBT) is a psychotherapeutic approach, a talking therapy, that aims to solve problems concerning dysfunctional emotions, behaviors and cognitions through a goal-oriented, systematic procedure. The title is used in diverse ways to designate behavior therapy, cognitive therapy, and to refer to therapy
Edward Chance Tolman-in behavior psychology but not a radical behaviorist. Came up with the idea of a cognitive map. Albert Bandura- He is known as the originator of social learning theory and the theory of self-efficacy, and is also responsible for the influential 1961 Bobo Doll experiment. Donald Hebb- was a Canadian psychologist who was influential in the area of neuropsychology, where he sought to understand how the function of neurons contributed to psychological processes such as learning. He has been described as the father of neuropsychology and neural networks. A.J Finch,Jr.- Wolfgang Kohler- was a German-American psychologist and phenomenologist who, like Max Wertheimer, Fritz Perls, and Kurt Koffka, contributed to the creation of Gestalt psychology. Robert C. Bolles- Developed the species-specific defense reaction theory which contends that many avoidance behaviors are actually elicited behaviors rather than operant behaviors.
