Psychology 110: Core Concepts and Theories Assessment

Watson, a key figure in behaviorism, emphasized the importance of studying objective, observable behaviors and linking mental processes to behavioral outcomes. This approach contrasts with cognitive psychology, Freudian theory, and humanistic psychology, which focus on internal mental processes, unconscious drives and conflicts, and individual potential and free will, respectively.

In the example provided, the key takeaway is that understanding the general principles of learning is more significant than focusing on specific details such as starting points or turning directions.

The term 'skinner' is associated with behaviorism and operant conditioning, where behavior is controlled by its consequences. This concept was developed by B.F. Skinner, not Ivan Pavlov, Sigmund Freud, or Albert Bandura.

Discriminative stimulus (SD) is a specific type of stimulus that signals to an individual that a response will result in reinforcement. It does not directly elicit a response but rather sets the occasion for the response to occur in the presence of that stimulus.

A primary reinforcer is a stimuli that reinforces behavior without the need for any prior training, such as food, water, or sex. Secondary reinforcers are those that acquire reinforcing properties through association with primary reinforcers.

Conditioned reinforcers, also known as secondary reinforcers, are stimuli that acquire the capacity to reinforce behavior through association with a primary reinforcer. This process involves a neutral stimulus becoming reinforcing through repeated pairings with a primary reinforcer.

The association between primary and conditioned reinforcers is primarily based on classical conditioning, also known as Pavlovian conditioning. This form of conditioning involves the pairing of a neutral stimulus (conditioned stimulus) with an unconditioned stimulus to create a conditioned response.

A ratio schedule involves delivering reinforcement based on the number of responses made, rather than based on time intervals or randomly. It establishes a relationship between work (responding) and reward (reinforcement).

A fixed ratio (FR) schedule involves providing a reward after a fixed number of responses, which can lead to post-reinforcer pauses. This is different from other types of schedules such as fixed interval or variable ratio schedules.

Interval schedule refers to the reinforcement delivered based on the passage of time, not the number of responses made. The correct answer highlights how reinforcement is tied to specific time intervals.

A fixed interval (FI) schedule is characterized by a constant time interval between reinforcers, leading to behavior showing 'scalloping' - an increase in activity as the time for the next reinforcement approaches.

Variable interval (VI) schedule involves reinforcing the first response after an average interval of time, with varying reinforcer intervals, resulting in steady rates of behavior. It is different from fixed interval, variable ratio, and fixed ratio schedules.

Animals show the greatest responding with variable ratio schedules as there are no plateaus. With fixed ratio schedules, plateaus may occur as they know they will get a reward after exactly xx responses. Fixed interval schedules lead to responding when they think it's closer to the time.

Slot machines operate on a variable ratio reinforcement schedule where rewards are given after a variable number of responses. This type of schedule is highly effective in maintaining high rates of behavior, similar to how computer games, as well as studies with rats and pigeons, have shown.

Non-associative learning involves changes in the magnitude of responses to a single stimulus rather than associations between stimuli.

Associative learning involves forming connections between different stimuli or behaviors. Classical/Pavlovian and Instrumental/Operant are the two main types where associations are made between stimuli and responses.

R-S* learning and S-S* learning are two different types of associative learning that involve the relationship between behavior, stimulus, and outcome. Understanding the distinction between the two types is crucial in studying animal behavior and learning processes.

Edward Thorndike is best known for his work with cats in latch boxes and the development of the Law of Effect, which was a precursor to B.F. Skinner's operant conditioning experiments. John B. Watson was more associated with behaviorism and classical conditioning, while Ivan Pavlov is known for his research on classical conditioning. B.F. Skinner developed the concept of operant conditioning, but it was based on the work of Thorndike.

Tolman's research highlights the importance of goal-oriented behavior and the flexibility of responses in achieving that goal, moving away from strictly behaviorist beliefs.

Radical behaviorism, as defined by Skinner, emphasizes the exclusive study of external events such as observable stimuli and responses, while avoiding any inferences about internal processes within the organism. This approach rejects the idea of behavior being determined by internal mental states and highlights the importance of observable behaviors in understanding behavior.

Superstitious behavior refers to behaviors that are based on irrational beliefs of causation. These behaviors are often reinforced through random rewards and are a result of our innate tendency to see patterns and causation in events.

Stimulus control, in the context of operant conditioning, refers to the idea that the occurrence of a specific behavior is controlled by the presence of a certain stimulus that precedes it. This concept was developed by psychologist B.F. Skinner.

Behavior chains are sequences of behaviors where each specific behavior is reinforced by the preceding one and serves as a cue for the next behavior. Conditioned reinforcement plays a crucial role in maintaining and strengthening these behavior chains through the use of discriminative stimuli and conditioned reinforcers.

Ratio schedules are based on the number of responses, while interval schedules are based on time intervals. Understanding the differences between these two types of reinforcement schedules is crucial in behavioral psychology.