Psychology Chapter on Gestalt and Behaviorism

<p>Edward C. Tolman (D)</p> Signup and view all the answers

<p>Behavior is driven by internal cognitive processes and intentions. (A)</p> Signup and view all the answers

<p>Both study behavior as a complete or whole act, rather than disjointed parts. (D)</p> Signup and view all the answers

<p>Acts on attention (D)</p> Signup and view all the answers

<p>It occurs through repeated exposure to a single stimulus. (D)</p> Signup and view all the answers

<p>Habituation (A)</p> Signup and view all the answers

<p>Sensitization (A)</p> Signup and view all the answers

<p>Priming (B)</p> Signup and view all the answers

<p>Enhancing the perception of sensory information through experience. (A)</p> Signup and view all the answers

<p>Hippocampus (B)</p> Signup and view all the answers

<p>Learning that is preliminary to forming associations. (D)</p> Signup and view all the answers

<p>Non-associative learning involving single stimulus (B)</p> Signup and view all the answers

<p>They are useful due to their simplicity and ease of study (D)</p> Signup and view all the answers

<p>In 'Trials type B', the CS- signals the absence of the US in the context of a CS+, whereas in 'Differential inhibitions', this is not the case. (A)</p> Signup and view all the answers

<p>Negative contingency involves a CS- that does not predict the US, unlike in 'Trials type A'. (D)</p> Signup and view all the answers

<p>It measures change relative to baseline, allowing for detection of both increases and decreases according to CS+ or CS-. (C)</p> Signup and view all the answers

<p>The response to the CS+ is larger when presented alone than when coupled with the CS-. (D)</p> Signup and view all the answers

<p>The CS- becomes a CS+ slower than a control group, demonstrating its inhibitory properties. (A)</p> Signup and view all the answers

<p>Strong conditioning, suggesting a powerful association between the CS and US. (B)</p> Signup and view all the answers

<p>To predict the absence of the unconditioned stimulus (US). (B)</p> Signup and view all the answers

<p>As ISI increases, the effectiveness of conditioning decreases. (C)</p> Signup and view all the answers

<p>The CR is delayed, with the subject learning that the unconditioned stimulus will take some time to appear. (B)</p> Signup and view all the answers

<p>Trace conditioning requires a memory trace of the CS, while forward delay conditioning does not. (B)</p> Signup and view all the answers

<p>Indirect (B)</p> Signup and view all the answers

<p>It requires an excitatory context, such as predicting the presence of an US. (D)</p> Signup and view all the answers

<p>A CS- (B)</p> Signup and view all the answers

<p>The number of responses following the conditioned stimulus (CS). (D)</p> Signup and view all the answers

<p>The species and response system being conditioned. (C)</p> Signup and view all the answers

<p>It involves acquiring information about one's surroundings. (D)</p> Signup and view all the answers

<p>One group was trained to find the exit with food rewards; the other group freely explored without rewards. (D)</p> Signup and view all the answers

<p>Learning can occur without immediate reinforcement, showcasing latent learning. (A)</p> Signup and view all the answers

<p>To serve as visual cues for the bees to navigate back to their nest. (D)</p> Signup and view all the answers

<p>Bees are highly dependent on visual landmarks for orientation. (D)</p> Signup and view all the answers

<p>Spatial learning may influence how individuals categorize and generalize information about their environment, which can contribute to the development of stereotypes. (A)</p> Signup and view all the answers

<p>Mere exploration enhances spatial learning by increasing knowledge of one's surroundings. (A)</p> Signup and view all the answers

<p>Both experiments demonstrated that the environment is crucial for learning and navigation. (C)</p> Signup and view all the answers

<p>The bees were confused because their visual cues were disrupted. (B)</p> Signup and view all the answers

<p>Learning that happens without explicit reinforcement but is demonstrable later. (A)</p> Signup and view all the answers

The tendency to perceive objects that are close together as belonging to a group or unit. This is a powerful visual cue that helps simplify the complexity of the world.

The tendency to perceive objects that share similar features (color, shape, size, etc.) as belonging to a group or unit. This helps us to organize and understand the world around us.

The ability to distinguish a figure from its surrounding background, or the figure-ground relationship. This principle is important in perception, as it allows us to see objects and discern their boundaries.

The tendency to perceive incomplete or broken lines as continuous. This principle helps us to make sense of incomplete visual information.

The tendency to perceive incomplete shapes as complete, filling in missing information. This principle helps to simplify and organize visual information.

The tendency to perceive symmetrical objects as aesthetically pleasing, balanced, and harmonious. This principle is used in design and art, as it suggests order and stability.

A school of thought in psychology that emphasizes the importance of observable behavior, with a focus on environmental influences and learning through reinforcement. Neobehaviorists acknowledge the role of internal events (thinking and motivation) but believe these aspects should be studied indirectly through their observable effects.

A type of learning where repeated exposure to a stimulus leads to a change in behavior.

A decrease in response to a repeated stimulus.

An increase in response to a repeated stimulus.

Learning through repeated exposure to a stimulus, even without an explicit reward or punishment.

Learning that occurs simply by being exposed to a stimulus, without any specific training or feedback.

A phenomenon where prior exposure to a stimulus influences your response to the same or a similar stimulus later on.

Learning that improves your ability to perceive and discriminate between stimuli.

The ability to learn and remember spatial information, like the layout of an environment.

The regions of the brain involved in learning and memory, such as the hippocampus for spatial learning and the cortex for perceptual learning.

Learning without immediate reinforcement or reward; occurs when information is acquired but not demonstrated until there is a reason to do so.

A learning process in which a neutral stimulus, when paired with a stimulus that elicits a response, comes to elicit that response.

A type of learning in which behavior is strengthened or weakened by its consequences.

A procedure used to study spatial learning, in which an animal is placed in an environment with multiple escape routes that are not immediately obvious.

A type of spatial learning in which an animal learns to return to a specific location, such as a nest or burrow.

The ability to use spatial information to guide navigation and movement within an environment.

The use of visual cues, such as landmarks and objects, to guide movement and navigation.

The awareness of one's position and orientation in space.

A type of spatial learning in which an animal learns to associate a particular location with a particular stimulus.

A type of trial where a conditioned stimulus (CS+) is paired with an unconditioned stimulus (US), resulting in the CS+ acquiring predictive value and eliciting an excitatory response.

A type of trial where a conditioned stimulus (CS+) is paired with a neutral stimulus (CS-), followed by the absence of an unconditioned stimulus (US). The CS- acquires inhibitory properties, signaling the absence of the US.

A type of conditioned inhibition where a neutral stimulus (CS-) is presented alone, followed by the absence of an unconditioned stimulus (US). The CS- acquires inhibitory properties, indicating the absence of the US even without the presence of a CS+.

A type of conditioned inhibition that occurs within an excitatory context. A neutral stimulus (CS-) is presented in negative contingency with the unconditioned stimulus (US), meaning the CS- does not reliably predict the US. The CS- acquires inhibitory properties and does not elicit a response.

A method to assess conditioned inhibition, where the CS- is presented along with the CS+ during a test. If the combined response is weaker than the response to CS+ alone, it indicates that the CS- is truly inhibitory.

A conditioned stimulus (CS) predicts the appearance of an unconditioned stimulus (US), leading to an association between the CS and the anticipated US.

A fear response is learned through the association between a neutral stimulus and an aversive event. This fear response is later triggered by the conditioned stimulus.

The suppression ratio (SR) is a measure of the strength of conditioning. It reflects the extent to which a conditioned stimulus (CS) suppresses behavior.

The temporal relation between a conditioned stimulus (CS) and an unconditioned stimulus (US) is crucial for conditioning. Forward procedures involve presenting the CS before the US.

Delay conditioning involves a brief delay between the onset of the CS and the presentation of the US. This delay helps the animal learn that the US is coming, resulting in a delayed conditioned response (CR).

Trace conditioning requires the animal to remember the CS after it has been removed until the US arrives. The longer the delay between CS removal and US presentation (ISI), the weaker the conditioning.

Inhibitory conditioning involves learning to predict the absence of the US. A conditioned stimulus (CS-) is associated with the absence of the US, leading to an inhibitory conditioned response (CR).

A standard procedure for classical conditioning, often associated with Pavlov's experiments, where a conditioned stimulus (CS) is paired with an unconditioned stimulus (US) to elicit a conditioned response (CR).

A conditioned stimulus (CS) that reliably predicts the absence of an unconditioned stimulus (US). This predicts the absence of an event or stimulus.

A type of conditioned response (CR) that opposes the excitatory CR. This response occurs in the presence of a CS- and inhibits the typical behavior associated with the US.