Thorndike's S-R Bond Theory

The process of increasing the frequency of a behavior by providing a reinforcing stimulus following the behavior.

The stimulus presented following a behavior, used to make a behavior more frequent.

Decreasing the frequency of a behavior by withholding any reinforcing stimulus.

A behavior that is not reinforced is likely to occur less frequently.

Decreasing the frequency of a behavior by providing an aversive stimulus.

The difference between classical conditioning and operant conditioning lies in the nature of the stimuli involved.

One of the key principles of Thorndike's S-R association theory. It suggests that any behavior followed by a satisfying consequence tends to be repeated, while a behavior followed by an unfulfilling consequence tends to be less frequent.

Thorndike conducted experiments with cats in a puzzle box, where they learned to escape through a mechanism that triggered the release of food.

A state of satisfaction or pleasure achieved by successfully completing a behavior or reaching a desired outcome.

Thorndike's S-R association theory suggests that repeated pairings between a stimulus and a response strengthen the connection between these two elements, making the response occur more easily and reliably.

A basic principle of Thorndike's S-R association theory. It suggests that the more often a behavior is practiced, the stronger the association between the stimulus and response becomes.

The unconditioned stimulus (US) must precede the conditioned stimulus (CS) in order to establish a strong association between them.

The intensity of a stimulus can significantly influence the strength of the resulting learned association.

Rescorla's research on contingency highlights that mere proximity between stimuli is not sufficient for conditioning to occur.

In Pavlov's conditioning experiments, the neutral stimulus, which initially doesn't elicit a response, becomes associated with the unconditioned stimulus and eventually triggers a conditioned response.

The temporal relationship between the conditioned stimulus (CS) and the unconditioned stimulus (US) plays a crucial role in establishing a strong association between the two. The US typically needs to occur immediately following the CS or during the presentation of the CS.

The conditioned response (CR) in Pavlov's experiments refers to the learned response that is elicited by the conditioned stimulus (CS). Typically, the CR is similar to the unconditioned response (UR) but it is learned, not innate.

The unconditioned stimulus (US) in Pavlov's classical conditioning experiments is the stimulus that naturally and automatically triggers a specific response.

The principle of contiguity in classical conditioning suggests that the closer in time and space the conditioned stimulus (CS) and unconditioned stimulus (US) are presented, the more likely an association will be formed between them.

Pavlov's conditioned reflex experiments explore three fundamental principles of classical conditioning (CC) - Contiguity, Intensity, and Consistency.

The principle of consistency in classical conditioning suggests that the conditioned stimulus (CS) must be a reliable predictor of the unconditioned stimulus (US). In other words, the CS should always be followed by the US to establish a robust and reliable association.

Classical conditioning can be used to create positive emotional responses by pairing a neutral stimulus (CS) with a positive unconditioned stimulus (US).

When trying to condition a negative emotional response through classical conditioning, the environment must be safe, relaxing, and comfortable to create a contrast with the aversive unconditioned stimulus.

The unconditioned stimulus in the process of positive emotional conditioning is the stimulus that naturally and automatically evokes a positive emotional response. It is often a gratifying, enjoyable, or pleasurable stimulus.

The conditioned stimulus in the process of negative emotional conditioning is the stimulus that becomes associated with an aversive event or a frightening experience, thereby triggering a fear response.

The sequence of events involved in successful emotional conditioning involves the US triggering the UR, followed by the CS being associated with the US. Eventually, the CS elicits a CR that mimics the UR but is learned.