When a response is weakened because it is followed by the removal of a rewarding stimulus it is called?

Classical Conditioning

• Ivan Pavlov was the first to describe classical conditioning, the type of learning in which a subject comes to respond to a neutral stimulus as he would to another stimulus by learning to associate the two stimuli.
• An unconditioned response is the naturally occurring response; an unconditioned stimulus is the stimulus that evokes an innate response. A conditioned response is the learned response; a conditioned stimulus is the learned or associated stimulus.
• A conditioned response is acquired when a conditioned stimulus is paired with an unconditioned stimulus.
• Extinction is the gradual weakening and disappearance of a conditioned response. Spontaneous recovery is the reappearance of an extinguished conditioned response when the conditioned stimulus returns after a period of absence.
• Stimulus generalization is the tendency to respond to a new stimulus as if it is the original conditioned stimulus. Stimulus discrimination is the tendency to lack a conditioned response to a new stimulus that’s similar to the original conditioned stimulus.
• Higher-order conditioning occurs when a neutral stimulus comes to act as a conditioned stimulus by being paired with another stimulus that already evokes a conditioned response.

Operant Conditioning

• Operant conditioning is a type of learning in which responses come to be controlled by their consequences.
• B. F. Skinner used a device called a Skinner box to study operant conditioning in rats. He set up the boxes so that the rats could automatically get rewards or punishments for particular types of responses.
• Reinforcement is delivery of a consequence that increases the likelihood that a response will occur. Positive reinforcement is the presentation of a stimulus after a response. Negative reinforcement is the removal of a stimulus after a response.
• Punishment is the delivery of a consequence that decreases the likelihood that a response will occur. Positive punishment is the presentation of a stimulus after a response. Negative punishment is the removal of a stimulus after a response.
• Primary reinforcers and punishers are naturally satisfying and unpleasant, respectively. Secondary reinforcers and punishers are satisfying or unpleasant, respectively, because they’ve become associated with primary reinforcers or punishers.
• Shaping is a procedure in which reinforcement is used to guide a response closer and closer to a desired response.
• A reinforcement schedule is the pattern in which reinforcement is given over time. Reinforcement can be continuous or intermittent.
• Intermittent reinforcement schedules include fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules.
• In operant conditioning, extinction is the gradual disappearance of a response when it stops being reinforced.
• A discriminative stimulus is a cue that indicates the kind of consequence that is likely to occur after a response. Stimulus discrimination is the tendency for a response to occur only when a particular stimulus is present.
• In operant conditioning, stimulus generalization is the tendency to respond to a new stimulus as if it’s the original discriminative stimulus.

Biological Influences

• Biological factors can limit conditioning.
• Aversion to a particular taste can be conditioned only by pairing the taste with nausea.
• Instinctive drift is the tendency for conditioning to be hindered by natural instincts.

Cognitive Influences

• Conditioning involves higher mental processes, as it depends on the predictive power of the conditioned stimulus rather than mere association of stimuli.

Observational Learning

• Observational learning is the process of learning to respond in a particular way by watching others, or models.
• Albert Bandura conducted experiments showing that children who watched adults behaving aggressively were more likely to behave aggressively themselves.

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Glossary Chapter 7 behaviorism theory that equates learning with changes in observable behaviors classical conditioning type of behaviorist learning in which associations are established between automatic emotional or physiological responses and a new stimuli; also called “sr pattern learning” cognitive behavior modification (CBM) a social learning strategy utilizing both modeling and self-instructional verbalization cognitivism theory in which learning is equated with changes in the organization and use of internal processes conditioned response an emotional or physiological response to a conditioned stimulus after learning conditioned stimulus a stimulus which evoked a different emotional or physiological response after conditioning contingent reinforcement the use of follow-up stimuli to strengthen a desired behavior counterconditioning strategy used to extinguish classical conditioning by pairing the conditioned stimulus with a new stimulus that will interfere with the association between the conditioned stimulus and conditioned response cueing strategy in which a reinforceable behavior is set up by a stimulus or signal; may be accompanied by a verbal reminder called a “prompt” extinction (in classical conditioning) strategies used to undo classically conditioned associations extinction (in operant conditioning) strategy in which voluntary, undesired behavior is followed by no stimulus, or is ignored extinction with reinforcement strategy pairing extinction (or ignoring undesired behavior) with positive reinforcement of desired behavior; also called “reinforcement of competing stimuli”; used as an alternative to presentation punishment habituation strategy used to extinguish classical conditioning by repeated presentations of the conditioned stimulus until the conditioned response is lessened law of effect Thorndike’s rule that any act that produces a satisfying effect will be repeated law of exercise Thorndike’s rule that repetitions strengthen learned associations learning permanent change in behavior or capacity acquired through experience negative reinforcers inhibiting, follow-up stimuli withdrawn to strengthen a behavior neobehaviorism theory that believes that changes in behavior are observable and influenced by internal processes observational learning a social learning strategy which emphasizes learning by watching others; also called “modeling” operant conditioning type of behaviorist learning in which voluntary behaviors are controlled by the manipulation of follow-up stimuli; also called “r-s pattern learning” positive reinforcers desired, follow-up stimuli added to strengthen a behavior Premack Principle reinforcement strategy in which an if-then contingency is established between a preferred reinforcer and a less-preferred activity; also called “grandparents’ rule” presentation punishment aversive, follow-up stimuli added to decrease the strength of an unwanted behavior principle of contiguity theory that if two events are presented together repeatedly, they will become so associated, that when only one event is present, the missing event will also be remembered punishment a process of introducing an aversive condition or removing a desirable condition geared to weaken or repress a behavior removal punishment desired, follow-up stimuli withdrawn to decrease the strength of an unwanted behavior response costs strategy in which units of reinforcement are removed for each display of undesired behavior; used as an alternative to presentation punishment satiation or negative practice strategy emphasizing the introduction of the overloading of enjoyable (to the student), yet inappropriate behavior (to the teacher) until the behavior loses its attractiveness; used as an alternative to presentation punishment schedules of reinforcement variations in the frequency in the presentation of reinforcers shaping reinforcement strategy in which remote approximations of a target behavior are rewarded stimulus generalization responding emotionally or physiologically not only to the conditioned stimulus, but also to stimuli that resemble the conditioned stimulus structural cognitive modifiability (SCM) durable, sustainable and meaningful change in an individual’s dispositional traits, thinking ability and/or general competence brought about by holistic modification of patterns of cognition time out strategy in which a student who is acting inappropriately is removed to a non-reinforcing setting; used as an alternative to presentation punishment unconditioned response (UR) an automatic emotional or physiological response to an unconditioned stimulus unconditioned stimulus (US) stimulus which automatically evokes an emotional or physiological response

When a response is weakened because it is followed by the removal of a rewarding stimulus?

When a response is strengthened because it is followed by the removal of aversive stimulus it is called?

What is the weakening of a conditioned response?

What is it known as when a pleasant stimulus is removed?