WGU D564 Study Prep
• the kind of learning in which an unconditioned response (such as salivat- ing), that is
naturally elicited by one stimulus (such as food), becomes elicited also by a new, conditioned
stimulus (such as a bell).: classical conditioning
• a belief that nothing one does matters, derived from an experience of random or
unpredictable reward and punishment, and theorized to be a basisof depression.: learned
helplessness
• Skinner's term for classical conditioning.: respondent conditioning
• Skinner's term for the process of learning in which an organism's behavior is shaped by the
effect of the behavior on the environment.: operant condition-ing
• in operant conditioning, a reward that, when applied following a behavior, increases the
frequency of that behavior.: reinforcement
• John Dollard and Neal Miller (key idea is the concept of habit hierarchy), Julian Rotter
(primarily concerns decision making and the role of expectan-
cies of reward), and Albert Bandura (emphasizes the social nature of learn-ing).: social
learning theories
• one's beliefs about the degree to which one will be able to accomplish agoal if one tries.:
self-efficacy
• a person's knowledge and opinions about herself.: self-concept
• learning a behavior by watching someone else do it.: observational learning
• Bandura's term for the way people affect their environments even whiletheir
environments affect them.: reciprocal determinism
• - it is not clear that the effects of behavioral therapies on phobias, addic-tions, and other
problems are generalizable and long-lasting - the character-istic ways people think can cause
them to respond differently to the same situation.: limitations of behavioral approach
• Whatever produces the most pleasure for the most people in the long runis good.: The
hedonistic philosophy leads to the assumption that:
• Reinforcements and punishments.: B. F. Skinner's clever students were ableto manipulate
his lecture style by adopting certain kinds of listening postures whenhe was near the podium
and others when he took steps away from it. They were shaping his behavior using subtle:
• Classical conditioning.: Ivan Pavlov is one of behavioral psychology's most famous
figures. His experiments in teaching animals to associate the meaning of one stimulus with that
of another is a foundational example of:
• Empiricism.: The idea that all knowledge comes from experience is called:
• Three of the four answers below are among the reasons that punishershave to be careful
, when meting out punishments. Which is the erroneous answer?: Punishment motivates
transgressors to flaunt bad behavior.
• A person's environment is a direct result of her behavior.: Behavior
• According to Bandura, the idea that persons, their environments, and theirbehaviors all
affect each other in a constantly ongoing series of interactions.-
: Reciprocal determinism
• Advertising slogans like 'Just Do It' and 'You Can Do It!' relate to thisincarnation of social
learning theory.: Efficacy expectations
• Parents, teachers, and bosses can prevent some behaviors by usingthese.: Rewards and
punishments
• If an animal or a person's behavior is followed by a reinforcement, the behavior becomes
more likely. If the behavior is followed by a punishment,it becomes less likely.:
Reinforcement; punishment
• You feel fear when you have reason to think that danger is impending andyou know what
the danger is. Anxiety, on the other hand, comes about when
the source of danger is unclear or when you have no idea when the dangermight actually
arrive.: Learned helplessness
• the idea similar to that of a sculptor that shapes a piece of clay into a statueby gradually
shaving here and there until a square block comes to resemble a person or an animal.: shaping
• an aversive consequence that follows an act in order to stop the act andprevent its
repetition.: punishment
• 1. availability of alternatives (e.g., Halloween party so kids avoid pranks) 2.behavioral and
situational specificity 3. timing and consistency (e.g., hitting dog for making mess hours
earlier) 4. conditioning secondary punishing stimuli (e.g., counting to 3) 5. avoiding mixed
messages (e.g., cuddling with child after punishing): five principles of how to punish
• 1. punishment arouses emotion 2. it is difficult to be consistent 3. it is difficult to gauge the
severity of punishment 4. punishment teaches misuseof power 5. punishment motivates
concealment: dangers of punishment
• in Dollard and Miller's social learning theory, all of the behaviors an individ-ual might do,
ranked in order from most to least probable.: habit hierarchy
• in learning theories, a state of psychological tension, the reduction of whichfeels good.: drive
• in learning theories, a drive that is innate to an organism, such as the hungerdrive.: primary
drives
• in learning theories, a drive that is learned through its association with primary drives, and
includes drives for love, prestige, money, power, and theavoidance of fear and of humiliation.:
secondary drives
• the kind of learning in which an unconditioned response (such as salivat- ing), that is
naturally elicited by one stimulus (such as food), becomes elicited also by a new, conditioned
stimulus (such as a bell).: classical conditioning
• a belief that nothing one does matters, derived from an experience of random or
unpredictable reward and punishment, and theorized to be a basisof depression.: learned
helplessness
• Skinner's term for classical conditioning.: respondent conditioning
• Skinner's term for the process of learning in which an organism's behavior is shaped by the
effect of the behavior on the environment.: operant condition-ing
• in operant conditioning, a reward that, when applied following a behavior, increases the
frequency of that behavior.: reinforcement
• John Dollard and Neal Miller (key idea is the concept of habit hierarchy), Julian Rotter
(primarily concerns decision making and the role of expectan-
cies of reward), and Albert Bandura (emphasizes the social nature of learn-ing).: social
learning theories
• one's beliefs about the degree to which one will be able to accomplish agoal if one tries.:
self-efficacy
• a person's knowledge and opinions about herself.: self-concept
• learning a behavior by watching someone else do it.: observational learning
• Bandura's term for the way people affect their environments even whiletheir
environments affect them.: reciprocal determinism
• - it is not clear that the effects of behavioral therapies on phobias, addic-tions, and other
problems are generalizable and long-lasting - the character-istic ways people think can cause
them to respond differently to the same situation.: limitations of behavioral approach
• Whatever produces the most pleasure for the most people in the long runis good.: The
hedonistic philosophy leads to the assumption that:
• Reinforcements and punishments.: B. F. Skinner's clever students were ableto manipulate
his lecture style by adopting certain kinds of listening postures whenhe was near the podium
and others when he took steps away from it. They were shaping his behavior using subtle:
• Classical conditioning.: Ivan Pavlov is one of behavioral psychology's most famous
figures. His experiments in teaching animals to associate the meaning of one stimulus with that
of another is a foundational example of:
• Empiricism.: The idea that all knowledge comes from experience is called:
• Three of the four answers below are among the reasons that punishershave to be careful
, when meting out punishments. Which is the erroneous answer?: Punishment motivates
transgressors to flaunt bad behavior.
• A person's environment is a direct result of her behavior.: Behavior
• According to Bandura, the idea that persons, their environments, and theirbehaviors all
affect each other in a constantly ongoing series of interactions.-
: Reciprocal determinism
• Advertising slogans like 'Just Do It' and 'You Can Do It!' relate to thisincarnation of social
learning theory.: Efficacy expectations
• Parents, teachers, and bosses can prevent some behaviors by usingthese.: Rewards and
punishments
• If an animal or a person's behavior is followed by a reinforcement, the behavior becomes
more likely. If the behavior is followed by a punishment,it becomes less likely.:
Reinforcement; punishment
• You feel fear when you have reason to think that danger is impending andyou know what
the danger is. Anxiety, on the other hand, comes about when
the source of danger is unclear or when you have no idea when the dangermight actually
arrive.: Learned helplessness
• the idea similar to that of a sculptor that shapes a piece of clay into a statueby gradually
shaving here and there until a square block comes to resemble a person or an animal.: shaping
• an aversive consequence that follows an act in order to stop the act andprevent its
repetition.: punishment
• 1. availability of alternatives (e.g., Halloween party so kids avoid pranks) 2.behavioral and
situational specificity 3. timing and consistency (e.g., hitting dog for making mess hours
earlier) 4. conditioning secondary punishing stimuli (e.g., counting to 3) 5. avoiding mixed
messages (e.g., cuddling with child after punishing): five principles of how to punish
• 1. punishment arouses emotion 2. it is difficult to be consistent 3. it is difficult to gauge the
severity of punishment 4. punishment teaches misuseof power 5. punishment motivates
concealment: dangers of punishment
• in Dollard and Miller's social learning theory, all of the behaviors an individ-ual might do,
ranked in order from most to least probable.: habit hierarchy
• in learning theories, a state of psychological tension, the reduction of whichfeels good.: drive
• in learning theories, a drive that is innate to an organism, such as the hungerdrive.: primary
drives
• in learning theories, a drive that is learned through its association with primary drives, and
includes drives for love, prestige, money, power, and theavoidance of fear and of humiliation.:
secondary drives
