Let \V be the subspace of Rs spanned by the vectors 1-1',. W 1. 1-1', . 1-1'4. I-I's

Chapter 7 Definitions:  Learning: the process of acquiring through experience new and relatively enduring information or behaviors  Associative learning: learning that certain events occur together. The events may be two stimulus (as in classical conditioning) or a responses and its consequences (as in operant conditioning)  Stimulus: any event or situation that evokes a response  Cognitive learning: the acquisition of mental information, whether by observing events, by watching others, or through language  Classical conditioning : a type of learning in which one learns to link to or more stimuli and anticipate events (2 STIMULI)   Behaviorism: the view that psychology (1) should be an objective science (2) studies behavior without reference to mental processes. Most research psychologists today agree with (1) but not with (2)   Neutral Stimulus (NS): in classical conditioning, a stimulus that elicits no response before conditioning   Unconditioned Response (UR): in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditioned stimulus (US) (such as food in the mouth)   Unconditioned Stimulus (US): in classical conditioning, a stimulus that unconditionally – naturally and automatically­ triggers a response (UR)   Conditioned Response (CR): in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS)   Conditioned Stimulus (CS): in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US), comes to trigger a conditioned response (CR)  Extinction: the diminishing of a conditioned response, occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced  Spontaneous recovery: the reappearance, after a pause, of an extinguished conditioned response  Discrimination: in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus  Operant conditioning: a type of learning in which behavior is strengthened if followed by a reinforce or diminished if followed by a punisher  Law of effect: Thorndike’s principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely  Operant chamber: in operant conditioning research, a chamber (aka a Skinner box) containing a bar or key that an animal can manipulate to obtain food or water reinforce: attached devices record the animal’s rate of bar pressing or key pecking  Reinforcement: in operant conditioning, any event that strengthens the behavior it follows  Shaping: an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of desired behaviors  Positive reinforcement: increasing behaviors by pressing positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response  Negative reinforcement: increasing behaviors by stopping or reducing negative stimuli. A negative reinforcer after a response, strengthens the response (not punishment)  Primary reinforcer: an innately reinforcing stimulus, such as one that satisfies a biological need.  Conditioned reinforce: a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer  Fixed­interval schedule: in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed. (p. 250)  Variable­interval schedule: in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals  Respondent behavior: behavior that occurs as an automatic response to some stimulus.  Operant behavior: behavior that operates on the environment, producing consequences.  Latent learning: learning that occurs but is not apparent until there is an incentive to demonstrate it.  Intrinsic motivation: a desire to perform a behavior effectively for its own sake. (  Extrinsic motivation: a desire to perform a behavior to receive promised rewards or avoid threatened punishment.  Observational learning: learning by observing others  Modeling: the process of observing and imitating a specific behavior