Chapter 10 Key Terms Introduction to Personality: Toward An Integration 7e 1
Chapter 10 – Key Terms
Approach tendencies – individual’s tendency to approach desired stimuli (p. 224)
Approach-approach conflict – conflict that occurs when a person must choose one of several desirable alternatives (p. 224)
Aversive stimulation (punishment) – punishment for a given response (p. 241)
Avoidance tendencies – individual’s tendency to avoid undesirable stimuli (p. 224)
Avoidance-avoidance conflict – a conflict that occurs when a person must choose one of several undesirable alternatives (p. 224)
Classical conditioning (conditioned-response learning) – a type of learning, emphasized by Pavlov, in which the response to an unconditioned stimulus (e.g., food) becomes conditioned to a neutral stimulus (e.g., a bell) by being paired or associated with it (p. 226)
Conditioned reinforcers – neutral stimuli that have acquired value by becoming associated with other stimuli that already have reinforcing power (p. 238)
Conditioned response (CR) – a learned response to a conditioned stimulus; a response previously made to an unconditioned stimulus is now made to a conditioned stimulus as the result of pairing the two stimuli (p. 227)
Conditioned stimulus (CS) – a previously neutral stimulus to which one begins to respond distinctly after it has been paired with an unconditioned stimulus (p. 227)
Conditioning – a basic form of learning (see also classical conditioning; operant conditioning) (p. 227)
Conditions of deprivation – length of time an organism has been deprived of relief from an innate drive (e.g., hunger, thirst, sex) (p. 222)
Conflict – occurs when motivated to pursue two or more goals that are mutually exclusive (p. 224)
Continuous reinforcement – schedule of reinforcement in which a response is reinforced every time it occurs (p. 240)
Cue – stimulus that directs behavior, determining when, where, and how the response (behavior) will occur (p. 223)
Discrimination training – conditioning that involves reinforcement in the presence of one stimulus but not in the presence of others (p. 239)
Discriminative stimuli – stimuli that indicate when a response will or will not have favorable consequences (p. 238)
Drive – any strong stimuli (internal or external) the impels action (p. 222)
Drive reduction – reduction of tension caused by the fulfillment of a drive (p. 223)
Extinction – the decrease in the frequency of a response that follows the repetition of the response (or in classical conditioning, the repetition of the conditioned stimulus) in the absence of the unconditioned stimulus (p. 224)
Functional analysis – a system of analysis proposed by Skinner to link the organism’s behavior to the precise conditions that control it (p. 236)
Generalization – responding in the same way to similar stimuli, for example, when a child who has been bitten by a dog becomes afraid of all dogs (p. 239)
Generalized reinforcers – see “Generalized conditioned reinforcers” in chapter 11 (p. 238)
Higher-order conditioning – process that occurs when a conditioned stimulus modifies the response to a neutral stimulus with which it has been associated (p. 227)
Learned drive – a motivation that has been transformed from a primary drive by social learning (p. 222)
Neurotic conflict – clash between id impulses seeking expression and internalized inhibitions (p. 225)
Operant conditioning (instrumental learning) – the increase in frequency of an operant response after it has been followed by a favorable outcome (reinforced) (p. 232)
Operants – freely emitted response patterns that operate on the environment; their future strength depends on their consequences (p. 232)
Partial (intermittent) reinforcement – reinforcement in which a response is sometimes reinforced, sometimes not reinforced (p. 240)
Primary biological needs – innate set of needs required for the organism’s survival, such as food, water, oxygen, and warmth (p. 221)
Psychodynamic Behavior Theory – developed by John Dollard and Neal Miller in the late 1940s to integrate some of the fundamental ideas of psychoanalytic theory with the concepts and methods of experimental research on behavior and learning (p. 221)
Reinforcement – any consequence that increases the likelihood that a response will be repeated (p. 223)
Response – any observable, identifiable activity of an organism (p. 223)
Shaping – technique for producing successively better approximations of behavior by reinforcing small variations in behavior in the desired direction and by reinforcing only increasingly close approximations to the desired behavior (p. 240)
Stimulus control – behavior that is expressed stably but only under specific, predictable conditions (p. 234)
Unconditioned response (UCR)/Reflex – the unlearned response one naturally makes to an unconditioned stimulus (e.g., withdrawing the hand from a hot object) (p. 226)
Unconditioned stimuli (UCS) – stimuli to which one automatically, naturally responds without learning to do so (e.g., food, electric shock) (p. 226)