include stimulus novelty‚ intensity‚ salience and belongingness. Several models that attempt to characterize the nature of the conditional response are explored‚ and the effects of the US and CS on the CR are presented. Evidence supporting and contradicting the stimulus-substitution model‚ homeostatic models‚ and behavior systems theory is evaluated. Tests of S-R versus S-S learning are then presented. The chapter concludes by addressing the question of how conditioned and unconditioned stimuli become
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is an involuntary response to a stimulus. This is usually an innate behaviour that does not require specific though to demonstrate‚ and is usually an automatic response such as jumping at the sound of a loud noise. Respondent conditioning in the sense of stimuli and responses was initially investigated by Ivan Pavlov (1927) in his famous work with dogs. Pavlov observed that dog exhibited an unconditioned response (UR) of salivation to an unconditioned stimulus (US) of food. Pavlov measured the
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that a person is just born with‚ it is taught. There are two types of conditioning that is linked to these two common problems; classic conditioning and operant conditioning. Classic conditioning is when a conditional stimulus that’s repeatedly present with an unconditional stimulus so the subject assumes that there will be a specific result. A choking phobia is a good example of behavior learned through classic conditioning. In a study conducted by Scemes‚ S.‚ Wielenska‚ R.‚ Savoia‚ M.‚ & Bernik
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with a stimulus merely as a result of repeated exposure. The first time it happens‚ a sudden loud noise or a blast of cold air has a startling effect on us and triggers an ‘orienting reflex’. Among humans‚ the eyes widen‚ the eyebrows rise‚ muscles tighten‚ the heart beats faster‚ and brain-wave patterns indicate a heightened level of physiological arousal. On the second and third exposures to the stimulus‚ the effect is weakened. Then as we become acclimated or ‘habituated’ to the stimulus‚ the
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behavioral observation. A simple example of classical conditioning would be whenever walking into the kitchen the feeling of hunger begins to present itself. The unconditioned stimulus is the kitchen; by itself the kitchen provides no stimulus. The unconditioned response is hunger‚ hunger is an involuntary response. The conditioned stimulus is the food that is prepared and eaten while in the kitchen. The conditioned response is becoming hungry each time the individual walks into the kitchen. This is
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2. A child is repeatedly exhibiting inappropriate and unwanted behaviour (e.g. hitting sibling)‚ which conditioning procedures could be used to most effectively stop this? Behaviours that produce favourable consequences are repeated and become habits‚ but those that produce unfavourable consequences tend not to recur (Ouellette and Wood‚ 1998 as cited in Martin et.al‚ 2006). Experience changes the probability of repeating certain behaviours indicating that learning involves adaptation. As time
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of Perception • Perception - the process by which an individual selects‚ organizes and interprets stimuli into a meaningful and coherent picture of the world • Sensation - the immediate and direct response of the sensory organs to stimuli • Stimulus - any unit of input to any of the senses The absolute threshold - the lowest level at which an individual can experience a sensation • The point at which a
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Assignment 1 1). In regard to the issues of the extent of abnormal behavior‚ explain the following terms: epidemiology‚ prevalence‚ and lifetime prevalence. All branches of science have different methods for discerning and studying pertinent information as it relates to their particular field. In the mental health branch of science‚ epidemiology is the study‚ in a given population‚ of the distribution of mental health disorders‚ diseases or other health-related behaviors (Butcher & Hooley‚ 2013
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learning theorist who presented an ambitious theory of learning and motivation that emphasized Drive and Habit. Classical conditioning: The procedure in which an initially neutral stimulus (the conditional stimulus‚ or CS) is repeatedly paired with an unconditional stimulus (or US). The result is that the conditional stimulus begins to elicit a conditional response (CR). Nowadays‚ classical conditioning is important as both a behavioral phenomenon and as a method used to study simple associative learning
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Nervous System: an extensive network of specialized cells that carries information to and from all parts of the body. Neuron: the basic cell that makes up the nervous system and that receives and sends messages within that system. Dendrites: branchlike structures that receive messages from other neurons. Soma: the cell body of the neuron responsible for maintaining the life of the cell. Axon: tubelike structure that carries the neural message. Glial cells grey fatty cells that provide support for
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