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I can turn in my padlet (Barron's)

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observational learning - learning by observing others. Also called social learning
modeling - the process of observing and imitating a specific behavior
mirror neurons - frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy
prosocial behavior - positive, constructive, helpful behavior. The opposite of antisocial behavior

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learning - the process of acquiring new and relatively enduring information or behaviors
habituation - an organism's decreasing response to a stimulus with repeated exposure to it
associative learning - learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response 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 two or more stimuli and anticipate events
behaviorism - the view that psychology 1. should be an objective science that 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 elicts 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)
acquisition - in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response
higher-order conditioning - a procedure in which the conditioned stimulus in one conditioning experience is paired with a  neutral stimulus, creating a second (often weaker) conditioned stimulus. For example, an animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone. (Also called second-order conditioning)
extinction - the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS); occurs in operant conditioning when a response is no longer reinforced
spontaneous recovery - the reappearance, after a pause, of an extinguished conditioned response
generalization - the tendency, once a response has been conditioned, for stimuli to elicit similar responses.
discrimination - in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus

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I can understand the 5 schedules of reinforcements.
Variable (Random)
Ratio (Number of responses)
Fixed (Set)
Interval (Time)
5 Schedules of Reinforcement Video:
Continuous - every instance of a behavior is reinforced
Ratio - reinforcement is based on the number of behaviors required
Interval - reinforcement is based on the passage of time
Fixed Ratio- EVERY time a kid picks up a toy
Fixed Interval - Doing my job and receiving my paycheck monthly (last day of month)
Variable Interval - Unpredictable reinforcement occurs after a random amount of time
Bobo Doll Study:
Albert Bandura
Purpose was to discover whether adult models that children imitated would be applied
2 groups = exposed to violent behavior, other group = calm behavior
One group = no behavior
Results - Boys were more physically aggressive than girls
Unethical because they were manipulated into being aggressive.

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UCS ----------------------------> UCR
CS +  UCS -------------------> UCR
CS -------------------------------> CR
Acquisition - learning of a skill, habit, or quality
Extinction - No more fear
Spontaneous Recovery - Fear came back after seeing stimuli

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Procedure - Rats were given saccharin and then 30 min later will be exposed to X-Irradiation and become sick. Then 3 days later the rats will be offered saccharin again. At the same time, the other group of rats will be given no saccharin before being exposed to the X-Irradiation.
Results - When the rats were given the solution to make them sick after drinking the saccharin they once enjoyed, they then associated that drink with sickness and refused to drink it.
Unethical because the rats were exposed to the X-Irradiation, but ethical because the rats were fed and taken care of.
Garcia demonstrated that in some cases, the type of neutral stimulus used does have an influence on the conditioning process.

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I can understand Watson and Garcia research studies.

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Purpose - Find the effects of rewards/reinforcements on behavior, focus on events following the response
Procedure - Put hungry or thirsty rat in Skinner box. Observe behavior of the rat. When the rat pulled the level Skinner would add more positive reinforcement.
Results - Events following the response had a greater influence of the later rate of occurrence (operant conditioning - a response (operant) is followed by a reinforcing stimulus, response strength is increased)
Fixed ratio - schedule of reinforcement where a response is reinforced after a specific number of responses
Ethical - Yes is was, he never harmed the animals.
Relevance - Change the way brain-damaged people act or to change the people with ADHD or Depression act

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Purpose - To see if there was a line between the associated learning in humans vs. in animals and how problem solving is approached
Procedure - An animal was placed in a very small and uncomfortable cage with one way out. Animal would push level or similar task to open the cage. After they got out they would get an award and then be put back into the same box. Each time the animal got out the latency (delay from input to desired outcome; in the case, the cat's delay time from exiting the cage) would decrease because the animals starts to respond to the stimulus quickly
Results - Animals were able to find out how to solve the problems set for them, which would be considered intelligent if humans were able to do it. The cat would flounder around until the cat realized hot to get out of the box and get the hang out of it, and the latency thus would be decreased. The time to escape (not expected) was decreasing over more time or trials. The cat's correct response was rewarded by the cat escaping the box and getting the fish left outside the box. Law of effect is shown because if you are getting rewarded then you will keep doing something.
Ethical - It was ethical because no animal was hurt, just placed in an uncomfortable cage.
Relevance - It set a basic foundation for learned behavior and mental association with certain tasks.

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operant conditioning - a type of learning in which behavior is strengthened if followed by a reinforcer 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 (also known as a Skinner box) containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; 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 the desired behavior
discrimnative stimulus - in operant conditioning, a stimulus that elicts a response after association with reinforcement (in contrast to related stimuli not associated with reinforcement)
positive reinforcement - increasing behaviors by presenting 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 stiumuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response (Negative reinforcement is not punishment)
primary reinforcer - an innately reinforcing stimulus, such as one that satisfies a biological need
conditioned reinforcer - a stimulus that gains its reinforcing power through association with a primary reinforcer; also known as a secondary reinforcer
reinforcement schedule - a pattern that defines how often a desired response will be reinforced
continuous reinforcement - reinforcing the desired response every time it occurs
partial (intermittent) reinforcement - reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement
fixed-ratio schedule - in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses
variable-ratio schedule - in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses
fixed-interval schedule - in operant conditioning; a reinforcement schedule that reinforces a response only after a specified time has elapsed
variable-interval schedule - in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

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I can apply behavior modification.
My sister is very controlling so I wish I could change that behavior of hers.
4 Methods of Learning:
Trial and Error - "If at first you don't succeed"
Operant Conditioning - Behaviors have consequence. positive (add +,PP down, PR up), negative (subtract -, NP down, NR up)
Classical Conditioning - Associative learning (when someone sneezes)
Observational Learning (Modeling) - "Monkey see, monkey do!"