Vocab: Discriminative Stimulus: elicits a response after association with reinforcement (in contrast to related stimuli  not associated with reinforcement)
TYPES OF REINFORCEMENT
-Positive and negative reinforcement
Positive reinforcement strengthens a response by presenting a typically pleasurable stimulus after a response.
Negative reinforcement: Strengthens a response by reducing or removing something negative.
Isaac's whining was positive reinforcement, because he got something desirable (his dad's attention)
His dad's response to the whining (taking Isaac to the mall) was negatively reinforced because it ended Isaac's whining
-Negative reinforcement is not a punishment it removes a punishing event (provides relief)
Reinforcement is any consequence that strengthens behavior.
Increase good behavior
PR-adds reward
NR-subtracts something unpleasant 
PRIMARY AND CONDITIONED REINFORCERS
Primary reinforcers are unlearned (Getting food when hungry or having a painful headache go away is satisfying)
Conditioned reinforcers (secondary reinforcers)
IMMEDIATE AND DELAYED REINFORCERS
Before performing "wanted" behavior, first "unwanted behavior must take place
REINFORCEMENT SCHEDULES
-When reinforcement stops the behavior soon stops.
Vocab: 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:
Responses are sometimes reinforced, sometimes not.  Learning is slower to appear, but resistance to extinction is greater than with continuous reinforcement.
Fixed-ratio schedules: reinforce behavior after a set number of responses
Variable-ratio schedules: Provide reinforcers after a seemingly unpredictable number of responses 
Fixed-interval schedules: reinforce the first response after a fixed time period.
Variable-interval schedules: Reinforces a response at unpredicted time intervals
[the word "interval" means that an interval of time must pass before reinforcement. There is nothing a learner can do to shorten the interval. The word "ratio" refers to the ratio of responses to reinforcements. If the learner responds with greater frequency there will be more reinforcement] 
PUNISHMENT
-an event that tends to decrease the behavior it follows 

Any kind of reinforcement (positive, negative, Primary, conditioned, immediate, delayed, continuous, or partial) encourages the behavior. Any kind of punishment discourages the behavior. Positive and Negative do not refer to values----It's not that positive reinforcement (or punishment) is the good kind and negative is the bad. Think of positive and negative mathematically; a stimulus is added with positive reinforcement (or punishment) and a stimulus is subtracted with  negative reinforcement (or punishment).
decrease pour behaviors
PP- Adding something you like
NP-Subtracting something you like (grounded)
SKINNER'S LEGACY 
-critics of Skinner 's principles believed the approach dehumanized people by neglecting their personal freedom and seeking to control their actions. Skinner replied that people's actions are already controlled by external consequences, and that reinforcement is more humane than punishment as a means for controlling behavior.

Learning is the process of acquiring new and relatively enduring information or behaviors.
-humans are able to adapt to our environments
-We learn to expect and prepare for significant events such as food or pain (classical conditioning)
-We typically learn to repeat acts that bring rewards and to avoid acts that bring unwanted results (Operant conditioning)
-We learn new behaviors by observing events and by watching others, and through language we learn things we have never experienced nor observed (cognitive learning)
Classical conditioning: We learn to associate two or more stimuli (a stimuli is any event or situation that evokes a response)
Operant conditioning: We learn to associate a response and its consequences.
Cognitive learning: we acquire mental information that guides our behavior. For example, in observational learning, we learn new behaviors by observing events and watching others.
associative learning: learn that certain events occur together.
Sensory adaptation occurs when one of your sensory senses stops registering the presence of an unchanging stimulus----when you go swimming in a cool pool, for example, the water no longer feels cool after you've been in for a few minutes.
Habituation: an organism's decreasing response to a stimulus with repeated exposure to it.
stimulus: any event or situation that evokes a response
behaviorism: the view that psychology should be an objective science that studies behavior without reference to mental processes most research psychologists today agree
neural stimulus (US): in classical conditioning, a stimulus that elicits no response before conditioning.
Unconditioned response: 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 +automatically -triggers a response (UR)
Conditioned response (UR): In classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus (CS)
Conditioned Stimulus: in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger a conditioned response (CR)
Acquisition: the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response (CR) in operant conditioning, strengthening of a reinforced response
Higher-order-conditioning: a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaver) conditioned stimulus.
for example: an animal 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) doesn't 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 similar to the conditioned stimulus to elicit similar responses.
Discrimination: the learned ability to distinguish between a conditioned stimulus and stimulus that do not signal an unconditioned stimulus.

Pavlov
-discard inner thoughts, feelings, emotions
-study how organisms respond to stimuli in neuronments
-observable behavior
-dogs (dog doesn't learn to salivate in response to food in mouth food in mouth automatically, unconditionally triggers dogs salivary reflexes. food, drooling---UR/US)
-Salivation to tone is warned, conditioned
Acquisition 

-classical conditioning is biologically adoptive because it helps humans and other animals prepare for a good (bad events)

-Classical conditioning "basic form of learning
-Many other responses to many other stimuli can be classically conditioned in many other organisms
-showed how a process me learning can be studied objectively