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1. Thorndike’s ________________________ states that responses to stimuli that are followed by a satisfier tend to be learned. |
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2. _______________________, not B. F. Skinner, was the first behaviorist to insist that psychology should be limited to a study of observable behavior. |
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3. Psychology must be restricted to the study of _________________ behavior, according to Skinner. |
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4. Skinner’s theory has been labeled radical ____________________. |
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5. Human behavior is subject to the laws of _________________, according
to Skinner |
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6. Pavlovian conditioning is also called _____________________ conditioning. |
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7. _______________________ calls for the experimenter to first reward gross approximations of the target behavior and gradually reward closer and closer approximations. |
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8. An event or object that strengthens behavior is called a _____________________. |
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9. A _____________________ reinforcer is any stimulus that, when added to a situation, increases the probability that a given behavior will recur. |
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10. Like positive reinforcers, negative reinforcers _________________ behavior. |
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11. The effects of punishment are less ______________________than those
of reward. |
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12. ________________________ reinforcers are stimuli that are not by nature satisfying, but that become so because they are associated with primary reinforcers. |
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13. The least efficient schedule is the ________________________ schedule. |
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14. Nonreinforcement of a response leads to _____________________. |
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15. Skinner rejected the notion of unconscious ___________________ but accepted the idea of unconscious behavior. |
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16 Skinner believed that the _________________________, not free will, is responsible for behavior. |
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17. Two opposite factors in controlling behavior are _________________
and satiation. |
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18. To Skinner, behavior is shaped by natural ____________________, reinforcement, and cultural evolution. |
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19. The ________________________ is ultimately responsible for self-control. |
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20. Skinner believed that _________________________ is one of the chief obstacles blocking psychology’s attempt to become scientific. |
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2002 McGraw-Hill Higher Education