A relatively enduring change in behavior or thinking that results from experiences
A basic form of learning evident when an organism does not respond as strongly or as often to an event following multiple exposures to it.
An event or occurance that generally leads to a response
a stimulus that does not cause a relevant automatic or reflexive response.
A stimulus that automatically triggers an involuntary response without any learning needed.
Learning process in which two stimuli become associated with each other; when an originally neutral stimulus is condition to elicit an involuntary response.
A reflexive, involuntary response to an unconditioned stimulus.
A previously neutral stimulus that an organism learns to associate with an unconditioned stimulus.
A learned response to a conditioned stimulus
The initial learning phase in both classical and operant conditioning
The tendency for stimuli similar to the conditioned stimulus to elicit the conditioned response.
The ability to differentiate between a conditioned stimulus and other stimuli sufficiently different from it.
In classical conditioning the process by which the CR decreases after repeated exposure to the CS in the absence of the US; in operant conditioning the disappearance of the learned behavior through the removal of it’s reinforce.
The reappearance of a conditioned response following its extinction
With repeated pairings of a conditions stimulus and a neutral stimulus, the second neutral stimulus becomes a conditioned stimulus as well.
A form of classical conditioning that occurs when an organism learns to associate the taste of a particular goof or drink with illness.
The degree to which a trait or behavior helps an organism survive.
The tendency for animals to be predisposed or incline to from associations
An emotional reaction acquired through classical conditioning; process by which an emotional reaction becomes associated with a previously neutral stimulus.
Thorndike’s principle stating that behaviors are more likely to be repeated when followed by pleasurable outcomes, and those followed by something unpleasant are less likely to be repeated.
Consequences, such as events or objects, that increase the likelihood of a behavior reoccurring.
Process by which an organism learns to associate a voluntary behavior with its consequences.
the scientific study of observable behavior
the use of reinforces to guide behavior to the acquisition of a desired, complex behavior
A method of shaping that uses reinforces to condition a series of small steps that gradually approach the target behavior.
The tendency for animals to revert to instinctual behaviors after a behavior pattern has been learned.
The process by which reinforces are added or presented following a targeted behavior, increasing the likelihood of it occurring again.
The removal of an unpleasant stimulus following a target behavior, which increases the likelihood of it occurring again.
A reinforce that satisfies a biological need, such as food, water, physical contact; innate reinforce.
Reinforces that do not satisfy biological needs but often gain their power through their association with primary reinforces.
A schedule of reinforcement in which every target behavior is reinforced
A schedule of reinforcement in which target behaviors are reinforced intermittently, not continuously.
The tendency for behaviors acquired through intermittent reinforcement to be more resistant to extinction than those acquired through continuous reinforcement.
A schedule in which the subject must exhibit a predetermined number of desired behaviors before a reinforcer is given.
A schedule in which the number of desired behaviors that must occur before a reinforcer is given changes across trials and is based on an average number of behaviors to be reinforced.
A schedule in which the number of desired behaviors that must occur before a reinforcer is given changes across trials and is based on an average number of behaviors to be reinforced.
A schedule in which the reinforcer comes after a pre-established interval of times goes by: the behavior is only reinforced after the given interval is over.

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Unit 6


Unit 6



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Chapter 6 LEARNING


AZA Terms

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Frequently Asked Questions

What is a crossword?

Crossword puzzles have been published in newspapers and other publications since 1873. They consist of a grid of squares where the player aims to write words both horizontally and vertically.

Next to the crossword will be a series of questions or clues, which relate to the various rows or lines of boxes in the crossword. The player reads the question or clue, and tries to find a word that answers the question in the same amount of letters as there are boxes in the related crossword row or line.

Some of the words will share letters, so will need to match up with each other. The words can vary in length and complexity, as can the clues.

Who is a crossword suitable for?

The fantastic thing about crosswords is, they are completely flexible for whatever age or reading level you need. You can use many words to create a complex crossword for adults, or just a couple of words for younger children.

Crosswords can use any word you like, big or small, so there are literally countless combinations that you can create for templates. It is easy to customise the template to the age or learning level of your students.

How do I create a crossword template?

For the easiest crossword templates, WordMint is the way to go!

Pre-made templates

For a quick and easy pre-made template, simply search through WordMint’s existing 500,000+ templates. With so many to choose from, you’re bound to find the right one for you!

Create your own from scratch

  • Log in to your account (it’s free to join!)
  • Head to ‘My Puzzles’
  • Click ‘Create New Puzzle’ and select ‘Crossword’
  • Select your layout, enter your title and your chosen clues and answers
  • That’s it! The template builder will create your crossword template for you and you can save it to your account, export as a word document or pdf and print!

How do I choose the clues for my crossword?

Once you’ve picked a theme, choose clues that match your students current difficulty level. For younger children, this may be as simple as a question of “What color is the sky?” with an answer of “blue”.

Are crosswords good for students?

Crosswords are a great exercise for students' problem solving and cognitive abilities. Not only do they need to solve a clue and think of the correct answer, but they also have to consider all of the other words in the crossword to make sure the words fit together.

Crosswords are great for building and using vocabulary.

If this is your first time using a crossword with your students, you could create a crossword FAQ template for them to give them the basic instructions.

Can I print my crossword template?

All of our templates can be exported into Microsoft Word to easily print, or you can save your work as a PDF to print for the entire class. Your puzzles get saved into your account for easy access and printing in the future, so you don’t need to worry about saving them at work or at home!

Can I create crosswords in other languages?

Crosswords are a fantastic resource for students learning a foreign language as they test their reading, comprehension and writing all at the same time. When learning a new language, this type of test using multiple different skills is great to solidify students' learning.

We have full support for crossword templates in languages such as Spanish, French and Japanese with diacritics including over 100,000 images, so you can create an entire crossword in your target language including all of the titles, and clues.