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Behavior directed toward harming another who is motivated to avoid that harm. Anger, emotional arousal, aggressive thoughts and scores on experimental tasks should not automatically be equated with enacted harm. Measurement must specify which component is observed.

Researcher whose work includes Violent video game engagement is not associated with adolescents' aggressive behaviour: evidence from a registered report by Andrew K. Przybylski and others.

Anne G. E. Collins studies learning, decision making and executive function using behavioural experiments and computational models. With Robert C. Wilson, she coauthored a 2019 methods paper explaining how to build, simulate, fit and test models of behavior.^[ref]

An illustrative reinforcement learning rule updates a prediction $Q$ after outcome $r$ by $Q_{\mathrm{new}}=Q+\alpha (r-Q)$, where $\alpha$ is a learning rate. Starting at $Q=0.5$ with $r=1$, $\alpha =0.2$ gives $Q_{\mathrm{new}}=0.6$, whereas $\alpha =0.8$ gives $0.9$. This arithmetic shows what a model parameter does; it does not establish that an experimental participant uses that exact rule.

The joint paper emphasizes testing models through computer simulation and parameter recovery, so a fitted parameter is interpreted in light of what the task can actually identify.^[ref]

Institutional research profile: vcresearch.berkeley.edu/faculty/anne-collins .

An account of how observers explain conduct or events by assigning causal importance to personal and situational factors. The diagnosticity of behavior depends on the alternatives available in the actual situation.

In psychology, behavior is what an organism does, described through actions or responses in a specified setting. A keypress, a spoken answer and a shift of gaze can all be measured, but they provide different evidence about the processes producing them. An operational definition states what will count as the response in a particular investigation.

For an original example, a learning task might measure how often a participant chooses a rewarded symbol and how long each choice takes. Choice frequency and reaction time are distinct outcomes: two participants can make equally accurate choices while taking different amounts of time. Neither measure alone establishes whether a difference arises from attention, comprehension, motivation or motor demands. The interpretation requires a model and suitable comparison conditions.

This distinction is central to construct validity: recording a response reliably does not by itself show that it measures the intended psychological construct. A report of an emotion is also a response to a question, rather than an unmediated measurement of every component of the emotion.

Cognitive psychologist whose research is represented by Rational snacking by Celeste Kidd and others.

A family of psychological treatments using explicit formulations and structured cognitive and behavioral procedures. Treatment tests and modifies relevant learning, interpretations and behavior; its content depends on the problem and the evidence rather than on one universal technique.

A systematic tendency for judgments or behavior to depart from a stated benchmark. The benchmark and task interpretation must be justified; a departure is not by itself a complete psychological mechanism.

Processes that configure and regulate behavior according to goals, including selecting relevant information and resolving competing responses. A control-related contribution to a language task need not mean that all language representations are domain-general.

A comparative psychologist investigates behavior and cognition by studying different species or populations. Comparisons can test whether a capacity depends on a particular sensory system, ecological problem or evolutionary history. For example, Nicky Clayton studied what, where and when information in scrub jay cache recovery. Similar task performance does not automatically establish an identical mechanism or subjective experience across species. ^[ref]

The comparison of behavior and cognition across species, using tasks whose sensory, motivational and motor demands are appropriate to each species. Similar performance need not establish identical subjective experience.

A tendency to infer personal characteristics corresponding to observed conduct more strongly than is warranted after relevant situational constraints are considered. Establishing correspondence bias requires a justified benchmark for what the behavior reveals under those constraints. It is not a claim that every dispositional attribution is an error.

A researcher investigating psychological mechanisms, assessment or treatment relevant to clinical difficulties.^[ref]

A developmental psychologist studies changes and continuities in behavior and cognition over development. A longitudinal study follows the same participants, whereas a cross-sectional study compares different groups at one period. These designs distinguish different questions: an age-group difference need not equal the change any particular individual will undergo. Experiments and observations can connect developmental outcomes to specific learning opportunities or mechanisms. ^[ref]

Inferring an emotional state from cues such as facial expression, voice, behavior and context. Accuracy depends on a justified criterion for the state and on the response alternatives supplied by the task.

In the study of emotion, excitement commonly denotes an activated state of anticipation or engagement, often with positive emotional valence. It combines more than pleasantness alone: quiet contentment and eager anticipation can both feel good while differing in emotional arousal. A study must specify whether it measures a reported feeling, physiological activation or observable behavior; those measurements need not change in identical proportions. ^[ref]

An account in which classification depends on stored examples and their similarity to a new case. An unseen central case can resemble many stored examples and receive strong aggregate support, so prototype-like behavior need not imply an explicitly stored average.

A discrepancy between a predicted outcome and the outcome experienced. During exposure, explicit predictions can make such discrepancies informative; a safety behavior may prevent revision if the person attributes the benign outcome to that behavior.

Planned contact with appropriate feared cues or situations to support new learning and reduce maladaptive avoidance. Its rationale requires informed, collaborative tasks and attention to the behaviors that could block learning; exposure does not mean deliberately creating genuine danger.