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65 Cards in this Set
- Front
- Back
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20th Century Psychology
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based on conscious experience and introspection to gain access to mind
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John B. Watson
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scientific psycology of observable behavior; popularizer of a stricly behavioristic approach to child-rearing
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Watson's Principles of Behaviorism
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the goal is to study behavior, not the mind
to understand behavior, must understand environmental conditions that produce it |
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associationism
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the connection of experiences
- watson |
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functionalism
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an emphasis on adaptation to enviornment
-watson |
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pragmatism
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practicality
-watson |
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materialism
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mind is mechanistic matter
-watson |
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experimentalism
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anything can be solved by experimental trial
-watson |
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reinforcer
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a stimulus that increases the probability of response that precedes it
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positive reinforcement
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increases behavior by presenting a desirable stimulus
eg. food, money a) primary; unlearned; eg food b) secondary; learned; money, praise |
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negative reinforcement
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increases behavior by removing an aversive stimulus. eg) shock
a) primary - eg; shock turned off B.) secondary - eg;escaping shock chamber |
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punisher
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a stimulus that decreases the probability of the response that preceded it
a) positive- swats person for fighting 1) primary- shock; slap 2) secondary-scowl; disapproval b) negative-turn off tv; if fighting continues; take away ice cream; money |
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reinforcer
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defined in terms of its effects; if it increases the rate of responding -> reinforcer
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partial reinforcement
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or "intermittent reinforcement" -> increases resistance to extinction
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shaping
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reinforcing successive approximations of goal behavior
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extinction
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stop giving reinforcers
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response/ reinforcement interval
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interval b/w response and administration of the reward or punisher is CRITICAL
verbal skills help/ delays make difficult to connect response and consequence animals and young children 1/2 - hurts!!!!!!! |
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fixed-ratio schedule
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- skinner
occurs when reinforcer are given only after the organism has made a specified number of responses * this schedule of reinfoecement becomes an incentive to work harder, such as for a person who makes a commission for each car he might sell |
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variable interval schedule
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-skinner
a person might be reinforced by scoring well on a pop quiz given at various intervals or time frames throughout a semester - a person would have to be alert and ready to respond appropriately to the intro. of this type of reinforcer |
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variable ratio schedule
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-skinner
-based on a varying number of responses between reinforcers, but there is a great variability around the average -one can see that various types of gambling operate using this schedule of reinforcement |
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superstitious behavior
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a single reinforcer of this kind may be powerful enough for a person or an amimal to repeat accidentally reinforced behavior more frequently
-persist throughout life and require only occasional reinforcement to sustain them |
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an application of behavior modification
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token economy; tokens can be exchanged for valued objects or privileges as a reward for desirable behavior
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punishment & skinner
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he was opposed o the use of punishment as a means of controlling behavior
-didnt work as well as rewards -temporary suppression of behavior |
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unwanted side effects of punishment
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suppression of a wide range of behavior in addition to the intended reinforcer
- only works IN THE PRESENCE of a person or situation related to punishment ; does not generalize ex. J.A Martin fear and anxiety conditions ex. Azrin Pain-elicitred aggression |
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reward vs. punishment
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- does not convey as much info as reward
-a reward tells the subject what to do - a punishment may convey what not to do, but does not indicate what the subject is supposed to do |
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negative reinforcement criticism
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invovled aversive or noxious stimulus, removal of which is rewarding, such as a loud noise or an electric shock continues until the subject emits a desirable behavior; however, it does not always work whereas positive reinforcement is more consistently effective
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skinner approach to behavior assessment
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functional analysis - involves 3 aspects: the frequency of behavior, the situation in which behavior occurs, the reinforcement associated with the behavior
- the goal is to modify behavior, not change personality -favored the ideographic method over the nomothetic approach |
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three approaches to assessing behavior
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direct observation (behavior traces)
self-reports; carried out thru interviews and questionnaires physiological measurements; heart rate, muscle tension, brain waves |
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sign vs. sample approach
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sign approach - used to assess personality
sample approach - used to assess behavior |
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single- subject designs
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- reversal experimental design
4 stages: 1) establishes a baseline for the subjects behavior (dep. variable) which is observed to determine the normal rate of response before any modification 2) conditioning, or experimental stage; independent variable is introduced 3) reversal; determines whether some factor other than independent variable is responsible for the learned behavior 4.) procedure applied to beh. mod - reconditioning stage is added |
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Bandura's view of Social Learning
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humans learn by watching others; don't have to produce a behavior yourself to learn the consequences of producing such behavior -> observational learning
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Social Learning before Bandura
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a response needs to be produced in order to be reinforced, and hence strengthened
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Observational Learning
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Skinner and Bandura - behavior is learned
bandura- trial and error and consequent reinforcement is less common and less effective than social learning and "vicarious reinforcement" |
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vicarious reinforcement
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involves learning or strengthening a behavior through observation and developing expectations for consequences of that behavior
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cognitive approach
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imagine possible outcomes, calculate probabilities, set goals, and develop strategies
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Modeling
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a learning technique that involves observing behavior of others ( the models ) and participating with them in performing the desired behavior
- bandura ; acquire responses that we have never performed or displayed previously and to strengthen or weaken existing responses; bandura allows of cognitive processes which mediate the effects of observation - genetically based vs. derived process - efficient alt. to shaping |
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Process of Imitation (modeling)
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attending to the model
coding the behavior into memory retrieving the behavior from memory performance of the modeled behavior the role of incentives |
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bobo doll study
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less aggression in model-punished group than in any other group
kids can learn to produce aggressive responses and will only do so if punishment is unlikely |
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reciprocal determinism
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recognizes that the person, environment, and behavior all influence one another in a dynamic way (system); env. not only causes behavior, but is influenced BY behavior
personality influences behavior |
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Bandura's Self System
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consists of cognitive structures that enables to percieve, evaluate, and regulate behavior
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self-regulation
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devise sub goals in order achieve a large goal, and we reinforce ourselves as we achieve each of these smaller sub goals along the way
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disinhibition
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behaviors a person usually suppresses or inhibits may be performed more readily under the influence of a model; weakening of an inhibition or restraint through exposure to a model
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Skinner vs Bandura
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Skinner - reinforces control behavior
Bandura - the models control behavior |
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banduras factors which influence modeling (3)
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characteristics of models affect our tendency to imitate them
characteristics or attributes of observers determine the effectiveness of observational learning the reward consequences associated with the behaviors can affect the extent of modeling and even override the impact of models and observers characteristics |
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Characteristics of Model and Observer
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Model: more like us, same sex and age; more likely to be imitated
Observer: low in self confidence and self efficacy tend to imitate behaviors of others; internal state of observer can influence degree of modeling ( anger, anxiety) |
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retention of information (2) ways
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imaginal internal representational system
verbal system |
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production processes
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-> practice makes perfect
production |
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incentives and motivation
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influence attentional and retention processes
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self-efficacy
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feelings of adequacy, efficiency, and competence in coping with lifes problems
crucial factor in determining success or failure throughout the entire life span |
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low versus high self efficacy
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individuals low in self-efficacy tend to see themselves as controlled by powerful forces outside of their control (external locus of control)
high - control over outcomes in life and greater self confidence high levels of physiological and emotional arousal can interfere with self-efficacy |
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BANDURAS GOAL
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social cognitive theory was to modify or change unwanted learned behaviors
applied modeling techniques to eliminate fears and other intense emotional reactions guided participation & covert modeling |
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Julian Rotter
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social learning theorist sought explanation for behavior and personality outside and inside the organism
locus of control most studied variables in psychology |
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Locus of control
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some people believe reinforcers depend on their own actions, other people believe their reinforcers are controlled by other people and outside forces
related to parental behavior can be generalized over many situations; unlike bandura - specified to particular situation |
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internal locus of control
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person who is self-controlled
self-mastery, illness prevention, illness management, self blame, with self mastery most closely associated with physical well being |
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external locus of control
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other people, fate, or forces beyond their control
single parenting |
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self-report inventories
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scale; assess locus of control
results: girls high internal locus of control, increases with age and peaks at middle age test perf. low social class - high external locus ->cultural differences |
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Marvin Zuckerman and Sensation Seeking
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sensation seeking; a traight in people by a desire for sensational, to have intense sensations and experiences, and willingness to take phys, social, legal, or financial risk for the sake of having the experience
SSS - sensation seeking scale, 40 page paper and pencil questionnaire |
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Factor Analysis and Sensation Seeking
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4 components
1. thrill and adventure seeking 2. experience seeking 3. disinhibition 4. boredom susceptibility |
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low vs high sensation seekers
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low - tend to have phobias or OCD behaviors
high - creative, original thinkers, seek fantasy within selves |
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Martin P. Seligman and Learned Helplessness
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limited domain aspect of personality; observed in lab w/ dogs
beneficial effects f having control over ones life and increased feelings of being in control of own lives |
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explanatory style
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a way of explaining to ourselves our relative lack of control over our environment
optimistic - prevents helplessness pessimistic - spreads helplessness to all facets of life |
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attribution model
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cognitive explanation; suggests wwe attribute our failures to our lack of control over our selves
pessimists - attribute failure to interal stable and global causes optimists - attribute failure to external, unstable, and specific causes |
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Positive Psychology
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deals with happiness, excellence, and optimal human functioning
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happy personality
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subjective well-being or life satisfaction and define it as the cognitive evaluation of the quality of ones own life experience and the possession of positive affect
adequate income neccessary but not sufficient prerequisite for happiness; helath appears to be neccesary but not sufficient condition for subjective well-being low neuroticism and high extraversion correlated significantly with national levels of subjective well-being self efficacy and internal locus of control are positively related to life satisfaction |
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subjective well being
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feeling happy, thinking life is satisfying
self reports - only measures |
