Germana- Psych Of Personality Exam3

Front 1

behavior as a system

Back 1

def: complete set of behavioral interrelationships standing b/w O & E and mediating their commerce
-it is holarchically organized, and w/ concentric circles inside->outside: episode, relationship, interrelationship, *complete set of interrelationships*

Front 2

representations of behavioral organization

Back 2

1)three-term contingency
2)stimulus generalization gradient
3)features analysis
4)determiners analysis

Front 3

three-term contingency

Back 3

-s^D x R -> s^R/P
-represents behavior interrelationship
-s^D x R is stimulus control, R -> s is response contingency
-contingent means IF/THEN
-learning actualizes it

Front 4

stimulus generalization gradients

Back 4

-definite case of stimulus control
-is the basis for B organization
-allows learning but would be maladaptive to generalize indiscriminately, must be limited/constrained (similar= same significance, less similar= less likely to participate in same B)
-a 7 would be 50% related to a 5, and the 7 is the S^delta... they may seem similar but a 5 is not a 6, discrimination training is needed (which is where refinement of B r-ship takes place)
-if you use discrimination training at s^delta you get peak shift
-peak shift: complexification of B r-ship

Front 5

features analysis

Back 5

-def: degree of stimulus control is determined by response contingency
-3 features of B performance: Selective, Dynamic, or Coordinate
-entropy: complete equalization in distribution of probability
-if we reinforce X the probability of this B will increase @ expense of any other competing B's

Front 6

determiners analysis

Back 6

-def: 2 sources of behavior: specific biasing and general biasing
-uses grid w/ 4 cells: spec. E, gen. E, spec. O, gen. O
-to find out B organization/tendency multiply cells 1x2x3x4
-previous learning has effect on all 4 cells though

Front 7

Response Style component of personality (learning and B organization)

Back 7

-learning promotes B org'n (shapes the contours of the stream of B)
-if you have an extensive record of B over time, you find consitencies, regularities, and patterns--> characteristic B aka response style component

Front 8

Learning as a truing process

Back 8

-def: learning is a movement towards competence
-2 types of learning:
1)stimulus sequence learning- O uses 1st stim. as predictor of what's coming, allowing for preparation and "an edge"
-temporal contiguity and probability affect if they will be linked aka learned
-CLASSICAL c-ing
2)response consequence learning- "when i do this to that, i get those"
-learn how to produce effects in world-> learn how to produce/avoid consequences
-OPERANT c-ing

Front 9

psychophysiological uncertainty- definition

Back 9

-definition: increase in variability showing up in basic psychological and behavioral parameters

Front 10

psychophysiological uncertainty- conditions that promote it

Back 10

-any significant deviation from regular behavioral and stimuli interaction, specifically:
novel consequences, novel stimulus, or novice behavior

Front 11

psychophysiological uncertainty and learning

Back 11

-uncertainty is the catalyst for learning. chaos provides unsure state where old patterns can be avoided to produce a new one
-people learn at different rates, so the first step is est. criteria to figure out where they catch on