Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
65 Cards in this Set
- Front
- Back
|
Change is the only constant |
Lucretius. Constancy of change. preparing for the future |
|
|
march 11 2011 japan earthquake |
Japanese now prepping for earthquakes |
|
|
Darwin |
believed in natural selection. inspired by Thomas Malthus, who believed in survival of the fittest, and that food had a leveling effect on population. |
|
|
evolution |
this depends on variation and natural selection |
|
|
Dmitry Belyaev |
did fox experiments. bred for temperament. no breeding of aggressive foxes. became docile, fluffy, floppy ears, answered to names in some cases |
|
|
peppered moths |
insects changed appearance because of soot, than changed back when air was clean. |
|
|
Natural Selection |
is analogous to breeding - gray peppered moth changing colors |
|
|
Evolved behavior |
not just physical, but behavioral as well. behavior evolves. women truck drivers. women lawyers. |
|
|
reflex |
relationship between an event or stimulus, and a simple response. dirt in eye, and blink. reflex is not the blink, its the relationship between the dirt and the response. gollypod - relationship between sun and sweat |
|
|
Modal Action Patterns |
behaviors that are not learned. involves entire organism. not just gland or collection of muscles. Appears to be modal or intentional act, but is not. |
|
|
Instincts |
now are called Modal Action Patterns. have a strong genetic basis. |
|
|
Releasers |
illict MAPs. like danger for a roly-poly bug. |
|
|
Schneirla Study |
Tropical Army Ants appear to follow one another, but really just following a chemical trail. |
|
|
Temperament |
someone's disposition, temperamental, anxious, kind, short fuse |
|
|
Learning |
defined as a change in behavior due to experience. Also a way of adapting to change. behavior changes when this occurs. |
|
|
behavior |
refers to anything a person or animal does that can be measured. we can measure anxiety. like on the first day of class, and then diminishes. become less anxious. |
|
|
experience |
change in environment. like feeding a dog in a different place than usual. blind guy moving furniture around in his apt. genes play a role in determining what behavioral tendencies we develop. |
|
|
stimuli |
physical events that affect behavior |
|
|
habituation |
reduction in intensity or probability of a reflex response |
|
|
B.F.Skinner |
behaviorist. believed strongly in the nurture side of the argument. |
|
|
Ying Yao Kuo |
Kitten study. 86% of cats that saw mom kill mice killed mice. Only 45% of cats who didn't, killed mice. |
|
|
Betty Hart and Todd Risley |
longitudinal study of parents talking to kids. when didn't talk much, only business talk. when talked more, still a little biz talk, but the rest was fun chit-chat. chit-chat kids had higher IQs. |
|
|
T.H.Huxley |
to learn how nature works, "we must sit down before fact as a child and be prepared to give up any pre-conceived notions." |
|
|
learning is measured by |
...
|
|
|
changes in numbers of errors |
we find a reduction in numbers of errors, therefore, learning has occurred.
|
|
|
Topography |
a change in the form a behavior takes. art instructor seeing difference between first project and last, tracing a star using mirror. |
|
|
Intensity |
if there is an increase in the intensity of a behavior. rat pressing a lever for treat bus driver turning down students' music |
|
|
speed |
to do something more rapidly |
|
|
latency |
time period between intervals |
|
|
rate |
learning is indicated by change in response rate. can be increase, or decrease. like playing piano slower for effect, or like sending/receiving morse code more rapidly. |
|
|
Fluency |
measures both rate, and errors together. Instructor looking for number of correct responses within a minute. |
|
|
cumulative record and response rate device |
in a cumulative recorder, an inked pen moves at right angles when a response is recorded, thus making a running record of responses. |
|
|
Sources of Data |
... |
|
|
Anecdotes |
"everyone knows that". common wisdom. |
|
|
Case studies |
examining an individual for a long period. Freud. best used for cases that are rare. downside: can't generalize to population |
|
|
Descriptive studies |
analyzing data received from individuals within a group. most common are interviews and questionnaires. better than case studies because you can generalize to population |
|
|
Experimental studies |
researcher manipulates one or more variables. IV and DV. IV is manipulated. DV is allowed to freely vary. ex: IQ of babies on formula vs. babies breast fed. IV is type of milk. DV is IQ. |
|
|
Thomas Malthus |
survival of fittest. essay, principles of freedom. food supply acts as "positive checks". |
|
|
Between-Subject Experiment |
uses two or more groups. IV differs across groups. requires statistical analysis. large number of participants. one score per participant. each participant measured only once. |
|
|
Experimental Group |
Receives treatment, or IV |
|
|
Control Group |
Not exposed to treatment |
|
|
Matched Sampling |
pairs like subjects. like only 18 year olds that never drink. only women who drink wine in their twenties.. |
|
|
Within-Subject Design |
participant behavior observed before, during, and after. beginning observation is used as baseline.
don't need as large a sample with within-subject |
|
|
Field Experiments |
experiments done in natural setting |
|
|
Ethics |
used for animal and human testing. acts as guidelines for proper moral testing. |
|
|
Ivan Pavlov |
became interested in the psychic reflex in the 1900s. to be a true scientist, one must have a supreme passion for the field main interest was in physiology Wells called him a genius GBShaw called him a big fool. Psychic reflexes are present at birth |
|
|
Unconditioned Response |
An innate reflex response to a stimulus |
|
|
Unconditioned Stimulus |
Triggers a response automatically - food |
|
|
Conditioned Response |
reflexes not present at birth - acquired through experience |
|
|
Conditioned Stimulus |
a previously neutral stimulus that after repeated association with a unconditioned stimulus elicits the response produced by the unconditioned stimulus itself - bell |
|
|
Neutral Stimulus |
a stimulus that initially produces no specific response other than focusing attention |
|
|
Notion that best describes "Conditioning" |
The statement, "Conditioned Stimulus followed by an Unconditioned Stimulus." describes... bell, followed by food. |
|
|
Trace Conditioning |
relies on memory CS begins and ends before US is presented bell rings before food is presented |
|
|
Delayed Conditioning |
the CS and US overlap bell continues as dog gets food |
|
|
Simultaneous Conditioning |
CS and US coincide exactly bell and food arrive simultaneously |
|
|
Backward conditioning |
CS follows the US food followed by bell |
|
|
J.M.Graham and Claude Desjardinas |
higher order conditioning bell pairs with black square nonsense syllables pair with positive or negative emotions. |
|
|
Testing |
used to determine if learning has occurred. presenting CS alone just the bell. no food, to see if response. |
|
|
Rate of Conditioning |
Contingency - have to be consistent in presenting stimuli. the more intense, the more learning - like electric shock. |
|
|
ISI (Interstimulus Interval) |
closeness in time or space between two events |
|
|
Contiguity |
usually refers to the time between the CS and US |
|
|
Intertrial Interval |
time between conditioning trials |
|
|
Braun and Geiselhart |
eyelid conditioning proceeds slowly with elderly |
|
|
Extinction |
CS is repeatedly presented without the US
bell repeatedly presented without food |
|
|
Spontaneous Recovery |
reappearance of Conditioned Response after extinction. happens from time to time. |
