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44 Cards in this Set
- Front
- Back
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Gazzinga, M.S.
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-1967
-corpus collosum -One Brain or Two? |
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Rosenzweig, Bennett, Diamond
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-1972
-More Experience = Bigger Brain -pairs of dogs/birds tested -cerebral cortex thicker when stimulated/higher chemical activity |
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Bouchard, Lykken, McGue, Segal, Tellegan
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-1990
-Are you a "natural"? -twins in different household administered tests -genetics accounts for most psychological variability |
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Gibson, Walk
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-1960
-Watch Out for the Visual Cliff -depth perception gained soon after birth |
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Pavlov
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1927
-It's Not Just about Salivating Dogs -classical conditioning--- dogs, bells, food... all that |
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Watson, Rayner
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1920
Little Emotional Albert -basically traumatized a little boy -- showed him rat, scared him with a sound -rat and any other white fluffy thing scared him |
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Skinner
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-1948
-Knock Wood - rat learned to press lever for food -if food given anyway, it doesn't try -pigeons (when hungry) try different things to see if they can make people feed them -conscious decision, not automatic reaction |
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Bandura, Ross, Ross
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-1961
-See Aggression... Do Aggression -kid watched an adult in a room with toys -if adult was violent, kid was usually violent -more affected by male model |
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Rosenthal, Jacobson
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-1966
-self-fulfilling prophecy -you know this--- students did better with more positive reinforcement from teacher, especially at younger age (more malleable, less established reputations) warm climate input- teachers helped more, asked ?s output- more chances, time to answer ?s feedback- positive, differentiated (specific feedback) |
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Gardner
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1983
Just How Are you Intelligent -8 types of intelligence, |
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Tolman
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1948
latent learning- rats split into 3 groups (control, no reward, delayed reward) and put in a maze -group with food learned fast, delayed group picked it up as soon as they were given food (day 11), and group with no food didn't pick it up |
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Loftus
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1975
original experience --> integration of exp. into memory --> integration of new info into memory --> question asked regarding experience --> recall of reconstructed memory w/ new info --> response -people asked questions about car accidents -false presuppositions made integrated into memories |
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Harlow
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1958
the one with the cloth/wire moms and the baby monkeys |
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Piaget
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1954
stages: sensori-motor pre-operational concrete operations formal operations |
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Kohlberg
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1963
morality occurs in developmental stages 1. premoral- punishment/obedience orientation AND naive instrumental hedonism (satisfying needs =good) 2. morality of conventional role conformity - good boy/nice girl (what pleases others) AND authority maintaining morality (law/order, doing duty= good) 3. morality of self-accepted principles- morality of agreements/democratic law (society's values/individual rights determine right/wrong) AND morality of individual principle/conscience |
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Langer, Rodin
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1976
-old people in home surveyed : one group said to have been given responsibility, others were not -those given more personal responsibility have better lives/attitudes |
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Five fundamental principles of behaviorism
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1. Acquisition- response --> reinforcement (more likely to recur)
2. Exintinction- response --> no more reinforcement (less likely to recur) 3. Spontaneous recovery- previously extinguished response reinforced again--> behavior recurs 4. Generalization- stimuli similar to original more likely to trigger response 5. discrimination- response specific to ONE stimulus |
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Schedule of reinforcement
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continuous: every response reinforced
intermittent- not all are reinforced |
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Intermittent reinforcement
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fixed ratio- set amt. of items of accomplishment
fixed interval- reinforced at a predictable time (once a week) variable- you don't know when you'll be rewarded (like a slot machine) |
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ABC therapy
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antecedent behavior consequence: event before vs. response
parent prefers sister --> other kid picks fight --> kid gets suspended --> more attention (even negative is positive reinforcement) |
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Components of attachment
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-Bowlby
-secure base- comfortable, confident to explore -safe haven- place to run to in distress, anxiety when upset -proximity/protest separation- always want to be with person they're intimately connected to |
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Attachment classifications:
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-Ainsworth
-mom and baby in a room, mom leaves, stranger comes in-- baby response: secure attachement- upset when mom gone, happy when they returned, avoided stranger first, but friendly with mom (SENSITIVE/RESPONSIVE PRIMARY CARE) avoidant- unconcerned, no interest when she returned anxious- inconsolable when mom left, clingy when she came back -- INCONSISTENT PRIMARY CARE scared of abandonment, parents had to come back because child was too overwhelmed |
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Cassidy
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-Ainsworth test with six year olds
-secure: good view of relationships, high self-esteem -anxious- self-esteem fluctuates based on who they saw last -avoidant- low self-esteem |
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Kobak and Sceery
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-Ainsworth with teens
-secure: easy to communicate with, warm, secure -anxious: easily angry, jealous, hurt -avoidant: hostile, put up walls, best friends surprised to be named as such |
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Hazan and Shaver
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-Ainsworth with adults
-Secure: happy, trusting, good relationship Model: relationships last -Avoidant: less accepting, love from distance (think relationships don't last) -Anxious- love at first sight, obsessive, jealous, crazy emotions and sexual tension (think love never lasts but fall in love easily) WHAT WORKS: secure-secure, anxious-avoidant |
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Piaget's stages of development
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egocentrism
formal operational (develop reasoning, debate, abstract thinking) adolescent egocentrism- imaginary audience (people are watching everything i do), personal fable (audience watching you because you're unique, i'm different, leads to reckless behavior) |
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Erikson's theory
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1. trust vs. mistrust (age 0-1)
2. autonomy vs. shame/doubt (1-2) 3. initiative vs. guilt (3-5) 4. industry vs. inferiority (6-12) compare to everyone 5. identity vs role confusion- (13-19+) 6. intimacy vs. isolation (20-40) 7. generativity vs. stagnation (40-65) 8. integrity vs. despair |
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Baumrind Parenting
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parent vs. child centered:
democratic- expectations for behavior, but communicate with kid to find out what's wrong indulgent- high expectation, shift blame to others dictatorial- VERY high expectations, not in response to parents, strict, don't care about kid's opinion neglecting- no expectations, unaware of needs, wrapped up in stresses |
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Brain stem
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-starts where spinal cord ends
-automatic survival |
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amygdala
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-arousal, emotional regulation, mediate anxiety, depression, emotional memory
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cerebellum
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regulates movement balance, remembering simple skills, acquired reflexes, analyzes sensory info, problem solving, understanding words
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Four lobes/functions
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1. frontal- creative thinking, executive functionality, personality
2. parietal-tactile, touch perception 3. temporal- hearing, long-term memory, categorizing 4. occipital- vision |
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Broca's area
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-loss of function shows agrammatism, word dropping, omission of function words
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Wernicke's area
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fairly fluent speech, but all words are nonsense (syntax) -- think they're making sense
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George
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shot himself in the head, cured depression, became happy and social
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Sternberg
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triarchic theory
1. componential (analytical skills) 2. experiential- creative problem solving 3. contextual- application of things to daily life |
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7 intelligences
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1. linguistic- sensitive to words/meanings, good at reading, writing, debate, languages
2. musical- expressed young, see things in rhythm, hear music 3. logico-mathematical- logical, rational problem solving 4. spatial- recreate visual images, map reading, see others' views, vivid imagination, metaphors 5. bodily-kinesthetic- solve problems, remember by doing, use body to present idea in movement, make things with hands 6.interpersonal- know own feelings 7. intrapersonal- relate to others, make them comfortable, good in groups, nonverbal skills, communication 8. naturalistic- discriminate between living things, sensitive to natural world |
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Memory systems
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working memory- exists for all senses, 7 +/2 sec. unless practiced
sensory- diff. for each sense long-term; shaped by what's happening now, not actual experience, memory recall |
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Types of sensory memories
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Iconic- visual 0.5 sec.
echoic- hearing (3-4 sec) hepatic- <1 sec, feeling memory |
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Memory processing
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encoding (registering, learning-- rehearsal and retrieval)
storage retrieval |
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5 ways to add meaning? Chunking?
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1. tie into something you know
2. tie into something about you 3. form visual memory 4. make up sentences with info 5. ask questions |
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Ebbinghaus
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studied rehearsal by nonsense syllables, learning curve much faster the second time than first
rehearsal- rote repetition elaborative- associating it with stuff to learn |
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primary vs. recency
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you remember things you heard first and last
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Effects of situation on memory
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-more likely to remember if you put yourself in the situation you learned it (take exam in pjs, take it in same classroom)
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