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229 Cards in this Set
- Front
- Back
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Learning
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Any relative permanent change in behavior that occurs because of expierence
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Conditioning
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Learning that involves association of environmental stimuli and response
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Classical Conditioning
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Organism learns to associate 2 stimuli
one produces a response that was originally produced by the other Dog/Bell --> Salavation |
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Unconditioned Stimulus (US)
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Elicits unconditioned response
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Unconditioned Response
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Response which is automatically produced
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Conditioned Stimulus (CS)
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Originally neutral stimulus that elicits a behavior after being paired with
Uncontrolled Stimulus/US |
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Conditioned response (CR)
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Response elicited by conditioned stimulus (CS)
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Extinction
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If you repeat the conditioned stimulus without the unconditioned stimulus, over time the conditioned response will disappear
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Spontaneous Recovery
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After a response has been extinguished it may spontaneously reappear after the passage of time with exposure to the conditioned stimulus (CS)
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Higher Order Conditioning
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Pairing a neutral stimulus with conditioned stimulus will create another conditioned stimulus, Although it is weaker (shows extinction) Light--> Bell--> Salivate
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Stimulus generalization
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After stimulus becomes conditioned similar stimuli may produce the same response
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Stimulus Discrimination
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one can learn to discriminate between similar stimuli
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Little Albert
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Hock book/movie in class
What creates fears? Shows an attempt to condition fear into infant. |
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Anticipatory Nausea/Vommiting
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Chemotherapy = UCS
Nausea = UCR Treatment Room = CS Nausea in response to room = CR |
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ANV Patients
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do not respond well to anti nausea drugs
only responsive to behavioral treatments |
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Garcia Effect
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Binging on vodka and not being able to drink vodka anymore
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Operant Conditioning
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Instrumental Learning
Behavior is Dependant on its consequences |
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Instrumental learning
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Operant conditioning
behavior is dependent on its consequences |
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Thorndike
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Studied cats behavior and learning processes
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Law of Effect
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a satisfying result strengthens/increases a behavior
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B.F. Skinner
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All behvaior is explained by looking outside the individual. People repeat behaviors that have positive consequences. Decrease behaviors with negative
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Three types of consquences
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Neutral consequence
Reinforcement Punishment |
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Neutral Consequence
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not more or less likely to change behavior patterns
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Reinforcement
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anything that makes a response more likely to occur
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Punishment
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anything that makes a response less likely to occur
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Primary Reinforceres
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Reinforcements that satisfy biological needs
(FOOD SEX WATER) |
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Secondary reinforcers
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Satisfy through association with primary reinforces
MONEY PRAISE GRADES) |
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Punishments
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Are inherently unpleasant and decrease likelihood of a response
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Positive Punishment
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something unpleasant occurs
(spanked, mouth soaped) |
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Negative Punishment
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something pleasant is removed
(NO TV, NO DESERT) |
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WEIRD CHART SLIDE 23
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WEIRD CHART SLIDE 23
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Strongest effect if...
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reinforcement or punishment occurs immediately after a behavior
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Learning Schedules
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Continuous, Intermittent/Partial, Ratio, Interval
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Continous
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Reward/punishment occurs each time behavior occurs
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Intermittent
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= partial
reward/punishment occurs when response occurs only sometimes |
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Partial
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=intermittent
reward/punishment occurs only sometimes behavior occurs |
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EXAMPLE FROM CLASS
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6 kids dont do a good job dusting
mom hides pennies all over the place sometimes |
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Ratio Schedules
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Deliver reinforcement after a certain fixed # of responses
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Fixed Ratio Schedules
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reinforcement after a fixed number of responses
(every 4 times) |
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variable ratio schuedlues
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reinforcement occurs after some average number of responses
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Interval Schedule
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Reinforcement after a certain amount of time is elapsed and behavior is observed
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Fixed Interval
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reinforcement occurs after a fixed amount of time has passed since the past reinforcer (every 5 minutes)
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Variable interval
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reinforcement occurs if a varabile amount of time has passed since the previous reinforcer (average 5 minutes, could be 3 or 7)
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intermittent reinforcements
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for a response to persist, it should be reinforced intermittently making the reponse more difficult to extinguish
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Shaping
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reinforcing behavioral tendencies in a desired direction
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Chaining
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reach a more complex sequence or chain of behaviors
links simple, separate behaviors |
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Observational learning
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Belief that there is a higher cognitive process to how we learn
Impacts everything |
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BoBo doll study
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kids repeat violent behaviors demonstrated
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observational learning
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pro social behavior can be learned through modeling
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Lessons from lassie study
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??????
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Forgetting
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Ineffective encoding, decay theory, new memories switch with old
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Ineffective encoding
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we dont "remember" it ever
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Decay theories
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memories fade over time
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New Memories for Old
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most recent version is saved
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Retroative Inferences
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new inormation inteferes with old
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Motivated Forgetting
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painful memories blocked
(freudian theory) |
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cue dependant Forgetting
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Cant remember something because there is no cue
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Amnesia
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refers to deficits
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Retrograde Amnesia
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deficts in recalling information before the onset of amnesia
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Anterograde Amniesa
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deficit in learning subsequent to onset
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Post-traumatic Amnesia
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range of cognitive impairments including memory loss following an accident. Can be substantial, but often decreases to the level of events surrounding the accident
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Childhood Amnesia
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unability to remember things from first years of life
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Dementia
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loss of cognitive abilities and function
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Alzheimers
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a form of dementia
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Symptoms of Alzheimers
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memory loss for recent events
change in congnitive function loss of ability to peform simple tasks |
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Elaborative Rehearsal
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know, practice, give meaning
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Visual Imagery
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create visual images to represent concepts/words
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Method of Loci
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Match existing visual images with concepts
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Mnemonics
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systematic strategies for remembering information… memory tricks or useful tools to aid memory, ROY G BIV
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Dual-Coding Theory
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using both semantic and visual codes together
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Chase and Simon research
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chess players… 25 pieces 5 seconds random proves memory of relevant information is easier
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Eyewitness testimony
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guy stealing law school professors bag people tend to fill in missing information
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Language
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system of symbols, sound meanings and rules of combination that allow for communication
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Benjamin Whorf/Linguistic Relativity
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ones language determines ones thoughts
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Phonemes
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smallest unit of sound that can be distinguished from another sound
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Morphemes
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smallest units of meaning in a language (phrases made up of morphemes)
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Semantics
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study of the meaning of words/combinations/sentences
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Syntax
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The Structure of a language, underlying rules of order/function
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Gleason Study
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language rules are generative
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Overregularizations
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grammatical rules incorrectly generalized to “exception” cases. Ex) goed
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Language Acquisition Device
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humansinborn language mechanism… can input 20-80 phenemes… lose ability between 4-12 months
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Surface structure
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particular words used
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Deep structure
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notion of nouns, verbs, commands
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Chomsky believes
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languages differ only in surface structure
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Expressive Language
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the ability to produce words
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Receptive Language
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ability to comprehend, process, and integrate meaning of language… children have greater capacity
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Stages in language development
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crying, cooing, babbling, first words, holophrases, telegraphic speech
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Holophrases
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simples word that conveys meaning
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Overextensions
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one word for everything similar… every vehicle= truck
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Telegraphic Speech
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“content” word sentences
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Vocabulary of 6 year old
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8-14000 and growing at 15 words/day
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Forms of non-verbal communication
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vocal intonation, body language, gestures, physical distance, facial expression, touch
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Bi-lingualism
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a second language is best learned young
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Critical Peroids in language development
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case study of genie… does not appear to be sensitive/critical period for developmental skill
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Learning Theory/language
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language is based on modeling, imitation, exposure & reinforcement
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Interactionist theory of language development
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both biology and experience make important contributions
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Deaf Children and language development
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start to sign naturally
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Thought
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an extension of perception and memory
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Concepts/categories
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objects are classified on basis of their properties
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Concepts
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mental representations of a category
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Categorization
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recognizing an object as a member of a group
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Prototypes
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we rate things based on their similarity to models or prototypes which represents the main characteristic group.
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Rosch
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concepts are defined by a prototype or the most typical member of a class
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Reasoning
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the process by which we generate and evaluate arguments
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Algorithms
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methodical, step by step procedure for trying all possibilities/alternatives
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Inductive reasoning
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we reason from specific observations to general propositions (2, 4, 6, ?)
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Deductive reasoning
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draw conclusions from a set of assumptions
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Syllogism
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form of deductive reasoning… consist of 2 premises and a conclusion ex) All A are B… C is an A… therefore C is B
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Problem Solving
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transformation of one situation into another to meet a goal
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Greeno’s three types of problems
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inducing structure, arrangement, transformation
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Inducing structure
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relations between numbers, words, symbols
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Arrangement
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arrange parts of problem to satisfy criteria
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Transformation
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need to carry out sequence in order to achieve goal
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Well defined problems
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easier… ambiguity creates problems
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Framing
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how decisions or problem solving is posed may change the decision making task
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Hypothesis Testing
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make and test an educated guess about a problem
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Mental Simulation
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mental rehearsal of the steps needed to solve a problem
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Mental Set
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tendency to stick to solutions which have worked in the past
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Functional fixedness
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our tendency to rely on a function for an object and ignore other possible uses
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Confirmation bias
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seek to confirm what we believe
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Distraction by irrelevant information
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people get sidetracked and it detracts from effective problem solving
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Unnecessary constraints
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we put restrictions on our problem solving that don’t exist
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Insight
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sudden discovery of correct solution following incorrect attempts
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Decision making
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evaluating alternatives and making choices
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Compensatory decision models
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do not allow other attributes to compensate for others
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Heuristics
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shortcuts that guide us in decision making
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Availability heuristic
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decision making based on the fact that things which are easily recalled seem to be typical ex) not going to Aruba for spring break cause of that bitch
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Representative heuristic
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matching an object to a ‘concept’ or ‘category’ without processing how likely the fit may be
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Intelligence
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combines verbal ability, problem solving skills, ability to adapt and learn from everyday life
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Intelligence defined by
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how we “measure” it
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Alfred Binet
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developed intelligence tets to identity slow learners
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Mental Age
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based upon ability
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Chronological Age
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how old you are
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Original IQ Formula
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(mental age/chronological age)*100
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Major flaw with IQ formula
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MA=6 CA=5 is different than MA=12 CA=10
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Stanford-Binet/Weschler
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intelligence tests that are still used today
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Weschler Intelligence tests
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WPPSI-preschool WISC-Children WAIS-Adults… verbal, performance and full scale IQ…. 100=mean 85-115 = normal
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Flynn Effect
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from one generation to the next there have been steady gains in IQ scores
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Why IQ scores are getting higher
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more time in school, better educated parents, media, better nutrition
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Weschler Verbal Subtets
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vocabulary, information, comprehension, similarities, arithmetic, digit span
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Weschler Vocabulary
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breadth of concepts, ideas, and experiences
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Weschler Information
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basic fund of information, culturally sensitive
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Weschler Comprehension
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awareness of socially appropriate behavior
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Weschler Arithmetic
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concentration, attention, mathematical ability
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Weschler Digit Span
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attention and rote memory
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Weschler Performances Subtests
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picture arrangement, picture completion, object assembly, block design, digit symbol
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Weschler Picture Arrangement
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social interactions & sequencing
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Weschler Picture Completion
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visual organization & concentration
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Weschler Object Assembly
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visual motor coordination, principles of whole from the parts
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Weschler Block Design
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Perception and analysis of patterns
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Weschler digit symbol
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imitative behavior and learning capacity
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Rosenthal and Jacobson Study
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self fulfilling prophecy… oak school… study with teacher expectancy and student performance
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Rosenthal/Jacobson Results
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for entire school the children for whom the teachers expected greater growth averaged greater improvements, especially for grades 1/2
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Why younger children in Rosenthal/Jacobson?
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easier to change, less established reputations, susceptibility, lower grade teachers
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Self-fulfilling prophecy
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if we expect something to happen in a certain way our expectations will make it so
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Culture Free Intelligence tests
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very difficult to design
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Draw a person
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correlation with child intelligence… details are important
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Mental retardation
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a coordination of limited mental ability with an IQ of 780 or lower… difficulty adapting to everyday life… onset during developmental period
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Early Signs of Developmental Delays
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language, memory, attention, motor skills
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Language Developmental Delay
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pronunciation problems, slow vocab growth, lack of interest in story telling
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Memory Developmental Delay
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trouble recognizing letters and numbers, difficulty remembering and sequencing
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Attention Developmental Delay
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difficulty sitting still or sticking to task
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Motor Skill Developmental Delay
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problems with self care skills (combing, buttoning), clumsiness, reluctance to draw
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Mild Retardation
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IQ= 50-70... can acquire academic skills to 6th grade level, can function on own 85% of retarded population
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Moderate Retardation
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IQ=35-50… can carry out work and self care tasks with supervision… able to communicate and live in supervised community 105 of retarded population
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Sever Retardation
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IQ=20-35 may master basic self care skills and some communication 4% of retarded population
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Profound Retardation
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IQ<20… little or no speech… need supervision…. Unresponsive to training
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Causes of retardation
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genetics (100 single genes linked), tertaogens (fetal alcohol syndrome)
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Giftedness
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those with IQ>130 Uper 2-3% of population
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Characteristics of the Gifted
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precious, teachers can mislabel their boredom, exceptional in visual/performance arts, leadership traits… skipping grades is no longer recommended
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Terman study of the gifted
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found them to be above average in height, weight, strength, physical health, emotional stability, and social satisfaction throughout adulthood
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IQ>180
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socially isolated… cannot connect with others
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Two factor Theory of Intelligence
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Spearman general/specific abilities
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G factor/General Abilities
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comprehension or spatial skills, verbal ability
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S factor/ Specific Abilities
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numerical reasoning, rote memory skills
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Two types of g factors
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fluid/crystallized intelligence
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Fluid Intelligence
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innate skills are not dependant on environment
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Crystallized
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academic learning, ability to use information learned in problem solving. Related to environmental factors
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Sternbergs Triarchic theory of intelligence
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componential, experiential, contextual
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Componential intelligence
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good problem solving strats, book smart
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Experiental
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creative and insightful
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Contextual
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practical application
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Practical intelligence
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involves the ability to deal effectively with kinds of problems that people encounter in everyday life
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Analytical intelligence
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abstract reasoning, evaluation, and judgement
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Creative intelligence
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ability to generate new ideas and be inventive in dealing with novel problems
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Gardner’s Multiple Intelligences
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Logical/mathematical, linguistic, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, naturalistic
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Emotional intelligence
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ability to motivate oneself, control impulses, persist in face of frustration, regulate moods to keep distress from overwhelming the ability to think
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Motivation
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vigor and persistence of goal directive behavior help us move towards our goals
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Evolutionary theory of motivation
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motivation plays a significant role in our adaption… it defines our need to affiliate, share resources, provide protection, and procreate
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Biological needs/motivations
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hunger, thirst, sex, temperature, pooping, aggression
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Homeostasis
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tendency for the body to maintain a state of constancy
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Hunger/Food
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Energy is necessary for maintenance and growth. Search for a balanced diet
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Hypothalamus
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primary brain structure that controls hunger and fullness
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Lateral (near side) Hypothalamus
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turns hunger on… stimulation constant eating
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Ventromedial (low middle) Hypothalamus
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turns hunger off… stimulation starvation
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Biological Factors (eating)
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genetics(metabolism/obesity), bodily sensations, chemical signals
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Social factors (eating)
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Environmental influences, eat more in groups, expectation of memory and meals, tastes good
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Psychological Factors (eating)
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thinking about food/meaning, learned habits, memories with food, body image, food as substitute for love/sex
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Obesity
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body weight > 20% of expected body weight based on height… 54% Americans are overweight, 25% of children are overweight
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Three Main Reasons for Obesity in USA
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increased high fat diets, increased portion size, increased sedentary lifestyle
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Anorexia Nervosa
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self starvation that results in a loss of 20-50% of body fat
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Anorexia Statistics
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Peak age=14-18 6% fatality rate
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Anorexia theories
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anxiety regarding maturation, expression of aggression in high achieving families… most patients don’t recognize problem
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Bulimia
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repeated episodes of binging followed by vomiting, laxatives, or enemas
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Bulimia Statistics
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1-3% adolescent girls, sense of shame, often in normal weight range, longer term health risks
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Sexuality
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preference of same or opposite sex
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Kinsey Survey
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self reported data that identified sexual behavior/preferences… limited validity
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Masters/Johnson
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huge sexual survey to understand sexual responses … systematic observation… prostitutes didn’t work (not typical sexlife)
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Masters/Johnsons Statistics
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Sample of 382 men 312 women… Age 18-92 examined 10,000 sexual cycles
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Sexual Response Cycle
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predictable…. Excitement, plateau, orgasm, resolution
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Need for Affiliation
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need to be connected/related to others
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We strive for affiliation
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1. to obtain positive stimulation 2. receive emotional support 3. gain attention, 4. permit social comparison
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Fear situation
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increased need to affiliate
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Achievement Motivation
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what drives us to seek and reach goals
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Motivation by success
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thrill at mastery… sense of achievement… feels good to do well
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Motivation by fear of failure
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fear of performing badly, increases anxiety… it sucks to do bad so I have to do well
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People high in achievement
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tend to work harder/ more persistently…. More future oriented… able to delay gratification
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Emotion
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cognitive, physiological, and behavioral components
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Cognitive Emotion
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subjective conscious experience…. Includes an appraisal or evaluation of the situation
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Physiological Emotion
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bodily arousal accompanies feeling states…. Fight or flight…. Can be assessed with polygraph
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Polygraph
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record autonomic functioning
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Polygraph Hypothesis
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lying will create noticeable changes in physiological indicators… not always accurate
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Behavioral Emotion
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overall characteristic of emotion… body and facial expressions
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Six emotions that are easy to pick up on
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happiness, sadness, anger, fear, surprise, disgust
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Facial Feedback proponents
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belief that facial expressions themselves can control emotion
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Display rules
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norms that regulate the appropriate expression of emotions, culturally determined
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James-Lange Theory of Emotion
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conscious experiences of emotion result from perception of the arousal … ex) im scared because I am running
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Cannon-Bard Theory
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cognitive interpretation of a situation and response occurs at approximately the same time
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Schacther’s Two-Factor Theory
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people use two factors, physiological arousal/cognitive interpretations… also search for external clues about what emotions should be represented
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