Psych 150 Final Exam (Chapters 10)

Front 1

The three principles of classical conditioning

Back 1

Generalization: the CS can be generalized to other sounds. Has the same response to a similar stimulus (chloe comes for food when she hears can opener because it sounds like coffee grinder.)

Discrimination: can discriminate between the stimuli that differ (chloe knows coffee grinder means food, can opener does not mean food).

Extinction: slow unlearning of association. Happens when the conditioning is weakened, with the repeated presentation of CR without the US. (Chloe doesn’t get fed when coffee is ground at night so unlearns the association.)

Front 2

Definitions and examples of key Classical Conditioning terms

Back 2

US: Unconditioned Stimulus (ex. food): one that unconditionally and naturally elicits a response.
Stimulus that automatically elicits the response

CS: Conditioned Stimulus (ex. coffee grinder): a previously neutral stimulus that is now associated with the unconditioned stimulus to trigger the conditioned response
Neutral stimulus that can elicit a response

UCR: Unconditioned Response (ex. wants food): unlearned response that occurs naturally.

Front 3

Psychopathology

Back 3

Behaviorist’s view--learned reaction to maladaptive stimuli. The implications of this are seen in therapy, where the goal would not be to understand the person's’ attitudes about what happened but rather provide new learning experiences so that extinction occurs.

Front 4

Conditioned Emotional Reaction

Back 4

Emotional reactions can be conditioned. Example: Albert was conditioned to fear rats because he associated a loud banging noise whenever he would see one. Also started fearing other object that resembled rats (generalization).

Front 5

Change via “behavior modification”

Back 5

Peter and White Rabbit:
conditioned not to fear the rabbit anymore through exposure and peer modeling. Saw his peers play with it and they weren’t afraid of the rabbit.

Direct Conditioning:
When the rabbit was in the presence of another positive stimuli, helped in eliminating the fear.

Front 6

Systematic desensitization

Define and Give Examples

Back 6

extinction of learned fears/phobias; very slowly unlearn fears’:

ex: fear of snake
session 1 - imagine a snake in the next room
session 2 - there is a snake next door
session 3 - snake in cage in the same room
session 4 - touch the snake briefly
session 5 - hold the snake, etc.

Front 7

Operant Conditioning (SKINNER)

Back 7

learning by reinforcement; change/influence behavior through reward and punishment (reward works better than punishment)

Reinforcement: reward (ex. gold star)

Punishment: (ex. no TV)

Front 8

Sign vs. sample

Back 8

Traits in behaviorist approaches are observed from overt (‘sampled’) test behavior (Behaviorists)

traits in psychodynamic approaches are inferred from covert (‘signed’) test behavior (Trait, Psychodynamic Theorists)

Front 9

Distinguishing Aspects of Social Cognitive Theory

Back 9

1) People of Active Agents
2) Cognitive Processes
3) Social Origins of Behavior
4) Behavior as situation specific
5) Learning complex behavior without reward
6) Emphasis on Empirical Research

Front 10

5 Structural Constructs of Social Cognitive THeory

Back 10

1) Competencies and SKills
2) Beliefs and Expectancies
3) Evaluated Standards
4) Goals
5) Self-Efficacy

Front 11

3 Ideas for Behaviorism

Back 11

1) All Behavior is Learned
2) Need for an Empirical "Objective" Approach
3) Behavior is a function of the situation

Front 12

Approach-Approach

Back 12

2 desirable alternatives
ex. Whiskey or Beer, Date Caroline or Lisa

Front 13

Approach -Avoidance

Back 13

When a person is attracted to and repelled by one goal
ex. approach a cute stranger or avoid due to fear of rejection

Front 14

Avoidance-Avoidance

Back 14

when a person is simultaneously repelled by two goals and obliged to select one
ex. pay visa bill now and be broke, or pay an even larger bill later

Front 15

Limitations of Learning Approaches

Back 15

1) Biological Preparedness
2) Learning

ex. kids are genetically prepared for language acquisition during ages 1-5 after this it is harder to learn a second language

As Pavlov and Skinner believed, learning is slow - False, one trial learning (ex Thai food aversion)

Watson: not everyone can become a great basketball player

Not every association is easily learned (rats, pepsi, and radiation)

Front 16

Cognitive Revolution

Back 16

Shift in interest from behavior to how people process information due to a major change in technology