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54 Cards in this Set
- Front
- Back
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Mechanism
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only material and efficient causes
no purpose/meaning behind behavior consciousness and awareness have no role in behavior controlled by outside forces |
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Aristotle
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organisms have a soul that gives life to behaviors
did not deny mechanism De Anima "On the Soul" - 3 types Formal Causality: explain behavior by pattern of behavior over time |
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Three Types of Souls
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Vegetative: plants, primitive- allows for growth and reproduction
Sensitive: nonhuman animals; allows for motility and very basic feelings/thought Rational: humans; all aspects of other souls plus higher order mental functioning, abstract thought, rational thought; soul is eternal and never dies Difference types of soul differ because of how behaviors are experienced |
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Descartes
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reflect-arc model: mechanist
hydraulic model: fluids in our body are stimulated by the environment--move around our body and cause responses humans are unique- we posses free will souls in pineal gland- only humans have it, center of the brain, surrounded by "spirits" aka cerebral spinal fluid |
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Harvey
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Mechanist
no need for a soul- heart keeps beating with electrical charges |
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Glisson
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mechanist
man is just a machine, emotion/cognition are just complex behaviors |
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Hobbes
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mechanist
psychic experiences can cause behavior but can be fit into efficient causes of events |
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De la Mettrie
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mechanist
driven by hydraulics |
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switch model of behavior
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mechanism
Sechenov how does a stimulus cause such an array of feelings? humans have preprogrammed responses/behaviors brain is an inhibitory organ |
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experimental neurosis
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Pavlov - dogs, conditioning
present dogs with two perceptual objects- food with circle bowl, shock with ellipse. dogs go crazy when they can't tell if it's a circle or an ellipse conflicting things in the environment cause neurosis |
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Psychological Reflexes
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freedom, flying, fighting
all behaviors can be conditioned/paired with these 3 basic reflexes |
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Frequency/Recency
(Strength of Conditioning Effect) |
Watson
frequency: stimuli that occur with greater frequency have stronger behavioral responses recency: more recently something occurs, stronger stimulus effect |
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Emotion as behavior
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Watson
all emotions can be explained by three basic emotion reflexes: fear, rage, love |
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Counter-Conditioning
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condition the opposite of the undesired response
(if bunny-->fear make bunny-->happy) |
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Systematic Desensitization
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create a list of things that deal with the fear, getting progressively worse (interactions)
then expose them starting at bottom of hierarchy Stamphl's flooding technique: start at top of hierarchy simply exposing people to what they fear is helpful |
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Aversion Therapy
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Pair something we want people to dislike with a drug that makes them sick
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Thorndike's Mechanism
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hungry cats in puzzle box
Law of Effect- over time it takes cats less time to get out of the box changes neural circuitry of the brain |
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Thorndike (connectionism)
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neural pathways are responsible for learning and strengthened by rewards
better learning has to do with the quantity (not quality) of connections in brain |
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Schedules of Reinforcement
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Skinner
Continuous: each desired behavior is rewarded Intermittent: reinforcing a subset of desired responses -ratio: requires certain number of desired responses to produce next response -interval: certain amount of time has passed and then first desired response afterwards gets reinforced -fixed: same amount of times needs to be passed each for reinforcements -variable: amount of time varies from one trial to the next |
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Respondent vs. operant behaviors
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Skinner
respondent: observed correlation between stimulus and response, involuntary (heart beating). controlled by antecedent operant: controlled by the consequences of behavior |
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Functional Analysis
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Skinnerian Reinforcement
used to understand contingencies that are operative in controlled environment systematically take away contingencies in the environment, if behavior becomes instinct than that was responsible for it |
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Behaviorism
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focus on stimulus-response associations
only interested in correlation between environment and behaviors of an organism in the environment focus on observable behavior thoughts are covert behaviors that are controlled by the environment efficient causality: interested in progression that leads to a behavior |
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Scientific Management
(Factory Psychology) |
Operant Psychology
efficiency is goal of workplace identify most efficient worker then have other workers employ behaviors of efficient worker piece-rate pay system productive for company workers have poor psychological health and burn out quickly |
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Response Cost
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remove a positive reinforcement every time negative behavior is engaged
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Differential Reinforcement of Incompatible Behaviors (DRI)
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reinforces a behavior that will replace a maladaptive behavior
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Stimulus Control
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understand what stimulus conditions cue off a bad behavior and then change the environment person lives in
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Classical Conditioning vs. Operant Conditioning
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Classical: Pavlov, involuntary reactions, S-S learning
Operant: Skinner, voluntary reactions, S-R learning |
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Purposive Behaviorism
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Tolman
All behaviors are goal-directed/have a purpose |
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Latent Learning
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learning occurs even in absence of reward
Tolman- rat maze experiment |
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Place learning (vs. motor response learning)
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Watson said that organism learns a sequence of motor responses that are critical to getting reward
Tolman did water maze rat experiment--different motor response but behavior was still efficient |
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Social Learning Theory
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Julian Rotter
social approval is the most meaningful mode of reinforcement thoughts mediate connections between stimulus and response--no learning can occur outside awareness Locus of control |
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Locus of Control (LOC)
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Internal: believe their behavior is directly linked with desired outcome. motivated
External: believe their behaviors are not linked with outcomes; believe everything is a function of an external event. amotivated |
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Learned Helplessness
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Martin Seligman
any time an organism falls into an unpredictable and uncontrollable event, it falls into learned helplessness 3 dog groups places in harness group 1: released after 10-15 min group 2: received painful shocks- could stop be pulling a lever group 3: received painful shocks but couldn't control it then groups were put in a shuttle box group 1 & 2 jumped over partition to keep from being electrified group 3 lied down and received the shocks- no effort to escape |
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Cognitive Vulnerability
(Explanatory Style) |
Internal: I am the cause of doing poorly (leads to depression)
External: I am not the cause Stable: poor student all the time (leads to depression) Unstable: poor student only this time Global: I will do poorly in all things in the future (leads to depression) Specific: I will only do poorly on this |
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Modeling/Vicarious Learning
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Bandura
learning occurs all the time, even in absence of rewards we learn through observation Bobo experiment |
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Self-Efficacy Theory
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Bandura
cognitive expectations: expectations change our behavior--learning occurs without the influence of reinforcements contingency beliefs: desired outcomes are linked to one's behaviors self-efficacy: belief that you're capable of producing the desired outcome |
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Premises of cognitive behavioral treatments
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you can change thoughts like you change behaviors -- thoughts are no more than covert behaviors
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Rational Emotive Behavior Therapy
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Albert Ellis
we are responsible for how we feel we have power over our emotional and behavioral destinies because they are a direct result of our thoughts which we have control over key to change is to examine/dismantle irrational thoughts that underly maladaptive behavior and to focus on the present (it doesn't matter how maladaptive behaviors formed) |
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Rational Emotive Behavior Therapy Treatment
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Assessment: identify activating event and examine role of their beliefs
Disputing: attack patient's irrational beliefs and dismantle them Shame enhancement/risk taking: tell patients to go into embarrassing events to show that life does not end intellectual understanding: if patient has correct beliefs then adaptive behaviors will follow. instill rational beliefs working through: patient puts everything into play |
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Cognitive Therapy
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Aaron Beck
by altering one's underlying cognitive schema then interpretation/impact of negative life events will also change we experience some negative life event then interpret event with faulty cognitions. Faulty cognitions then lead to maladaptive behavior collaborative in therapy--client plays an active role |
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Cognitive Therapy (automatic thoughts)
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automatic thoughts lead to maladaptive behavior--we're unaware of them because they're automatic
magnification: magnify problems minimization: minimize successes catastrophizing: make big deal out of every little thing dichotomous thinking: either/or thinking. things are either wholly good or wholly bad labelling: people apply terms to themselves (failure, evil, etc) and assume that label applies in all aspects of their lives shoulds: believe we should do something without thinking about it |
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Cognitive Triad (Cognitive Therapy)
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negative views about the self
negative views about experiences negative views about the future |
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Reductionism
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complex organisms can be reduced to their component parts (biology, chemistry)
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Self-Determination Theory
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empirical examination of human motivation, emotion, and personality in social context
based on filling our needs of autonomy, competence, and relatedness organismic perspective -sources of energy: physiological drives, emotions, and psychological needs -basic tendency toward unity, wholeness, coherence, and consistency |
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The Self (in SDT)
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process by which we adapt to the world around us
basis of integration (at three levels) -first level: self moves us psychologically towards intrapersonal integration (within) -second level: integrate with the physical world around us (with out) -third level: integration with other (with others) |
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Five Mini-Theories of SDT (in basic term)
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Cognitive Evaluation Theory: focus on intrinsic motivation and events that facilitate intrinisic motivation
Organismic Integration Theory: extrinisic motivation is not bad or completely controlled (can be experienced with some autonomy) Causality Orientations Theory: individual differences in general motivational styles Basic Psychological Needs Therapy: found in satisfaction of universal needs Goal Content Theory: we all have life goals that guide our behavior |
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Cognitive Evaluation Theory
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Harlow: animals would perform behaviors that were not reinforced in the past--motivated by properties in the behavior itself
Montgomery: rats would explore mazes for the sake of exploring--even cross electrified grids drive theory: four primary drives that motivate all behavior (reinforcing in and of themselves) -hunger, thirst, sex, and avoidance of pain |
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Deci's Experiment
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undermining experiment
-intrinsically motivated activity -SOMA puzzle: take these puzzle pieces and make a specific 3D object -what happens to people’s intrinsic motivation if you give them reward? -reward group got reward during experiment then they got free time where they could do anything -reward group: spent less time playing with puzzles during free time; reduced intrinsic motivation |
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Internalization
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Organismic Integration Theory
natural active process of coming to identify with/endorse the value of an extrinsically motivated activity |
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Extrinsic Motivation (types)
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Organismic Integration Theory
External Regulation: we behave because of some reward or threat of punishment. least autonomous, external PLOC Introjection: source of control is outside the person (but outside the self), take contingencies applied from the environment and apply them to ourselves. somewhat external PLOC Identification: feel autonomous, see value of behavior and identify with it. somewhat internal PLOC Integration: take behavior we have identified with and synthesize it with out aspects of the self. internal PLOC |
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Factors that support internalization
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Organism Integration Theory
autonomy support: provide choice, minimize pressure, acknowledge feelings competence support: provide optimal challenges, relevant feedback Relatedness support: provide warmth, involvement, be responsive |
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Causality Orientations Theory
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Autonomous: make decisions on their own needs/preferences; interpret external events as informational
Controlled: look to outside world to tell them how to behave; perceive external events as controlling Impersonal: amotivation; interpret external events as imcompetence |
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Basic Psychological Needs Theory
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needs: innate requirements necessary for ongoing psychological growth, integrity, and well being
because innate, also universal need autonomy, competence, and relatedness for well being if needs are met relatively equally, better off for well-being provide support for basic psychological needs--discuss pros and cons of behavior internalize autonomous self regulation and perceived competence by changing competence and autonomy, you can motivate long term behavior change |
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Goal Content Theory
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extrinsic goals are likely not to have any relation to basic psychological needs
positive correlation between intrinsic attainment and well being; negative correlation to ill being no correlation of extrinsic attainment to well being; positive correlation to ill being |
