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82 Cards in this Set
- Front
- Back
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classical conditioning-
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A type of learning in which a neutral stimulus acquires the ability to evoke a response that was originally evoked by another stimulus.
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Pavlov’s experiment -
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Pavlov measured the amount a dog drooled while eating. Then every time he fed the dog he would do some kind of noise or a light would turn on and see if this affected the dog. After a while the dog would start to drool without food and only when the light turned on because he knew food was coming, even if the food was not there. Same thing with the noise as well. Pavlov learned you could condition an animal to do something without reason just by doing it every time they did a certain thing.
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process of conditioning
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before conditioning, the unconditioned stimulus (UCS) elicits the unconditioned response (UCR), but the neutral stimulus (NS) does not. During conditioning the neutral stimulus is paired with the unconditioned stimulus. After conditioning, the neutral stimulus alone elicits the response; the neutral stimulus is now a conditioned stimulus (CS), and the response to it is a conditioned response (CR). (an originally neutral stimulus comes to elicit a response that it did not previously elicit.)
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generalization
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earned tendency to show a CR to a broad range of stimuli (ex for Pavlov: amount of salivation changes at different tones)
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spont. recovery
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the reappearance of an extinguished response after a period of non-exposure to the conditioned stimulus (textbook, p. 239) (Not as much saliva) “Maybe there will be more meat?”
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conditioned emotion response
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Pairing of a stimulus with an emotional stimulus
Ex: phobias -> Little Albert Little Albert’s phobia of loud noise was accompanied by a rat and made him afraid of all furry animals because he expected the loud noise. |
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aversion learning (taste, e.g.)
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cancer treatment or pregnancy, when you are pregnant, certain foods make you sick so then even after you are no longer pregnant, you don’t like them because you have been conditioned to the nauseating effects associated with the food. Same with cancer treatment, they feed you e.g. Jello and you get sick and throw up, so you don’t like jello even after treatments.
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Equipotentiality-Any
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Equipotentiality-Any conditioned stimulus has an equal potential for becoming associated with any unconditioned stimulus. This was proven wrong with the Garcia effect and rats .
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The Garcia Effect
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The mice in Garcia’s experiment associated taste with their negative experiences more than they associated sound or sights, indicating that not all stimuli have an equal potential for association. (Mice couldn’t associate taste with shock, light w/ x-rays, etc. They CAN associate taste with x-rays (nausea)) Example of classical conditioning; AKA Conditioned taste aversion
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Bioprepraredness
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Survival mechanism that trains body to avoid poisonous substances before they can be harmed. Food poisoning and tendency to avoid the food that is thought to cause the symptoms.
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operant (Skinnerian) conditioning
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organisms learn responses by operating on the environment. (primary aim was to analyze how behavior is changed by its consequences) operant = an action. (actions are determined by the rewards or consequences)
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Thorndike’s law of effect
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-an animal’s tendency to reproduce a behavior depends on the behavior’s effect on the environment and the consequent effect on the animal. Behaviors followed by positive consequences are repeated Established through the process of trial and error
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Fixed Ratio (FR)
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You are rewarded after a certain number of attempts
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Variable ratio (VR)
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You are rewarded after a variable number of attempts-->most likely to induce a behavior or repetition of a behavior; highest schedule
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Fixed interval (FI)
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You are rewarded after a certain time interval has passed
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Variable interval (VI)
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You are rewarded after a variable time interval has passed
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ratio, interval-
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ratio is the number of necessary responses while an interval is the time that must pass first.
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fixed, variable-
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one is predictable while the other is unpredictable.
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latent learning
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learning that is not apparent from behavior when it first occurs; learning can take place in the absence of reinforcement,(learning through experience) ie: rats who displayed latent learning had formed a cognitive map of the maze
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insight learning-
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A type of learning that occurs suddenly through the understanding of the relationships between various parts of a problem rather than through trial and error; an epiphany.
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social/observational learning
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learning by watching others, requires attention, retention, ability to reproduce the behavior and motivation.
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vicarious conditioning
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A type of observational learning where an individual learns from watching a model to see whether the model is reinforced or punished
requires (4): - attention of what is happening - retention of behaviour viewed - ability to reproduce behavior to show learning is happening - motivation => what drives an individual to imitate |
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memory processes
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computer analogy; Encoding, Storage, Retrieval
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encoding-
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involves forming a memory code, getting information into memory
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storage
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involves maintaining encoded information in memory over time
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retrieval
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involves recovering information from memory stores
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structural-
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shallow (what the thing looks like; how it is composed)
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phonemic
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intermediate (what the thing sounds or is shaped like)
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semantic-
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deep (what the thing means)
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sensory memory & sensory registers:
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preserves information in its original sensory form for a brief time, usually only a fraction of a second; decays in about ¼ second
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short-term memory (STM):
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a limited-capacity store that can maintain unrehearsed information for about 10-20 seconds
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“working” memory:
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Ability to actively hold information in the mind needed to do complex tasks like reasoning, comprehension, and learning.
Ex. Going to the grocery store, mentally adding up the prices of purchases as an approximate. |
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maintenance
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memorizing by repeating units
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Elaboration
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giving meaning to information
ex: phone # patterns |
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duration of 20 seconds-
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STM can hold unrehearsed information for 10-20 seconds before the info is lost
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capacity of 7 +/- 2 items:
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The average STM can hold about 7 +/-2 unrehearsed items before the items are forgotten
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forgetting in STM:
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conducted an experiment that revealed how time between remembering something and having to recall it affected the life of a memory
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long-term memory (LTM)
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An unlimited capacity store that can hold information over lengthy periods of time
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serial-position curve
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pertains to the probability of recall and the primacy effect and recent effect
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primacy/recent effects
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People show better recall for items at the beginning and ending of a list than in the middle
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encoding specificity principle-
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the idea that the value of a retrieval cue depends on how well it corresponds to the memory code.
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semantic networks:
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nfo is retrieved from memory through spreading activation (Post’s example in lecture-Trying to remember the name of the movie Giant...)
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role of hippo-campus
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Translates short term memory to long term
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anterogade amnesia
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forgetting things after the damage (can’t form new memories)
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Retrograde amnesia:
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forgetting things in the past (prior to damage) but can still form new memories
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historical “definition” via testing
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A standardized measure of a sample of a person’s behavior
history of intelligence testing |
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Binet’s original measurement:
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measured child’s mental age. A 4 year old child with a mental age of 6 would perform like average 6 year old on test. mental age/level
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Terman & the Stanford-Binet scale
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(mental age/chronological age) x 100
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Weschler & the WAIS:
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yielded separate verbal & performance (nonverbal) IQ scores. the first high quality IQ test made specifically for adults. Knowing correct answers depended less on familiarity w/ a particular culture
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Evidence for heritability of intelligence
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- Family studies can determine only whether genetic influence on a trait is plausible, not whether it is certain. Twin Studies- although reared in different environments, identical twins still display greater similarity in IQ
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Reaction Range-
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Genetically determined limits on IQ. Children in high quality environments that promote the development of intelligence should score near the top of their potential IQ range. (Basically, genetic make up sets an upper and lower IQ limit, and environment determines if you’re in the upper or lower)
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Gardener’s multiple intelligences -
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- logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal (other people’s emotions), intrapersonal (a person’s own emotions), naturalist
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Drive theory:
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from the biological perspective, the drive wants to get to equilibrium (homeostasis)
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·Incentive theory:
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: our drives are steered by external stimuli
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emotion
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involves a subjective conscious experience, bodily arousal, and by characteristic overt expressions
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cognitive emotion
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- A subjective conscious experience (Knowing)
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james lange
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the conscious experience of emotion results from one’s perception of autonomic arousal
o You’re afraid BECAUSE your pulse is racing |
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• Cannon-bard
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emotion occurs when thalamus sends signals simultaneously to cortex (creating conscious experience of emotion) and to autonomic nervous system (arousal)
o Emotions originate from subcortical brain structures |
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• Schacter’s 2-factor:
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people look at situational cues to differentiate between emotions
o Conscious and arousal happen at the same time, but it depends on how you interpret your surroundings that lead you to feel the emotion |
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evolutionary
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emotions have adaptive value
o Innate reactions to certain stimuli that evolved before thought • Fundamental emotions: fear, anger, joy, disgust, interest, and surprise |
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role of amygdala
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plays the central role in the acquisition and memory of conditioned fears-
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development-
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the sequence of age-related changes that occur as a person progresses from conception to death.
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maturation
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Maturation is the development that reflects the gradual unfolding of one’s genetic blueprint, which the early progresses in motor skills has traditionally been attributed almost entirely to the process of maturation- the process of genetically programmed physical changes that come with age.
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Erickson’ theory of personality development
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• Trust vs. mistrust 1: is my world predictable and supportive?
• Autonomy vs. shame and doubt 2-3: to be independent or shamefully dependent? • Initiative vs. guilt 4-6: am I good or bad? • Industry vs. inferiority 6: competent or worthless? • Identity vs. confusion adolescence: who am I and where am I going? • Intimacy vs. isolation early adult: shall I share my life or with another? • Generativity vs. absorption mid adult: will I produce something of value? • Integrity vs. despair elderly: have I lived a full life? |
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• Sensorimotor:
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: rise of object permanence (when a child realizes that an object continues to exist even when out of sight)
o Birth to 2 yrs |
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• Preoperational
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: inability to grasp conservation (that physical quantities remain intact in spite of changes to shape or appearance) and irreversibility (the inability to envision reversing an action). Development of egocentrism (focusing only on one aspect)
o 2-7 yrs |
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• Concrete Operational:
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development of hierarchy classification and mastery of conservation with concrete objects
o 7-11 yrs |
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• Formal operational:
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contemplation of abstract concepts and think things through
o 11 yrs to adulthood |
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object permanence
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Develops when a child recognizes that objects continue to exist even when they are no longer visible. sensorimotor0-2
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Centration
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the tendency to focus on just one part of the problem, neglecting the other important aspects
preoperational, 2-7 |
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Egocentrism
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thinking characterized by a limited ability to share another person’s point of view
preoperational 2-7 |
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conservation
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the awareness that physical quantities remain constant in spite of their changes in their shape or appearance
conservation 7-12 |
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ocean
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Openness to Experience: Artistic, Insightful, Original, Imaginative
Conscientiousness (constraint): Organized, Reliable, Thorough, Dependable, Ethical, Productive Extraversion (Positive emotion): Active, Assertive, Energetic, Talktative Agreeableness: Appreciative, Forgiving, Generous, Kind, Trusting, Warm, Compassionate Neuroticism: (Negative emotion) Anxious, Tense |
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• id:
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primitive, instinctive component of personality that operates on pleasure principle (eating, sleeping, defecating, etc.)
unconscious |
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ego
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decision making component that operates on reality principle (follows etiquette and social)
reality |
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superego
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moral component that incorporates social standards on what is right or wrong
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Libido
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life instinct
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thanatos
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death instinct
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defense mechanisms
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• rationalizations: creating false, but plausible excuses to justify behavior
• repression: keeping distressing thoughts buried in unconscious • projection: attributing your own feelings and motives onto another • displacement: diverting emotions from original source to substitute target, like anger • reaction formation: behaving exactly the opposite of how you feel • regression: immature patterns of behavior, like boasting and exaggeration • identification: boosting self-esteem by forming an imaginary or real alliance with people or groups |
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TAT - Thematic Apperception Test (Subjective test)
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Set of pictures are given to a subject, and they must write a short essay about their interpretation of the picture. Interpretation is then translated into somehow related to the subject’s personality or character
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MMPI
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A test that measures 10 personality traits and helps clinicians in the diagnosis of psychological disorders
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NEO
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NEO Personality Inventory - A test designed to measure the Big 5 traits: neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness
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