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25 Cards in this Set
- Front
- Back
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What are the differences between primary drives and secondary drives? |
Primary drives: Biologically determined, directly related to survival - building blocks of personality
Secondary drives: learned drives, culturally determined |
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Why are primary drives the building blocks of personality? |
All acquired drives depend on primary drives. Everyday behaviors we observe in people are indirect manifestations of basic instincts such as sex or aggression. |
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Describe Miller's experiment of how fear became an acquired drive |
A rat was put in a container that consisted of a black and white side. It was shocked in the white compartment and learned to go to the black. After a while the shocks stopped by the rat still continuously went into the black compartment. it would defecate if in the white compartment. |
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What is a habit |
An association between a stimulus and a response |
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What is a response hierarchy |
Responses simultaneously that vary in terms of their probability of occurrence |
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What is an innate hierarchy of response |
Genetically determined set of responses that is triggered by certain drive conditions |
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What is a resultant hierarchy of response |
The revises arrangement of response that has occurred after learning |
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What is the learning dilemma? |
For learning to occur, both innate responses and previously learned responses must be ineffective in solving a problem. Therefore, learning is said to depend on failure. |
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What is instrumental learning |
Made of up 4 concepts (drive, cue, response, reinforcement) |
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Drive |
Any strong stimulus that impels an organism to action and whose elimination or reduction is reinforcing
ex: Hunger, thirst, loud noise, heat or cold |
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Cue |
A stimulus that indicates the appropriate direction an activity should take
ex: the traffic light determining whether the driver will step on the brake or accelerate |
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Response |
Elicited by the drive and cues present and are aimed at reducing or eliminating the drive
ex: the hungry (drive) person seeing a restaurant (cue) must go into the restaurant (response) |
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Overt Response |
Instrumental in reducing a drive |
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Internal Response |
Cue-producing responses
Reasoning: Solving and immediate problem Planning: Solution of a future problem |
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Reinforcement |
Any stimulus that causes drive reduction |
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What are the four critical training situations of childhood |
Feeding Cleanliness Sex Anger |
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Displacement |
The act of substituting one goal for another when the primary goal is not available or feared |
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What is the frustration-aggression hypothesis |
Aggression is only one possible response to frustration, and aggression has many causes |
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What is the current frustration-aggression hypothesis |
Frustration leads to a stress reaction, and some persons cope with stress by engaging in counterproductive behavior |
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There are two major types of unconscious experience. What are they? |
1) Experiences that were never verbally labeled
2) Experiences that have been repressed |
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Distinguish suppression from repression |
suppression allows escape whereas repression allows avoidance of anxiety |
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What are the components of neurosis and symptom formation |
Conflict is at the core of neurotic behavior. Conflict is unconscious and learned in childhood. Neurotic conflicts are taught by parents and learned by children.
The neurotic develops symptoms that are manifestations of repressed conflict Neurotic symptoms are learned because they reduce anxiety. |
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What are the functions of psychotherapy |
Teaching behavioral coping teaching discrimination of cues teaching relaxation (drive reduction) |
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Explain the four types of conflict investigated by Dollard and Miller |
Feeding situation: Children fed when active will become active
Cleanliness training: If parents respond negatively to children inability to control their bladder or bowels, the children may not be able to distinguish between parental disapproval of what they have done and disapproval of themselves
Early sex training: The sex drive is innate, but the fear of sexual thoughts and activities is learned in childhood
Anger-anxiety conflicts: Children want to be aggressive but inhibit this impulse because of fear of punishment. This may result in being too passive to compete successfully in modern society. |
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Criticisms & Contributions |
Criticism: Overgeneralization from animals to humans, unsuccessful synthesis of Hull's & Freud's theory, Overly simplistic approach
Contributions: Synthesis of Hull's and Freud's theory, scientific rigor, clear disruption of therapeutic process |
