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48 Cards in this Set
- Front
- Back
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Who was the Russian physiologist?
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Pavlov
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Define Classical Conditioning
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a learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus
Person's/animal's old response becomes attached to a new stimulus |
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Pavlov's discovery of this type of learning was accidental. What was this type of learning?
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the principle of classical conditioning
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Pavlov's Experiment
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- looked at how a dog's stomach prepares to digest food
- discovered sight/smell of food started salivation - Dog was taught to associate sound of a bell with food which lead to the response of salivation |
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What are the elements of Pavlov's classical conditioning?
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neutral stimulus
unconditioned stimulus unconditioned response conditioned stimulus conditioned response |
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What were the parts of Pavlov's classical conditioning in his experiments?
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neutral stimulus - bell
unconditioned stimulus - food unconditioned response - salivation conditioned stimulus - sound of bell when food is brought out conditioned response - salivation caused by sound |
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Define neutral stimulus.
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a stimulus that does not initially elicit any part of an unconditioned response
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Define unconditioned stimulus.
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an event that elicits a certain predictable response typically without previous training
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Define unconditioned response.
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an organism's automatic (or natural) reaction to a stimulus
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Define conditioned stimulus.
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a once-neutral event that elicits a given response after a period of training in which it has been paired with (occurred just before) an unconditioned stimulus
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Define conditioned response.
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the learned reaction to a conditioned stimulus
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How can Classical Conditioning be beneficial?
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-helps predict what's going on
-provides info helpful to survival -aid animals in finding food/humans avoid pain/injury -example of behaviorist theory |
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General Principles of Classic Conditioning
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Acquisition
Generalization Discrimination Extinction Spontaneous Recovery |
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Acquisition and example with Pavlov experiment
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-occurs gradually
-conditioned response (learned response) is strengthened -Ex: more frequently the tuning fork is paired with food = more often tone lead to salivation |
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Generalization and example with Pavlov experiment
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-animal responds to 2nd stimulus similar to original stimulus without prior training
-Ex: dog salivates at sight of circle |
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Discrimination and example with Pavlov experiment
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-respond differently to different stimuli
-Ex: taught dog only to respond to circle, not oval (always paired circle with meat powder) |
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Extinction and example with Pavlov experiment
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If stop presenting food after sound of bell, sound eventually lost effect on dog
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Little Emotional Albert
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-Researchers: Watson and Rayner
-wanted Little Albert to fear rats -strike steel bar with hammer = loud sound -Displayed fear to the rat -showed fear each time saw rat even though no loud sound -emotional response can be classically conditioned in humans |
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Define Behaviorism.
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Attempt to understand behavior looking at observable stimuli and responses
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Define Operant Conditioning.
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participant must engage in behavior in order for the programmed outcome to occur
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Define reinforcement.
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a stimulus or event that follows a response and increases the change the behavior will occur again
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Types of Reinforcement
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Positive - occurs when something is added after an action
Negative - something unpleasant is taken away if action is performed |
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Types of Reinforcers
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Primary - satisfies biological needs (hunger, thirst, or sleep)
Secondary - has been paired with a primary reinforcer (money, praise, status, and prestige) |
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Schedules of Reinforcement
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Continuous - behavior reinforced every time it occurs
Partial - behavior is not reinforced every time it occurs |
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Four Basic Schedules to Intermittent Reinforcement
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Fixed Ratio - Reinforcement depends on specific quantity responses
Variable Ratio - number responses needed for reinforcement changes from one time to next Fixed-Interval - first correct response after specified amount of time is reinforced Variable-Interval - time at which reinforcement is given changes |
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Define shaping.
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reinforcement is used to sculpt new responses out of old ones
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Define chaining.
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learned reactions follow another in sequence
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Define Aversive Control.
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unpleasant consequences influence everyday behavior
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Types of Negative Reinforcement
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Escape conditioning - behavior causes an unpleasant event to stop
Avoidance conditioning - behavior has an effect of preventing an unpleasant situation from happening |
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What does Bandura's "Social Learning Theory" emphasize?
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social interaction
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What are the two types of social learning?
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cognitive learning and modeling
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Define Social learning
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process of altering behavior by observing and imitating the behavior of others
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Define cognitive learning.
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form of altering behavior that involves mental processes and may result from observation or imitation
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Define modeling.
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learning by imitating others; copying behaviors
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Watch out for the Visual Cliff
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Researchers: Gibson and Walk
-developed to determine whether infants had dept perception -very young infants seemed unafraid -older infants (6 months and older) who were experienced at crawling refused to cross over the cliff -change in heart rates of very young infants even if they would crawl farther, implying that newborns are born with some perceptual capabilities -determined human infants had depth perception |
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Discovering Love
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Researcher: H.F. Harlow
-studied relationship between mother and child with monkeys -took baby monkeys away from their mothers immediately after birth and raised the monkeys with two substitute mothers -each monkey could choose between a wooden and wire mother or a mother covered in cloth -sometimes one of the mothers were equipped with a bottle -the monkeys became strongly attached to the cloth mother whether or not she had food -it was the physical contact that mattered -Harlow concluded that monkeys clung to their mothers because of their need for contact comfort |
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Erikson's Stages of Psychosocial Development
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1. Trust versus mistrust - early infancy
2. Autonomy versus shame and doubt - 1 to 3 years old 3. Initiative versus guilt - 3 to 6 years old 4. Industry versus inferiority - 6 to 12 years old 5. Identity versus role confusion - young adult 6. Intimacy versus isolation - young adult 7. Generativity versus stagnation - middle adult 8. Ego integrity versus despair - older adult |
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Kohlberg's Stages of Moral Development
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Pre-conventional
1. Obedience and punishment 2. instrumental relativist Conventional 3. Good boy/Nice girl 4. Law and order Post-conventional 5. Social contract 6. Universal ethics principle |
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Obey at Every Cost
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Researcher: Stanley Milgram
-two participants were told they would be participating in an experiment to test the effects of punishment on memory -one participant was the "teacher", one was the "learner" -the learner was Milgram's accomplice -the teacher was to read a list of words for the learner to repeat and he/she would have to administer a shock to the learner if they were wrong -wanted to discover how far the teacher would follow his instructions and how much shock the teacher would be willing to give another human -predicted very few participants would be willing to shock the learner -65% of the participants delivered the full range of shocks -many of the teachers showed signs of extreme tension and discomfort during this session and often told the experimenter they wanted to stop, but did not -people assume that authorities (the experimenters) know what they are doing, even when their instructions seem to run counter to standards of moral behavior |
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Born First Born Smarter
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Researchers: V. Joseph Hotz and Juan Pantano
-Because you are born first, does not mean you are born smarter -more factors contribute to the intelligence of a person, rather than when they are born |
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Not Practicing What You Preach
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Researcher: LaPiere
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More Experience = Bigger Brain
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Researcher:
-16 experiments -put animals/people around other animals/people |
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Out of Sight, But Not Out of Mind
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Researcher: Piaget
-an infant's understanding of things lies totally in the here and now -sight and taste are all they know -she does not imagine, picture, think of, remember, or forget it -if the toy is hidden, they act as if it does not exist and looks for something else to play with -7 to 12 month olds will see the toy be hidden but may not see it change locations while searching for it -12 to 18 month olds will always to where the toy is -"things continue to exist even though they cannot be seen or touched" -signified big step in the second year of life |
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Erikson's Own Struggle to find his Identity
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-biological father abandoned him before he was born
-never found out who his dad was -search for identity led to who he is today -he continued to find his identity during his year as a student and a teacher |
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Bandura's Social Learning Theory
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-development is a continuous product of the social environment
-all stages develop as individuals interact with others and learn from them |
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Margaret Mead's insights/contributions to identity formation based on studies in Samoa
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-development, a continuous product of social environment
-identity crisis is not universal, but is highly dependent on the culture and what it emphasizes during childhood and adolescents |
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David Elkind's "problems adolescents develop"
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1. Finding fault with authority figures
2. Argumentativeness 3. Indecisiveness 4. Apparent hypocrisy 5. self-consciousness 6. Invulnerability -develop as a result of immaturity and abstract thought process |
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Erikson's theory of Identity Crisis: (Identity Development)
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Theory of Identity Crisis: most adolescents have a time of inner conflict during which they worry intensely about their Identity
Factors 1. Physiological 2. Cognitive development 3. awakening sex drives/intimacy Identity Development: 1. Good to Self 2. Write out feelings 3. Be honest to self 4. Find your passion 5. Be good with others |
