psych exam 3

inclusive fitness

we look for people who increase survival of us and our relatives

kin altruism

we are attracted to people who favor relatives

reciprocal altruism

unrelated people help each other

jerome kagan

inhibited vs uninhibited type: children playing vs clinging to mother

amygdala

emotional fear center of brain

left frontal lobe

positive affect, approach emotion

right frontal lobe

negative affect, withdrawal emotion

hans eysenck

data collection should include ratings by others

psychoticism

get used to strong stimuli quickly

extraversion

have little reaction to stimuli

neuroticism

higher baseline arousal

theory of psychopathology

anxiety is too much arousal, antisocial is too little

behavioral activation system (BAS)

left mediation, positive affect

behavioral inhibition system (BIS)

right mediation, negative affect

reductionistic

less complex, psychology for behaviorists

classical conditioning

conditioned stimulus → conditioned response over many trials

extinction

if stimulus goes away, learned behavior can too

instrumental conditioning

do what elicits a positive reaction

law of effect

people learn due to their effect on their environment

positive reinforcement

increased frequency of behavior

negative reinforcement

increased frequency of behavior by taking away negative stimulus

punishment

decreases unwanted behavior

primary reinforcement

innate reinforcers, like food or pain

secondary reinforcement

rewards that are learned to be valued, like money

shaping

use of successive approximations

generalization

transferring learning from one environment to another

discrimination

doing behavior in certain circumstances

superstitious behavior

learning from random reinforcement

continuous reinforcement

fixed ratio of 1, fastest learning but quickest extinction

partial reinforcement

slower learning but more resistant to extinction

prepared learning

some things are easier to learn than others

behavior modification

systematic learning principles that change behavior

functional analysis

antecedents, behavior, consequences are identified

intervention

catch them being good

token economies

getting a token, and after 10 tokens, a reward

learning modules

what to do when you don’t know anyone in the room

dollard and miller focus

emphasized unobservable drives instead of observable environment

primary drives

physiological, like pain and hunger

secondary drives

associating event with satisfaction or frustration of the primary drives

cues

stimuli that inform a response

responses

most likely is dominant response

learning dilemma

if our drives are reduced, no additional learning occurs

spontaneous recovery

response can reoccur after being extinguished

anger-anxiety conflicts

when anger is met with punishment

approach-avoidance conflicts

pick the one with most positive

avoidance-avoidance conflicts

two negative end states

approach-approach conflicts

two positive end states

double approach-avoidance conflicts

can waffle at crossover point

frustration-aggression hypothesis

frustration is necessary and sufficient for aggression

repression for dollard and miller

being reinforced for not thinking about a topic

regression for dollard and miller

enhanced drive disrupts poorly learned responses

dollard and miller belief

parents can create conflict by punishing child’s attempt at drive reduction

flooding

repeated pairing of bad stimuli with reinforcement

systematic desensitization

make hierarchy, relaxation training

aversion therapy

pairing of undesirable pleasurable stimuli with punishment

sensate focus

relax with touch

self-efficacy

belief that one can create courses of action required to deal with situations

performance attainment

previous successes and failures

vicarious experiences

seeing others succeed or fail

verbal persuation

other people saying you can or can’t do it

physiological arousal

level of fear or calm

focus of cognitive social learning theory

stresses importance of personality and environment

consistency paradox

we see people as more consistent than they are

personality coefficient

correlation between personality and behavior is 0.3

mischel and bandura belief

traits do not explain behavior

encoding strategies

style of interpreting information

competences

cognitive and behavioral

behavior-outcome

will my behavior have an effect

stimulus outcome

what does the environment predict

subjective values

are results desirable

self-regulatory systems

distraction, delay gratification

ego strength

ability to delay gratification

imitative learning

most human behavior is learned by modeling

modeling

observing others behavior and mimicking it

controller models

controlled access to highly desirable toys

consumer models

received rewards for their behavior

reciprocal determinism

behavior, environment, and person all influence each other

kelly’s jackass theory

focuses on individual’s personality and thoughts, not environment

personal constructs

help people predict what will happen

constructive alternativism

present interpretations are subject to change

fundamental postulate

we prepare for events that we anticipate

construction corollary

people anticipate confirmation

preverbal construct

does not need to be conscious

experience corollary

people change with experience

choice corollary

daring to do something different

sedimentation

reverting back to the way they normally act

modulation corollary

our ability to change depends on how willing the constructs are to change

permeable construct

accepting new finromation

concrete construct

resisting new information

dichotomy corollary

people’s construction system is often dividing into two

likeness end

typical end

construct end

unusual end

slot movement

people’s constructs change in response to stress

superordinate constructs

if a person is X, they must also be Y and Z

subordinate constructs

break down larger concept

fragmentation corollary

people act differently in different situations

range corollary

a construct is convenient for anticipating a finite range

individuality corollary

people differ from one another in construction

commonality corollary

people use the same constructs

sociality corollary

social interaction depends on understanding one’s constructs