psychology final part 2 cumulative

introspection

introspection

Process to objectively examine own conscious activity

William Wundt: “father of pyschology”

structuralism

Conscious experience understood when broken into parts (underlying components)

Edward Titchener:
Used introspection to identify structure of the mind

functionalism

To understand purpose (function) of thoughts, feelings, etc

William James: Studied functionalism, Argued cognition is adaptive

psychoanalysis therapy

Talk therapy to access unconscious. personality develops from navigating unresolved unconscious conflicts.

Sigmund Freud: Believed Early life experience and influence from parents in sense of self

pyschodynamic therapy

therapy that focuses on relationship between conscious and unconscious motivation.

humanistic

self-actualization: humans inherently “good” drive for positive growth. Concept of humanistic psychology

Carl Rodgers and Abraham Maslow

behaviorism

Environment produces behavior, objective observations are ONLY suitable topics for study

B.F. Skinner:
Believed Behavior is determined from consequences. Developed operant conditioning

cognitive perspective

Renewed focus on mental processes in the 1950s

EEG: shows activity via electrical signals

fMRI: shows activity via blood flow

independent variable

Manipulated and changed by researcher

dependent variable

variable that is Measured on how it changes

extranous variable

any factor that is not the independent variable that can affect an experiment's dependent variables

ex: can be natural characteristics of the participant, such as age or gender, or they could be features of the environment such as noise or lighting

confounding variable

variable that influences independent and dependent variable

ex: weight loss study and we didn’t account for the diet habits. the diet habits would be this variable

structure of a neuron

Acetylcholine (neurotransmitter)

Most abundant neurotransmitter in brain. movement, memory, arousal, attention. Too much = muscle spasms, too little = paralysis

Glutamate (neurotransmitter)

Excitatory neurotransmitter, increases action potentials. Wanting to learn. Most abundant neurotransmitter in brain. (elf)

GABA (Neurotransmitter)

neurotransmitter that regulates sleep and wakefulness (elf dad)

dopamine (reward)

Neurotransmitter. “reward”.

Low = low motivation low mood, poor concentration.

High = euphoria, pleasure, tends to be addictive

serotonin

neurotransmitter “Regulator of brain”

Regulates emotion, Impulse control, dreaming, appetite, sleep, aggression, breathing.

SSRIs

Med that increases seratonin. Can treat depression and eating disorders

Central nervous system

made up of Brian and spinal cord

peripheral nervous system

Made of Autonomic Nervous System and Somatic Nervous System. Connects CNS to rest of body

autonomic nervous system

Involuntary (Ex: pumping blood, stomach). Made up of sympathetic nervous system and parasympathetic nervous system

Somatic Nervous System

collects sensory info and controls voluntary muscle movement

sympathetic nervous system

fight or flight response

Parasympathetic Nervous System

Rest and digest; returns body to resting state

hypothalamus

subcortical structure, REGULATOR of organ and body functions

hippocampus

subcortical structure, processes MEMORY

amygdala

negative EMOTION; involved in fear, motivates defensive behavior

left hemisphere of brain

specializes in language

right hemisphere of brain

specializes in visual-spatial tasks

temporal lobe

hearing

Occipital lobe

vision

parietal lobe

Sensory perception (senses) and language

frontal lobe

thinking, memory, behavior

classical conditioning

a type of learning in which one learns to link two or more stimuli to find what stimuli causes involuntary response and modify emotional and voluntary response

unconditioned stimulus (US)

stimulus naturally causes response (Ex: taking dog on walk causes happiness)

unconditioned response

natural response to US (Ex: happiness dog receives from walk)

neutral stimulus (NS)

Stimulus doesn't do anything before learning.(Ex: "wanna go for a walk" does nothing for a new puppy)

conditioned stimulus (CS)

learned stimulus produces response after pairings

conditioned response (CR)

Learned response to CS after pairing.

Same response as UR, just now caused by CS

response acquisition

the moment when a response is established based on conditioning

extinction

occurs when the conditioned stimulus is applied repeatedly without being paired with the unconditioned stimulus

Ivan Pavlov

Russian physiologist who observed conditioned salivary responses in dogs (1849-1936). Dogs salivated when food was infront of them then over time starting salivating when they heard assistant walking down hall.

spontaneous recovery

is when a behavior that is believed to be extinct (the conditioned behavior has disappeared or stopped occurring when the stimulus is present) unexpectedly and quickly returns after a period of rest or lessened response.

stimulus generalization

A similar stimulus to CS elicits same response. Ex: Pavlov's dogs salivate when hearing any bell tone

stimulus discrimination

Learning to tell apart CS from similar non-CS. Ex: Pavlov's dogs can tell different tones apart when one is paired with food but the other isn't

operant conditioned

individuals associate behavior with specific consequences (positive or negative). Goal is creation or modification of behavior

reinforcement

An event following a response that increases the tendency to make that response.

positive reinforcement

addition of an outcome (consequence) following a behavior

punishment

an outcome (consequence) that decreases the likelihood of a behavior to be repeated in the future

positive punishment

adding an adverse outcome after an unwanted behavior to decrease the chance that a person engages in the behavior again

negative punishment

you remove a pleasant stimulus to decrease a behavior

shaping

you don't teach the final behavior but rather break it down into smaller steps that build toward it.

ex: So, if you want to teach your dog to roll over, you could lure them all the way over, or you could shape it by starting with them lying on the ground.

information process model

Progression of memory (sensory memory ➡ short term memory ➡ long term memory)

sensory memory

everything sensed at given time(taste, touch, smell); Enables accurate encoding. Info that captures attention is processed. Large capacity & short storage

short term memory

Information currently in use.

Small capacity = short time in storage (+ or - 7)

Duration = 20-30 seconds if not actively "worked on" or encoded

encoding

perception -> code. Code represents experience in a way that the brain can read. Code sent from sensory to Long-Term memory.

Type of information activates different brain areas.

storage

code "placed" in store. Placed in to long-term memory.

Type of information determines where it is stored

retrieval

stored info accessed, brought into short term memory, and remembered. Stored code might be inaccessible. (Ex: tip of the tongue phenomenon)

long-term memory

Permanent storage of memory. Unknown capacity; Long lasting indefinite storage of memory. stored as meaningful concepts, not timeline.

recognition

matching stimuli with stored info with retrieval cues

retrieval cues

help sort through our memory to find information. Thinking of things associated with info makes retrieval easier

elaborative rehearsal

Builds connections to already existing info. Incorporates meaning and improves retention and storage (ex: songs, rhythms)

chunking

Combining small pieces of information into larger clusters or chunks that are more easily held in short-term memory.

maintenance rehearsal

Repeating info to keep it in short memory

encoding failure

the inability to recall specific information because of insufficient encoding of the information for storage in long-term memory

retrieval failure

information not stored properly, OR information cannot be stored

proactive interference

old information disrupts recall of newer information. (pro = forward)

retroactive interference

new information disrupts recall of older memories (retro = backward)

misinformation effect

new or misleading information distorts memory

germinal stage

prenatal stage.  (weeks 0-2) = fertilization to implantation

embryonic stage

prenatal stage. (weeks 3-8) = implantation to 8 weeks. early organs begin to form

Highly susceptible to damage (teratogens); most vulnerable period

fetal stage

prenatal stage. (9 weeks to birth-infancy)

sensorimotor stage

individuals develop by exploring environment through senses and motor activities. goal is to develop object permanence (0-2)

Preoperational stage

use of symbolic thinking. goal is to develop imagination and theory of mind (2-7)

concrete operational stage

logical thought, strict rules, objectivity. goal is to develop conservation of mass and volume (7-11)

formal operational stage

systematic, abstract and hypothetical thought criticisms.

Erik Eriksons stages

assumes that individuals go through specific psychosocial challenges at different stages of life. These challenges are necessary fir a healthy development and formation of strong identity, each challenge builds upon previous one.

(Trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair)

fundamental attribution error

More likely to make an internal (dispositional) attribution about others bad behavior, but an external (situational) attribution about your own bad behavior

self-serving bias

 Attribute success to our dispositions, whereas our failures are due to the situation. (if we did good on test we are brilliant, if we did bad it was unfair)

just-world hypothesis

People get what they deserve - the world is fair 

conformity

Tendency to modify behaviors, attitudes, and opinions to match others around us.

Follows social Norms - expected by social environment (workplace, culture, gender, etc.)

obedience

compliance with authority

compliance with a person with greater situational power

bystander effect

individuals are less likely to offer help to a victim or react to a situation when others are present

Ex: car accidents on highways. Do you stop? Do you keep going, assuming someone else will take action?

groupthink

tendency for group members to maintain cohesiveness and agreement in their viewpoints with a failure to consider alternative or contradicting view-points

stereotype

inferences we make about a person based on their perceived group membership

prejudice

hostile attitudes and judgements about a person based on their group membership “pre-judging”

discrimination

different TREATMENT that is motivated by prejudice towards individual or group

group polarization

group opinions and positions on issues tend to SHIFT to the extreme pole of the initial attitudes of members attitudes that already agree. Can lead to groupthink