Psych Exam 2Classical conditioning

Classical conditioning

Classical conditioning

pair a neutral stimulus with an unconditioned stimulus that causes a response

unconditioned stimulus

Automatically triggers an unconditioned response

unconditioned response

An unlearned, natural response to unconditioned stimulus

Neutral stimulus

Elicits no response before conditioning

conditioned stimulus

originally neutral; pairing with US triggers conditioned response   

conditioned response

Learned response to a previously neutral (but now conditioned) stimulus

Generalization

Things similar to the conditioned stimulus elicits similar responses 

discrimination

Ability to distinguish between a conditioned stimulus and other irrelevant stimuli

Operant conditioning

Learning based on outcome that follows a behavior

Positive reinforcement

Present a desired reward after a behavior

negative reinforcement

Take away undesirable stimulus after behavior

Positive Punishment

present an undesirable stimulus after behavior

negative punishment

take away desirable stimulus after behavior

Drawbacks to punishment

Teaches fear and aggression; Learner may only decrease behavior in some situations; Negatively reinforces punishers’ behavior

Observational learning

Learning by watching and imitating others 

Albert Bandura’s Bobo Doll experiment

Children witnessed adults displaying violence to a doll and therefore also exhibited these behaviors

Prosocial modeling

helpful, nonviolent, cooperative behaviors 

antisocial modeling

Witnessing aggression -> aggressive behaviors 

Intelligence

ability to learn from experience, solve problems, and use knowledge to adapt to new situations

Spearman’s general intelligence

General mental abilities that underlie performance on cognitive tasks (Spatial, numerical, mechanical, and verbal abilities) 

Sternberg’s three intelligences

practical intelligence, creative intelligence, analytical intelligence 

practical intelligence

Street smarts and Common sense 

creative intelligence

Music and art; Coming up with new and innovative ideas; Resourceful 

analytical intelligence

School smart; Black and white answers; Answering straightforward questions

Emotional intelligence

Perceiving, understanding, managing, and using emotions; Both interpersonal & intrapersonal

Achievement tests

reflect what is learned

aptitude tests

predict ability to learn a new skill

Issues with IQ testing

Misapplication and used to discriminate; it tests Acedemic intelligence not real-world intelligence; applied to situations not dealing with kids or Acedemic intelligence; discriminates against people who are disabled or don't speak the language; used IQ testing to diagnose psych disorders

developmental psychology

Studies physical, cognitive, and social growth across the lifespan 

Piaget’s Theory of Development

Sensorimotor, Preoperational, Concrete operational, and Formal operational stages describing development

Sensorimotor stage

Experience world through senses; lack object permanence

Preoperational stage

Representing things with words and images; Pretend play & egocentrism; Do have object permanence; Lack conservation

Concrete operational stage

Thinking logically about concrete concepts

Formal operational stage

Reasoning abstractly; Hypothetical and theoretical thinking

Bronfenbrenner’s Ecological Systems Theory

Examined how much a development is impacted by different levels of environment

Microsystems

immediate environment of individual (Friends, Workplace, School, Family)

Mesosystem

interaction of microsystems (Friend-family interactions, School-work balance)

Exosystem

systems and settings beyond the individual (City council, School district, Relative's workplace, Social services)

Macrosystem

overarching patterns, beliefs, and values (Systems of oppression, Social norms, Laws, Cultural beliefs0

Chronosystem

changes across society (Times of war and pandemics)

three stages of memory

encoding, storage, and retrieval.

Encoding

getting information into memory

Storage

retaining encoded information over time

Retrieval

accessing info from memory storage

Recall

retrieve info previously learned (open ended)

Recognition

identify info previously learned (Matching)

relearning

learning something faster a second or later time (studying for an exam)

Implicit memory

learned skills or classically conditioned associations, Encoded through automatic, unconscious processing

explicit memory

Memory of facts/experiences one consciously knows; Effortful processing

semantic memory

facts and general knowledge

episodic memory

personally experienced events

Effortful processing strategies

chunking, mnemonics, and hierarchies

Chunking

organizing items into familiar, manageable units

Mnemonics

Memory aids, especially ones that use vivid imagery and organizational devices

Hierarchies

organizing items into categories that are divided and subdivided into narrower concepts and facts

Spacing effect

encoding spread over time

Testing effect

retrieving, rather than simply rereading, information

Shallow processing

encodes on basic level (a word’s letters) or on a more intermediate level (a word’s sound)

deep processing

encodes semantically, based on word meaning

Flashbulb memory

clear memories of emotionally significant moments or events; Emotion-triggered hormonal changes and rehearsal

Context-dependent memory

recall information when the context is the same for encoding and retrieval

Serial position effect

tendency to recall the last (recency effect) and first (primacy effect) items in a list

Anterograde amnesia

Inability to form new memories

retrograde amnesia

Inabilities to recall past memories

Misinformation effect

corruption of a memory by misleading information

Maslow’s hierarchy of needs

Physiological needs, Safety needs, Belongingness and love needs, Esteem needs, Self-actualization needs, Self-transcendence needs

Physiological needs

Need to satisfy hunger and thirst

Safety needs

Need to feel that the world is organized and predictable; need to feel safe, secure, and stable

Belongingness and love needs

Need to love and be loved, to belong and be accepted; need to avoid loneliness and separation

Esteem needs

Need for self-esteem, achievement, competence, and independence; need for recognition and respect from others

Self-actualization needs

Need to live up to our fullest and unique potential

Self-transcendence needs

Need to find meaning and identity beyond the self

affiliation need

the need to belong; Goal: build relationships and be part of group; Survival; Health, performance, and self-esteem; Thwarts loneliness and social isolation

Achievement motivation

Desire for accomplishment, mastery of skills/ideas, for control, and attaining a high standard

Grit

passion and perseverance towards long-term goals

Extrinsic motivation

Performing behavior for external rewards or to avoid punishment

Intrinsic motivation

Performing behavior for its own sake