Ap psych unit 3

Classical conditioning

learned associations that are not controlled, involuntary and automatic

UCS, UCR, NS, CS, CR

UCS: unconditioned stimulus (already triggers a response)

UCR: natural response

NS: thing we’re trying to get associated with UCS

CS: what the NS becomes after association

CR: similar to UCR but caused by CS

Watson and little Albert

associates scary noises with anything fluffy

acquisition and extinction

acquisition: process of turning UCS into CS

extinction: diminishing response to stimuli

spontaneous recovery

weaker, random reappearance of CR

habituation

response to stimulus decreases after repeated presentation/exposure

stimulus generalization/discrimination

generalization: similar stimuli elicit a conditioned response

discrimination: distinguishes between CS and irrelevant stimuli

John Garcia (what did he do)

taste aversion: rats learned to avoid sugar when exposed to radiation after eating it, only takes one bad experience

operant conditioning

using system of punishment or reward to alter behaviors (voluntary)

Edward Thorndike and the Law of Effect

rewarded behavior is more likely to occur again

Primary vs secondary enforcers

primary: biological needs (food, water, drugs)

secondary: less tangible (praise, money, grades)

shaping

process using reward and punishment to gradually shape behavior

instinctive drift

tendency of learned behavior to gradually revert to biologically predisposed patterns

Edward Tolman and latent learning

learning may not be apparent until it is incentivized

cognitive maps

internal representation of external environment

reinforcement schedules

fixed interval: reward after certain amount of time

variable interval: reward after different time intervals

fixed ratio: reward after certain number of responses

variable ratio: reward after different number of responses

Albert Bandura (what did he do?)

Bobo the clown: children copy the actions of the adults they see demonstrating social learning and modeling

cross-sectional vs longitudinal stuies

cross-sectional: study different ages at one time

longitudinal: study same people as they age

teratogens

harmful agents that affect the fetus in development

gross vs fine motor skills

gross: large muscle movement, develop earlier

fine: small, precise, controlled movement, develops later

pruning

inefficient or less useful pathways are eliminated

phonemes

basic sounds, smallest distinct sound unit in a language

morphemes

smallest meaningful unit (consists of phonemes but has meaning), words or parts of words

semantics

set of rules that derives meaning from morphemes, words, and sentences (why words mean certain things)

grammar

system of rules that allows us to communicate with

cooing vs babbling

cooing: soft, melodic vowel sounds

babbling: sounds like mimic home language

telegraphic speech

two word speech

order of speech development

non verbal

cooing

babbling

one-word speech

telegraphic speech

overgeneralization/more complex speech

piaget’s stages of cognitive development

sensorimotor: 0-2; uses sense and motor skills to explore, no object permanence, stranger anxiety

preoperational: 2-7; object permanence develops, lack conservation of mass, egocentrism, animism, lacks reversibility

concrete operational: 7-11; gains conservation of mass, can organize ideas, represent items mathematically, think logically

formal operational: 11+; higher level thinking, abstract thought

Lev Vygotsky

actual (independent) vs potential (with support) development

zone of proximal development: gap between actual and potential development

scaffolding

gradually increasing rigor to promote development

Brofenbrenner (what theory?)

ecological systems theory:

microsystem→ direct contact

mesosystem→ interactions btw people in micro system

exosystem → larger systems we operate in (school, work)

macrosystem→ large cultural beliefs, events, values

chronosystem→ stage of life and place in history

Harry Harlow (which experiment?)

Rhesus monkeys: the monkeys prefer cloth mother regardless of which they were reared with showing the biological need for comfort and parental love

temperament

easy: generally positive emotions/moods, stable feeding/sleeping

difficult: fussy, emotional, irritable

slow to warm up: cautious and shy

Ainsworth (what theory)

attachment styles

secure: distressed when caregiver leaves, comforted by return

insecure avoidant: doesn’t care when caregiver leaves or returns

insecure anxious: distressed when the leave and at return

insecure disorganized: no attachment behaviors, usually dazed or apprehensive→ result of abuse

Baumrind (what theory?)

Parenting styles:

authoritarian

authoritative

permissive

neglectful

Erikson (what theory?)

psychosocial stages:

trust vs mistrust→ 0-1

autonomy vs shame and doubt→1-2

initiative vs guilt→ 3-5

industry vs inferiority→ 6-13

identity vs role confusion→ teens

intimacy vs isolation→ young adulthood

generativity vs stagnation→ middle age

integrity vs despair→ old age

identity formation process

diffusion: neither exploring or committing to anything

foreclosure: prematurely committing without exploring

moratorium: actively exploring in an attempt to find identity

achievement: committing to identity after