Psych Final: 23-30

sleep stages

NREM1, NREM2, NREM3, REM, NREM2

sleep

a periodic natural loss of consciousness

rem sleep

rapid eye movement sleep

alpha waves

relatively slow brain waves of a relaxed awake state (before you go to sleep)

delta waves

large slow brainwaves

hypnogogic sensations

bizarre experiences while transitioning to sleep

circadian rhythm

our biological clock

suprachiasmatic nucleus

part of the hypothalamus that control the circadian rhythm

insomnia

recurring problems in falling asleep or staying asleep

narcolepsy

characterized by “sleep attacks” and directly falling into REM sleep at inopportune times

sleep apnea

characterized by temporary cessations of breathing during sleep and repeated momentary awakenings

night terrors

characterized by high arousal and appearance of being terrified during NREM3 sleep

dream

a sequence of images, emotions, and thoughts passing through a sleeping persons mind

manifest content

according to Freud, the symbolic, remembered storyline of a dream

latent content

according to Freud, the underlying meaning of a dream

REM rebound

the tendency for REM sleep to increase following REM deprivation

learning

the process of acquiring through experience new and relatively enduring information or behaviors

associative learning

learning that certain events occur together

cognitive learning

the acquisition of mental information whether by observing events, watching others, or through language

behaviorism

view that psychology should be an objective science that studies behavior without reference to mental processes

habituation

decreasing responsiveness with repeated exposure to a stimulus

stimulus

any event or situation that evokes a response

respondent behavior

behavior that occurs as an automatic response to a stimulus

classical conditioning

type of learning where we link 2 stimuli

neutral stimulus

a stimulus that elicits no response before conditioning

unconditioned stimulus

a stimulus that unconditionally triggers an unconditioned response

unconditioned response

an unlearned naturally occurring response to an unconditioned stimulus

conditioned stimulus

an originally neutral stimulus that, after association with an unconditioned stimulus comes to trigger a conditioned response

conditioned response

a learned response to a previously neutral stimulus

acquisition

initial stage of classical conditioning

extinction

diminishing of CR over time

spontaneous recovery

if there is a pause after an extinction, the CR can appear

higher-order conditioning

when the CS gets paired with a new NS creating a 2nd weaker CS

generalization

stimuli similar to a CS elicit a similar (but weaker) CR

discrimination

learned ability to distinguish between a CS and a similar stimulus that doesn’t signal a CS

law of effect

behaviors with satisfying outcomes are more likely to happen

reinforcement

consequences that increase behaviors/or strengthen the response

operant conditioning

type of alternative learning where organisms form associations between their own actions and consequences

positive reinforcement

stimulus that is presented after a response and it strengths the response and behaviors

negative reinforcement

increasing behaviors by reducing negative stimulus

primary reinforcer

innately reinforcing stimulus such as one that satisfies a biological need

punishment

an events that tends to decrease the behaviors it follows

positive punishment

presenting an unwanted stimulus

negative punishment

removing a wanted or rewarding stimulus

conditioned reinforcer

stimulus that gains its reinforcing power through its association with a primary reinforcer

operant chamber

contains a bar that an animal can manipulate to get food, aka skinner box

shaping

operant conditioning procedure where reinforcers guide behavior toward closer and closer approximations of the desired behavior

discriminative stimulus

stimulus that elicits a response after associations with reinforcement

timing

learning happens best when the reinforcers are presented immediately after the behavior, human can respond to delayed reinforcers

continuous reinforcement

reinforcing every time the behavior happens

partial reinforcement

schedule in which the desired target behavior is rewarded only some of the time

fixed ratio schedule

reinforces a response only after a specified number of responses

variable ratio schedule

reinforces a response only after an unpredictable number of responses

fixed interval schedule

reinforces a response only after a specified time has elapsed

variable interval schedule

reinforces a response only after an unpredictable amount of time has elapsed

preparedness

biological predisposition to learn associations that are naturally adaptive

instinctive drift

tendency of a learned behavior to gradually revert to biological predisposed patterns

cognitive map

mental representation of the layout of one’s enviornment

latent learning

learning that occurs but is not apparent until there is an incentive to demonstrate it

intrinsic

desire to perform a behavior for its own sake

extrinsic

desire to perform a behavior to receive promised rewards or avoid punishment

problem focused coping

alleviating stress directly by changing the stressor or the way we interact with the stressor

emotion focused coping

alleviating stress by avoiding or ignoring a stressor

personal control

sense of controlling our environment rather than feeling helpless

learned helplessness

hopelessness and passive resignation learned when unable to avoid repeated aversion events

locus of control: internal

we can control our own fate

locus of control: external

chance or outside forces control our fate

self control

ability to control impulses and deny short term gratification for greater long term rewards

observational learning

learning by observing others

modeling

process of observing and imitating a specific behavior

mirror neurons

frontal lobe neurons that fire when we perform certain actions or observe another doing so

prosocial behaviors

positive constructive helpful behavior

antisocial behaviors

abuse, violence, lying, stealing cheating

hipocrisy

children model the behavior not what was said