CSULB PSY 100 Test 2 Study Guide

Zygote Stage

Embryo Stage

Fetus Stage

Zygote: fertilized egg (2 wks)

Embryo: major organ develop (3-8 wks)

Fetus: growth, brain develop, sensory system (8+ wks)

fetal alcohol syndrome

• malformations of the face, heart, and ears, and nervous system damage.

• spectrum disorder - barely noticeable to severe.

  • Why? alcohol decreases neuronal arousal, causes many neurons to "self-destruct"

vision, hearing, & learning/memory in infancy

habituation vs dishabituation

Habituation: decrease response to repeated stimulus

• tuning out clock ticking

Dehabituation: change in stimulus increases previously habituated response

• clock tick abnormally

Paiget's Stages of Cognitive Development

• Sensorimotor (birth-2 years): sensory stimuli

• Preoperational (2-7 years): words and images, intuition

  • Egocenttrism, Distinguishing appearance from reality, Conservation

• Concrete operational (7-11 years): logically with concrete objects but struggle with abstract ideas

  • ex. how would you move a mountain of whipped cream from one side of the city to the other?

• Formal operational (11- adulthood): Abstract reasoning, Idealistic and Logical thought

Object Permanence (sensorimotor 0-2)

idea that objects continue to exist even when we do not see or hear them (sensorimotor 0-2)

rouge test (sensorimotor 0-2)

The name for the exercise where a spot of red is placed on the infants nose and he is held up in front of a mirror. Wiping off the red spot after seeing his response is a positive. Used to figure out whether babies have a sense of self or not.

Egocentrism (preoperational 2-7)

they see the world as centered around themselves

Theory of mind (preoperational 2-7)

understanding that other people have minds too and each person knows something that other people don't

ex: on the phone and they say "im playing with this"

false belief test (preoperational 2-7)

whether a child understands that other people can have false beliefs about the world

conservation (preoperational 2-7)

understanding that objects conserve such properties as number, length, volume, area, and mass after changes in the shape/arrangements of objects

zone of proximal development

distance between what a child can do alone and what is possible with help

Erikson's description of human development

1. Infancy: trust v mistrust

2. Early childhood: autonomy v shame and doubt

3. Preschool: initiative v guilt

4. School age: industry v inferiority

5. Adolescent: who am i?

6. Young adult: intimacy v isolation

7. Middle adult: generativity v stagnation

8. Old adult: ego integrity v despair

strange situation procedure

a test of attachment developed by Ainsworth. Can differ from culture to culture

still face paradigm

Infants who look at caregiver with little sign of distress are likely to be securely attached at 1 year of age and beyond

Social Development in Adolescence

Intimate relationships, increasingly influenced by peers, friendship group expands

personal fable

person's conviction that they are special and that life's difficulties won't impact them the same as they do for others

gender roles

different activities society expects of males and females (constrains people in life)

gender socialization

process by which people learn the norms, rules, and information associated with identifying as male v. female ex: men are masculine and women are emotional

sex-typing

cultural transmission of ideas about gender through child rearing, media, school, etc. Impacts core gender identity

birth order vs family size

First born: conscientious and achievement oriented.

Last born: rebellious, creative, nonconformist.

Kids born first from big families have higher IQ

warmth

being loving, receptive, and communicative with their child

control

parents set boundaries and limits on child's behavior

authoritative

high on love and high on limits

authoritarian

high on limits low on love

permissive

high on love low on limits

indifferent or neglectful

low on love and limits

Behaviorism

the position that psychology should concern itself only with what people and other animals do, and the circumstances in which they do it

stimulus response psychology

attempt to explain behavior in terms of how each stimulus triggers a response

ex: Jacques Loeb-advocate of this approach (argued much of animal behavior could be simple responses of simple stimuli) (complex behavior is a result of adding changes in speed etc in result of stimuli)

unconditioned reflexes

automatic connections between a stimulus such as food and a response such as secreting digestive juices

classical conditioning

neutral stimulus is associated with a natural response

Unconditioned stimulus (UCS)

event that automatically elicits an unconditioned response

Unconditioned response (UCR)

the action that the unconditioned stimulus elicits

conditioned stimulus (CS)

a previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response

Conditioned response (CR)

whatever response the conditioned stimulus elicits as a result of the conditioning (training) procedure

Acquisition (in learning phase)

process that establishes or strengthens a conditioned reponse

extinction

when the CS is repeatedly presented without the UCS, the CR decreases. Ex: if bell is repeated without food, the dog won't produce saliva.

Occurs if responses stop producing reinforcements

Ex: ask roommate if they want dinner, they say no a couple times, so you stop asking

spontaneous recovery

a temporary return of an extinguished response after a delay

Stimulus generalization

extension of a conditioned response from the training stimulus to similar stimuli (ex: fear of bees leads to fear of wasps).

the more similar a new stimulus is to the original reinforced stimulus, the more likely is the same response

discrimination

different responses to similar stimuli that predict different outcomes (ex: rattle snake and baby rattle).

a response to one stimulus but not another

learning curve

a graph of the changes in behavior that occur over the course of learning

operant conditioning

a response is increased or decreased due to reinforcement or punishment. process of changing behavior by providing a reinforcer after the response

reinforcers (aka rewards vs. punishments)

increasing the future probability of the most recent response

positive punishment/reinforcement

attempt to decrease an undesirable behavior by introducing and unfavorable outcome

negative punishment/reinforcement

decrease undesirable behavior by removing favorable outcome

primary punishment/reinforcement

reinforce/punish because of its own properties (ex: food, drink, human contact)

secondary reinforcer/punishment

reinforce/punish because of its association with something else (ex: money, good grade, trophy)

discriminative stimulus

a stimulus that indicates which response is appropriate or inappropriate

skinner box

Operant conditioning chamber for animals, where food is dispensed to animals only after carrying out a specific behavior. Sometimes included areas of electrical shock, used for animals to learn to avoid.

shaping

establishing a new response by reinforcing successive approximations to it

chaining

reinforce each behavior with the opportunity to engage in the next one

schedules of reinforcement

continuous, intermittent, variable ration, fixed interval, variable interval

continuous

reinforcement for every response of the correct type (uncommon in real world, does not lead to long lasting behavior)

intermittent

reinforcement follows completion of a specific number of responses, longer lasting reinforcement

variable ratio

reinforcement for an unpredictable number of responses that varieties around a mean value (ex: gambling)

fixed interval

reinforcement for the first response that follows a given delay since the previous reinforcement (ex: checking your mailbox)

variable interval

reinforcement for the first response that follows an unpredictable delay since the previous reinforcement (ex: checking facebook)

social learning theory

the theory that we learn social behavior by observing and imitating and by being rewarded or punished

bobo doll experiment

Children model the behavior of adults

vicarious reinforcement/punishment

substituting someone else's experience of a reward/punishment for your own (uber and lyft)

self-efficacy

the belief of being able to perform a task successfully. can be developed via modelling

self-reinforcement/punishment

we socially learn how to reinforce and punish ourselves (parks and rec, treat yo' self)

memory

retention of information in your mind

ebbinghaus

pioneered studies of memory. Memorized lists of nonsense syllables to better understand how memory works.

free recall

ex: essay tests or short answer, always estimate the amount of information you actually know

cued recall

receive hints about material to remember

recognition

choses correct item out of several options. people can recognize more than recall

savings

(relearning) much faster to relearn than to learn for the first time. Suggests we don't fully forget things

Declarative memory

memories you can state in words

semantic memory

general knowledge

episodic memory

personal recollections

procedural memory

how to do something

eyewitness testimony

testimony by eyewitnesses to a crime about what they saw during commission of the crime

short term memory

temporary storage of recent events

long term memory

relatively permanent storage of info

source amnesia/blindness

forgetting when, where, or how you learned something

chunking

organizing items into familiar, manageable units; often occurs automatically

working memory

system for working with current information. info you are using at the moment

encoding

converting the perception into a construct that can be stored within the brain. Meaningful process of info. repetition is not the key. Attention, Emotional arousal.

depth of processing principle

craik and lockhart. how easily you retrieve a memory depends on the number and types of associations you form

retreival cues

reminders

hypermnesia

gain of memory over time. normal human mental process. ex: listing places you've travelled one week and again listing the them the next and adding more

reconstruction

humans fill in the blanks of a memory

encoding specificity principle

the associations you form at the time of learning will be the most effective retrieval cues later

primacy vs recency effect

Primacy is remembered because it is the beginning and recency is remembered because it s the ending.

hindsight bias

mold recollection of past to fit how events later turned out. ex: "i knew that was going to happen"

forgetting curve

graphs retention and forgetting over time

proactive interference

old material increases forgetting of new material ex: old girlfriend was julie, new girlfriend is jane. you always call new girlfriend julie and not jane

retroactive interference

new material increases forgetting of old material

false memories

inaccurate report that someone believes to be a memory. ex: "luke, I am your father" vs "no, I am your father"

recovered memories

report of long lost memories, prompted by clinical techniques. not everyone agrees they exist (techniques to recover memories might have just created them)

repression

process of moving an unacceptable memory from the conscious mind to the unconscious mind

dissociation

memory that one has stored but can not retrieve (modern term of repression)

retrograde amnesia

loss of memory for events that occurred before brain damage (forget past)

anterograde amnesia

can't make new memories

clive wearing

British musician with 7-second memory due to damage to amygdala and hippocampus

korsakoff's syndrome

an alcohol related disorder marked by extreme confusion, memory impairment, and other neurological symptoms

confabulations

attempts to fill in the gaps in their memory

early childhood amnesia

scarcity of early episodic memories, we form long-term memories but then lose them, happens to humans and animals, why? rapid formation of new hippocampal cells which promotes rapid learning and forgetting

intelligence

possible definitions: ability to deal with novel situations, ability to judge and comprehend and reason, ability to understand and deal with people and objects and symbols