Unit 3: Learning and Mind Body Connection

classical conditioning

learning that occurs when a neutral (neutral, biological) stimulus becomes associated with another stimulus that naturally produces a behavior

US

unconditioned stimulus is something (like food) that triggers a naturally occurring response

UR

unconditioned response: naturally recurring response (i.e. salvation) that follows US

CS

conditioned stimulus: neutral stimulus that after being presented prior to US, evokes a similar response to US

CR

conditional réponse: acquired response to the formerly neutral stimulus

extinction

reduction in responding that occurs when the conditioned stimulus is presented repeatedly w/o the unconditioned stimulus

generalization

tendency to respond to stimuli that resemble the original conditioned stimulus

second order conditioning

conditioned stimulus can serve as an unconditioned stimulus for a pairing w/ a new CS (example: condition a dog to salivate to a sound, pair with/ a new CS (black square) with the sound. so, dogs would salivate at the black square alone

discrimination

the tendency to respond differently to stimuli that are similar but not identical

operant conditioning

learning that occurs based on the consequences of behavior (can involve learning new actions)

process by which behaviors affect outcomes

responses that create a typically pleasant outcome are more likely to occur again in a similar situation, whereas responses that produces an unpleasant outcome are less likely to occur again. also most of the time positive reinforcement is more effective than punishment

positive reinforcement

strengthens a response by presenting something else pleasant after a response

negative reinforcement

strengthens a response by reducing/removing something unpleasant

positive punishment

weakens a response by presenting something unpleasant after the response

negative punishment

weakens a response by reducing/removing something pleasant

continuous reinforcmeent schedule

desired response is reinforced eery time it occurs (relatively fast learning but also rapid extinction)

partial reinforcement schedule

schedule in which responses are sometimes reinforced, sometimes not (slower initial learning but greater resistance to extinction)

fixed interval schedule

reinforcement occurs for the first response made after a specific amount of time has passed (animal receive reincforenet every minute assuming they do the behavior w/in that minute)

variable interval schedule

reinforces appear on an interval schedule but the timing is varied around the average interval, making the actual appearance of the reinforcer unpredictable

fixed ratio schedule

behavior is reinforced after a specific number of responess

variable ratio schedule

provides reinforces after a specific but average number of responses

stress vs. disease

stress an increase risk of disease and worsen health

biopyschoocoial model of health

model that suggest biology, psychology, and social factors are just as important in development of disease as biological causes - testing this: subjects were intentionally made sick after recording stress levels. those who started less stressed and more positive at the beginning were at a decreased risk of developing the sickness

resilience to stress

1) coping: problem and emotion focused (actively addressing an event/emotions)

2) control and self efficacy: having the belief you have the control over the situation

3) social relationships: social integration, social support

4) disposition and emotions: negative dispositions/personality traits have been strongly tied to health risks —> Type A (competitive, impatient, hostile, time urges) and Type B: ½ less risk of heart disease

5) positive traits: more likely to be health protective

6) stress: stress influences health

physiological activation

minor/large inconviences. this causes decreased cardio vasucular reactivity, lower stress hormones, dry mouth, etc.

being balanced in college

1) health behaviors: behaviors to improve/harm health (expertise, floss, etc.)

2) health habits: behaviors become habits when you do them automatically (food trackers, use medication every day)

sympathetic nervous system

fight or fighter response/survival mode. occurs daily, spilling milk, paper cut, and bigger things like car crashes

body signals danger by releasing adrenaline (hear t starts racing, pupils expand, mouth dries, airways open up to send oxygen to the brain, you stop digesting)

parasympathetic nervous system

rest and digest

the body processes that were at full attention before change course. heart rate slows, breathing returns too normal, pupils constrict, you salivate

your body realizes its no longer under threat

environmental stimuli

emotions prepare us for behavior. when triggered, emotions orchestrate systems such as attention, perception, inference, memory, goal choice, motivational priorities, motor behavior,s behavioral decision making

sympathetic vs parasympathetic system activation

when we are afraid, the sympathetic system is activitated

motivation and emotion relate

people look to experience satisfaction, joy, pride, etc. and avoid disgust, sadness, etc. therefore emotions influence immediate actions AND motivational basis for future behaviors

expressing emotions elicit behaviors in social interactions

emotions show intent and subsequent behavior as well. sharing/showing emotions improves intimacy, facial expresseions also regulate/influence social interactions

management of emotional expressions

thru cultural display rules (rules we learn according to social circumstances). norms about emotion serve purpose to maintain social order, culturally moderated emotions reduce social chaos

physiological changes lead to psychological effects and vice versa?

experimenters expectations/placebo affect can influence results (you will physically get better even w/ worse medicine). drugs/alcohol can influence psychological states too (and vice versa). reducing sadness w/ drugs/medicine

hypothalamus

2 areas w/ in this are important for eating.

lateral part: responds to cues to start eating

ventromedial part: responds to cues to stop eating

glucose

main sugar that the body uses for energy and the brain monitors blood glucose levels to determine hunger. glucose levels are regulated by insulin (a hormone secreted by the pancreas gland). when insulin is low, glucose isn’t taken up by body cells and the body uses fat as an energy source

apetite is also influenced by orexin, gherkin, and leptin

psychological and socio-cultural factors that affect eating

BMR influences hunger/caloric burn. also when people believe its time for them to eat they will (even if not hunger —> speeding up the clock to make it ‘seem’ like its lunch time when its not)

cultural norms: western societies idealize thinness

eating disorders

anorexia: an ED that is characterized by extremely low body weight, distorted body image, an obsessive fear of gaining weight

bulimia: binge eating followed by purging. typically breaking a diet, overeating, followed by vomiting, laxative use, fasting, or excessive expertise (often accompanied by depression, anxiety)

sexual hormones/interest

estrogen in women, testosterone for both men and women (higher levels of estrogen during ovulation, for men they must have testosterone)

men typically think more about sex/ lower person standards than women

sexual orientation

primarily biological: areas of hypothalamus are different in homosexual men. gay men are more similar to straight women.

twin studies show genetic component

sexual orientation also influenced by exposure and response to sex hormones

regression to the mean

naturally ur body improves over time, such as getting sick and feeling better (so you think the doctor helps but its just natural)

confirmation bias

they wanna get better so they’ll change their focus. they will play closer attention to signals they are improving and ignore ones they are getting worsee

expcations and learning

we get cues about how we should responto pain for our environments. awareness about a treatment might relieve pain moreph

pharmalogical conditioning

the brain can learn to associatie taking a pill w/ relief and produce the same brain chemicals when drug is replaced with a placebo

this only works if the drug is acting on a process the brain can do naturally (like pain relief)

social learning

when ppl see other patients get relief from a placebo treatment, they’ll have greater placebo response themselves

human connection

environment influences placebo effect. a caring provider can help placebo affects