Intro to Psychology Exam 2

Ivan Pavlov- Unconditioned Stimulus

a stimulus that automatically produces a response when presented (naturally triggers a reaction)

Ivan Pavlov- Unconditioned response

unlearned or natural reaction/ response to the unconditioned stimulus

Ivan Pavlov- Conditioned Stimulus

previously neutral stimulus, that had through conditioning come to produce a response

Ivan Pavlov- Conditioned Response

learned response to the previously neutral conditioned stimulus

John Watson- little Albert

-Little albert looks at the white rat trying to figure it out

-Then someone claps by little alberts ear really hard and scares him

-they do this multiple times

-then when he is shown the white rat he flinches and is scared

Acquisition

when the conditioned stimulus produces the conditioned response

Ex: a student’s father told her that she was gonna die on the bridge and that one of the boards were loose and that they were not going to make it

UCS: father telling her shes gonna die

UCR: she's scared

CS: bridges

CR: will not drive over bridges at all

Discrimination

it is only the white rat that little albert is afraid of (not white cats, white stuffed animals, not white dogs)

-the pairing worked well

Generalization

any small little white thing makes you nervous (you fear which cats, white dogs, white stuffed animals)

-the pairing did not work well/ it was sloppy

Extinction

little Albert is no longer afraid of the white rat

-at the age of 2 he is no longer afraid

-his fear went away

Spontaneous recovery

little albert was afraid of the rat at age 1 but got over it at age 3

then at age 30 he is afraid of the rat again (the fear of the conditioned stimulus comes back)

Punishment

any consequence presented after behavior that decreases the likelihood of the behavior recurring

aversive stimuli

positive punishment (give them something bad)

more damaging and less effective

Ex: spanking, grabbing, shaking, verbal abuse, curse at a child, physically damaging

Reinforcement removal

negative punishment (take something away)

less damage/ more effective

take away whatever they want or what they deem valuable (you have to know what they want/ cannot do without)

Ex: no recess, no candy, no phone

postive reinforcement

give them something they want

younger kids want this

negative reinforcement

taking away something that’s bad

15+ want this

Prompting

Providing verbal or physical cues that remind someone when to perform a target behavior

providing verbal or physical demonstrations of how to perform a target behavior

ex: explaining to a child how to print using a computer

Fading

After prompting leads performance

you do not provide physical or verbal cues of how to perform the target behavior

fade away=  behavior still stands?

Ex: show and tell lab people how to put on goggles, get beaker, and stand on the right side

after a couple times you stop (fade) and see if you shaped that behavior

Shaping

Reinforcing complex behaviors in small steps for target behaviors that require multiple steps

Ex: learning to play tennis (reinforce serve, backhand, short shots, and footwork at net) then have them put the all together and play a match

each skill is reinforced separately to do them all together

continuous reinforcement schedule

providing reinforcement for every performance of the target behavior

the first 6-7 times they do it you have to give them the reinforcement

ex: giving them the candy

fixed interval

reinforcement after a specific amount of time passes

Ex: FI 10 (10 minutes) by giving us negative reinforcement (no homework) or positive reinforcement (2 extra points on the next test) after the amount of time has passed

-they might not be doing the problems, they could be daydreaming

Fixed ratio

reinforcement after a specific # of target behaviors are performed

Ex: after a student does 20 problems (FR 20) gives negative reinforcement (no homework) or positive reinforcement (2 extra points on the next test) 

-get a reward after 5 correct questions so they take a break after the 5 correct questions because it will be a while until the next reward

Variable Interval

reinforcement after a variable amount of time passes

Ex: coming in here and saying +5 on next exam even though the person did nothing to deserve it (a surprise → not shaping behavior)

Variable ratio

reinforcement after a variable # of target behaviors are performed

Ex: anybody who has the right answer raise your hand → get answer correct you get a jolly rancher (can get 10 in a row so people do not take breaks)

Premack Principle

first something the child needs to do then something the child wants to do

low-probability behavior followed by high-probability behavior

Ex: grandma will tell you to eat the bowl of broccoli and then if you do she will give you ice cream after

After 5 times she will remove the ice cream and the behavior will stand

Token Economies

a point based system where you can purchase things

Ex: Anyone that got 40 points from the target behaviors gets to take a prize out of the prize box (will add up every week to add up more points for bigger prizes)

Ex: WIlliam’s dollars and being able to buy items from the prize area

Extinction

everyone who wants to say the answer in class you have to raise your hand and I will call on you

if you call out in class I will not acknowledge you

instead I will call on someone who is raising their hand (works best for attention seekers)

Time-out

I'm removing you from the source of distraction 

Ex: you and your friend talking in class before recess so you move their chair but keep them in the class so they are still able to learn and don’t just take a break

Response-cost

your response will cost you 

Ex: you did this so now you can't go on that field trip

Ex: you did this so now you have to pay a fine

Overcorrection

both punishment and reinforcement at the same time

Ex: children wet the bed because it is dark and they are nervous without a parent

Punishment: you have to clean up the sheets, take off your clothes to jump in the shower and then put new sheets on during the middle of the night

Reinforcement: show child where the lights are in the hallways, bedrooms, and how to flush the toilet in the bathroom (the child is still scared but they know what to do now cause they are taught the steps)

Punishment does teach target behavior

Albert Bandura- bobo doll study

3 groups

agressive role model: children watch an adult play with the bobo doll very rough, they say get out of the way and then… they punch it in the face, kick it from the bottom, bang it in the face with a rubber hammer, they throw balls at its face

non-agressive role model: watched an adult play with tinker toys not aggressively

control group (no model): did not see anyone play with the doll

-then the kids were told to play with whatever they want in a room

-the children who watched the aggressive role model were the most aggressive but not by much (75% vs 72% very close scores)

-if children saw the adult who played with the bobo doll get punished then the children where less likely to play with the do rough (especially for girls)

attention

when you select these models you have to select someone that students pay attention to (someone that they like, have respect for)

retention

2 months later you are in the same situation you were in and have to remember back what the person did and if they got punished or rewards for their actions

Production (Imitation and counter-imitation)

Imitation: think back and replicate the same behavior

Counter-Imitation: think back and choose not to do the same behavior

Vicarious Reinforcement

if you see someone else get reinforced you learn off of that just as if you got that reinforcement (you don't get it but it shapes you)

Vicarious Punishment

if you see someone else get punished you learn off of that just as if you got that punishment (you don't get it but it shapes you)

Model of similarity

Model of consistency

someone makes a commitment to signing a petition, and then feels compelled to donate money or volunteer their time to that same cause later on

they want to maintain a consistent image of themselves as someone who supports that issue; essentially, they feel pressure to act in line with their previous commitment

Need Hierarchy

Need Categories (all biological needs/ everyone is born with them)

If you are in a drive state too long your personality becomes that state and that is the only things that matters to do all the time

supposed to move up and down a lot

Physiological Needs

need for sleep, food, water, oxygen, rest, nourishment (survival needs)

Not met: delayed cognitive and physical functions

Ex: Professor does not start until 15-20 minutes late. He believes in giving students a chance to pee, eat, drink, go on their phone, and do whatever. Then he starts class and the students are ready to learn and the productivity levels of the students are very high

Ex: pre-k you get naps, snacks, and recess

Ex: other countries get a siesta and a longer break to fuel their bodies

Safety needs

the need to live in a safe, predictable, stable environment, the need to be physically, psychologically, and financially safe

Ex: you go to stockton but you do not have enough money to stay at stockton. You try to apply for scholarships and grants and that is the only thing on your mind.

Ex: People who were on the 911 flight are afraid of flying now because their safety needs were compromised and they don't want to die.

Belongingness/ love needs

the need for affiliation, friendship, connectedness, being part of a group

Ex: if you do not have a group a gang, cult, or extremist group may look for you and seek you out because they know that you are on the outskirts (you want to find a group you fit into

esteem

everyone is born to see himself sin a positive manner and see themselves in high regard, they want others to see them in high regard

Ex: a highschool student who thinks his friends do not respect him or acknowledge him. He becomes a school shooter so that people see him and acknowledge his presence.

Self- actualization needs

everyone is born with the need to be independent, self-guided, non-conformist, and does not follow other people

doing things that you want to do and choose to do because you like it 

if you get up today and 95% of the things you do you choose to do them you are self actualized because they are fulfilling to you

Ex: if you are working at a job that you do not like for 40 years you will not ever meet self actualization (you do it because you have to not what you want to)

Ex: if you go to college because you like to learn then you will be self actualized

Homeostasis

balancing all body systems so that the body can function properly

adjusting levels such as blood pressure, body temperature, and blood sugar

hypothalamus

helps manage your body temperature, hunger/ thirst, mood, sex drive, blood pressure, and sleep

signals to the body when you have eaten enough

glucose in hunger

brain and nervous system run the best on glucose

set point

the body weight that your body is most comfortable at and tends to stay at

the amount your body thinks you should weigh

metabolic rate

how much fuel we burn while at rest

anorexia nervosa

when people try to not eat or eat very little to keep their body weight very low

very dangerous eating disorder and mental health condition

bullimia nervosa

when large amounts of food are eaten in a short period of time and then the person forcefully makes themselves either vomit or take laxatives to get the food out of their body to not gain weight

very dangerous eating disorder and mental health condition

encoding

prep information for storage

1st step in memory process

involves using our senses to code, clarify, sirt and prep information for storage

We organize/ prepare information for storage by sound, sight, touch, taste, smell, etc.

Automatic Processing

Unconscious encoding: occurs all the time without our awareness. We are paying attention to information, coding and arranging information that can be revered with no effort. 

Ex: how tall is your professor, hair color of your group members, who is talking while you take notes, what people are saying during your presentations

effortful processing

Conscious encoding: requires effort, rehearsal, and focused attention to keep the information alive long enough to remember it 

Ex: phone number, password, names, birthdates, lecture info.)

Rehearsal

say the phone number or rehearse it immediately after seeing it

Serial position effect

easily remember the first and last but the middle needs to be worked on more to remember

Ex: you have a job interview and you want to go first (be the benchmark for everyone to come after you) for last (lats thing they remember)

Spacing effect

knowledge will go easier when spacing out  across several days rather than dedicating that same amount of time during one day

Ex: person A studies 30 minutes a day for 8 days before the test vs person B puts 4 hours in during 1 day (person A’s 9th time looking at material on test day person B’s 2nd time looking at material on test day)

Chunking

organizing lots of material in smaller chunks or terms to stand for it

Ex: rice: rest, ice, compress, elevate

Ex: homes: huron, Ontario, michigan, eire, superior

Imagery

thinks about a name of a person to bring back what they did, examples of situations

you make a vivid picture in your head

Ex: canti

Mnemonics

memory aids

Ex: learning things by rhymes or jingles

Hierachies

giving information in order to better make sense of it

Ex: presented the lecture in order so it makes for sense, and the subdivisions in each section

sensory memory storage

temporary storage of sensory information

Capacity: high

Duration: less than one second (vision) or a few seconds (hearing)

short term/ working memory storage

brief storage of information currently being used

Capacity: limited

Duration: less than 20 seconds

Long term memory storage

relatively permanent storage of information

Capcity: unlimited (?)

Duration: long or permanent (?)

Semantic encoding

mental imagery a whole scene (the best one)

Acoustic encoding

remembering by a jingle or tune (learn by sound)

Visual encoding

memorizing by look or pattern (trivial processing)