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Psych and Sociology MCAT > Ch 5.1-5.2 > Flashcards

Ch 5.1-5.2 Flashcards

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1
Q

nonassociative learning

A

occurs when organism is repeatedly exposed to 1 type of stimulus
does not contain any reinforcement or punishment

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2
Q

2 types of nonass learning

A

habituation

sensitization

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3
Q

habit

A

action that is performed repeatedly until it becomes auto

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4
Q

habituation

A

we still have the same stimulus, but with every progressive episode of the stimulus , the response decreases
decrease in response to stimulus after repeated presentations

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5
Q

dishabituation

A

occurs when previously habituated stimulus is removed
person is no longer accustomed to the stimulus
if stimulus is presented again, the person will react to it as if it was a new stimulus
recovered or restored behavioral response where reaction towards known stimulus is enhanced

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6
Q

sensitization

A

opposite of habituation
response increases with every episode of the stimulus
increase in responsiveness due to either a repeated application or a particularly aversive or noxious stimulus
produces a more exaggerated response

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7
Q

sensitization vs habituation

A

sensitization is usually temporary , may not result in any type of long term behavior change
habituation form of learning that does not require concious learning or motivation

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8
Q

desensitization

A

stimulus that previously evoked an exaggerated response ( sth that we were sensitized to) no longer evokes an exaggerated response
diminished emotional responsiveness to negative or positive stimulus after repeated exposure to it

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9
Q

desensitization or sensitization

vs habituation or dishabituation

A

desens: change in physiological response
( sensory receptors start or stop responding )
dishab: change in cognitive response ( brain does on does not realize something is there

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10
Q

desens vs habituation

A

desensitivation downreg or decreased response in receptors , causes less sensation
habituation mental process that you no longer conciously notice the stimulus, your ears still pick it up but your brain ignores it after a while

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11
Q

associative learning

A

process of learning in which one event, object or action is directly connected with another

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12
Q

2 categories of associative learning

A

classical conditioning

operant conditioning

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13
Q

classical conditioning definition

A

aka respondent condtioning
process in which 2 stimuli are paired in such a way that the response to one of the stimuli changes
refers to the learning process which results from the pairing of a biologically potent stimulus with a neutral stimulus

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14
Q

ex of classical conditioning

A

pavlovs dogs

Pavlov trained his dogs to salivate at the sound of the ringing bell

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15
Q

natural behavior of dogs

A

dogs naturally salivate at the sight and smell of food, it is a biological response which prepares dogs for food consumption
stimulus ( food) naturally produces this response ( salivating) dogs do not intrinsically react to the sound of a bell in any particular way

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16
Q

Pavlovès experiment

A

paired the sound of the bell ( auditory stimulus) with the presentation of food to the dogs and after a while, the dogs began to salivate to the sound of the bell even in the absence of food
process of pairing the two initially unrelated stimuli changes the dogs response to the sound of the bell over time and they become conditioned to salivate when they hear it. dog effectively learned that the sound of the bell was meant to announce food

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17
Q

neutral stimulus

A

stimulus that initially does not elicit any intrinsic response
stimulus which does not elicit any response on its own

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18
Q

neutral stimulus for Pavlov

A

sound of the bell prior to the experiment

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19
Q

unconditioned stimlus ( US)

A

is stimulus which initiated unconditioned response ( UR)

unconditioned refers to the fact that no learning took place to connect the stimulus to the response

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20
Q

US for Pavlov

A

presentation of food is US and UR is the salivation

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21
Q

conditioned stimulus

A

CS
originally neutral stimulus ( bell) that is paired with unconditioned stimulus ( food) until it can produce a conditioned response ( salivation) without the unconditioned stimulus ( food)
the neutral stimulus once it gains the ability to elicit a conditioned response

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22
Q

conditioned response

A

CR
learned response to the conditioned stimulus
same as unconditioned response, but now occurs without the unconditioned stimulus

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23
Q

CR for doggs

A

salivating at the sound of the bell is the conditioned response

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24
Q

Three stages of conditioning

A

1 before
2 during
3 after

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25
Q

before conditioning

A

unconditioned stimulus produces unconditioned response

neutral stim produces no unconditioned response

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26
Q

before for pavlov

A

food produces salivation

bell produces no salivation

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27
Q

during conditioning

A

neutral stimulus is associated with the unconditioned stimulus to form the conditioned stimulus
during stage the UCS must be associated with the neutral stimulus on a number of occasions or trials in order for learning to take place

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28
Q

after conditioning

A

conditioned stimulus creates a conditioned response

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29
Q

processes by which classically conditioned responses are developed and maintained

A 
acquisition 
extinction
 spontaneous recovery
generalization
discrimination
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30
Q

acquistion and dog ex

A

process of learning the conditioned response

time during the experiment when the bell and food are always paired

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31
Q

stimulus

A

anything that stimulates your senses

anything you can hear, see, smell touch

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32
Q

unconditioned

A

innate process

anything that you can do naturally

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33
Q

conditioning

A

learning

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34
Q

extinction

A

occurs when conditioned and unconditioned stimuli are no longer paired so the conditioned response eventually stops occuring
when CS is presented continuously without the UCS

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35
Q

extinction ex with pavlovs dogs

A

after the dogs have been conditioned to salivate at the sound of the bell, if the sound is presented to the dogs over and over without being paired with food, then after some period of time, the dogs will eventually stop salivating at the sound of the bell

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36
Q

spontanous recovery

A

when extinct conditioned response occurs again when the conditioned stimulus is presented after some time
does not last very long

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37
Q

spont ex with pav dogs

A

if the behavior of salivating to the sound of the bell becomes extinct in a dog, and it is then presented to the dog again after some amount of lapsed time and the dog salivates, the conditioned response was spontaneously recovered

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38
Q

generalization

A

process by which stiuli other than the original conditioned stimulus elicit the conditioned response
tendency for a stimulus, similar to the conditioned stimulus, to elicit a response similar to the conditional response
more similar the stimulus is to the CS, the stronger the CR will be

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39
Q

generalization ex with pav dogs

A

if dogs salivate to the sound of a chime or a doorbell, even though those were not the same sounds as the conditioned stimulus, the behavior has been generalized

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40
Q

discrimination

A

opp of generalization
occurs when the conditioned stimulus is differentiated from other stimuli
the conditioned response only occurs for conditioned stimuli
when animal knows to make a response to some stimuli but not all stimuli

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41
Q

discrimination ex with pav dogs

A

if the dogs do not salivate at the sound of a buzzer or a horn, they have differentiated those stimuli from the sound of a bell

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42
Q

adaptive value to generalization

A

allows us to make appropriate responses to similar stimuli

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43
Q

adaptive value of disc

A

it is important to respond differently to similar stimuli

would not want to respond to all loud sounds in the same way

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44
Q

concept of extinction therapy

A

used by therapists to treat phobias
if you are afraid of heights
expose you to different heights and eventually, the stimulus of heights will not elicit the same response of fear

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45
Q

taste aversion

A

caused by nausea and or vomiting

powerful long lasting association

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46
Q

development of taste aversion

A

org eats a specific food and becomes ill a few hours later will generally develop a strong aversion to that food
most org develop an aversion to smell or taste, but possible to develop aversion to the sight of the food

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47
Q

function of taste averson

A

prevent org.m from consuming sth that might be toxic or poisonous in the future
response happens to be one that does not need a long acquisition phase ( typically acquired after one exposure) and has a very long extinction phase or never extinguishes

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48
Q

operant conditioning

A

uses reinforcement ( pleasureable consequences) and punishment ( unpleasant consequences) to mold behavior

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49
Q

classical and operant similarity

A

timing is everything

classical: important for NS to be paired with UCS for them to occur together or very close together in time in order for the neutral stimulus to become coonditioned
operant: imp for reinforcement or punishment to occur around the same time as the behavior in order for the learning to occur

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50
Q

BF Skinner

A

conducted research in operant conditioning
worked with animals and designed an operant conditioning chamber ( later called Skinner box) that he used to shape animal behavior in series of experiments

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51
Q

Skinner experiments reward

A

one series of experiments, hungry rat would be placed inside SKinner box that contained a lever
food pellet will drop into the box if the rat pressed the lever
often first time the rat pressed the lever was by mistake, but after discovering that food would appear in response, the rat would continue to do so until satiated

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52
Q

Skinner exp punishment

A

in another series of exp, Skinner box is wired to give a painful electirc shock until a lever was pushed
rat would run around trying to avoid the shock at first, until accidentally hitting the lever and causing the shock to stop
in repeated trials, rat would quickly push the lever to end the painful shock

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53
Q

Reinforcement

A

anything that will increase the likelihood that a preceding behavior will be repeated
behavior is supported by reinforcement

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54
Q

2 main types of reinforcement

A

positive

negative

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55
Q

positive reinforcement

A

some sort of desirable stimulus that occurs immediately following a behavior

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56
Q

pos reinforcement rat case

A

food pellet is pos rein for the hungry rat because it causes the rat to repeat the desired behavior ( push the lever)

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57
Q

neg rein

A

some sort of undesirable stimulus that is removed immediately following a behavior

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58
Q

neg rein rat case

A

electric shock is neg rein for rat because causes the rat to repeat the desired behavior ( push the lever) to remove the undesirable stimulus ( painful shock)

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59
Q

reinforcer

A

anything that increases a desired behavior

+ and - increase desired behavior but process by which they do so is diff

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60
Q

+ rein and stimulus

A

rein by adding a + stim (desirable)

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61
Q
  • rein and stim
A

rein by removing a - stim ( undesirable)

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62
Q

+ rein and - rein

A

+ adds

- subtracts

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63
Q

amygdala

A

imp in - conditioning

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64
Q

hippocampus

A

imp in + conditioning

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65
Q

key distinction for reinforcement

A

primary

secondary reinforcers

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66
Q

primary rein

A

unconditioned
somehow innately satisfying or desirable
rein that we do not need to learn to see as reinforcers because they are integral to our survival
biological

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67
Q

ex of prim rein

A

food + because it is required for survival

avoiding pain and danger - renforcer b/c necessary for same reason

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68
Q

2nd rein

A

conditioned
learned to be rein
neutral stimuli that are paired with prim rein to make them conditioned
only has reinforcing qualities when linked to the prim rein

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69
Q

ex of 2nd rein

A

if every time child reads a book, she recieves a stamp, after collecting ten stamps, she can exchange these for a small pizza
pizza, being food, is the primary reinforcer and the stamps are secondary reinforcer
child learns to find stamps desirable because they help her get something she wants- pizza

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70
Q

pairing of 2nd rein

A

if after collecting 10 stamps, instead of recieving a pizza, the child recieves a coupon that is good for one small pizza, in this case, both stamps and coupon are 2nd rein
almost any stim can be a 2nd rein, must be paired with prim rein in order to produce learned behavior

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71
Q

operant conditioning relies on

A

reinforcement schedule

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72
Q

types of reinforcement schedule

A

continuous or intermittent

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73
Q

continuous schedule

A

every occurrence of behavior is reinforced

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74
Q

intermittent schedule

A

occurrences r sometimes reinforced and sometimes not

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75
Q

cont rein results

A

rapid behavior acquisition or rapid learning

also results in rapid extinction when rein ceases

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76
Q

inter rein results

A

slow acquisition or behavior , greater persis or resistance to extinction of behavior over time

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77
Q

maintaining behaviors: schedules

A

initially condition a behavior using cont rein scheudle and maintain that behavior using inter rein

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78
Q

ex of main behavior

A

dog can be trained to sit in response to hand motion in cont rein where a treat is given every time the dog sits, once dog has suff.ly mastered this behavior , u can switch to an intermittent rein schedule, where dog receives a treat only occasionally when it sits in response to hand motion

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79
Q

four types of inter schedules

A

fixed ratio
variable ratio
fixed interval
variable interval

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80
Q

fixed ratio schedule

A

provides rein after set number of instances of the behavior

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81
Q

fixed ratio rat ex

A

rat recieves food pellet every 10 times it pushes the lever after it has been conditioned , rat will demonstrate a high rate of response ( will push lever rapidly, many times to get food)

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82
Q

variable rate sched

A

provides the rein after an unpredictable number of occurrences

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83
Q

variable rate gamb ex

A

rein may be unpredictable but behavior is repeated with hope of a rein

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84
Q

fixed and variable rate

A

both produce high response rates
chances that behavior will produce the desired outcome ( treat or a jackpot or some other rein) increases with the number responses ( times behavior is performed )

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85
Q

fixed interval schedule

A

provides rein after set period of time that is constant

behavior will increase as rein interval comes to an end

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86
Q

fixed int employee ex

A

employee reinforced by attention from boss, employee mght work hard all time , thinking boss will walk by at any second and see the hard work and provide + rein ( attention) once employee learns boss only walks at the top of the hour every hour, employee may be ineffective worker thruout the day, but more effective as the top of the hour approaches

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87
Q

variable interval schedule

A

rein after inconsistent amount of time

schedule produces slow steady behavior response rate, because amount of time it will take to get rein is unknown

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88
Q

var int boss ex

A

the boss walks by at unpredictable times each day, employee does not know when they will recieve atttention ( rein) , thus employee will work in a steady efficient manner thruout the day, but not very quickly
employee knows it doesn’t matter how quickly he works at any given time, because pot rein is tied to an unpredictable time schedule

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89
Q

cont deff

A

rein given after each every single response

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90
Q

cont response rate

A

slow

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91
Q

cont extinction rate

A

fast

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92
Q

cont notable behavior patterns

A

best way to teach new behavior but has fastest rate of extinction

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93
Q

fixed ratio deff

A

rein given after set number of responses

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94
Q

fixed ratio response rate

A

fast

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95
Q

fixed ratio extinction rate

A

medium

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96
Q

fixed ratio notable behavior patterns

A

post rein pause may be an analogue to procrastination

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97
Q

fixed interval deff

A

rein given after set amount of time

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98
Q

fixed interval response rate

A

medium

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99
Q

fixed interval extinction rate

A

medium

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100
Q

fixed interval notable behavior patterns

A

long pause in responding following rein, followd by accelerating rate

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101
Q

variable ratio deff

A

rein given after variable number of responses

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102
Q

variable ratio response rate

A

fast

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103
Q

variable ratio extinction rate

A

slow

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104
Q

variable ratio notable behavior patterns

A

slowest rate of extinction

behavior persists longer despite lack of reinforcer

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105
Q

variable interval deff

A

rein given after variable amount of time

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106
Q

variable interval response rate

A

fast

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107
Q

variable interval extinction rate

A

slow

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108
Q

variable interval notable behavior patterns

A

tends to produce a low to moderate steady rate of responding

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109
Q

shaping desired behavior

A

parents shape behavior by reinforcing the smaller intermediate behaviors necessary to acheive the final desired behavior

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110
Q

shaping desired behavior learning to walk

A

parents will reinforce child trying to pull themselves up, so she will try again
once she mastered pulling herself up and standing while holding something , they will reinforce child’s attempts to stand while not holding anything and so on until the child is able to walk on her own

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111
Q

punishment vs reinforcement

A

rein increases behavior

pun decreases behavior

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112
Q

punishment

A

process by which a behavior is followed by a consequence that decreases the likelihood the behavior will be repeated

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113
Q

positive punishment

A

application or pairing of an undesirable stimulus with the behavior

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114
Q

ex of positive punishment

A

if a cadet speaks out of turn at military boot camp, drill sargeant makes them do 20 pushups

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115
Q
  • punishment
A

involves the removal of desirable stimulus after the behavior has occured

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116
Q

ex of - punishment

A

if child breaks a window while throwing baseball in house, they lose TV privilleges

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117
Q

+ vs - punishment

A

+ punish: adds

- punish: subtracts

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118
Q

when shaping behaviors

A

rein and punishment used in conjunction, it is uncommon for punish to have as much of a lasting effect as rein

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119
Q

removal of punish

A

no longer effective

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120
Q

punishment instructs

A

what not to do

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121
Q

reinforcement instructs

A

what to do

better alternative to encourage behavior change and learning

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122
Q

operant conditioning processes

A 
acquisition
extinction
spontaneous recovery
generalization
 discrimination
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123
Q

two types of aversive control

A

escape

avoidance

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124
Q

escape

A

individual learns how to get away from an aversive stimulus by engaging in a particular behavior
helps reinforce the behavior so they will be willing to engage in it again
perform a behavior to terminate an ongoing , unpleasant, aversive stimulus

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125
Q

escape ex child temper

A

if a child does not want to eat her vegetables , aversive stimulus, so she throws a temper tantrum
if parents respond by not making the child eat the vegetables, the child will learn by behaving in that specific way, she can escape that particular aversive stimulus

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126
Q

shaping

A

succesively reinforcement behaviors which lead up to the target behavior

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127
Q

aversive control

A

term used to describe situations in which a behavior is motivated by the threat of sth unpleasant

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128
Q

avoidance learning

A

occurs when a person performs behavior to ensure an aversive stimulus is not presented

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129
Q

ex of avoidance learning child

A

child notices Mom cooking vegetables for dinner and fakes an illness so mom will send him to bed with ginger ale and crackers

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130
Q

diff between avoidance and escape learning

A

some sort of signal is given before the aversive stimulus is presented

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131
Q

behaviorism explanation of psychological phenomena

A

all phenomena are explained by describing observable antecedents of behaviors and its consequences

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132
Q

behaviorism and the mind

A

brain as black box which does not need to be incorporated into discussion, not concerned with unobservable events occuring within the mind

133
Q

cognitive psychology focus

A

on brain, cognitions ( thoughts) and their effects on how people navigate the world

134
Q

cognitive psychologists and learning

A

do not see learning as simply due to stimulus pairing and reinforcement
although importance is acknowledged , cognitive psychologists do not believe all learning can be explained this way

135
Q

ex of learning not explained by rein and stim

A

if child learns he can slide on his belly to reach a toy he wants under the bed and he learns that a grabbing tool can be used to pick up his toys from the ground, the child will figure out that he can combine the two behaviors to get a toy which is under the bed out of his reach

136
Q

popularity of behaviorism

A

extreme form lost favor, as reaction to behaviorism, cognitive psychology emerged

137
Q

insight learning

A

describes when previously learned behaviors are suddenly combined in unique ways

138
Q

ex of insight learning child and toy

A

2 behaviors ( sliding and using the grabbing tool) were previously reinforced because he got the toy he wanted each time. a new situation was presented, toy was out of reach under the bed, and he was able to combine previously reinforced behavior in a novel way to attain the desired outcome

139
Q

latent learning

A

sth is learned but not expressed as an observable behavior util it is required
previous unseen behavior can manifest quickly when required

140
Q

ex of latent learning route to school

A

if a child in middle school always recieves a ride to school from dad, he may latently learn the route to school, even if he never demonstrates that knowledge
one day, when his dad is on a business trip, the child is able to navigate to school along the same route by bike

141
Q

behavioral learning and conditioning

A

conditioning is not only behavioral learning

142
Q

operant conditioning purpose

A

certain behaviors are reinforced and the likelihood of that behavior being repeated increases as a result

143
Q

cognitively , operant conditioning

A

causes the establishment of an expectation for a future reinforcer, so the process may not be exclusively behaviorial, there is thinking involved in this kind of learning, expectations may be present in stimulus generalization

144
Q

classical vs operant definition

A

classical: org learn associations b/w stimuli that they dont control
operant: org learn associations b/w behaviors and resulting consequences

145
Q

classical vs operant response

A

classical: involuntary, automatic
operant: voluntary

146
Q

classical vs operant acquisition

A

C: associating 2 stimuli
O: associating response with consequence ( reinforcement or punishment)

147
Q

classical vs operant extinction

A

C: conditioned response decreases as conditioned stimulus is continually presented alone
O: response decreases without reinforcement

148
Q

classical vs operant spontaneous recovery

A

C: reappearance, after a rest period, of a response
O: reappearance, after a rest period, of a response

149
Q

classical vs operant generalization

A

C: response to stimulus similar ( but not identical) to the conditioned stimulus
O: response to similar stimulus is also reinforced

150
Q

classical vs operant discrimination

A

C: ability to distinguish between conditioned stimulus and other stimuli
O: learning that certain responses, not others will be reinforced

151
Q

learning constraints

A

learning is also limited by biological constraints

152
Q

learning

A

change in behavior as a result of experience

153
Q

ex of biological constrain to learning

A

chimpanzees can learn to communicate using basic sign language, but they cannot learn to speak, in part because they are constrained by lack of specialized vocal chords that would enable them to do so

154
Q

belief regarding learning

A

could occur using any 2 stimuli or any response and any reinforcer

155
Q

associative learning most easily acheived

A

using stimuli that are somehow relevant to survival, not all reinforcers are equally effective

156
Q

learning and biology

A

learning occurs more quickly if it is biologically relevant

157
Q

aversion defies many principles of associative learning

A

because it occurs after 1 instance, or can occur after a significant delay of hours , it is often that any aversion can last very long, often undefinitely

158
Q

nausea association failure

A

researchers tried to associate the feeling of nausea with other things such as a sound or a light, but they were unable to do so

159
Q

As of brain involved in learning

A

different As of the brain are involved with learning different type of things

160
Q

cerebellum and learning

A

cere involved in learning how to complete motor tasks

161
Q

amyg and learning

A

involved with learning fear responses

162
Q

short term memory

A

lasts for seconds to hours

can be potentially converted to long term memory through process called consolidation

163
Q

newly acquired info

A

knowlege that a reward follows a certain behavior, temporarily stored in short term memory and can be transferred into long term memory under the right conditions

164
Q

long term potentiation

A

occurs when following brief periods of stimulation, an increase in synaptic strength between two neurons leads to a stronger electrochemical responses to a given stimuli
connections between neurons strengthen
1 ex of synaptic plasticity

165
Q

Bobo doll experiment set up

A

conducted by albert bandura
bobo doll is a blow up doll that you can punch
group of children in lab doing an arts and crafts experment, suddenly a man appears and starts kicking and punching the inflatable doll and shouting hit it kick it for 10 minutes

166
Q

bobo doll experiment part 2

A

required the children feel frustrated
gave the children an impossible problem to solve
observing how many children would come up to bobo doll in a room full of toys and kick it
the ones who did not only kicked it, they yelled the same things the man shouting previously

167
Q

conclusion of bobo doll experiment

A

children can learn thru observed behavior
majority of the kids were agressive to the doll
but not all the kids were agressive

168
Q

second experiment similar to bobo doll

A

set up TV in lab and on the TV kids saw a bobo doll and someone being agressive to the doll and hitting it
video showed the person getting punished for acting to the doll that way the children saw the consequence of the behavior
placed in a room with the toys, some of the kids kicked the doll,
researchers bribed the kids which participate in the kicking with stickers if they imitate the behavior
able to mimic the behavior taht they saw

169
Q

learning performance distinction

A

learning a behavior and performing a behavior are 2 different things, you can learn a behavior but not perform the behavior
not performing the behavior does not mean that you didnèt learn the action

170
Q

Banduraès social cognitive theory necessary components for modeling

A 
Attention
Memory
Imitation
Motivation
 4 components of the theory 
( Mnemonic: AM I MOTIVATED)
171
Q

Attention

A

pay attention to the thing that should be modeled

172
Q

memory

A

remembering what u payed attention to

173
Q

imitation

A

reproducing what you payed attention to

174
Q

motivation

A

having a good reason to imitate

175
Q

synaptic plasticity

A

ability of synapses to change their strength

176
Q

learning and LTP

A

when sth is learned, synapses between neurons are strengthened and process of LTP begins

177
Q

LTP and circuit neurons

A

neurons involved in circuit develop an increased sensitivity ( sending neuron needs less prompting to fire its impulse and release its neuro and or receiving neurons have more receptors for neuro, which results in increased potential for neural firing after a connection has been stimulated

178
Q

increased potential duration

A

can last for hours or even weeks

179
Q

synaptic strength

A

process by which memory is consolidated for long term memory so learning can occur

180
Q

LTP at a synapse

A

requires post and pre synaptic neurons

181
Q

rein activates

A

limbic circuits that involve memory, learning and emotions

circuits are strengthened as dopa floods the system, making it more likely the behavior will be repeated

182
Q

after LTP

A

passing electrical current thru the brain does not affect the memory associations between the neurons involved, although other memories will be wiped out

183
Q

reason why person who recieves a blow in the head will lose memory preceding the concussion

A

LTP has not had a chance to occur and leave traces of memory connections while old memories whcih were already pretentiated, remain

184
Q

long term memory storage

A

involves permanent changes to the brain, including structural and functional connections between neurons

185
Q

long term memory storage includes

A

new synaptic cleft connections between neurons , permanent changes in pre and post synaptic membranes and a permenant increase or decrease in neuro synthesis

186
Q

patterns in regions of brain involved with memory storage

A

greater branching of dendrites in regions of the brain thought to be involved with memory storage

187
Q

protein and memory formation

A

drugs that block protein synthesis appear to block long term memory formation

188
Q

as learned behaviors change

A

our synapses change to

189
Q

environmental feedback

A

hen animals change their behaviors based on experience

190
Q

innate behaviors

A

behaviors we know how to do instinctively ( or our body just does without us conciously thinking about it )
always the same between members of the same species

191
Q

synapse

A

junction between neurons through which the neurons use neuros to communicate

192
Q

pre synaptic neuron

A

before the synapse

193
Q

post synaptic neuron

A

after the synapse

194
Q

innate behaviors

A

instincts
things we know how to do instinctively or our body just does without us consciously thinking about it not because someone taught us to do them
always same between members of species

195
Q

innate vs learned

A

innate: performed correctly the first time the individual performs the action in response to the stimulus
learned: behaviors which are learned thru experience

196
Q

types of innate behavior

A

simple

complex

197
Q

three types of simple innate behavior

A

reflexes

taxis and kinesis

198
Q

ex of reflex with light

A

when light is shone directly at your eye, you blink which is a reflex

199
Q

taxis

A

movement where organism moves towards or away from a stimulus
purposeful movement

200
Q

ex of taxis light

A

a lot of bugs flying towards the light

201
Q

kinesis

A

random movement

202
Q

ex of kinesis light

A

group of rats may respond by scurrying in many different directions

203
Q

types of complex innate behaviors

A

fixed action patterns
migration
circadian rhythm

204
Q

fixed action pattern

A

instinct ingrained in the bird

205
Q

ex of fixed action pattern

A

mating dance used to attract mates

fixed behaviors that they already know how to do to attract a mate

206
Q

migration

A

birds flying south in winter

innate behavior

207
Q

circadian rhythm

A

body’s biological clock
regulates things like your sleep wake cycle
waking up early to sing

208
Q

learned behavior

A

something that is acquired thru experience

209
Q

most common types of learned behavior

A

habituation
classical conditioning
operant conditioning
insight learning

210
Q

observational learning

A

aka social learning or vicarious learning

learning thru watching and imitating others

211
Q

modelling

A

one of the most basic mechanisms behind observational learning
observer sees the behavior that is being performed by another person, later with the model in mind the observer imitates the behavior he or she observed

212
Q

ex of modelling adult appearance

A

as an adult your appearance may be based on models in society you dress, talk and walk like your friends

213
Q

likelihood of imitating a modeled behavior

A

based on how succesful some1 finds the behaviors to be or the type of reinforcement that the model received for his behavior
however ind.ls may choose to imitate behaviors even if they do not observe the consequences of the modelès behavior

214
Q

Bandura experiment consequence and action

A

even when the children saw the consequences of the adultès behavior, they tended to imitate the behavior that they saw

215
Q

human imitation

A

later studies suggested that humans are prone to imitation and modeling and we are particularly likely to imitate those that we perceive as similar to ourselves, as sucessful or as admirable in some way

216
Q

mirror neurons identified in

A

various parts of human brain

including premotor cortex, supplementary motor area, primary somatosensory cortex and inferior parietal cortex

217
Q

mirror neur in monkeys

A

in monkeys, the mirror neurons fire when the monkey performs a task, as well as when monkey observes another monkey performing the task

218
Q

mir act.vn theory

A

connecting the sight and action of movement, that they are programmed to mirror

219
Q

understand theory mir

A

some postulate that mirror neurons help us understand the actions of others and help us learn through imitation

220
Q

vic theory mir

A

mirror neurons in humans are responsible for vicarious emotions such as empathy and that a problem in the mirror neuron system might underline disorders such as autism

221
Q

vicarious emotions

A

feeling what others feel even when you donèt feel it

222
Q

obs theory mir

A

many believe that they are somehow involved in observational learning in animals , including humans

223
Q

obs learning affected by

A

personality differences and psychological disorders

224
Q

ex of obs learning diff

A

much of research on observational learning focuses on violence and how observing violence increases violence in society, but not everyone who observes violence is violent
cognition plays role in how we use what we learn

225
Q

persuasion

A

one method of attitude and behavior change

226
Q

elaborate likelihood model explains

A

when people will influenced by the content of the speech ( or the logic of the arguments ) and when people will be influenced by other, more superficial characteristics like appearance of the orator or the length of the speech

227
Q

three key elements which have impact on persuasiveness

A

message characteristics
source characteristics
target characteristics

228
Q

message char

A

features of the message itself, such as logic and number of key points in the argument
also includes more superficial things such as the length of the speech or article and its grammatical complexity

229
Q

source char

A

of the person or venue delivering the message , such as expertise , knowledge and trustworthiness are also of importance

230
Q

ex of importance of source char study

A

ppl more likely persuaded by a major study described by the New England Journal of Medicine than in the pages of the local supermarket tabloid

231
Q

target char

A

of person receiving message, such as self esteem, intelligence, mood , and other such personal characteristics have imp influence on whether message is perceived as persuasive

232
Q

ex of imp of target char

A

some studies suggested that those with high intelligence are less easily persuaded by 1 sided messages

233
Q

2 cog routes under ELM

A

central and peripheral route

234
Q

central route

A

people are persuaded by the content of the argument

rumnate overkey features of argument and allow features to influence decision to change point of view ( POV)

235
Q

per route

A

ppl focus on more superficial or secondary char of speech or orator
people are persuaded by attractiveness of orator, length of speech, whether orator is an expert in his field and oher features

236
Q

ELM: criteria for choosing central

A

ppl will choose cent when they are intersted in the topic ( motivated to listen to the logic of the argument) and not distracted, thus focusing their attention on the argument

237
Q

ELM: if cond for cent not met

A

pl will choose per route, and if persuaded at all, will be persuaded by more superficial factors

238
Q

messages processed via central vs peripheral

A

central more likely to have longer lasting persuasive outcomes

239
Q

audience factors ( including target characteristics) cent vs per

A

cent: high motivation and ability to think about the message
per: low motivation or ability to think about the message

240
Q

processing approach cent vs per

A

cent : deep processing, focusing on quality of message arguments
per: superficial processing, focused on surface features such as the commès attractiveness or number of arguments presented

241
Q

persuasive outcome cent vs per

A

cent: lasting change that resists fading and counterattacks
per: temporary change that is susceptible to fading and counterattacks

242
Q

social cognitive pers incorporates elements of

A

cognition, learning and social influence

243
Q

social cognitive theory

A

theory of behavior change that emphasizes the interactions between people and their env. t

244
Q

diff between social cognitive and behaviorism

A

unlike behaviorism ( where environmenŧ controls us) , cogntion ( how we process our environment) is also importanŧ in determining our behavior

245
Q

attitude

A

learned tendency to evaluate things in a certain way

246
Q

social cognitive theory focuses

A

on how we interpret and respond to external events and how our past experiences, memories and expectations influence our behavior

247
Q

3 factors which can influence a personès attitude change

A

observational

learning and environmental

248
Q

recirprocal determinism

A

interacŧion between a personès behaviors ( concious actions) , personal factors ( individual motivational forces or cognitions; personality differences that drive a person to act) , and environment ( situational factors)

249
Q

3 ways that individuals and environments interact

A
  1. people choose env.ts
  2. personality
  3. personality and how they react
250
Q

people choose their env.ts

and ex

A

which in turn shape them

for ex, college that you choose to attend had some sort of a unique impact on you

251
Q

personality shapes

and ex

A

how people interpret and respond to their environment

ex. people prone to depression are likely to view their jobs as pointless

252
Q

personality influence and ex

A

personality influences the situation to which she then reacts
how you treat someone infleunces how they will treat you
ex. if you call customer service because you are furious about something, you are more likely to receive a defensive or aggressive response on the phone

253
Q

behavioral genetics

A

attempts to determine the role of inheritance in behavioral traits, the interaction between heredity and experience determines an individual’s personality and social behavior

254
Q

which cells in humans do not contain DNA?

A

mature red blood cells do not contain DNA

255
Q

human DNA vs other species

A

99.9 % of DN ai shared

256
Q

genotype

A

genetic makeup of organism

257
Q

phenotype

A

observable characteristics and traits

258
Q

behavioral genetics seeks to understand

A

how the genotype and environment affects the phenotype

259
Q

most pheno are influenced by

A

several genes and by the environment

260
Q

ex of pheno influenced by genes

A

tallness is a resultl of the interaction between several genes and the result of proper nutrition at the key developmental stages
so if someone has the genes for tallness but is malnourished, they will not grow nearly as tall as their genotype indicates

261
Q

to det the influence of genes vs environment

A

behavioral geneticists use 2 types of studies on humans : twin studies and adoption studies

262
Q

twin studies

A

compare the traits in monozygotic ( identical) and dizygotic ( fraternal ) twins

263
Q

monozygotic twins ( MZ)

A

have essentially identical genotypes and almost identical environment starting from the womb

264
Q

dizygotic twins ( DZ)

A

share roughly 50% of their DNA ( they are genetically no more similar that ordinary siblings ) and an arguably similar environment, starting in the womb

265
Q

why one of MZ will develop a disease while the other will not

A

although MZ have same genes, but they do not always have the same number of copies of a gene; this may help explain why one develops a disease while the other does not

266
Q

MZ female vs male twins

A

X inactivation in female somatic cells is not identical between MZ female twins ,therefore MZ female twins are not quite as identical as male MZ twins

267
Q

MZ twins in same placenta

A

about 70% share a placenta in the womb, and in some instances, one twin will receive more blood flow , resulting in differential nutrition and growth between the two

268
Q

MZ twins in seperate placentas

A

30% MZ twins develop sep placentas, therefore may have slightly diff prenatal conditions as well

269
Q

classical twin study attempts to asses

A

variance of a phenotype ( behavior, psychological disorder) in a large group in order to estimate genetic effects ( heritability) and environmental effects ( both from shared environment or experiences and unshared/ unique environment or experiences)

270
Q

rel. p between genes and phenotypes

A

if a study shows that MZ twins share the phenotype more than DZ twins genes likely play a role
is the case for most traits

271
Q

ex of genes effect on phen MZ twins

A

If 1 MZ twin develops Alzheimerès disease, other MZ has 60% chance of developing it as well

272
Q

ex of genes effect on phn DZ twins

A

if 1 DZ twin develops the disease, the other one only has a 30% chance of developing it

273
Q

adoption studies

A

studies the effect of genetics and environemnt on phenotype

274
Q

ad st 2 groups

A

genetic relatives

env.t rel vs

275
Q

purpose of 2 groups in ad st

A

adopted individuals will be compared with both groups to determine if they are more similar to their genetic relatives or their environmental

276
Q

adv of a st over twin st

A

ad st can help elucidate the impact of heredity and env on phenotype
twin st can only examine the impact of gen.cs because the environment is similar for each twin

277
Q

personality of ppl who grow up together

A

many studies showed that ppl who grow up together do not resemble much of each otherès personality

278
Q

adopted children personality

A

more similar to biological parents than to their adopted parents traits such as agreeableness, extraversion, introversion, tend to pass from parents to biological offspring

279
Q

adopted children similarities to adopted families

A

attitudes, values, manners, faith and politics

280
Q

identical twins seperated at birth and raised independently similarities

A

tastes, physical abilities , personality, interest, attitudes and fears
despite no contact

281
Q

twin and ad sts used

A

to estimate heritability for many phenotypes

282
Q

heritability pertains

A

to how 2 individuals differ, not to 1 individual

283
Q

ex of heritability intelligence

A

estimated heritability of inteligence ( variation of intelligence scores attributable to genetic factors is approx 50%

284
Q

hertability

A

statistic used in breeding and genetics which estimates how much variation in a phenotypic trait in a pop is due to genetic variation between individuals in that population

285
Q

meaning of heritability of intel is 50%

A

does not mean that your genes are responsible for 50% of your intelligence, rather, it means that heridity is responsible for 50% of the variation in intelligence between you and someone else
means that genetic differences account for 50% of the variation in intelligence among all people

286
Q

studying geno pheno int.n in animals

A

is easier because the genes and env.t can be more tightly controlled

287
Q

transgenesis

A

introduction of exogenus or outside gene or knockout genes to alter genotype while controlling environment

288
Q

transgenic models

A

useful for helping researchers understand what happens when a certain gene is present

289
Q

trans model ex mice

A

mice had human cancer genes introduced can help researchers study how and when cancer devlops and how cancer responds to various treatments in mouse model ( before trying the treatment on humans )

290
Q

usefulness of knock out animal models

A

help researchers understand what happens when a gene is absent

291
Q

ex knockout mice

A

missing gene known to prevent cancer can also help researchers understand how and why cancer develops and how it responds to treatment

292
Q

capacity for adaptation

A

one of the most important adaptive aspects of all life

293
Q

genes and environment

A

work together
genes also respond to env t
genes might be turned on in one env.t and turned down in another

294
Q

genes and env.t obesity ex

A

in response to ongoing stressor , one gene might begin producing more of the neuro involved in overeating, which leads to obesity , gene is not hardwired to produce obesity, but interaction between gene and env.t results in obesity

295
Q

temperament

A

emotional excitability

296
Q

ex of temperament infants

A

infanst who are considered difficult have a temperament that is more irritable and unpredictable while those that are considered easy have a more placid, quiet and easygoing temperament

297
Q

heredity and environment play a role

A

in many complex human traits , such as personality, of whhich temperament is one aspect, intelligence, motivation

298
Q

commo def of intelligence

A

ability to learn from experience, problem solve, and use knowledge to adapt to a new situation
no neurological trait that defines intelligence

299
Q

Francis Galton beliefs regarding intel

A

in 1800s
believed intel had a strong biol basis and could be quantified by testing certain cognitive tasks
genetically determined intelligence

300
Q

Alfred BInet test background and purpose

A

in 1900s
admin intel tests to school children in france with goal of dev.g a measure to examine which children were in need of special education

301
Q

BInet intell test was created by

A

BInet and his collaborator Theodore Simon and later revised by psycho at Stanford University and renamed Stanford- BInet Intelligence scale or intelligence quotient ( IQ ) test

302
Q

Charles Spearman

A

first coined term for general intel ( also referred as g)

early 1900s

303
Q

Spearman and BInet similarities

A

believed that intel could be strictly quantified thru cognitive tests and those who posessed high general intelligence would do well on lots of diff measures of cog ability

304
Q

Raymond Cattell proposal

A

in mid 20th century

2 types of intelligence fluid intelligence ( Gf) and crystalized intelligence (Gc)

305
Q

fluid intel (Gf)

A

ability to think on your feet and solve novel problems

306
Q

Gc cryst intel

A

ability to recall and apply already learned info ( majority of what you are expected to do in school)

307
Q

HOward Gardner theory

A

multiple intel , which breaks intel into 8 diff modalities

countered the idea that intel is a single general ability that can conveniently measured and quantified with an IQ test

308
Q

8 diff mod.s of howard gardner theory

A 
logical
linguistic
spatial
 music 
 kinesthetic
naturallist
intrapersonal 
interpersonal
309
Q

Edward THorndike

A

1st to propose the idea of social intelligence in the 1920s

defined it as the ability to manage and understand people

310
Q

HG theory and social intel

A

HG theory led to renewed interst in the concept of social intelligence

311
Q

emotional intel

A

concept which was introduced in the 1990s
involves being well attuned to oneès own emotions, being able to accurately intuit (understand or workout by instinct) the emotions of others and using this info as a guide for thinking and acting

312
Q

emotional intel and social intel are correlated to

A

good leadership sill, good interpersonal skills, positive outcomes in classroom situation and better functioning in the world

313
Q

heritability of intel

A

is significant

314
Q

scores on intel tests by identical twins

A

correlate highly

315
Q

adopted childrenès scores on intel tests

A

closely resemble the scores of their birth parents than their adoptive parents

316
Q

intel is a social construct

A

way it is measured is determined by cultural context and what is emphasized

317
Q

life experience effect on performance on IQ tests

A

malnutrition, sensory deprivation, social isolation, trauma affect normal brain dev.t during childhood
early intervention and schooling can increase intelligence scores

318
Q

significance of diff in how various groups perform on intelligence test scores

A

attributed to biases within tests or related to outside confounding factors

319
Q

controversial findings regarding racial groups and scores on intelligence tests

A

higher scoring people are more likely to attain high levels of education and income
potentially due to environmental factors such as availability of quality schooling

320
Q

lower extreme intel scores

A

fall below 70

2 sd below avg of 100

321
Q

intellectual disability

A

individuals who not only have a score below 70 but also have difficulty adapting to everyday demands of life

322
Q

causes of intellectual disability

A

sts it is a product of a physical cause such as downès syndrome or an acquired brain injury

323
Q

mild intellectual disabilities education

A

in least restrictive environments which they can learn and are integrated into regular classrooms with accomodations if possible

324
Q

gifted education criteria

A

upper extreme, high intelligence scores

325
Q

ind dev t determined by

A

individual development is determined by complex interplay of biology, psychology, society and culture

326
Q

biological influences

A

inherited genome, prenatal development, sex related genes, hormones and physiology

327
Q

psychological influences

A

gene env interactions, prior exp s , responses evoked by other by our own traits ( such as our temperament or gender) and beliefs, feelings and expectations

328
Q

social and cultural influences

A

includes families , peers, friends, cultural ideals, cultural mores and culutural norms

Psych and Sociology MCAT (14 decks)

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