Exam 2 Flashcards
Operant Conditioning
Consequence that encourages the action is a REINFORCER
Consequence that discourages the action is a PUNISHMENT
Positive Consequence
Adds something
negative consequence
takes away something
Positive Reinforcement
something added to encourage behavior
something is removed to discourage behavior
negative punishment
something is removed to encourage behavior
negative reinforcement
something is added to discourage behavior
positive punishment
change in knowledge due to building
upon prior knowledge and the process of
mental activity required to store new
information
cognitive learning
social-cognitive theory
learning by watching & imitating others in the unique
through modeling, imitation, social cognition, development, and language
learning via person-environment interaction
the belief that an individual has control over and is able to execute a behavior
self efficacy theory
expectant outcome
believed consequences of behavior
belief that intelligence is changeable
growth mindset
knowledge is created as an individual derives meaning from their own experiences
constructive learning
cognition develops while interacting with the physical environment with focus on stages
cognitive constructivism
motivation (definition, explanation, examples)
need or desire that energizes and directs behavior, it maintains physiological homeostasis, allows for learning and development, arousal can increase focus/survival
instinct (m)
unlearned behavior that occurs throughout a species
drive (m)
an motivate state caused by a physiological need
incentive (m)
environmental stimuli that encourages or discourages behavior
role of arousal (m)
motivation -> arousal (alertness, anxiety, energy, fear) -> behavior
flow (m)
a highly focused mental state that leads to maximum productivity
hierarchy of needs (m)
cannot satisfy all needs at once so must prioritize to stay alive
extrinsic motivation (m)
engaging in a behavior due to an external reward or punishment
intrinsic motivation (m)
engaging in a behavior due to a personal reward or inherent satisfaction
role learning theory (m)
motivation -> attention -> learning -> performance
depression (m)
lack of motivation becomes a major issue (failure to accomplish goals, low self esteem)
attention (definition, explanation, examples)
the concentration of awareness on some phenomenon to the exclusion of other stimuli
role of attention in learning, memory, executive function, and working memory (a)
working memory links attention, executive functions, and memory
four core elements of attention (a)
Mirsky model: shift, focus-execute, sustain, encode
shift
moving from one thing to another (core aspect of executive function)
focus-execute
focus: sustain attention while screening out distractors
execute: select important elements for optimal performance
sustain
maintain attention for a period of time
encode
registering information, manipulating it mentally, and organizing it for storage
executive function (a)
frontal lobe, set of processes involved in planning, directing attention, and impulse control
selective attention (a)
focusing on one stimulus over others occurring at the same time
inattentional blindness (a)
failure to notice unexpected stimuli, extends to tactile stimuli
task switching (a)
shifting attention between tasks or between elements of the same task
mind wandering (a)
thoughts do not remain focused on a task
priming (a)
presenting a cue or prompt to affect the reaction
subliminal (a)
overall inconsistent link between subliminal messaging and behavior
eye tracking (a)
researchers track eye gaze as a measurement of attention
particularly useful for those without language
atypical eye gaze is characteristic of neurodiversity
age (a)
preschool age (3-5) attention average of 5 minutes
(5-16) sustained attention improves
(16-45) college students: exact duration unclear but one study states that they retain 40% of info
sustained attention then plateaus
(45-60) small declines in sustained attention
(60+) sharper declines in sustained attention
time of day (a)
5th grade: attention peaks in afternoon
10th grade: attention peaks in morning
adults at work: focus peaks mid-afternoon
trauma (a)
affects memory for negative words/imagery, difficulty focusing attention, increased divided attention
depression (a)
attentional bias toward negative stimuli, decreased reward response for positive stimuli
social anxiety (a)
those with high social anxiety look at faces longer and have faster heart rates
anxiety (a)
vigilance and maintenance hypotheses
vigilance (a)
those with anxiety detect and shift attention toward potential threat cues more easily
maintenance (a)
those with anxiety find it more difficult to shift attention away from threat cues
ASD (a)
40% of individuals with ASD have an ADHD diagnosis
learning (definition, explanation, examples)
gaining knowledge or developing new behaviors through experience or study, changes the brain (the way neural networks function, brain structure and organization, how the brain functions)
behavioral theories of learning (l)
behavioral, cognitive, social-cognitive, information processing, and constructive
association (l)
linking two events together
classical conditioning (l)
associate stimuli to anticipate events, basic form of learning that allows organisms to adapt to their environment
unconditioned stimulus and response (l)
natural response to something (ex: dog’s mouth salivating after smelling food)
conditioned stimulus and response (l)
learned response to something
extinction PTSD (l)
a learning process by which repeated presentation of the conditioned stimulus without the unconditioned stimulus reduces the expression of the conditioned response
operant conditioning (l)
associate a behavior with its consequence
shaping behavior (l)
reinforcing behavior or knowledge
antecedents and consequences (l)
antecedents are what happened before challenging behavior while consequences are what happens after challenging behavior
cognitive theories of learning (l)
change in knowledge due to building upon prior knowledge and the process of mental activity required to store new information
social-cognitive theory (l)
learning by watching and imitating other in the unique environment (modeling, imitation, etc)
observation (l)
watching behaviors and learning them
modeling (l)
an evidence based teaching practice for individuals with autism
imitation (l)
a key component of language development
person-environment interaction (l)
different people choose different environments, individual characteristics create unique situations, individual characteristics influence how we interpret and react to events
self-efficacy (l)
the belief that an individual has control over and is able to execute a behavior
expectant outcome (l)
believed consequences of behavior
growth mindset (l)
belief that intelligence is changeable
constructive learning (l)
knowledge is created as an individual derives meaning from their own experiences
Cognitive Constructivism (l)
cognition develops while interacting with the physical environment with focus on stages
schemas (l)
describes a pattern of thought or behavior that organizes categories of information
assimilation (l)
when we modify or change new information to fit into our schemas
accommodation (l)
the process by which people alter their existing schemas or create new schemas as a result of new learning
social constructivism (l)
cognition develops while interacting with the social environment
scaffolding (l)
guided support to enhance learning
zone of proximal development (l)
task too easy: boredom
task too hard: anxiety
information processing (l)
learning occurs when the brain receives, encodes, stores, and retrieves information
steps of learning (l)
receiving, storing, and encoding
effective learning techniques (l)
distributed practice and practice testing
memory (definition, explanation, examples)
information that us acquired, stored, and retrieved
steps of memory what to notice and hang on tosteps of memory (m)
acquisition, storage, retrieval
acquisition (m)
brain is constantly bombarded with information and needs to decide what to notice and hang on to
parallel processing (m)
simultaneous information analyzed and integrated by brain
encoding (m)
changing information to a form that is stored
organizing methods (m)
chunking, mnemonics, hierarchies
repeating methods (m)
self-testing, distributed practice
maximizing connectivity methods (m)
making meaning
implicit v explicit memory (m)
implicit memories are ones we are not aware of, they are created by automatic processing. explicit memories which we are aware of and are created by effortful processing
automatic v effortful processing (m)
automatic processing is through associations, unconscious abilities, space, time, etc
effortful processing takes place when learning a new skill (sports, etc)
working memory (m)
active processing of information that is both new or already learned
long-term memory (m)
second stage of encoding, brain-based process that is widely distributed
retrieval (m)
remembering, or bringing information out of storage
retrieval cues (m)
external cue (priming), context (encoding specificity), internal state (emotion), spatial cue (position)
role in depression and rumination (m)
repetitive focus on negative thoughts, choices, or memories
more stressful life events -> more rumination -> more severe depression
emotion (defintion, explanation, example)
a whole organism response that includes physiological arousal, expressive behavior, conscious experience
components of emotion
physiological arousal, behavior, conscious experience
why emotion matters
influences motivation, forms social networks, efficient way for genes to guide behavior and ensure survival
James-Lange theory (e)
arousal then emotion
Cannon-Bard Theory (e)
arousal and emotion at the same time
Schater-Singer Theory (e)
arousal and labeling of arousal based on environment must occur in order to experience emotion
Autonomic responses (e)
sympathetic nervous system arousal: fight or flight reaction
parasympathetic nervous system calms
facial feedback (e)
facial muscles actually send messages to the brain that result in us feeling an emotion
behavior feedback (e)
behavior, the way one acts, influences emotions (body language)
expression (e)
a behavior that communicates an emotional state or attitude
nonverbal cues (e)
Communication without words using techniques such as eye contact, body language, gestures, and physical closeness.
gender differences (e)
women are better at reading emotional cues, more open to feelings, more likely to express and identify as having empathy, and have stronger brain response to emotional events
cultural differences (e)
nonverbal gestures may vary, facial language generally is the same, level of emotionality differs
emotion regulation (e)
individual ability to modify the physiological, behavioral, and conscious components of an emotion
personality (definition, explanation, examples)
an individuals unique characteristic pattern of thinking, feeling, and acting
thinking (p)
example: being an optimist vs a pessimist
feeling (p)
example: tending to get angry fast vs staying calm3
acting (p)
example: tending to keep a space neat vs messy
characteristics of a good theory (p)
replicated, parsimonious (able to explain a phenomena easily), precise, general, progress understanding of behavior
characteristics of a good assessment (p)
reliable and valid
psychodynamic theory and assessment (p
personality is resolving conflict of biological urges and internalized social controls. (was general and progressed understanding of behavior, and was reliable… did not meet other requirements)
humanistic theory and assessment (p)
personality is ones own self concept, strive for personal self concept that is positive. (was parsimonious and progressed understanding of behavior… did not meet other requirements)
social-cognitive theory and assessment (p)
personality is result of reciprocal relationship between an individual and their situation (was replicated, parsimonious, and progressed understanding of behavior… did not meet other requirements)
trait theory and assessment (p)
people have fundamental identifiable behavior patterns (met all requirements)
big five emotions (p)
personality is composed of various levels of five domains OCEAN/CANOE openness, conscientiousness, extraversion, agreeableness, neuroticism)
why the big five?
Somewhat stable, 40% heritable, and its in the brain
