Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 5100 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

three major types of learning:

A
  1. classical (Pavlovian conditioning)
  2. instrumental learning (operant conditioning)
  3. social learning
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

who was a radical behaviorist?

A

john b. watson

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

a perspective that focuses on observable, measurable behavior and argues that the social environment and learning are the key determinants of behavior

A

behaviorism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

internal mental processes that enable humans to imagine, gain knowledge, reason, and evaluate information

A

cognitive processes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

the process of learning to respond to a formerly neutral stimulus that has been paired with another stimulus that already elicits a response (also called pavlovian conditioning)

A

classical conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

this type of conditioning teaches to associate 2 stimulus together

A

classical conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

before classical conditioning

A

neutral stimulus -> unconditioned stimulus -> unconditioned response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

after classical conditioning

A

conditioned stimulus -> conditioned response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

_____ began in 1913 with the publication of a classic paper by John B. Watson

A

behaviorism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

a theoretical perspective that argues that environmental stimuli control behavior

A

situationism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

a research approach that argues that in order to understand highly complex events or phenomenon, one must start examining the simplest parts first

A

reductionism

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

a form of learning in which a voluntary response is strengthened or diminished by its consequences (also called instrumental learning)

A

operant conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

ex. of operant conditioning

A

child wants candy at the checkout -> child throws temper tantrum -> parent gives child candy (reward) -> behavior occurs again during the next trip

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

anything that increases the probability of responding

A

reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

the acquisition of something desired as a result of one’s behavior

A

positive reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

behavior has been reinforced due to the removal of something negative

A

negative reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

the reward received for avoiding a painful or aversive condition, or stimuli

A

negative reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

examples of negative reinforcement:

A

-taking tylenol for a headache, or smoking due to stress
-seatbelt alert chiming and stopping as the seatbelt is clicked
-scolding a child

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

an event by which a person receives a noxious, painful, or aversive stimulus, usually as a consequence of behavior

A

punishment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

two types of punishment:

A

application and removal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

punishment by the addition of an unpleasant stimulus

A

punishment by application

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

punishment by removal of pleasurable stimulus

A

punishment by removal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

the three requirements for punishment to be effective:

A

swift, certain, severe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

punishment that is too severe can lead to

A

fear, frustration, and anxiety

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

severe punishments are not good because they ______

A

model aggressive behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

inverse relationship between severity and punishment:

A

punishment must be severe enough to be felt, but not too severe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

the decline and eventual disappearance of a conditioned or learned response when it is no longer reinforced

A

extinction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

the introduction of a pleasant stimulus following a desired behavior

A

positive reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

removal of aversive stimulus following a desired behavior

A

negative reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

the goal of positive reinforcement is to _____ a desired behavior

A

increase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

the goal of negative reinforcement is to _____ a desired behavior

A

increase

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

the goal of punishment is to _____ an undesired behavior

A

decrease

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

a theory that human behavior based on learning from watching others in the social environment
-this leads to an individual’s development of his or her own perceptions, thoughts, expectancies, competencies, and values

A

social learning theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

reinforcement is important for maintaining behavior once it is learned, but the acquisition of human behavior is influenced by the observation of the social environment

A

social learning theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

a theory of motivation that takes into account both the expectancy of achieving a particular goal and the value placed on it

A

expectancy theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

who created expectancy theory?

A

julian rotter

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

the process by which individuals learn patterns of behavior by observing another person performing the action

A

observational learning (modeling)
-also called imitational learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

individuals or groups of individuals in the environment whose behavior is observed and imitated

A

models

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

a theory of deviance developed by Akers that combines Skinner’s behaviorism and Sutherland’s differential association theory
-the theory states that people learn deviant behavior through the reinforcements they receive from the social environment

A

differential association-reinforcement (DAR) theory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

according to differential association-reinforcement theory, most criminal behavior is maintained through ____ conditioning

A

operant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

social signals or gestures transmitted by subcultural or peer groups to indicate whether certain kinds of behavior will be rewarded or punished within a particular social context

A

discriminative stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

an aversive internal state of arousal that occurs when one is prevented from responding in a way that previously produced rewards (or that one believes would produce rewards)

A

frustration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

a person who violates the law consistently because of learning the behavioral patterns from his or her social environment

A

socialized offender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

in Berkowitz’s theory, the person who offends after a series of frustrations and unmet needs is an ____

A

individual offender

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

a tendency to underestimate the importance of situational determinates and to to overestimate the importance of personality or dispositional factors in identifying the cause of human behavior

A

fundamental attribution error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

explanation about a person due to their character

A

dispositional explanation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

explanation due to some aspect of the situation (external)

A

situational explanation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

a tendency to attribute positive things that happen to us to our abilities and personalities, and to attribute negative events to some cause outside ourselves or beyond our control

A

self-serving bias

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

illegal acts that are committed under the order of someone in authority

A

crimes of obedience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

a process by which individuals feel they cannot be identified, primarily because they are disguised or are subsumed within a group

A

deindividuation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

this theory states that individuals are less likely to offer help to a victim in the presence of people

A

bystander effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

the acquisition and retention of a mental representation of information, and the use of this representation as the basis of behavior

A

cognitive learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

the process of freeing oneself from one’s own moral standards in order to act against those standards
-the unacceptable conduct is usually undertaken under orders from someone higher in authority or under high social pressure

A

moral disengagement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

doing something for the greater good

A

moral justification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

this type of language represents actions in harmless terminology

A

euphemistic language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

a comparison one makes to assess something as not harmful compared to what others are doing

A

advantageous comparison

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

justifying an action if it was ordered by someone in authority

A

displacement of responsibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

justifying an action if others in group also carried out the illegal action

A

diffusion of responsibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

harm is not seen, or belief that harm did not occur

A

disregard, distortion, denial of harm

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

disengagement by observers of harmful conduct

A

not one’s business to get involved

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

person harmed is not “human” or is inferior to the perpetrator

A

dehumanization of victim

62
Q

hostile behaviors that do not directly inflict physical harm

A

passive-aggressive behaviors

63
Q

ex. of passive-agressive behavior

A

refusing to speak to someone against whom one holds a grudge

64
Q

spontaneous aggression, possibly in response to provocation (also referred to as reactive aggression or hostile aggression)

A

reactive-impulsive aggression

65
Q

emotion behind aggression

A

hostile aggression

66
Q

the type of aggression that is planned and is used to accomplish a specific purpose

A

controlled-instrumental aggression

67
Q

behavior characterized by the intent to harm others or destroy objects

A

aggression

68
Q

exposure to aggression ____ the likelihood of aggressive behavior

A

increases

69
Q

4 factors that affect the probability of limitation:

A
  1. characteristics of the model
  2. power and dominance
  3. nurturance
  4. model’s similarity (age, sex, interests, etc.)
70
Q

_____ similarity leads to ____ aggression

A

increased; increased

71
Q

the tendency to attack violators of one’s personal space

A

territoriality

72
Q

the symbolic display of aggressive intentions or strength without actual physical combat or conflict

A

ritualized aggression

73
Q

thee study of the evolution of behavior using the principles of natural selection

A

evolutionary psychology

74
Q

the theory first formulated by Berkowitz that frustration leads to aggressive behavior

A

frustration-aggression hypothesis

75
Q

suggestion that the mere presence of a weapon leads a witness or victim to concentrate on the weapon itself rather than other features of the crime

A

weapons effect

76
Q

this theory emphasizes the importance of cognitive factors and negative effects, such as physical discomfort (a revised theory of the frustration-aggression hypothesis proposed by leonard berkowitz)

A

cognitive-neoassociation theory

77
Q

theory explaining how physiological arousal can generalize from one situation to another; based on the assumption that physiological arousal, however produced, dissipates slowly over time

A

excitation transfer theory

78
Q

the theory that some aggression is directed at the target as a replacement for the individual who is the real source of the provocation

A

displaced aggression theory

79
Q

the focused attention on one’s own thoughts and feelings that, if excessive, can lead to aggression against others

A

rumination

80
Q

huesmann’s theory that social behavior in general and aggressive behavior in particular are controlled largely by cognitive scripts learned through daily experiences

A

cognitive scripts model

81
Q

a cognitive model of aggression developed by dodge and colleagues

A

hostile attribution model

82
Q

the tendency to perceive hostile intent in others even when it is lacking

A

hostile attribution bias

83
Q

this model combines social learning and cognitions to explain aggressive behavior

A

general aggression model (GAM)

84
Q

a new theory of aggression that organizes and summarizes risk factors for aggression and considers instigating triggers, impelling forces, and inhibiting forces

A

I^3 theory

85
Q

what is the core emphasis of I^3 theory?

A

self-regulation

86
Q

what kind of aggression consists of direct confrontation with victims; generally decreases with age

A

overt aggression

87
Q

overt aggression consists of _____ and a _____ level of arousal and violence

A

anger; high

88
Q

this type of aggression consists of concealment, dishonesty, and sneaky behavior; increases with age

A

covert aggression

89
Q

covert aggression consists of _____ emotion, and crimes such as _____, _____, and _____

A

less; fraud, larceny, and theft

90
Q

violence perpetrated in response to provocation, perceived provocation, or an unanticipated occurrence

A

reactive aggression

91
Q

similar to controlled-instrumental aggression, actions undertaken to obtain a specific goal

A

proactive aggression

92
Q

a tendency for some people to model or copy a behavior or activity portrayed by the news or entertainment media

A

contagion effect (copycat effect)

93
Q

behavior against the criminal code committed by an individual who has not reached adulthood

A

delinquency

94
Q

a class of illegal behavior that only persons with certain characteristics or status can commit
-used almost exclusively to refer to the behavior of juveniles

A

status offenses

95
Q

ex. of status offenses

A

running away from home, violating curfew, buying alcohol, or skipping school

96
Q

a diagnostic label used to identify children who demonstrate habitual misbehavior

A

conduct disorder (CD)

97
Q

clinical term reserved for serious habitual behavior, especially that involving direct harm to others

A

antisocial behavior

98
Q

juvenile offending that is characterized by violent and extensive property crimes

A

serious delinquency

99
Q

classic self-report longitudinal study of youth, including some considered at high risk of offending

A

pittsburgh youth study

100
Q

research project indicating that most serious juveniles reduce offending over time with sufficient monitoring and treatment

A

pathways to delinquency

101
Q

a comprehensive research project designed to gain a better understanding of girls’ delinquency and recommend effective prevention programs directed specifically at girls

A

girls study group (GSG)

102
Q

longitudinal study focusing on peer associations and parental practices and their effects on delinquency in girls

A

pittsburgh girls study

103
Q

a term introduced by terrie moffitt to represent offenders who demonstrate a lifelong pattern of antisocial behavior and who are resistant to treatment or rehabilitation

A

life-course-persistent (LCP) offenders

104
Q

an individual who usually demonstrates delinquent or antisocial behavior only during his or her teen years and then stops offending during adulthood

A

adolescence-limited (AL) offender

105
Q

theory of adolescent brain development that focuses on differences between cognitive and emotional maturity in most adolescents

A

dual systems theory

106
Q

collection of traits in juveniles believed to be precursors of adult psychopathy (also a key characteristic of adult psychopaths)

A

callous-unemotional (CU) traits

107
Q

an intervention program designed to prevent behavior or disorders before any sign of the behavioral pattern develops (also called universal prevention)

A

primary prevention

108
Q

an intervention program designed for individuals who demonstrate early signs or indications of behavioral problems or antisocial behavior (also called selective prevention)

A

secondary prevention

109
Q

intervention strategy designed to reduce or eliminate behavioral problems or antisocial behavior that is fully developed in individuals

A

tertiary prevention

110
Q

ex. of tertiary prevention

A

treatment or counseling of convicted offenders

111
Q

rehabilitative programs applied in an institutional or group home setting

A

residential treatment

112
Q

a treatment approach for serious juvenile offenders that focuses on the family while being responsive to the many other contexts surrounding the family, such as the peer group, the neighborhood, and the school

A

multisystemic therapy (MST)

113
Q

in children, maladaptive behaviors directed at persons in the environment

A

externalizing disorders

114
Q

ex. of externalizing disorders in children

A

temper tantrums and aggression

115
Q

before classical conditioning

A

neutral stimulus -> unconditioned stimulus -> unconditioned response

116
Q

ex. of operant conditioning

A

child wants candy at the checkout -> child throws temper tantrum -> parent gives child candy (reward) -> behavior occurs again during the next trip

117
Q

behavior has been reinforced due to the removal of something negative

A

negative reinforcement

118
Q

emotion behind aggression; feelings that instigate the aggression

A

hostile aggression

119
Q

examples of hostile aggression

A

bar fight, gang member shoot out due to anger over territory, domestic violence

120
Q

aggression that lacks emotion; cool, calculated, and deliberate

A

instrumental aggression

121
Q

examples of instrumental aggression

A

hit man, armed robber with financial intention

122
Q

this hypothesis states that feeling frustrated always leads to aggression and aggression is always the product of frustration

A

the 1939 frustration-aggression hypothesis

123
Q

2 factors that enhance frustration

A
  1. the nearness of the goal
  2. the legitimacy and the expectancy of the interruption
124
Q

aggression is significantly higher in the presence of a weapon

A

weapons effect

125
Q

aggression is significantly higher in the presence of a weapon

A

weapons effect

126
Q

one is more apt to attribute an ambiguous event to something hostile if they have a _____

A

hostile attribution bias

127
Q

realistic media violence creates a _____

A

cognitive script

128
Q

_____ is the strongest causal factor for subsequent violence and aggression in children, adolescents, and adults

A

media violence

129
Q

media violence creates _____ to violence

A

desensitization

130
Q

less realistic media = _____ violence

A

less

131
Q

if aggression is portrayed as bad, one is _____ likely to show violence

A

less

132
Q

if aggressive behavior is rewarded, one is _____ likely to show violence

A

more

133
Q

____ are more likely to engage in physical aggression

A

boys

134
Q

____ are more likely to engage in covert or verbal aggression

A

girls

135
Q

violent crimes account for ____% of juvenile arrests

A

4%

136
Q

about ____ of all juvenile arrests are for part II offenses like assaults, drug violations, curfew, disorderly conduct, etc.

A

3/4

137
Q

____ in ____ juvenile arrests are for murder

A

1 in 10

138
Q

___ in ___ juvenile arrests are for robbery and burglary

A

1 in 4

139
Q

___ in ___ juvenile arrests are for motor vehicle theft

A

1 in 5

140
Q

ratio of violent juvenile offenses (boys to girls)

A

9:1

141
Q

ratio of male to female general delinquency

A

5:1

142
Q

____% female delinquents report physical, sexual, emotional abuse in the home

A

92%

143
Q

~____% of juvenile delinquents are white

A

80%

144
Q

african americans result for ____% of the juvenile population, but ___% of arrests for index crimes, and ____ for violent crimes

A

16%; 30%; 40%

145
Q

no big difference in _____ in self-report studies, but significant self-report difference in _____

A

frequency; significant

146
Q

____% report that they have been victimized at school

A

9%

147
Q

___% of all school crimes are ____ and ____% are property

A

2%; 7%

148
Q

student perpetrated homicide is the ___ leading cause of death among youth

A

2nd

149
Q

___%-___% of all school-aged homicides occur on school grounds

A

1-2%

150
Q

juvenile court was more lenient with this act; more rehabilitation

A

the juvenile court act of 1899

151
Q

more formalized due process rights extended to juveniles within this act; more closely related to the adult court system

A

juvenile justice delinquency prevention act (JJDPA) of 1974

152
Q

is recitivism higher or lower when judicial waivers are used to waive cases from juvenile to adult system?

A

higher

PSYC 5100 (4 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions