Exam 2 Flashcards
Pavlov’s behaviorsism theory
classical conditioning
classical conditioning
food -> salivation
light -> food -> salivation
light -> salivation
Skinner’s behaviorism theory
operant conditioning
operant conditioning
training behaviors with treats
response -> stimulus -> response
Bandura’s theory of behaviorism
obersvational learning
positive reinforcement
influences that will increase the probability that the response will occur again (reward)
Negative reinforcement
removal of negative stimuli to increase positive behavior
(if you do this thing you won’t have to mow the lawn)
punishments
influences that increase the probability that the preceding response will stop (taking away a phone )
vicarious reinforcement
learning from observing the positive or negative consequences of another person’s behavior
self-reinforcement
the act of rewarding oneself for responses that influence the probability of future responses
sub processes governing observational learning
attention
retention
production
motivation
Social Cognitive theory
Bandura
view people as active agents who can both influence and are influenced by their environment
all ages are shaped the same way, consequently, adolescence is the same as any other age
no storm and stress
conditioning
when reinforcement is linked to a specific behavior
Triadic Reciprocal determinism
Development results from interaction among tree types of causes that commingle with one another and jointly determine what, where, and when learning occurs
- Observed behavior
- Cognitive and other personal factors
- Environment
Self-efficacy
an individual’s belief in their capacity to execute behaviors necessary to produce specific performance attainments
sources of self-efficacy appraisals
Actual performance - have you been able to complete tasks like this in the past?
Vicarious experiences - if the did it, I can do it
Verbal persuasions - Positive and negative self-talk
Physiological cues - Physical feedback
4 components of agency
intentionality -> ability to plan and strategize
forethought -> consider future events and expected consequences
self-reactiveness -> effectively implement, motivate, and execute the planned behavior
self-reflectiveness -> ability to measure the implementation of our plan
Heteronormative perspectives
the practice and belief that heterosexuality is deemed as the societal norm
sex
biological dimension of being male or femaleg
gender
sociocultural + psychological dimensions of being girl/woman or boy/man
gender roles
expectations prescribing how women and men should think, act, and feel
Cognitive Developmental Theory of Gender
Children’s gender - typing occurs after they have developed a concept of gender
Once a child thinks of themselves as a woman or man, they organize their world based on gender
Gender schema theory
Gender - typing emerges as individuals gradually develop gender schemas of what is gender appropriate and gender inappropriate in their culture
gender stereotypes
Broad categories that reflect cultural impressions and beliefs about women and men