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PSY341K > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Robert Yerkes

A

Began studying animals –> strengthened comparative psy.

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2
Q

William Small

A

Introduced rat maze

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3
Q

Mary Floy Washburn

A

Publises “The Animal Mind” (inferred mental state of animals)

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4
Q

Ivan Pavlov

A

Objective psy. and Watson’s research supported by Pavlov

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5
Q

James Loeb developed a theory of animal behavior based on the concept of:

A

Trophism: An involuntary forced movement (animal’s reaction to a stimulus is direct and automatic) Automatic processes do not require further explanation of consciousness

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6
Q

Thorndike’s law of..

A

Effect:REWARD more effective than mere repetition

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7
Q

Thorndike’s experimental approach to the study of association & instrument used to study it

A

Connectionsim: Learning as connections bw stimuli and responses // Puzzle box

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8
Q

Thorndike argued that behavior must be redued to which simplest elements?

A

Stimulus-Response units

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9
Q

Pavlov’s psychic reflexes AKA

A

conditioned reflexes: conditioned stimulus was a bell –> Salivating to the sight of food is learned (conditioned reflex)

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10
Q

Pavlov increased controlled environment in studies though?

A

The Tower of silence

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11
Q

Pavlov’s 3 areas of study

A

Function of the nerves of the heart, primary digestive glands, and conditioned reflexes

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12
Q

Contributions of Pavlov

A

Demonstrated study of higher mental processes in physiological terms

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13
Q

What school of thought was the direct antecedent of behaviorism

A

functionalism/ Watson studied under Angell

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14
Q

According to Watson, psychology was to be

A

the science of behavior
not the introspective study of consciousness
a purely objective, experimental natural science
use animals and humans as subjects
Psychology’s goal: The prediction and control of behavior

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15
Q

The method’s of behaviorism (2)

A

(objective methods) Verbal report: Talking is a behavior bc it is observable/ Conditioned reflex method: Watson’s substitute for introspection

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16
Q

Behaviorism’s popular appeal

A

Behaviorism’s popularity stemmed from from Watson’s emphasis on the nurturing effect of the childhood environment in determining behavior and minimization of the impact of inherited tendencies

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17
Q

Contribution’s of Watson’s Behaviorism (3)

A

Made psy. more objective in methods and terminology
Stimulated great deal of research
Objective methods and language became part of the mainstream

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18
Q

Neo-Behaviorism (4) (3 ppl)

A

(1930-1960) S-O-R bonds/ Focuses on learning/ Operationism/ Physics as guide of psy. //Tolman, Hull, and Skinner

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19
Q

Sociobehaviorism (4) (2 ppl)

A

(1960-1990) S-O-R bonds/ Cognitive processes are important to learning behavior/ NEW operationism –> operational definition// Increase objectivity of language and terminology// Bandura & Rotter

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20
Q

Operationism

A

We do not know the meaning of a concept unless we have a direct way of studying it bc A physical concept is the same as the set of operations or procedures by which it is determined

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21
Q

Bridgman (1927) The Logic of Modern Physics

A

Precise definition of all physical concepts/ concept= procedure by which it is determined// Concepts wo this must be discarded

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22
Q

Subject matter of behaviorism(3)

A

Instincts/ emotions/ OVERT BEHAVIOR

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23
Q

Watson’s views on instincts

A

Accepted them @ first, not later –> Denied inherited capacities, temperaments, talents –> increase popularity w/ American public

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24
Q

Watson’s views on emotions

A

Each emo.=specific configuration of physiological changes

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25
Q

Mary Jones

A

desensitized fears in infants (Peter & bunny)// EARLY CBT /Fear can be UNlearned

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26
Q

Watson: Emotions completely described 3 things

A

Objective stimulus situation
Overt bodily response
Internal physiological changes (visible vs not)

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27
Q

Criticisms of Watson’s Behaviorism

A

Many psychologist believed Watson’s program omitted important components such as sensory and perceptual processes

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28
Q

Karl Lashley’s 2 principles

A

Law of mass action: The efficiency of learning is a function of the total mass of cortical tissue//
Equipotentiality: The idea that one part of the cerebral cortex is essentially equal to another in its contribution to learning

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29
Q

William McDougall

A

Instinct theory claims that human behavior derives from innate tendencies

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30
Q

Tolman’s 3 contributions

A

Learning theory, intervening variables, purposive behaviorism

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31
Q

Purposive behaviorism

A

Tolman’s: objective study of behavior+Goal orientation in behavior.// Learning=tool to achieve goal/NO consciousnessORintrospection/ ONLY overt responses

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32
Q

Intervening variables

A

Unobserved&inferred factors within the organism that are the actual determinants of behavior (Ex: Hunger)

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33
Q

Tolman’s 5 IV as causes of behavior

A

environmental stimuli, psychological drives, heredity, previous training, and age

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34
Q

Tolman proposed that it was NOT S-R, instead

A

S-O-R (O=organism)

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35
Q

Tolman’s learning theory

A

Sign Gestalts: Proposed a cognitive explanation for learning(repeated performance of a task strengthens the learned relationship bw environmental cues and the O’s expectations

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36
Q

Tolman’s 2 contributions

A

Recognized as a forerunner of contemporary cognitive psychology /Popularized using rats in psychological research conducted by neobehaviorist and learning theorists from 1930-1960s

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37
Q

Hull’s grand theory

A

Hypothetico-deductive method: Establish postulates/ deduce experimentally testable hypothesis

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38
Q

Hull’s view on motivation

A

A state of bodily need that arises from a deviation from optimal biological conditions

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39
Q

Hull’s view on drives

A

Stimulus arising from a state of tissue need that arouses or activates behavior/Drive reduction is the only basis of reinforcement

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40
Q

Hull’s 4 useful methods for sci. research

A

observation, systematic controlled observation, experimental testing of hypothesis, and hypothetico-deductive method

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41
Q

2 drives according to Hull

A 
Primary drives: food, water, air, temp regulation, defecation, urination sex, sleep
Secondary drives (learning): Relate to situations or environmental stimuli associated with the reduction of primary drives and so may become drives themselves
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42
Q

Hull’s law of primary reinforcement

A

When a S-R relationship is followed by a reduction in a bodily need, the probability increases that on subsequent occasions the same stimulus will evoke the same response

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43
Q

Hull’s habit forming

A

The strength of the S-R connection which is a function of the number of reinforcements

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44
Q

Learning: Hull vs. Tolman

A

Emphasis on reinforcement characterizes Hull’s system as a need-reduction theory, as opposed to Tolman’s cognitive theory

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45
Q

Hull’s criticism

A

Lack of generalizability

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46
Q

Hull’s contributions(2)

A

influenced large number of psychologists and research/ & expounded the objective behaviorist approach to psychology

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47
Q

Hull vs Skinner

A

Hull emphasized the importance of theory, Skinner advocated an empirical system with no theoretical framework within which to conduct research

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48
Q

Skinner concerned with 3 subjects

A

Behavioral control/behavior mod/utopian society

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49
Q

Skinner was devoted to?

A

The study of RESPONSES and DESCRIBING behavior rather than explaining it

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50
Q

Skinner’s “empty organism approach”

A

S-R

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51
Q

Skinner’s experimental designs

A

n=1/ MANY trials

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52
Q

Operant conditioning vs respondent/classical conditioning

A

Skinner vs Pavlov/ Operant involves behavior emitted by an org. themselves/Respondent is elicited by a specific observable stimulus

53
Q

Operant behavior

A

Occurs without an observable external stimulus/operates on O’s environment

54
Q

Skinner’s reinforcement vs punishment

A

Reinforcement: Increases behavior/ Punishment: decreases behavior

55
Q

Skinner box studied what?

A

Studied bar pressing, measured rate of response

56
Q

Skinner’s law of acquisition

A

Strength of behavior increases when followed by a reinforcer/ strengthens S-R bonds

57
Q

Skinner’s Schedules of reinforcent (2)

A

Fixed interval reinforcement schedule: Reinforcement given every min or every four mins
Fixed ratio schedule, the reinforcer is presented not after a certain time interval, but after a predetermined number of responses

58
Q

Skinner’s successive approximation

A

An explanation for the acquisition of COMPLEX behavior. (AKA shaping)

59
Q

Behavior modifcation

A

Using + reinforcement to control or modify the behavior of individuals/ Punishment NOT part of behavior mod.

60
Q

Criticisms of Skinner’s behaviorism (6)

A

Extreme positivism/ opposition to theory/n=1 studies/narrow range of behavior studied/position that all behaviors are learned/position on verbal learning challenged successfully by Chomsky

61
Q

Contributions of Skinner’s behaviorism(2)

A

Influential for American psy. for 30yrs/Behavior mod

62
Q

Bandura’s social cognitive theory (4)

A

Theory reflects zeitgeist: interest in cognitive factors/Research: behavior of human interaction/No introspection, emphasized importance of rewards or reinforcements in acquiring and modifying behavior/Against skinner’s research bc of isolation

63
Q

Bandura’s social cognitive theory key components (4)

A

Thought processes important/not automatic behavior/REINFORCEMENT EFFECTIVE IF: consciously aware of, anticipates

64
Q

Vicarious reinforcement:

A

Bandura’s notion that learning can occur by observing the behavior of other people, and the consequences of their behavior, rather than by always experiencing reinforcement personally

65
Q

Skinner vs Bandura

A

Skinner: whoever controls reinforcers controls behavior/ Bandura: whoever controls society’s models controls behavior

66
Q

Bandura: Self-efficacy

A

One’s sense of self-esteem and competence in dealing with life’s problems

67
Q

Bandura on behavior modification

A

Modeling techniques are used to change behavior by having subjects observe a model in a situation that usually causes them some anxiety

68
Q

Bandura’s contributions(3)

A

Behavior mod/self-efficacy/social cognitive theory

69
Q

Rotter’s contributions(2)

A

coined “social learning theory”/ Locus of control

70
Q

Rotter:4 principles affecting behavior

A

Expectation of amount & kind of reinforcement/ estimation of probability of behavior –> reinforcement/ differential values of reinforcers/ diff ppl place diff value on the same reinforcers

71
Q

Rotter’s locus of control

A

Belief about the source of one’s reinforcement

72
Q

Gestalt psy view on perception

A

NOT passive, ACTIVE organizing of elements into a coherent experience instead

73
Q

Mach

A

physics professor, had a book that heavily influenced Gestalt psy: Argued that our perception of an object doesn’t change, even if we change our orientation to it

74
Q

Ehrenfels

A

“Gestalt qualitaten” Cannot take elementary sensations to create a large experience

75
Q

Influential individuals on Gestalt psy.(3)

A

Kant,Stumpf, and James

76
Q

Phenomenology

A

Stumpf: Introspection as it occurs wo reductionism

77
Q

Phi phenomenon

A

Wertheimer: 2 dots=1 line (Whole DIFFERENT than sum of its parts)/ Cannot be reduced

78
Q

Koffka

A

“Perception: An intro to Gestalt theory” led to misunderstanding that was only interest when Gestalt actually concerned with ALL aspects of consciousness

79
Q

Kohler (2 influences/1 call to action)

A

Trained with Planck/studied and succeeded Stumpf/ Psychology must become ALLIED with physics

80
Q

2 meanings of Gestalt according to Kohler

A

1) shape/form of objects//Whole entity (not restricted to visual or sensory fields)

81
Q

Gestalt criticisms of behaviorism(5)

A

Denies consciousness/ doesn’t use introspection/ consists only of animal research/ artificial S-R bonds/ reductionistic and atomistic

82
Q

Criticisms of Gestalt psychology(4)

A

Vague/lack of research/ Inferior to behaviorism/ poorly defined psych. assumptions

83
Q

Isomorphism

A

Suggestion that brain activity is a configural/whole process// Conscious experience connected with brain experience

84
Q

1895

A

Formal beginnings of psychoanalysis

85
Q

Characteristics that differ psychoanalysis(4)

A

Not a science/ deals with the unconscious/ abnormal psy./ arose from medicine and psychiatry

86
Q

Antecedent influences on psychoanalysis

A

PHL speculations about unconscious psychological phenomena (Liebnitz, Herbart, Fechner)
Early ideas about psychopathology (Greeks)
Evolutionary theory

87
Q

Evolutionary theory and psychoanalysis (5)

A

Unconscious mental processes and conflicts, the significance of dreams, the hidden symbolism of certain behaviors, and the importance of sexual arousal, childhood development importance

88
Q

Freud’s development of psychoanalysis and its subsections (5)

A

Identification, oedipal complex, electra complex, dream analysis, Freudian slip

89
Q

Dorothea Dix

A

Worked to make asylums mroe humane

90
Q

Catharsis

A

The process of reducing or eliminating a complex by recalling it to conscious awareness

91
Q

Freud on instincts

A

mental representations of internal stimuli (such as hunger) that motivate personality & behavior/Goal: remove or reduce that stimulation through some behavior such as eating

92
Q

Freud on Libido

A

Psychic energy that drives a person toward pleasurable thoughts and behaviors

93
Q

Freud’s levels of personality

A

ID(libido;pleasure), ego(reason;reality), superego(morality)

94
Q

Freud: 3 types of anxiety

A

Objective anxiety arises from actual dangers in the real world / Neurotic anxiety(fear of punishment) and moral anxiety (one’s conscience) arise from objective anxiety

95
Q

Neo-Freudians

A

Only considered the ego & its independence from the ID/ less emphasis on biological forces as influences on personality, instead considered social and psychological forces

96
Q

Anna Freud pioneered (2)

A

psychoanalysis of children and ego defenses

97
Q

Ego defenses

A

Anna Freud/ Repression, regression, projection, and reaction formation

98
Q

Melanie Klein

A

Initial SOCIAL ineraction bw infant and mother generalizes to all objects (ppl) in the child’s life. In this manner, the adult personality is rooted in the nature of the relationship of the 1st 6months of life

99
Q

Jung’s contributions (5)

A

analytical psy., personality types, archetypes, collective unconscious, introversion and extraversion

100
Q

Alfred Adler’s contributions (5)

A

birth order, inferiority feelings, individual psy., style of life, the creative power of the self

101
Q

Individual psy. (5)

A

Adler: Based on social interest/ focused on conscious rather than unconscious determinants of behavior/ We are more strongly influenced by by our plans for the future/ emphasized unity&consistency of personality/ Goal: superiority

102
Q

Inferiority feelings (2)

A

Adler: motivating force of behavior/ Inferiority complex: Renders the person incapable of coping with life’s problems

103
Q

Style of life (2)

A

Adler: Drive for superiority is universal but each of us behaves in a different way to try and reach that goal/ we consciously create a lifestyle for ourselves

104
Q

The creative power of the Self

A

Adler: Suggests that we have the capacity to determine our own personality in accordance with our unique style of life

105
Q

Karen Horney’s contributions (4)

A

Womb envy/ basic anxiety: Feelings of isolation and helplessness in a hostile world/ Basic motivation: need for safety and freedom from fear/ primary need: security

106
Q

Horney’s major contribution (2)

A

Describes personality using social rather than innate variables & writings on feminine psy.

107
Q

Jung’s archetypes (4)

A

Persona (social mark), anima(feminine energy), animus (masculine energy), shadow (immoral, unacceptable desires//source of spontaneity, insight, and creativity), self (most important, provides unity to personality)

108
Q

Self-actualization

A

The full development of one’s abilities and the realization of one’s potential

109
Q

Maslow’s hierarchy of needs (5)

A

Physiological needs: food, water, sex/ safety needs: security, order, and stability/ belongingness and love needs/ esteem needs (from self and others)/ need for self-actualization

110
Q

Self-actualization and positive regard

A

Rogers: The greatest motivating force in personality is the drive to actualize the self/ + regard: The unconditional love of mother for her infant

111
Q

Voluntarism and structuralism

A

established psychology and obtained its independence from PHL

112
Q

Functionalism

A

Permeates modern psychology (animal psy. and applied psy)

113
Q

Gestalt

A

Traditional areas: learning, perception, thinking/ applied areas: clinical psy and social psy.

114
Q

Behaviorism

A

Profound impact/ maintained its ID despite factors

115
Q

Psychoanalysis

A

significant influence on thoughts in psy and society

116
Q

humanistic and cognitive

A

renewed focus on consciousness

117
Q

Lieberman and cognitive psy

A

“Behaviorism and the mind: A (limited) call for a return to introspection” published in American psychologist

118
Q

Antecedent influences on cognitive psy

A

ancient interest in consciousness, british empiricists, Wundt, structuralism and functionalism, behaviorism, Tolman, Gestalt psy., Piaget (work on cognitive stages of development in children)

119
Q

2 key figures in cognitive psy

A

Miller and Neisser

120
Q

Miller (2) contributions

A

developed computer based model of human thinking/ 7 plus or minus 2 notion

121
Q

Neisser (2)

A

Published “Cognitive psy.” (landmark book –> father of cognitive psy.?)// published more ecologically valid studies

122
Q

Computer metaphor (3)

A

Computer replaced clock as model of the mind/ Focus on the program (software) not the hardware (computer)/ Goal: Discovery of patterns of thinking (programs)

123
Q

Artificial intelligence

A

Turing test

124
Q

The nature of cognitive psychology

A

Emphasize mind, not behavior/ person ACTIVELY organizes stimuli received from environment/

125
Q

Cognitive neuroscience

A

Gall, Flourens, and Broca map brain functions–> today’s mapping of brain and behavior// Goals: brain functions affect mental activity; correlates bw types of processes and specific brain regions

126
Q

Unconscious cognition

A

AKA deliberation wo attention// does more than we thought// operates more quickly and efficiently

127
Q

evolutionary psychology

A

Approach has become highly successful and influential and is occupying a central role in cognitive neuroscience

128
Q

criticisms of cognitive psy. (3)

A

lack of agreement on concepts// confusion about terminology and definitions// overemphasis on cognition, ignoring motivation and emotion

129
Q

Contributions of cognitive psy.

A

Widely accepted//achieved some features of a school of thought: multiple journals, lab, professional org. and meetings, body of research and terminology, followers

PSY341K (2 decks)

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