Exam 2 Flashcards
motivation
the urge we feel to move to a goal and accomplish a task
biological motivation
keeps us alive, food, water, sex, help species survive, basic, put jacket on when cold
emotional motivation
panic, fear, love, hatred, tutor because like person
cognitive motivation
perceptions, beliefs, expectations, drop course cause feel stupid
social motivation
a lot of young, peer pressure, other people’s reactions, “norms”
maslow’s hierarchies of needs
- physiological
- safety
- love/belonging
- esteem
- self-actualization
physiological needs
breathing, food, water
safety needs
physical safety, shelter, resources
love/belonging needs
friendship/family
esteem needs
self-esteem, confidence respected by other
self-actualization needs
most positive aspects, morality, lack of prejudice
evolutionary model of motivation
biological, instincts, motivation
- goal = enhance survival and pass on genes
instincts
hardwired, automatic behavior
primary motivation
automatic, involuntary, and unlearned
optimal arousal model
- M arousal = optimal performance
- too much arousal = anxiety, disorganized, low performance
- too little = sleep, alertness, low performance
affiliate motivation
need to belong, lack of belonging -> physical and psych problems, more health problems, increased risk of suicide
achievement motivation
desire to do things well, based on current standing
intrinsic motivation
coming from inside the body to better self, for own sake/personal rewar
extrinsic motivation
external, jobs, doing it cause we have to, earn reward or avoid punishment
self-regulation
postpone rewards for sake of long-term goal
marshmallow experiment
kids given marshmallows and told if they waited they would get another one
- ego-depletion
- had to pursue goal in face of temptation -> ID impulses that need controlled
ego-depletion
exhaustion of psychological resources to continue to pursue goal, makes self-control difficult
4 ways to counteract temptation in pursuit of goal
- value
- reward/punishment
- pre=commitment
- distance
value
decrease temptation value or increase value of goal
- hype self up
reward/punishment
health related behavior, studying
distance
from temptation, make goal steps more assessable
drive states
biological and physical homeostasis
- first
- cues
- hard to focus on anything else
- hunger, thirst, having to pee
drive reduction
people engage in activities to balance bio needs, maintain homeostasis/physiological equilibrium
- imbalance of homostasis -> cues and discomfort
- need, drive, incentive
need
biological requirement for well being
drive
psych state that provides motivation
incentive
external object/event that motivates behavior
homeostasis
tendency of an organism to maintain stability across all physiological systems in the body
automatic mechanism of homeostasis
blood circulation, immune responses
carrot & stick mechanisms of homeostasis
deliberate action, bad feeling/good feeling
- carrot = reward
- stick = discomfort if don’t engage in action
drives of narrow attention
to meet need and can’t think of anything else, shift focus from general to specific, so we can recover to a state of homeostasis
internal cues of hunger
empty stomach, trigger by decreased glucose
external cues of hunger
time of day, time until next feeding, exposure
brain areas involved with hunger
- lateral hypothalamus
- ventromedial hypothalamus
lateral hypothalamus
hunger, subregion, on side, lesion decrease hunger, stimulate increased hunger
ventromedial hypothalamus
satiety, midpoint/bottom, subregion, lesion increase eating
leptin
produced by fat cells, signal to brain, can increase or decrease depending on what eat, regulates eating and normal body weight, satiety hormone
hyperphagia
increased feeling of hunger/don’t feel full, decreased metabolism, leptin doesn’t work
prader-willi syndrome
genetic condition resulting in hyperphagia and obesity
prevalence and type of ED
- Bulimia nervosa (throwing up)
- Binge eating (eating a lot in small window of time then feeling sick/guilty)
- Anorexia (restricted eating)
- Body dysmorphia (false image)
- 70% adults overweight/obese
emotions
short-term, reactive, motivator, brief, acute changes in conscious experience and physiology, in response to personally meaningful situation
mood
long-term, affective states that operate in the background of consciousness, tend to last longer than most emotions
temperament
life long, biologically based, consistent individual difference in behavior, relatively independent of learning, system of values, and attitudes, more fixed
basic emotions
Sad, happy, anger, fear, disgust, surprise (contempt?)
universality of emotions
Biology, evolutionary, all cultures share common ancestors, emotions are same
why emotions develop later/less universal
depends on social norms
emotion characteristics
- Temporary (clear and triggered)
- Valenced (pos,neg,mix)
- Alters thought processes (shifts attention – neg = narrow; pos = widen)
- Triggers action (approach/avoidance)
- Passions you feel
3 elements of emotion
- physiology
- behavior
- subjective experience
physiology of emotion
what is going on in the body as we experience emotion, result of emotion
behavior of emotion
emotional expression
subjective experience
labeling emotion, cognitive processes of everything combined to label
role of limbic system/amygdala in emotion
- Learn, recognize, and perceive emotions
- Amygdala damaged = can’t read emotions
- Trouble with appraisal = evaluation of emotion-relevant aspect of stim
universalist theory of emotion
biology, evolutionary, all cultures share common ancestors, emotions are same
social constructivists of emotion
humans adapted to different environment, emotions evolve too, cultural ideas and practices area all-encompassing, social environment plays role
James-Lange theory of emotion
Emotions caused BY physiological responses, trigger = physiological, each emotion has different pattern of physiological changes
facial feedback hypothesis
we experience emotions once we recognize the physical changes taking place, physiological response CAUSE emotion
- W = can get similar activation with diff emotions
- S = smile -> realize you’re happy
- Perceive event unconscious-> physiological and behavior response->emotional experience
pen in mouth experiment of emotion
- hold pen in mouth while rating how funny series of cartoons were
- 2 positions
- no strong similar conclusion
cannon bard theory of emotion
- Emotion is created directly in brain
- Perceived event->physiological and behavioral response and emotional experience simultaneously
- Thalamus gets sensory info
cognitive arousal theory
- 2 factors
- Emotions influenced by how we interpret the cause of an event of arousal
- Cognitive component
- Can interpret if actual threat of just nervous and limit/control response to physiological
- Physiological arousal + cognitive interpretation = emotional experience
- Attributions = emotion comes from ID cause of event
attributions
emotion comes from ID cause of event
misattribution of arousal
arousal can be perceived to stem from a source that is not actually the cause of the arousal
bridge experiment
- pretty girl + bridge = arousal from girl -> less scared
- creep + bridge = more scared
functions of emotion
- intrapersonal
- interpersonal
- social and cultural
intrapersonal
within us, prepare body for action, emotions motivate behaviors
interpersonal
with others, emotional expressions (facilitate specific behaviors in perceivers and signal nature of interpersonal relationships), provide incentives, social referencing
social and cultural
w/in society
emotional contagion
- Catch emotions from other people and are influenced by them
- Microexpressions->brain interpret actual emotions
- Digital = even written words influence emotions, at subconscious level
amplification
our emotions are repeated with multiple exposures, increased contagion with more people
cultural display rules
- Help people manage or modify their emotions, learned early, specify how to exhibit emotions in particular social circumstances
role of reward/punishment in emotion
Different rewards and punishments create different emotions, we will do activities that make us the most happy
emotion as a motivator
Emotions motivate us because we want to be happy and we will do what it takes to be happy
Darwin’s 3 principles of emotion
- serviceable habits
- antithesis
- direct action of excited nervous system on body
serviceable habits
the way emotions are expressed serves a purpose in non-human animals but not people
- dogs bearing teeth
antithesis
how opposite emotions have opposite bodily expressions
direct action of the excited NS on body
nerve-force is generated in excess, body could expel unused excitement via laughter
developmental psych
- The study of how thoughts/behaviors change and stay the same across life span
john locke nurture
nurture, personality based on environment, parenting, tabula rosa
jacques rousseau nature
nature, genes, human nature (instincts), biological, kids can progress without instruction
maturation
- Nature, changes that develop in a fixed sequence no matter the environment (motor skills)
prenatal development
- zygote
- embryo
- fetus
zygote stage
0-2 weeks, rapid cell decision, implanted in uterus
embryo stage
2-8 weeks, growth of major body structures
fetus
9w-birth, refinements and finishing touches
teratogens
any substances that can cause birth defects, external stimuli, not usually self-imposed (alcohol, thalidomide, zika virus)
newborn senses
- Senses less developed
- Prefer things in B and W
- Can see in color at 6 months
- 20/20 not until 2-3yrs
- Vision blurry, poor depth perception, link faces and contrast
- Hearing = like baby talk and mom’s voice, more developed than eyes
- Smell and taste = prefer sweet taste
newborn reflexes
involuntary, unlearned motor skills
a. Grasping = grab on tight enough to support weight
b. Stepping = precursor of walking, over flat surface, walking movement
c. Rooting = turn head to whatever touch cheek
d. Sucking = sucks whatever touches lip
continuous theory of development
gradual over time, don’t see discrete changes
discontinuous theory of development
see sudden, discrete changes, qualitatively different
JP theory of cog development 3 observations
- Discontinuous = children develop cognitively in stages
- Constructivist = children actively seek knowledge
- Dialectical = encountering info in conflict with existing perspective->cognitive growth
schemas
generalization based on experience, form basic units of knowledge, provide framework for understanding future, mental grouping of similar objects, events, ideas, people
JP assimilation
fit new information into existing schema
JP accommodation
modify existing schema when they don’t work/fit
JP 4 sages of development
- sensorimotor
- preoperational
- concrete operational
- formal operational
sensorimotor
0-2yr, sensory and motor functions, object manipulation, have problem understanding object permanence, gain object permanence ->next stage
preoperational
2-7yr, use symbols, thinking dominated by perspective, animism (everything alive), pretend play, egocentrism, issues with conservation (volume, mass, number), understand conservation next stage
concrete operational
7-11yr, do simple math, understand concrete objects, struggle with abstract, identity, rule driven, understand abstracts next level
formal operational
12+, not universal stage everyone reaches, abstract ideas, logic, reflections, hypothetical reasoning, ½ adults reach it, not reached use own to earth knowledge
Lev Vygotsky’s theory of development
- Not based on stages
- Created the sociocultural theory
- scaffolding
- zone of proximal development
scaffolding
guided practice to provide framework for cog development and slowly fading out)
zone of proximal development
distance between what child can currently do and they can accomplish with someone’s help
erikson’s theory/8 stages of social development
- 1st year = build trusting relationships, not mistrust, carry for the rest of life
- 2nd yr = learn how to do somethings by themselves, autonomy (sense of choice), not shame and doubt
- 3-5 yr = try to form own relationships, plan activities, initiative, help feel secure and lead, not guilt
- 6-puberty = children productive, industry, some thrive, not inferiority
- Adolescence = identity, not role confusion
- Early adulthood = intimacy, relationships with other, not isolation
- Middle age = hitting stride, maintaining productivity, generativity, not stagnation
- Old age = integrity, ask if we lived successful life, not despair
temperament
person’s basic disposition, how they tend to react
3 temperaments of babies
- easy
- difficult
- slow to warm up
easy baby
30-40%, happy, predictable schedules, adaptable, like novelty, reality soothed
difficult baby
10%, bad mood, unpredictable schedule, dislike change/novelty, loud, active, crabby
slow to warm up
15-20%, less grumpy, quitter, more regular schedule, slow to adapt
attachment
deep, affectionate, close, and enduring emotional bond, important for survival
imprinting
rapid and innate learning of the characteristics of caregiver soon after birth, after 1 day will imprint
bowlby evolutionary theory
adaptive because it keeps them safe and ensures survival, need secure base, need to internalize relationship
harlow evolutionary theory
attachment based on feeding/comforting contact (wire mom monkey)
attachment styles
- secure
- insecure-avoidant
- insecure
- insecure-ambivalent
- disorganized
Ainsworth S2 experiment
- Determine attachment from body’s response to strangers separation and reunion with mom
a. Mom and kid play stranger, mom, kid stranger and kid parent and kid kid alone stranger and kid mom and kid
secure attachment
caregiver reacts quickly and positively, responds to needs, kid distressed when leaves, happy when return, seeks comforts of mom
insecure-avoidant attachment
parent unresponsive, uncaring and dismissive, kid not stressed when parent leaves, doesn’t seek mom
insecure-ambivalent
parent responds to child inconsistently, kid distressed when mom leaves, not comforted by return
disorganized attachment
parent abusive/neglectful, responds in frightening/frightened way, kid has no attachment, often dazed/confused/apprehensive when mom present
3 styles of adult attachment
- secure
- insecure-ambivalent
- insecure-avoidant
secure adult attachment
trusting/lasting relationships, seek out social support
a. Know deserving and capable of reciprocal relationships
insecure-ambivalent adult attachment
reluctant to become close to others, fear, may worry that partner doesn’t love them
a. Want to be around others, but fear they don’t want to be around me
b. Clingy, jealous, obsessive
insecure-avoidant adult attachment
invest little in social and romantic relationships, trouble sharing thoughts and feelings with others
a. Think others want to be around me, but not interested in close relationship
b. Cold, distant
heinz moral dilemma
- Husband stole medication for dying wife, dilemmas are artificial, sample is biased, dilemmas are hypothetical, poor research design
kohlberg stages of moral development
- preconventional
- conventional
- postconventional
preconventional moral development
1 = avoidance of punishment, 2 = exchange of favors, preschool-elementary
conventional moral development
many highschool, 3 = good child, be liked, good interpersonal relationships, 4 = law and order, aware of rules and want to uphold law, most stop here
postconventional moral development
rarely seen before college, 10-15% of adults, 5 = social contract, for the good of the greatest number, 6 = universal ethical principles, extremely rare
monozygotic twins
identical twins, single egg splits into 2
dizygotic twins
two eggs fertilized by two separate sperm
3 teratogen affects
- Alcohol = fetal alcohol syndrome (FAS), organ damage, altered physical (lip, eyes, nose), cog impairments
- Thalidomide = shortened and malformed limbed
- Zika virus = regardless of time, microcephaly, restricted growth and altered brain development
cognitive reserve
increased neural connectivity from education/work/leisure activities
- less cog challenges
learning
long-lasting changes in behavior/mental processes that occur with experience, experiencing events, observing relationships between events, noting consistencies in the world
reflexes
not learned, innate responses, born with them, stim triggers a response
non-associative learning
simplest form of learning, measure response, not reward
- orienting response
a. habituation
b. sensitization
orienting response
when a novel stim automatically attracts attention and causes exaggerated response
habituation
learn not to respond to a stim that is presented repeatedly without change, punishment/reward
sensitization
reaction to a stim causes and increased reaction to a second stim
behaviorism
psychological orientation focused on the measurement of observable behavior rather that internal processes
associative learning
- 2 pieces of info from environment repeatedly linked so that we connect them in our minds
pavlov’s experiment
- Gave food to dog dog salivate
- Expose to bell no response
- Before conditioning: NS US
- During conditioning: NS + US UR
- After: CS CR
classical conditioning
one seemingly insignificant event signals an important event
conditioned emotional responses
- US = a stim creates response without training (mints)
- UR = response without training (puts hand out)
- NS = no response initially, turn to CS after learning
- CR = start responding to CS after repeated pairings
blocking
uncontrollable suppression, or repression of painful or unwanted thoughts/memories
spontaneous recovery
conditioned stim presented after a rest period, will elicit conditioned response
generalization
respond similarly to conceptually or physically similar stimuli
discrimination
respond differently to different events, only with original CS introduced
little albert experiment
- Conditioned to be afraid of white bunny, generalized to other white fluffy things, potentially decrease fear with systematic desensitization
conditioned taste aversion
- Response when establish association with food and feeling sick after
- Benefit = had to quickly learn what was good or bad food
phobias
irrational fear of stimulus
systemic desensitization
used to remove phobia
a. Start slowly exposing to image of phobia wait until HR decrease next step HR increase exposed more HR decrease next step hold stim
5 keys about C2
- Generates multiple responses
- Establish preferences and adversion
- Underlines various psych conditions (PTSD)
- Pairing US and CS not always result in CR (blocking)
- Not permanent (extinction)
operant conditioning
- Associated learning, certain behavior certain response
- When behavior associated with significant event, based on rewards and punishments
- reinforcement
- punishment
- types of reinforces
- shaping, schedules of reinforcement, extiction, partial reinforcement extinction effect, escape/avoidance
reinforcement
increase behavior
punishment
decrease behavior
positive
add
negative
take away
types of reinforcemet
PR, NR, PP, NP
shaping
- Rewarded for successive approximations/correct baby steps
- Pigeon circle food
schedules of reinforement
- Fixed = constant requirement
- Variable = on average requirement
- Interval = wait certain period of time
- Ratio = wait certain number of responses
extinction
what used to work no longer does
- Response refined response no longer enforced NS
- Takes longer to break habit
partial reinforcement extinction effect
- Behavior reinforced on a variable ratio persists longer
- Learning hard to extinguish (why gambling addictive)
observational/social learning
we understand what to do by watching others
modeling
imitation of behaviors performed by others
bobo doll experiment
- albert bandera
- how much we learn by watching others
- kids 3-5 watched adult for 10 mins
- watched aggression->aggressive
- watched calm-> no hitting
- no moral compass
- lived, filmed, cartoon, control (live=3-4x more hit)
- doesn’t end same in real life
biological preparedness
some events serve as better signals or conditional stimuli than others due to evolution.
learned helplessness
- Sometimes operant doesn’t change consequences
- Later don’t learn when response DOES affect consequences
lifestyle choices to prevent alzheimer’s
- strong social network
- staying intellectually engages
- being physically active
higher-order conditioning
an already-conditioned signal is paired with a neutral stimulus or currently meaningless event
