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semester 1 college freshman > exam 2 psychology part 2 (chapters 6, 9, and 10) > Flashcards

exam 2 psychology part 2 (chapters 6, 9, and 10) Flashcards

1
Q

pygmalion effect

A

the phenomenon that explains better performance by people when there are greater expectations put on them
- ex: parent, student, teach conference

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2
Q

classical conditioning

A

a process in which we learn to associate two stimuli and this anticipate events that will follow

  • pavlov
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3
Q

unconditional response

A

an unlearned, naturally occurring response

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4
Q

conditioned response

A

a learned response to a previously neutral stimulus

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5
Q

unconditioned stimulus

A

a stimulus that unconditionally triggers a response

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6
Q

conditioned stimuli

A

an originally irrelevant stimulus that triggers a conditioned response

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7
Q

conditioning process

A

acquisition, higher-order conditioning, extinction, spontaneous recovery, generalization, discrimination

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8
Q

acquisition

A

initial stage
- where you begin to link a neutral stimulus and an unconditioned so that the previously neutral stimulus begins to trigger a response

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9
Q

higher order conditioning

A

a new neutral stimulus can become a new conditioned response

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10
Q

extinction

A

a diminished response that occurs when the conditioned stimulus no longer signals a pending unconditioned stimulus

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11
Q

spontaneous recovery

A

the reappearance of a now weakened conditioned response after a pause in time
- repressing/holding back

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12
Q

generalization

A

tendency to respond to a stimulus that is similar but different from the original stimulus

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13
Q

discrimination

A

the learned ability to distinguish between a conditioned stimulus and other similar, but irrelevant stimuli

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14
Q

operant conditioning

A

learning controlled by the consequences of the organism’s behavior
- actions followed by reinforcers increase
- actions followed by punishers decrease

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15
Q

reinforcement

A

in operant conditioning
- refers to any event that strengthens or increases the frequency of a preceding response

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16
Q

shaping

A

in operant conditioning
- a procedure in which reinforces gradually guide one’s actions toward a desired behavior

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17
Q

types of reinforcers

A

positive reinforcement, negative reinforcement, punishment

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18
Q

positive reinforcement

A

strengthens a response by presenting a pleasant stimulus after a response

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19
Q

negative reinforcement

A

strengthens a response bu reducing or removing something undesirable
- ex: hitting the snooze button on an alarm (to get rid of annoying noise)

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20
Q

punishment

A

decreases the frequency of a preceding behavior
- ex: teacher yelling for misbehaving in class

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21
Q

distinction between reinforcement and punishment

A
  • a reinforcement seeks to increase the likelihood of an event in the future
  • punishment seeks to decrease the likelihood of an event in the future
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22
Q

continuous reinforcement

A

reinforcing the desired behavior every time it occurs
- learning occurs rapidly
- extinction occurs rapidly

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23
Q

intermittent reinforcement

A

partial –> responses are reinforced sometimes
- learning occurs slowly
- more resistant to extinction

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24
Q

schedules of reinforcement

A

fixed ratio schedule
variable ratio schedule
fixed interval schedule
variable interval schedule

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25
Q

fixed ratio schedule

A

reinforces behavior after a set number of responses
- ex: free milk tea after 10 purchases

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26
Q

variable ratio schedule

A

reinforces behavior after an unpredicted number of responses
- ex: slot machines

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27
Q

fixed interval schedule

A

reinforces the first response after a fixed period of time
- ex: pay day (weekly, biweekly)

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28
Q

variable interval schedule

A

reinforces thee first response after an unpredicted interval of time
- ex: checking your email

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29
Q

observational learning

A

learning that has occurred by observing others

  • Albert Bandura: pioneer researcher in this field
  • Bobo doll experiment: experimental design with 36 preschoolers
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30
Q

key processes in observational learning

A

attention
retention
reproduction
motivation

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31
Q

attention

A

attend to the behavior of others, as well as the consequences of that behavior

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32
Q

retention

A

retain the memory of behavior for later use

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33
Q

reproduction

A

reproduce the behavior

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34
Q

motivation

A

find the pay-off of the behavior for yourself
- expection of being reinforced
-“what’s in it for me?”

a need or desire that energizes behavior and directs it toward a goal

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35
Q

instinct / evolutionary theory

A

believe natural selection favors behaviors that maximize reproductive success

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36
Q

instinct

A

a complex behavior must have a fixed pattern throughout a species and be unlearned

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37
Q

drive and incentive theories

A

a physiological need creates an aroused state that drives thee organism to reduce the need

38
Q

when a psychological needs increases, so does…

A

a psychological drive

  • an aroused motivated state
39
Q

the aim of drive reduction is…

A

homeostasis
- state of physiological stability (steady internal rate)

40
Q

we are pushed to reduce drives and pulled by….

A

incentives
- positive or negative stimuli that lure or repel us

41
Q

drive theories

A

emphasize how interval states push people in certain directions

42
Q

incentive theories

A

emphasize how external stimuli pull people in certain directions

43
Q

arousal theories

A

human motivation seeks optimal levels of arousal

44
Q

if biological needs are met…

A

then there is a drive to experience stimulation
- little stimulation = bored
- lots of stimulation = stressed/anxious

45
Q

hierarchy of needs

A

psychological needs include needs for self-esteem

bottom to top
- physiological needs
- safety
- love and bellowing
- self esteem
- self-actualization
- self-transcendence

46
Q

environmental factors of hunger

A

palatability, quantity available, variety, prescience of others

47
Q

palatability

A

quality of being tasty o acceptable mini some other way
- better it tastes, more we eat

48
Q

quantity available

A

the more food that is available, the more we are going to eat

49
Q

variety

A

the more different types of food available, the more we are going to eat

50
Q

presence of others

A

we eat more based on how many people we are with
- 44% more with another person there

51
Q

belongingness

A
  • strong need to belong
  • our need to belong influences our thoughts and relationships
  • our need to belong results in both deep attachments and menacing threats
52
Q

achievement

A

achievement motive
- the need to:
- master difficult challenges
- outperform others
- meet high standards
- excel (tests)

achievement motivation
- influenced by:
- the probability of success
- the inventiveness of success

53
Q

developmental psychology

A

examines how people continuously develop physically, cognitively, socially, emotionally from infancy throughout the lifespan

54
Q

prenatal development

A

development begins with the creation of a zygote
- 3 stages: germinal, embryonic, fetal

55
Q

zygote

A

a one cell organism that is formed at the union of a sperm and egg

56
Q

germinal stage

A

-first two weeks
- women don’t know they are pregnant

57
Q

embryonic stage

A
  • next 6 weeks
    end of 2nd month
    organism begins to form and function
58
Q

fetal stage

A
  • 9 weeks to birth
  • start of 3rd month
  • embryo is now referred to as a fetus (latin: offspring; young one)
59
Q

placenta

A

transfers nutrients and oxygen from mother to fetus
- screens out many potentiomnall harmful substances

60
Q

teratogens

A

harmful agents (virus or drug) that can impede development (mother to baby)

61
Q

maturation

A

the biological process that enables orderly changes in behavior that are relatively uninfluenced by experience

62
Q

motor development

A

the developing brain follow an universal sequence
- ex: crawling before walking

63
Q

attachment styles

A

strange situation paradigm
- Mary Ainsworth
- set out with the goal of assessing the quality of attachment between infants and their primary caregivers
- secure, anxious-ambivalent, avoidant

64
Q

secure attachment style

A
  • shows signs of distress when thee mother leaves their side
  • predictive of resilience, curiosity, and leadership
  • most common
65
Q

anxious - ambivalent attachment style

A
  • seems anxious, worried, less secure and comfortable even when their mother is present
  • don’t want to let go of mother
  • distressed when she leaves
  • not comforted upon return
66
Q

avoidant attachment style

A
  • seek little attention from mom when in the room
  • not distressed when she leaves
  • no reaction for her return
67
Q

language development

A

learn 10 words a day
- 60,000 from birth to HS graduation

receptive language
productive language

68
Q

receptive language

A

ability to comprehend
- 4 months: begin to discriminate speech sounds
- 8 months: begin to understand word meanings

69
Q

productive language

A

ability to produce words
- 4 months: babble
- 12 months: begin to speak

70
Q

arrow map

A

1 word stage –> 3-50 words –> one word peer day –> two word stage

71
Q

fast mapping

A

the process by which children connect a word to concept after only one exposure

72
Q

common errors in language for children

A

overextensions, under extensions, overgeneralization

73
Q

overextension

A

using a word to describe a large set of objects
- ex: believing that all 4 legged fluffy animals are puppies

74
Q

under extension

A

using a word to describe a narrower set of objects
- ex: cup

75
Q

overgeneralization

A

children incorrectly applying grammatical roles to irregular cases when they don’t apply
- ex: “i thrower the ball”

76
Q

two key stage theories

A

cognitive development - piaget

psychosocial development - erikson

77
Q

cognitive development

A

Paiget believed that children develop as a result of maturation, as well as their interactions with their environment
- assimilation
- accommodation

4 stages - sensorimotor, preoperational, concrete operational, formal operational

78
Q

assimilation

A

interpreting new experiences in terms of existing mental structures
- ex: begeleiding that one is seeing a cat based on the characteristics you know that are associated with a cat

79
Q

accommodation

A

changing existing mental structures to explain new experiences
- ex: changing schema of a cat because it is a leopard

80
Q

sensorimotor stage

A

children learn to coordinate their sensory inout with their motor actions
- major development in the appearance of symbolic thought
- key to this is object permanence
- BIRTH TO 2 YEARS OLD

81
Q

symbolic thought

A

able to hold info in their minds in the absence of the actual object

82
Q

object permanence

A

the recognition that objects continue to exist even when they are no longer visible

83
Q

preoperational stage

A

children engage in symbolic thought, representing things with words and images

  • 2 TO 7 YEARS OLD
84
Q

flaws of preop. stage

A

conversation, centration, egocentrism

85
Q

conversation

A

refers to thee recognition that the amount of a substance doesn’t change just because the substance has changed
- ex: water and different sized glasses

86
Q

centration

A

tendency to focus on one feature of a problem only
- ex: row off jelly beans (same amount but spread out more than others)

87
Q

egocentrism

A

the limited ability to share another person’s viewpoint
- ex:
“do you have a sister?” - yes
“does your sister have a sister?” - no

88
Q

concrete operational stages

A

characterized by the ability to perform operations with symbolic thought
- capable of conversation and decantation
- decrease in egocentrism

7 TO 11 YEARS OLD

89
Q

formal operational stage

A

marked by the ability to apply operations to abstract concepts (peace, love, free will, etc)
- adolescents become capable of solving hypothetical propositions and deducing consequences

11 YEARS OLD AND UP

90
Q

psychosocial development

A

erik erikson
- 8 stages
- focuses non social and emotional development
- every stage of life has its own psychosocial task (crisis that needs a resolution)

  1. trusts vs mistrust (infancy –> 0-1)
  2. autonomy vs shame and doubt (toddlerhood –> 2-3)
  3. initiative vs guilt (preschool 4-6)
  4. industry vs inferiority (elementary –> 6-puberty)
  5. identity vs role confusion (adolescence)
  6. intimacy vs isolation (Early adulthood)
  7. generatively vs stagnation (middle adulthood)
  8. integrity vs despair (late adulthood)

semester 1 college freshman (3 decks)

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