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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
fixed ratio schedule
reinforces behavior after a set number of responses - ex: free milk tea after 10 purchases
26
variable ratio schedule
reinforces behavior after an unpredicted number of responses - ex: slot machines
27
fixed interval schedule
reinforces the first response after a fixed period of time - ex: pay day (weekly, biweekly)
28
variable interval schedule
reinforces thee first response after an unpredicted interval of time - ex: checking your email
29
observational learning
learning that has occurred by observing others - Albert Bandura: pioneer researcher in this field - Bobo doll experiment: experimental design with 36 preschoolers
30
key processes in observational learning
attention retention reproduction motivation
31
attention
attend to the behavior of others, as well as the consequences of that behavior
32
retention
retain the memory of behavior for later use
33
reproduction
reproduce the behavior
34
motivation
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
35
instinct / evolutionary theory
believe natural selection favors behaviors that maximize reproductive success
36
instinct
a complex behavior must have a fixed pattern throughout a species and be unlearned
37
drive and incentive theories
a physiological need creates an aroused state that drives thee organism to reduce the need
38
when a psychological needs increases, so does...
a psychological drive - an aroused motivated state
39
the aim of drive reduction is...
homeostasis - state of physiological stability (steady internal rate)
40
we are pushed to reduce drives and pulled by....
incentives - positive or negative stimuli that lure or repel us
41
drive theories
emphasize how interval states push people in certain directions
42
incentive theories
emphasize how external stimuli pull people in certain directions
43
arousal theories
human motivation seeks optimal levels of arousal
44
if biological needs are met...
then there is a drive to experience stimulation - little stimulation = bored - lots of stimulation = stressed/anxious
45
hierarchy of needs
psychological needs include needs for self-esteem bottom to top - physiological needs - safety - love and bellowing - self esteem - self-actualization - self-transcendence
46
environmental factors of hunger
palatability, quantity available, variety, prescience of others
47
palatability
quality of being tasty o acceptable mini some other way - better it tastes, more we eat
48
quantity available
the more food that is available, the more we are going to eat
49
variety
the more different types of food available, the more we are going to eat
50
presence of others
we eat more based on how many people we are with - 44% more with another person there
51
belongingness
- 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
achievement
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
developmental psychology
examines how people continuously develop physically, cognitively, socially, emotionally from infancy throughout the lifespan
54
prenatal development
development begins with the creation of a zygote - 3 stages: germinal, embryonic, fetal
55
zygote
a one cell organism that is formed at the union of a sperm and egg
56
germinal stage
-first two weeks - women don't know they are pregnant
57
embryonic stage
- next 6 weeks end of 2nd month organism begins to form and function
58
fetal stage
- 9 weeks to birth - start of 3rd month - embryo is now referred to as a fetus (latin: offspring; young one)
59
placenta
transfers nutrients and oxygen from mother to fetus - screens out many potentiomnall harmful substances
60
teratogens
harmful agents (virus or drug) that can impede development (mother to baby)
61
maturation
the biological process that enables orderly changes in behavior that are relatively uninfluenced by experience
62
motor development
the developing brain follow an universal sequence - ex: crawling before walking
63
attachment styles
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
secure attachment style
- shows signs of distress when thee mother leaves their side - predictive of resilience, curiosity, and leadership - most common
65
anxious - ambivalent attachment style
- 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
avoidant attachment style
- seek little attention from mom when in the room - not distressed when she leaves - no reaction for her return
67
language development
learn 10 words a day - 60,000 from birth to HS graduation receptive language productive language
68
receptive language
ability to comprehend - 4 months: begin to discriminate speech sounds - 8 months: begin to understand word meanings
69
productive language
ability to produce words - 4 months: babble - 12 months: begin to speak
70
arrow map
1 word stage --> 3-50 words --> one word peer day --> two word stage
71
fast mapping
the process by which children connect a word to concept after only one exposure
72
common errors in language for children
overextensions, under extensions, overgeneralization
73
overextension
using a word to describe a large set of objects - ex: believing that all 4 legged fluffy animals are puppies
74
under extension
using a word to describe a narrower set of objects - ex: cup
75
overgeneralization
children incorrectly applying grammatical roles to irregular cases when they don't apply - ex: "i thrower the ball"
76
two key stage theories
cognitive development - piaget psychosocial development - erikson
77
cognitive development
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
assimilation
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
accommodation
changing existing mental structures to explain new experiences - ex: changing schema of a cat because it is a leopard
80
sensorimotor stage
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
symbolic thought
able to hold info in their minds in the absence of the actual object
82
object permanence
the recognition that objects continue to exist even when they are no longer visible
83
preoperational stage
children engage in symbolic thought, representing things with words and images - 2 TO 7 YEARS OLD
84
flaws of preop. stage
conversation, centration, egocentrism
85
conversation
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
centration
tendency to focus on one feature of a problem only - ex: row off jelly beans (same amount but spread out more than others)
87
egocentrism
the limited ability to share another person's viewpoint - ex: "do you have a sister?" - yes "does your sister have a sister?" - no
88
concrete operational stages
characterized by the ability to perform operations with symbolic thought - capable of conversation and decantation - decrease in egocentrism 7 TO 11 YEARS OLD
89
formal operational stage
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
psychosocial development
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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