EXAM 3 - Psych Flashcards
Drive Theory
Deviations from homeostasis create a physiological need
-Sate of tension
Drive Reduction
State of relief
Goal : Homeostasis
EX: low fluid = need – thirsty = drive
Insentive Theories
Insentives (rewards) pull behavior in a particular direction
Intrinsic Rewards
Internal
Makes you feel happy / accomplished / proud
Extrinsic Rewards
External
Verbal validation, money, job
Physiological Mechanisms
Regulation of Eating
-Stomach distension
-CCK hormone
-Blood glucose / insulin levels
-metabolic rate –> how much energy a person uses
-Leptin hormone –> low fat = low leptin = more eating
Brain Mechanisms
Regulation of eating
Hypothalamus –> Regulates eating
Anorexia Nervosa
Severe restricted food intake / refusal to maintain healthy weight
Intense FEAR of gaining weight
Distorted body image
Bulimia Nervosa
Cycles of binge eating and purging
over exercise
Fear of becoming overweight
Depression and/or anxiety
Maslow’s Hierarchy of Needs
- Physiological Needs
- Safety Needs
basic needs - Belongingness and Love Needs
- Esteem Needs
psychological needs - Self-actualization
Self-fufillment needs
Elements of Emotion
- Stimulus
Experience - Behavior
verbal / non-verbal - Cognitive appraisal
How we’ll be impacted by situation
Label emotion
*exact order is not clear
Yerkes-Dodson Law
A simple task if performed best when arousal levels are relatively high and complex tasks, better when levels are low
Principles of Happiness:
Adaptation - Levels principle
-Happiness is relative to our prior experience
EX: You’re not happy w B’s anymore
EX: New phone –> you want something better
Principles of Happiness
Relative Deprivation Principle
-Happiness is relative to other’s attainments
EX: comparing salaries
James - Lange Theory
Stimulus –> Behavior –>Emotion
Snake –> Sweating, Heart –> Fear
Sympathetic nervous system would initiate physiological arousal first
Cannon - Board Theory
Stimulus –> Behavior +Emotion
Snake –> Sweating + Fear
Fear and fight or flight response happen at SAME TIME
Schachter - Signer Two-Factor Theory
Stimulus–>Behavior+Label–>Emotion
Snake –> Sweating + Scared –> Fear
Physiological arousal is interpreted in context to produce the emotional experience
Dimensional Theory
Emotion exist on a continuum
Pleasant <—–> Unpleasant
Low arousal <—–> High arousal
Importance of context
Learning
A relatively permanent change in behavior due to experience
Classical Conditioning
Pavlov
Process by which we learn to associate stimuli, and anticipate events
Unconditioned Stimulus
UCS
A stimuli that elicits a reflexive response in an organism
Meat Powder
Unconditioned Response
UCR
A natural (unlearned) reaction to a given stimulus
Dogs salivation
Meat Powder (UCS) = Salivation (UCR)
Neutral Stimulus
NS
Stimulus that does not naturally elicit a response
Presented immediate before a UCS
Sound of bell
Tone (NS) + Powder (UCS) = Salivation (UCR)
Conditioned Stimulus
CS
Stimulus that elicits a response after repeatedly being paired with an unconditioned stimulus
Conditioned Response
CR
Behavior caused by the conditioned stimulus
Tone (CS) = Salivation (CR)
Classical Conditioning
Example
UCS - Chemotherapy drugs
UCR - Vomiting
NS - Doctors office
CS - doctors office
CR - vomiting
Acquisition
Initial period of learning
Organism learns to connect a neutral stimulus and an unconditioned stimulus
Extinction
Decrease in the conditioned response when the unconditioned stimulus is no longer presented with the conditioned stimulus
Spontaneous Recovery
Return of a previously extinguished conditioned response following a rest period
Stimulus Discrimination
Organism learns to respond to differently to various stimuli that are similar
EX: cat learned to discriminate between sound of can opener and sound of electric mixer
Stimulus Generalization
organism demonstrates the conditioned response to stimuli that are similar to the conditioned stimuli
Operant conditioning
Organism learn to associate behavior and its consequences
More pleasant –> more likely to be repeated
Skinner
Reinforcement and Punishment
Reinforcement
Positive Reinforcement :
A desirable stimulus is added to increase a behavior
Negative Reinforcement:
Undesirable stimulus is removed to increase a behavior
most effective way
Punishment
Positive Punishment:
Add an undesirable stimulus to decrease a behavior
Negative Punishment:
Remove unpleasant stimulus to decrease behavior
Continuous Reinforcement
When an organism receives a reinforcer each time it displays a behavior
*quickest way to teach a behavior
Partial Reinforcement
Organism does not get reinforced every time they perform a desired behavior
-Fixed Interval
Slow
Least productive
Easiest to extinguish
-Variable Interval
-Fixed Ratio
-Variable Ratio
high and steady response rate
Observational Learning
Bandura
Bobo Doll experiment
Vicarious Reinforcement:
Model was reinforced for their behavior, you will be more motivated to copy them
Vicarious Punishment:
Model is punished, less likely to be motivated to copy them
Modal Model of Memory
Atkinson and Chiffon
Input
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Sensory Memory
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Short term memory –> Output
Rehearsal
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^^^
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Long term Memory
Sensory Memory
Stores A LOT of sensory info.
Very SHORT time
Visual and Auditory
Short-Term Memory
Stores SMALL amount of info, for a SHORT period
Capacity:
7+- 2
Chunking
Small units can be chunked into larger units
-Increases the amount of info we can hold
Short term vs Working memory
-Short term storage of information
-Working memory manipulation of stored info.
Components of Working Memory
Phonological Loop
Holds VERBAL and AUDITORY info
Components of Working Memory
Visual Sketch Pad
Holds visual and spatial info
Visual imagery
EX: Ability to go home
Components of Working memory
Episodic Buffer
-Increases storage capacity
-Improves communication w/ long-term memory
Components of Working memory
Central Executive
-“control center: of working memory
-“attention controller”
Long-term Memory
-Stores info for long periods of time
-Can’t get to long term, if short-term is damaged
Primacy Effect
Better memory for words at beginning
TRANSFERRED to long term
More time to recognize
Recency Effect
Better memory for words at end
Still in short term
Types of Long-Term Memory:
Explicit / Declarative
Memories we are aware of
Facts, events, things, personal experiences
Episodic:
Memory for personal experiences
Semantic:
Memory for facts, vocabulary, concepts, etc
Case Study: Frederick
Semantic memory worked well
Types of Long-Term Memory:
Implicit / Non-declarative
Knowledge that influences our thought and behavior w/o conscious remembering
Procedural Memory:
Memory to carryout an activity w/o conscious thought
Encoding
The process of acquiring information
Transferring it to long-term
Retrieval
Process of Recovering previously encoded information
Transferring from LTM to WM
Way you encode affects retrieval:
Maintenance Rehearsal
Repeating numbers
-Poor memory
-Poor retrieval
Way you encode affects retrieval:
Elaborative Rehearsal
Relate info. to something meaningful
-Better memory
-Better retrieval
