Final Textbook Notes

Question 1

Higher order functioning, generalization, discrimination, extinction, discriminative stimulus
*

Answer 1

Higher order functioning: ?

Generalization: responding in a similar (but not the same) way to the stimuli thats similar to the CS
•for reinforcement, generalizations are high

Discrimination: responding differently to different stimuli (knowing they’re different)

Extinction: CRs can weaken when the CS appears repeatedly without the US (but theres always spontaneous recovery)
•can occur in reinforcement

Discriminative stimulus: a stimulus that turns the behaviour on and off
?

Question 2

Emotional conditioning and schedules of reinforcement, and social reinforcement
*

Answer 2

Classical conditioning in which the CRs are emotional
reactions
• red evokes negative emotions in academics for some people (grading in red), but can also have a romantic component/positive emotion
•your own experience plays major role in your personality

Schedules of reinforcement: variations in frequency and patterns of reinforcement
•continuous reinforcement: the behaviour is followed by a reinforcer every single time
•partial reinforcement: the behaviour is followed by a reinforcer sometimes

Social reinforcement: acceptance, smiles, hugs, praise, etc
•vicarious emotional arousal: when you observe someone feeling an intense emotion so you feel it too (less extreme usually)
*vicarious classical conditioning: various emotional arousal creates the possibility for classical conditioning
•outcome expectancy: mental model of a link from action to expected outcome, influencing behaviour

Question 3

Box 1

Answer 3

Box 1: social-cognitive learning theorists emphasize that peoples acts are determined by the potential outcomes
•results in self control: people sometimes restrain their own actions (delay of gratification)
•modelling plays important role in delay of gratification in children: whatever you see someone do with their self control determines what you will do (could be due to vicarious learning)

Question 4

Important components of observational learning

Answer 4

The processors important in observational learning
Retention
•use of imagery, language, and mental reversals to encode/retain learning
Production
•observers capacity to produce necessary responses (dependent on prior experiences)
Performance
•consequences to the model: is model rewarded or punished
•consequences to the observer: is observer rewarded or punished

Ex: modelling of aggression and media violence
•observational learning can occur with symbolic models (TV, magazines, video games, etc)
1. whenever observational learning can occur, it does
2. observing rewarded aggression helps create a sense that aggression is appropriate
3. repeated exposure to violence desensitizes observers to human suffering

Assessing the learning perspective through two techniques

1. Physiological responses: emotional responses are also physiological
2. Behavioural assessment: emotions can be assessed through behaviour

Question 5

Treatment through conditioning (behavioural modification/behavioural therapy)

Answer 5

Instrumental conditioning: undesirable tendencies are reinforced
•may have worked earlier in life but don’t work now
•contingency management: must change patterns of reinforcement by reinforcing desired alternatives

Modelling based therapy for skill deficits
•mastery model: having no fear
•coping model: initially displays fear but eventually handles the situation
•participant model: copy the other person

Question 6

The cognitive perspective terms

Answer 6

Personal constructs: people know the world through their own lens of their own construct

Default: something you assume is true unless you’re told otherwise (can be used as knowledge gaps

Schemas are often encoded using both semantic (feeling) and episodic (event) memories

Procedural knowledge: knowledge about how to do something

Question 7

The needs perspective terms

Answer 7

incentive: the degree to which a given action can satisfy a need for you, determining how a motive is expressed
* choices made within a domain of needs

Difference between implicit and self attributed motives
•implicit motives are more basic (primitive and automatic)
•because they’re more basic, they’re good predictors of behaviour tendencies
•self attributed motives relate to specific goals, making them better for predicting responses in structured settings
•because they have different testing outcomes, it seems that they use different aspects of memory

ASK how motives and needs relate to different personality traits

BOX: the process underlying the TAT/PSE
•look at the picture, make up the story about: what happened to these people, whats their relationship, what are they feeling, and what will be the outcome of the situation
•they proceed to write stories about the picture