Lecture 7: Learning And Identity Formation Flashcards
1
Q
Nonassociative vs associative learning
A
- Nonassociative: an increase or decrease in response due usually to repeated applications of a single stimulus that is not linked to others (habituation, dishabituation, sensitization)
- Associative: occurs when new information is acquired during to a connection between 2 things (classical and operant conditioning)
2
Q
Nonassociative learning
A
- Habituation: getting used to a stimulus
1a. 4 factors affect habituation: duration of stimulus, frequency, intensity and change - Dishabituation: when introducing a new stimulus removes the effects of habituation and recovers the response
- Sensitization: occurs when repeated application of a stimulus leads to a progressively stronger repsonse
3
Q
Associative learning: classical conditioning
A
- Via Pavlov where a unconditioned stimulus paired with a neutral stimulus causes a conditioned response
4
Q
Associative learning: classical conditioning: stimulus terms
A
- Extinction: losing the conditioned repsonse due to a lack of stimulus…if a conditioned repsonse reoccurs it is called spontaneous recovery
- Renewal effect: when the CR is done in a new environment and present in the original environment
- Stimulus generalization: generalizing all look alike stimuli to give a CR
- Higher order conditioning: a CS conditions a NS (classical conditioning)
- Stimulus discrimination: discriminating between similar CS
5
Q
Associative learning: classical conditioning: therapy
A
- Aversive conditioning: attempts to change a behaviour by associated an undesired behaviour NS with a unpleasant experience UCR
1a. Flooding therapy: payment is usually exposed to the actual object of their fear
1b. Implosive therapy: patient is asked to imagine object of gear - Graduated exposure therapy or systemic desensitizing: eliminates anxiety by replacing it w relaxing
- Counter conditioning: unwanted response to a stimulus is replaced by a desired response
6
Q
Associative learning: operant conditioning
A
- Via skinner: reinforcement increases behaviour and punishment decreases behaviour
1a. Primary reinforcer: natural/innate (food, sleep, sex)
1b. Secondary reinforcer: requires conditioning to be rewarding (money, attention)
1c. Primary punisher: natural/innately unpleasant (pain, heat etc)
1d. Secondary punisher: requires conditioning to be unpleasant (criticism, mean looks)
7
Q
Associating learning: operant conditioning: shaping
A
- Reinforcers are given for approximations of desired response (target response)
8
Q
Associating learning: operant conditioning: escape vs avoidance learning
A
- Escape learning: first exposure a person acquires a response
- Avoidance learning: individual uses what they learnt from escape learning to avoid certain stimuli
9
Q
Associating learning: operant conditioning: reinforcer and punishment schedules
A
- Variable ratio: 1 reinforcer/# of behaviours
- Fixed ratio: 1 reinforcer/behaviour
- Variable interval: 1 reinforcer / varying time of behaviour
- Fixed interval: 1 reinforcer/certain time of behaviour
10
Q
Latent learning
A
- Occurs without stimulus or reward
11
Q
What affects associative learning
A
- Biological predisposition interferes through instinctive drift
12
Q
Observational learning
A
- Do smth via how we observe a model: mirror neurons fire when this occurs
- Via Banduras social cognitive theory: says 4 things need to occur after exposure/before learning
2a. Attention: observer must pay attention
2b. Retention: must remember behaviour
2c. Production: must be able to produce behaviour
2d. Motivation: must be motivated to copy behaviour - Nono doll experiment shows this
13
Q
Mentalizing
A
- Second handed embarassment
14
Q
Insight learning
A
- An epiphany after deep contemplation
15
Q
Self concept
A
- Our mental image of ourselves
16
Q
Rogers: Self actualization
A
- Wanting to be the best version of ourselves which is our ideal self … this requires self esteem
1a. Current version of the self is teh real self
17
Q
Michael Lewis: Components that make up self concept
A
- Existential self: awareness that there is a self different from others
- Categorical self: ability of a person to use categories to define himself
18
Q
Social identity theory:
A
- Says self esteem relies on 2 types of identity
1a. Personal identity: set of qualities that characterizes a person
1b. Social identity: made of groups a person belongs
19
Q
Self efficacy
A
- A persons belief in their ability to do a particular task
- 4 ways to increase self efficacy: experiences, social persuasion, social modeling and training
20
Q
Ego depletion
A
- When a person has low energy levels they give up likely on activities that test their self control
21
Q
Locus of control
A
- Internal: everything happens because of me
- External: i have no control over what happens to me
22
Q
Psychosexual theory of development by Freud
A
- Oral: libido is centered around mouth…if fixation occurs problems could be around eating, smoking, nail biting etc.
- Anal: libido around anus…fixation causes obsessive adults
- Phallic: libido on own genitals which drives masturbation
3a. Oedipus complex: boy resents father bs he has a sexual desire to his mom which causes castration anxiety (fear of dad finding out)
3b. Penis envy: for girls - Latency: libido on interaction w people outside family
- Genital: libido to others genitals
23
Q
Psychosocial stages of development by Erickson
A
- Infancy: trust vs mistrust
- Early childhood: autonomy vs shame/doubt
- Play age: initiative vs guilt
- Adolescence: identity vs role confusion
- Young adult: intimacy vs isolation
- Adulthood: generativity vs stagnation
- Old age: integrity vs disparity
24
Q
Identity status theory by Marcia
A
- Argues there are 4 main states that a persons identity can be in adolescence
1a. Identity achievement: i know and like who i am
1b. Identity moratorium: idk who I am
1c. Identity foreclosure: i am who i was told I would be
1d. Identity diffusion: idk or care who I am
25
Kohlberg’s stages of development
1. Preconventional morality
1a. Don’t want punishments
1b. Seek rewards
2. Conventional morality
2a. Good boy/good girl
2b. Authority
3. Postconventional morality
3a. Social contracts
3b. Universal ethics
26
Vygotsky’s social interactionist theory
1. Social interaction is how children learn: learned via taught by a skilled other to get them to the zone of proximal development (what I can do with help)
27
Looking glass self: Cooley
1. Looking glass self: basing your worth on how you think others percieve you
2. its produced by 3 factors
2a. Imagination of ones own physical appearance to others
2b. How he imagines others judge his appearance
2c. Some kind of feeling related to teh first factors
28
Social behaviourism: Mead
1. 2 stages develop the self
1a. Preparatory stage: child imitates adults without understanding the meaning behind their actions
1b. Play stage: child engage in role taking based on what they see adults acting out in society
1c. Game stage: children gain an understanding of how roles function as parts of broader society
2. The 2 components of the real self
2a. Me: reflects an internalization of societies expectations
2b. I: spontaneous part that responds to expectations and attitudes
29
Reference groups
1. Who we compare ourselves to to evaluate our own behaviour
