Paper 2 Approaches Flashcards
classical conditioning
learning through association
unconditioned stimulus
something that naturally triggers an automatic response
unconditioned response
the automatic reaction to an unconditioned stimulus
neutral stimulus
something that does not produce a specific reaction
conditioned stimulus
when a neutral object, action or person is connected to a specific response over time
conditioned response
a learned response to a previously neutral stimulus
Extinction in relation to classical conditioning
the conditioned response does not become permanantly established as a response
spontanious recovery in relation to classical conditioning
following extinction if the conditioned stimulus and the undonditioned stimulus are paired together again the connection is made quicker
stimulus generalisation
once conditioning has taken place an animal will also respond to stimuli similar to the conditioned stimulus
stimulus discrimination
sometimes stimulus generalisation wont occur especially to objects that are too different
operant conditioning
learning is an active process where you operat on your environment
positive reinforcement
receiving a reward when a desired behaviour is preformed
negative reinforcement
when an animal/human avoids something unpleasent
punishment
unpleasent concequence of behaviour
adrenaline
part of the “fight or flight” response and is released when facing a perceived stressor or threat
autonomic nervous system
responsible for regulating unconscious body processes.
attention (as a mediational process)
noticing a behaviour
retention (as a mediational process)
remembering a behaviour
motor reproduction (as a mediational process)
the ability to replicate an action
motivation
desire to recreate action
mediational procceses
cognitive factors that influence learning and come between stimulus and response
behaviourist
theory of learning that focuses on observable behaviours and environmental stimuli
biological
believes behaviour to be a consequence of our genetics and physiology.
central nervous system
brain and spinal cord, responsible for conscious bodily processes
cognitive
focuses on understanding mental processes, including perception, attention, memory, thinking, and decision-making
demand characteristics
cues or signals in an experimental setting that hint to participants about the experimenter’s expectations, leading them to behave in a certain way to match these expectations, potentially biasing the results
determinism
all events, including moral choices, are completely determined by previously existing causes
dizygotic (DZ)
unidentical twins
empiricism
emphasizes the role of experience and evidence in the formation of ideas and acquisition of knowledge
endocrine system
in charge of creating and releasing hormones
free will
the power of acting without the constraint of necessity or fate; the ability to act at one’s own discretion
genotype
passed on from parents, part of genetic code
phenotype
how the genotype presents itself
innate
in-born or natural
introspection
the examination or observation of mental and emotional process
monozygotic (MZ)
identical twins
natural selection
the process whereby organisms better adapted to their environment tend to survive and produce more offspring
neurochemistry
study of chemicals, including neurotransmitters and other molecules such as psychopharmaceuticals and neuropeptides, that control and influence the physiology of the nervous system
neurons
responsible for receiving sensory input from the external world, for sending motor commands to our muscles, and for transforming and relaying the electrical signals
neuroscience
scientific study of the nervous system
neurotransmitters
chemical messengers that facilitate communication between neurons in the brain and nervous system
observation
Directly witnessing and recording measurable behaviours, actions, and responses in natural or controlled settings
parasympathetic nervous system
regulates bodily functions outside of voluntary control (rest and digest functions)
peripheral nervous system
connects CNS to the rest of the body
relay neuron
allows sensory and motor neurons to communicate with each other
law of effect
any behaviour follewed by positive concequences is likely to be repeated
identification
the extent an individual relates to a model and feels they are similar to themselves
immitation
when an individual observes behaviour from a role model and copies it
modelling
when someone is influential on an individual in some way in SLT they are a model. when a person imitates a models behaviour they are modelling the behaviour
vicarious reinforcement
suggests individuals dont need to experience rewards or punishments directly in order to learn instead they can observe others concequences and make judgements on the likelyhood of themselves experiencing it
social learning theory
Albert Bandura said that learning occurs through observation, imitation, and modeling and is influenced by things like attention, motivation, attitudes, and emotions
role model
a peson is a role model if they posess similar charachteristics to the observer/ are attractive/ have a high status
computer analogy (cognative)
information is inputted through the senses encoded into memory and comibined with previously stored information to complete a task
schema
a cognative framework that helps to organise and interpret information in the brain, theyre usefuol as they allow us to take shortcuts when interpreting the large amount of info we reveive daily
cognative neuroscience
scientific study of influence of brain structures on mental processes
concordance rate
precentage of both twins displaying the same charachteristics
stomatic nervous system
part of the peripheral nervous system that controls voluntary movement and processes
sympathetic nervous system
network of nerves that helps your body activate its “fight-or-flight” response.
cerebrum
part of brain makes up 85% of its total mass.
cerebellum
latin for ‘little brain’ controls automatic functions such as breathing
frontal lobe
involved with speech through and learing
temporal lobes
hearing and memory
partieal lobes
sensory information such as touch, taste and pain
occipital lobe
visaual information
synapse
where neurotransmitters travel across (the junctions of neurones)
inhabitory neurotransmitters
neurotransmitters that inhibit nerve impulses to calm the brain and balance the mood
excitatory transmitters
excess of dopamine that causes neurones to fire more often and produce too mant messages (may produce symptoms of schizophrenia)
horemones
chemicals produced by the endoctirne glands and are secreted directly into the bloodstream
evolution
changes that take place in the charachteristics of a popualtion over a period of time
psychodynamic
role of the unconcious
conscious
the part of our mind we are aware of
unconsious
most of our mind is made up of lots of biological drives that influence our behaviour and personality, we are not aware of this
preconsious
information or thoughts that could be brought into consiousness
superego
morality principle, formed at the end of of the phallic stage, represents moral standards
ego
reality principle, develops at 2yrs old, mediator between superego and id
id
pleasure principle, present at birth, unconscious drives and instincts, seeks immediate gratification for wants
oral stage
focus of pleasure is the mouth, 0-2 years
anal stage
beginnings of ego development, child gains pleasure from withholding and expelling faeces, 2-3 years
phallic stage
focus of pleasure is the genital area, oedipus complex occurs, 3-6 years
