Psycology Flashcards
a state when you become so immersed in the norms of the group that you lose your sense of identity and personal responsibility. An individual relinquishes individual responsibility for actions and sees behavior as a consequence of group norms and expectations.
deindividuation
Le Bon was the first to recognize how individuals’ behavior changed in a crowd.
Anonymity leads to loss of internal restraints, self-identity and responsibility for our behavior. Conditions that increase anonymity serve to minimize concerns about evaluation by others and weaken normal controls based on guilt, shame or fear.
Diffusion of responsibility leads to less feelings of personal guilt when committing aggressive acts.
a theory of learning which states all behaviors are learned through interaction with the environment through a process called conditioning. Thus, behavior is simply a response to environmental stimuli.
Behaviorism, also known as behavioral psychology,
A response to stimulus that is learned (ie dogs learning to salivate when they hear footsteps of ppl who regularly bring food)
conditioned response or Pavlovian response
WHAT method of learning normally attributed to WHO where the consequences of a response determine the probability of it being repeated. behavior which is reinforced (rewarded) will likely be repeated, and behavior which is punished will occur less frequently.
Operant conditioning
B.F. Skinner
the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers”
zone of proximal development (ZPD) Lev Vygotsky (1896 – 1934).
or supportive activities provided by the educator, or more competent peer, to support the student as he or she is led through the ZPD.
Scaffolding
theory of cognitive development suggests that intelligence changes as children grow. A child’s cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world.
Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages.
Jean Piaget’s theory of cognitive development
Piaget - Birth to 2 years, object permanence;
The Sensorimotor Stage
Major Characteristics and Developmental Changes:
The infant learns about the world through their senses and through their actions (moving around and exploring its environment).
During the sensorimotor stage a range of cognitive abilities develop. These include: object permanence; self-recognition; deferred imitation; and representational play.
They relate to the emergence of the general symbolic function, which is the capacity to represent the world mentally
At about 8 months the infant will understand the permanence of objects and that they will still exist even if they can’t see them and the infant will search for them when they disappear.
Piaget : Ages: 2 - 7 Years
Symbolic thought
Preoperational Stage
Major Characteristics and Developmental Changes:
Toddlers and young children acquire the ability to internally represent the world through language and mental imagery.
During this stage, young children can think about things symbolically. This is the ability to make one thing, such as a word or an object, stand for something other than itself.
A child’s thinking is dominated by how the world looks, not how the world is. It is not yet capable of logical (problem solving) type of thought.
Infants at this stage also demonstrate animism. This is the tendency for the child to think that non-living objects (such as toys) have life and feelings like a person’s.
Piaget: Ages: 7 - 11 Years
Goal: Logical thought
Concrete operational Stage
Major Characteristics and Developmental Changes:
During this stage, children begin to thinking logically about concrete events.
Children begin to understand the concept of conservation; understanding that, although things may change in appearance, certain properties remain the same.
During this stage, children can mentally reverse things (e.g. picture a ball of plasticine returning to its original shape).
During this stage, children also become less egocentric and begin to think about how other people might think and feel.
Piaget : Age 12 and over
Goal: scientific reasoning
Major Characteristics and Developmental Changes:
Concrete operations are carried out on things whereas formal operations are carried out on ideas. Formal operational thought is entirely freed from physical and perceptual constraints.
During this stage, adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to understand division and fractions).
They can follow the form of an argument without having to think in terms of specific examples.
Adolescents can deal with hypothetical problems with many possible solutions. E.g. if asked ‘What would happen if money were abolished in one hour’s time? they could speculate about many possible consequences.
the concept that people are prone to exert less effort when working collectively as part of a group compared to performing a task alone.
social loafing
he tendency for groups to show a shift towards the extremes of decision-making when compared to decisions made by individuals.
When individual members of a group are already cautious in their attitude to a decision, they will show a shift toward an even more cautious attitude when they discuss this as part of a like-minded group.
group polarization
