Quiz 2 Flashcards
Was the self-esteem movement a success?
No, it increased narcissism but academically there were no effects.
Bushman & Baumeister (1998) Findings
Self-esteem was not related to aggression. Positive correlation between narcissism and aggression. Combination of narcissism and insult lead to high aggression towards insulter. Contradict the belief that low self-esteem causes aggression.
Optimal time to learn new language
Before age 5
Best ways to learn a new language
- in various settings
- 25% of time in new language
- the earlier you start the better (before 5)
Classical Conditioning US
Unconditioned stimulus: Stimulus that automatically and naturally triggers a response
ex: food
Classical Conditioning UR
Unconditioned response: Unlearned, naturally occurring response to the unconditioned stimulus (i.e., naturally occurring involuntary reflex)
ex: salivating
Classical Conditioning CS
Conditioned stimulus: Originally irrelevant stimulus that, after association with an unconditioned stimulus comes to trigger a conditioned response
ex: bell/tuning fork
Classical Conditioning CR
Conditioned response: Learned response to a previously neutral conditioned stimulus
ex: salivating
Classical Conditioning Psychologist
Ivan Pavlov (dogs) John Watson (little Albert) Conditioning automatic response form new stimuli
Classical Conditioning Psychologist
Ivan Pavlov (dogs) John Watson (little Albert)
Positive reinforcement
adding something desirable to encourage a behavior
ex: giving money for a good grade
Negative reinforcement
taking away something negative to encourage a behavior. something undesirable gets you to do something.
ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop
Reinforcement
encourages someone to do something
Positive reinforcement
adding something to encourage a behavior
ex: giving money for a good grade
Negative/Removal Punishment
taking something desirable away to make you stop a behavior
ex: no TV for skipping homework
Operant Conditioning Psychologist
B.F. Skinner
goal-directed behavior
Premack Principle
“psychological bribing”/Grandma’s rule
giving a reward/extrinsic motivation for a behavior
ex: If you eat all your vegetables you can have cake, you can have an extra hour of TV if you do your homework
Fixed Reinforcement Schedule
Set, consistent, predictable
ex: every 5th person to raise their hand gets candy
Variable Reinforcement Schedule
Inconsistent
ex: pop quiz (don’t know when it will happen)
Ratio Reinforcement Schedule
Occurrences
ex: slot machine depends on # of times the lever is pulled not how much time has gone by
Interval Reinforcement Schedule
Time (day, time, etc.)
ex: you have a quiz every MONDAY
Intrinsic Motivation
because you want to do it, for your own satisfaction
Negative reinforcement
taking away something negative to encourage a behavior
ex: parent nags about taking out the trash, the child takes out the trash so the nagging will stop
When are extrinsic motivators useful?
For repetitive, boring tasks. Not stimulating. Also good for kids with special needs (mental disability, impulsiveness, aggression). Also useful for underachieving kids because they are usually turned off and tuned out.
What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)
Extrinsic motivation decreases intrinsic desire
Punishment
makes you stop doing something
Working (Short-term) Memory
20 seconds. 5-9 items can be held at once. Alan Baddeley
Positive/Presentation Punishment
adding something negative to make you stop a behavior
ex: giving extra chores for crashing the car
Negative/Removal Punishment
taking something away to make you stop a behavior
ex: no TV for skipping homework
Negative/Removal Punishment
taking something away to make you stop a behavior
ex: no TV for skipping homework
Operant Conditioning Psychologist
B.F. Skinner
Declarative/Semantic Memory
information, facts, words
ex: academic information
Premack Principle
“psychological bribing”
giving a reward/extrinsic motivation for a behavior
ex: If you eat all your vegetables you can have cake
Fixed Reinforcement Schedule
Set, consistent
Sources of self-efficacy
- Mastery Experiences*
- Vicarious Experiences
- Social Persuasion
- Affective (emotional) State
Variable Reinforcement Schedule
Inconsistent
Ratio Reinforcement Schedule
Occurrences
Interval Reinforcement Schedule
Time (day, time, etc.)
Intrinsic Motivation
because you want to do it
Extrinsic Motivation
for an external reward/for someone other than self
When are extrinsic motivators useful?
For repetitive, boring tasks. Not stimulating
Sources of self-efficacy
-
-
What happens when you use extrinsic motivators on intrinsically motivated kids? (HINT: The article you had to read)
Extrinsic motivation decreases intrinsic desire
Sensory Memory
1-3 seconds. using sense to take in information
Working (Short-term) Memory
20 seconds. 5-9 items can be held at once.
Long-term Memory
Theoretically infinite but of course we forget things (don’t use it, lose it).
Types of Long-term Memory
- procedural
- episodic
- semantic
Procedural Memory
How to do things
ex: ride a bike
Episodic Memory
personal experiences
ex: wedding, friends, baby
Semantic Memory
information, facts, words
Semantic Memory
information, facts, words
ex: academic information
self-efficacy
How confident you feel doing a task
Teacher self-efficacy
How confident the teacher feels that they can help students succeed academically
Sources of self-efficacy
-
-
Fixed Interval Reinforcement Schedule
predictable time
ex: you have a quiz every MONDAY at 12PM (weekly quiz)
Variable Interval Reinforcement Schedule
inconsistent time
ex: pop quiz
may be at a certain time but not on same day, unexpected
Fixed Ratio Reinforcement Schedule
predictable occurrences
ex: workers are paid for every 15 products made
Variable Ratio Reinforcement Schedule
inconsistent occurrences
ex: slot machines
people never know when they will win but it could be the next coin or the next
Variable Ratio Reinforcement Schedule
inconsistent occurrences
ex: slot machines
people never know when they will win but it could be the next coin or the next
Working Memory Components
Alan Baddeley
Central executive, phonological loop, visuospatial sketchpad, episodic buffer
Central Executive
tells you what to focus on, what other parts should contribute or not
manages your attention/rehearsal
Phonological Loop
where you rehearse spoken/verbal information
Visuospatial Sketchpad
Focuses on images
Episodic Buffer
Takes into account context of information (where, when, how, who, why)
Fixed Interval Reinforcement Schedule
predictable time. reinforcement after a set period of time
ex: you have a quiz every MONDAY at 12PM (weekly quiz)
Variable Interval Reinforcement Schedule
inconsistent time. reinforcement after varying lengths of time
ex: pop quiz
may be at a certain time but not on same day, unexpected
Fixed Ratio Reinforcement Schedule
predictable occurrences. reinforcement after a set number of responses
ex: workers are paid for every 15 products made
Variable Ratio Reinforcement Schedule
inconsistent occurrences. reinforcement after varying number of responses
ex: slot machines
people never know when they will win but it could be the next coin or the next
Episodic Buffer
Takes into account context of information (where, when, how, who, why)
Intermittent Reinforcement Schedule
A reinforcer after some but not all responses
Intermittent Reinforcement Schedule
A reinforcer after some but not all responses
Mastery Experiences
past successes or failures
ex: I succeeded last year I will again this year
Vicarious Experiences
Other’s successes or failures
ex: watching someone have fun on a roller coaster may make you feel better about doing it
Social Persuasion
Verbal contexts (cheerleading) ex: principal tells you you're doing a good job influence DEPENDS on how you feel about the person
Affective (emotional) State
How you feel
ex: feeling anxious before disciplining a student
Mastery Experiences
past successes or failures
ex: I succeeded last year I will again this year
THE MOST INFLUENTIAL
