Relationships and Behavior Flashcards
Cross-sectional data
Received from observing many subjects at same point in time
Longitudinal data
Track same sample at different time points
Unidirectional relationship
One thing leads to another and not vice versa
Reciprocal relationship
Both things can influence each other
Behavioral learning
Individual determines what behaviors are culturally appropriate and consequences of behaviors
Associative learning (conditioning)
Learning involving associations b/w stimuli and specific responses
Classical vs. operant
Classical conditioning
Subject develops response to previously neutral stimulus by associating it with another stimulus that already elicited that response
Unconditioned stimulus
Stimuli that initially elicits desired response w/o need for conditioning
Ex. food => saliva
Unconditioned response
Desired response that is initially elicited due to unconditioned stimulus w/ no need for conditioning
Ex. Saliva as a result of food
Neutral stimulus
Stimulus that initially elicits no response
Ex. Food bowl
Conditioned stimulus
A neutral stimulus that is conditioned to eventually elicit a (conditioned) response
Ex. Food bowl => saliva
Conditioned response
Response that has been conditioned to be a result of the conditioned stimulus
Ex. Saliva due to food bowl
Acquisition
Stage of learning over which a conditioned response to a new stimulus is established
Spontaneous recovery
Reappearance of conditioned response after period of lessened response
Stimulus discrimination
Learned lack of response to a similar stimuls
Operant conditioning
Type of associative learning where individual becomes more or less likely to carry out certain behavior based on its consequences
Deprives subject of some desirable stimulus for a period of time
Reinfocement
Increases behavior
Positive reinforcement
Add pleasant stimulus
Ex. gift
Negative reinforcement
Removal of unpleasant stimulus
Ex. stop nagging
Punishment
Decreases behavior
Positive punishment
Add unpleasant stimulus
Ex. spank
Negative punishment
Removal of pleasant stimulus
Ex. confiscate phone
Types of consequences are ____ or ____
Primary or secondary
Primary punishment/reinforcement
Relates to physiological need (does not require learning)
Increases likelihood of response
Ex. food, pain
Secondary punishment/reinforcement
Require learning and social context to affect behavioral decisions
AKA conditioned reinforcers/punishers
Ex. money, praise, scolding
Escape conditioning
Learned behavior that allows subject to escape unpleasant stimulus
Avoidance conditioning
Learned behavior that allows subject to avoid unpleasant stimulus by employing specific response
Reinforcement schedule
How often and under what conditions a behavior is reinforced
Partial (intermittent) reinforcement
Rewarded only sometimes
After behavior is learned, this makes it more resistant to extinction
Continuous reinforcement
Most rapid way to first establish response
Instinctual drift
Established habits are eventually replaced by innate/instinctual behaviors
Shaping
Shapes behavior toward a certain response by reinforcing successive approximations toward desired behavior
Innate behaviors
Developmentally fixed and influenced by physiology/genetic inheritance
Difficult to change
Cognitive processes
Necessary for associative learning of non-instinctual behaviors
Observational learning
Based on modeling (witnessing another’s actions and retaining info on that behavior to later re-enact it)
Mirror neurons
Fire both when completing an action and when person observes someone completing same action => help learning by imitation
Vicarious emotions
Feeling emotions of others as though they are one’s own
Necessary component of modeling/observational learning
Modeling
Witnessing another’s actions and retaining info on that behavior to later re-enact it
Spacing effect
Learning is greater when spaced out
Behavior
Sum of coordinated responses to internal/external stimuli
Partially influenced by biology (genes, neural connections, hormones)
Nonverbal communication
Body language, touch, appearance, facial expressions
Animal signals
Vocalizations, visual stimulus, touch, smell
Social behavior
Interaction w/ members of the same species
Foraging behavior
Set of behaviors through which animals get food
Maximize energy from food and minimize expenditure
Mating behavior
Behavior surrounding reproductive propagation of species
Altruism
Behavior disadvantageous to individual, but benefit members of its social group
Inclusive fitness
Overall fitness considers offspring of close relatives => care for offspring of your friends w/ similar genetic makeup
Game theory
Complex decision making which must account for actions of other group members
Group
Set of individuals who interact with each other and share some elements of identity
Social networks
Webs of weaker social interactions
Organization
Group coordinating interactions toward a specific purpose
Impression management
Behavioral choices to create impression in minds of others
Dramaturgical approach
Behavior = ongoing performance that depends on situation
Front stage self
Behavior player performs in front of audience
Back stage self
No audience => let go of conventions from stage
Groupthink
Group’s members think alike and agree for sake of group harmony (conformity) => censor ideas that go against group norms
Group polarization
Attitude of group as a whole becomes stronger than attitudes of individual members
Social facilitation
Tendency to perform better when a person knows he is being watched
Social loafing
Members of a group decrease pace/intensity of own work and let other members work harder
Deindividuation
People lose awareness of individuality and immerse themselves in mood/activities of a crowd
Hawthorne effect
Alteration of behavior by subjects due to awareness of being observed
Thomas theorem
Interpretation of a situation causes action
Socialization
Process by which people learn customs and values of their culture
Social norms
Rules community members are expected to follow
Conformity
Change attitudes, opinions, and behaviors to align with group norms
Obedience
Behavioral changes made in response to command by authority figure
Deviance
Unable to recognize social norms or chooses not to follow them
Stigma
Negative social label that changes a person’s social identity by classifying them as abnormal/tainted
Assimilation
Process by which individual/group becomes part of new culture (language acquisition, knowledge)
Ethnocentrism
Belief that one’s group is of central importance => judges practices of other groups by one’s own cultural standards
Cultural relativism
Trying to understand a culture on its own terms and judge it by its own standards
In-group
Group with which an individual shares identity with and loyalty
Prejudices
Strict generalizations about other groups
Out-group
Group with which person does not identify with and may feel competition/hostility
Bias
Establishment of in-group/out-group
Schema
Organizing patterns of thought used to categorize/interpret info => shapes individual attitudes/perspectives
Stereotype
Concept about a group that includes belief that all members of that group share certain characteristics
Stereotype threat
Anxiety/impaired performance when confronted with a negative stereotype
Self-fulfilling prophecies
Stereotypical beliefs that become realities
Discrimination
Unfair treatment of other based on membership in specific group
Individual discrimination
One person behaves negatively toward another
Institutional discrimination
Social institutions employ policies that differentiate people based on social grouping
