unit ten & eleven: behavior and motivation/emotion Flashcards
(10) learning
a relatively permanent change in an organism’s behavior due to experience.
(10) associative learning
learning that certain events (two stimuli, in classical conditioning) occur together.
(10) classical conditioning and contiguity model
contiguity model: the more times two things are paired the greater the learning will take place.
when learnng to associate neutral stimuli (sounds) with stimuli (stimuli) that produces a reflexive, involuntary response and learn to respond to the stimulus (salivate).
a type of learning in which an organism comes to associate stimuli. a neutral stimulus that signals an unconditioned stimulus (US) begins to produce a response that anticipates and prepares for the unconditioned stimulus. also called pavlovian or respondent conditioning.
(10) behaviorism
the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. most research psychologists today agree with (1) but not with (2).
(10) unconditioned response (UR)
elicits a natural response (food and then salivation)
in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.
(10) unconditioned stimulus (US)
food! thing that evokes response. in classical conditioning, a stimulus that unconditionally–naturally and automatically–triggers a response.
(10) conditioned response (CR)
in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS).
(10) conditioned stimulus (CS)
something you have control over like the bell. in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger a conditioned response.
(10) acquisition
the initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response.
(10) extinction
conditioned stimulus (bell) no longer affects controlled response (salivate).
the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS).
(10) spontaneous recovery
the reappearance, after a pause, of an extinguished conditioned response.
(10) generalization
the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.
hears a horn similar to a bell will salivate
(10) discrimination
in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal and unconditioned stimulus.
be able to tell between different bells
(10) operant conditioning
a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.
(10) respondent behavior
behavior that occurs as an automatic response to some stimulus; skinner’s term for behavior learned through classical conditioning.
(10) operant behavior
behavior that operates on the environment, producing consequences.
(10) law of effect
- edward l. thorndike
- put your hand in a dike (wall cliff thing) and pull out gold you will try again
- principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely.
(10) operant chamber
- aka a skinner box
- a chamber containing a bar or key than an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal’s rate of bar pressing or key pecking. used in operant conditioning research.
(10) shaping
an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.
- dogs driving
(10) reinforcer
in operant conditioning, any event that strengthens the behavior it follows.
(10) positive reinforcement
ADDITION
increasing behaviors by presenting positive stimuli, such as food. a positive reinforcer is any stimulus that, when presented after a response, strengthens the response.
POSITIVE REINFORCEMENT: addition of something pleasant
POSITIVE PUNISHMENT: addition of something unpleasent
(10) negative reinforcement
increasing behaviors by stooping or reducing negative stimuli, such as shock. a negative reinforcer is any stimulus that, when REMOVED after a response, strengthens the response.
this does not mean it is a punishment
NEGATIVE REINFORCER: taking away something unpleasent
NEGATIVE PUNISHMENT: taking away something pleasent.
(10) primary reinforcer and secondary reinforcer
an innately reinforcing stimulus, such as one that satisfies a biological need. food.
something not needed biologically but can be used to get us to our primary reinforcer.
generalize reinfrcer: something traded for virutally anything. like money.
(10) conditioned reinforcer
a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer.
(10) continous reinforcement
reinforcing the desired response every time it occurs.
(10) partial (intermittent) reinforcement
reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.
(10) fixed-ratio schedule (amount)
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses.
(10) variable-ratio schedule (amount)
in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.
(10) fixed-interval schedule (time)
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed.
(10) variable-interval schedule (time)
in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.
(10) punishment
an event that decreases the behavior that it follows
(10) cognitive map
a mental representation of the layout of one’s environment. for example, after exploring a maze, rats act as if they have learned a cognitive map of it.
(10) latent learning
learning that occurs but is not apparent until there is an incentive to demonstrate it.
(10) intrinsic motivation
a desire to perform a behavior for its own sake.
(10) extrinsic motivation
a desire to perform a behavior due to promised rewards or threats of punishment.
(10) observational learning
learning by observing others.
(10) modeling
the process of observing and imitating a specific behavior.
(10) mirror neurons
frontal lobe neurons that fire when performing certain actions or when observing another doing so. the brain’s mirroring of another’s action may enable imitation, language learning and empathy.
(10) prosocial behavior
positive, constructive, helpful behavior. the opposite of antisocial behavior.
(11) motivation
a need of desire that energizes and directs behavior.
(11) instinct and instinctive drift
a complex behavior that is rigidly patterned throughout a species and is unlearned.
instinctive drift: the tendency for animals to forgo rewards to pursue their typical patterns of behavior.
- pigs can’t put disks into a bank like object instead they’ll try to dig them
(11) drive-reduction theory
psychological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need.
need for water - drive/ thirst - behavior: drinking
(11) homeostasis
a tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level.
(11) incentive
a positive or negative environmental stimulus that motivates behavior.
explain: something that gives you a reason to do it
example: grades or extra-credit
(11) hierarchy of needs
- abraham maslow
- not all needs are created equal
- maslow’s pyramid of human needs, beginning at the base with psychological needs that must first be satisfied before higher-level safety needs and then psychological needs become active.
(11) glucose
the form of sugar that circulates in the blood and provides the major source of energy for body tissues. when its level is low, we feel hunger.
(11) set point
- keesey and corbett
- the point at which an individual’s “weight thermostat” is supposedly set. when the body falls below this weight, an increase in hunger and lowered metabolic rate may act to restore lost weight.
(11) basal metabolic rate
the body’s resting rate of energy expenditure.
ADD ON LATER
(11) anorexia nervosa
an eating disorder in which a normal-weight person (usually an adolescent female) diets and becomes significantly (15% or more) underweight, yet, still feeling fat, continues to starve.
(11) bulimia nervosa
an eating disorder characterized by episodes of overeating, usually high-calorie foods, followed by vomiting, laxative use, fasting or excessive exercise.
(11) sexual response cycle
- master and johnsons
- mn: michael jackson?? ;__;
- the four stages of sexual responding described by masters and johnson–excitement, pleateu, orgasm, and resolution.
(11) refractory period
a resting period after orgasm, during which a man cannot achieve another orgasm.
females have a shorter refractory period.
(11) sexual disorder
a problem that consistently impairs a sexual arousal or functioning.
- lack of sexual motivation -> energy and arousability
- premature ejaculation and erectile dysfunction
- women: orgasmic disorder (can’t orgasm)
(11) estrogen
a sex hormone, secreted in greater amounts by females than by males. in nonhuman female mammals, estrogen levels peak during ovulation, promoting sexual receptivity.
(11) testosterone
the most important of the male sex hormones. both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.
(11) sexual orientation
an enduring sexual attraction toward members of either one’s own sex (homosexual orientation) or the other sex (heterosexual orientation).
(11) flow
a completely involved, focused state of consciousness, with diminished awareness of self and time, resulting from optimal engagement of one’s skills.
(11) industrial-organizational (I/O) psychology
the application of psychological concepts and methods to optimizing human behavior in workplaces.
(11) personnel psychology
a subfield of I/O psychology that focuses on employee recruitment, selection, placement, training, appraisal and development.
(11) organizational psychology
a subfield of I/O psychology that examines organizational influences on worker satisfaction and productivity and facilitates organizational change.
(11) structured interviews
interview process that asks the same job-relevant questions of all applicants, each of whom is rated on established scales.
(11) achievement motivation
a desire for significant accomplishment: for mastery of things, people or ideas; for attaining a high standard.
(11) task leadership
goal-oriented leadership that sets standards, organizes work, and focuses attention on goals.
(11) social leadership
group-oriented leadership that builds teamwork. mediates conflict, and offers support.
(11) emotion
a response of the whole organism, involving (1) psychological arousal, (2) expressive behaviors, and (3) conscious experience.
(11) james-lange theory
- carl lange
- the theory that our experience of emotion is our awareness of our psychological responses to emotion arousing stimulus.
(11) canon-bard theory
- walter canon and phillip bard
- the theory that an emotion-arousing stimulus simultaneously triggers (1) psychological responses and (2) the subjective experience of emotion.
(11) two-factor theory
- stanely schachter and jerome singer
- theory that to experience emotion one must (1) be physically aroused and (2) cognitively label the arousal.
(11) spill-over effect
occurs when our arousal from one event influences our response to other events.
ex: riots over a soccer game your country lost etc.
(11) facial feedback hypothesis
proposes that expressions amplify our emotions by activating muscles associated with specific states such as happiness.
(11) behavior feedback hypothesis
assumes that if we move our body as we would when experiencing some emotion (shuffling along with downcast eyes, as when sad) we are likely to feel that emotion to some degree.
(11) catharsis
emotional release. in psychology, the catharsis hypothesis maintains that “releasing” aggressive energy (through action or fantasy) relieves aggressive urges.
(11) feel-good, do-good phenomenon
people’s tendency to be helpful when already in a good mood.
(11) subjective well-being
self-perceived happiness or satisfaction with life. used along with measures of objective well-being (for example, psychical and economic indicators) to evaluate people’s quality of life.
(11) adaptation-level phenomenon
our tendency to form judgements (of sounds, of lights, of income) relative to a neutral level defined by our prior experience.
(11) relative deprivation
the perception that one is worse ff relative to those with whom one compares oneself.
ghrelin
circulating hormone produced by enteroendocrine cells of the gastrointestinal tract, especially the stomach, and is often called a “hunger hormone” because it increases food intake.
kinsey
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types of conditioning
delayed :the most effective. when neutral stimulus (bell) is occurring the unconditioned stimulus (food) is brought out so they elicit a response (saliva)
trace: presentation of conditioned stimulus (bell) followed by a break then presentation of unconditioned stimulus (food).
simultaneous: conditioned (bell) and unconditioned (food) are presented at the same time.
backward: unconditioned (food) is presented first then followed by conditioned stimulus (bell). this method sucks.
aversive conditioning
conditioned with something unpleasent. so instead of food you’re given pain after the unconditioned stimulus.
second order or higher order conditioning
once conditioned stimulus (bell) elicits a conditioned response (salivate) it is possible to use the conditioned stimulus (bell) as a unconditioned stimulus (food) to condition a response to a new stimulus.
learned taste aversions and the garcia effect
when one becomes sick or nausesos after eating or drinking something they will associate that food/drink to being sick even if this happened hours later. they will always associate that thing with sickness and avoid it.
john garcia and robert koelling’s rat experiments
experiment illustrating how rats more readily learned to make certain associations than others.
- rats who got shocked felt fear
- rats who tasted sweet water and radiation avoided water
types of learning
escape: allows one to terminate an aversive stimulus by TAKING THEMSELVES OUT OF that stimulus.
- just leaving class
avoidance: enables one to avoid the unpleasent stimulus altogether.
- ditching class
token economy
every time someone performs a desired behavior they are given a token. they are allowed to trade tokens for an reinforcer.
used in prisons, mental institutions and schools.
tolman and rats
mn: rats in a tollway
- three groups of rats
- third group of rats were not awarded
- once that group were rewarded they began to finish maze quicker
wolfgang kohler and chimps
mn: wolf watching chimps
INSIGHT learning occurs when we realize how to solve a problem suddenly.
- think of exams when you skip a question and later realize you know how to do it
- non-human animals are able of insight
albert bandura
- mn: bobodall bandura
- bobo doll experiments. children exposed to violence (modeled) will become violent themselves
primary versus secondary drive
- primary are our basic biological needs like food
- secondary are learned. we learn that money can get us to satisfy our primary drives.
yerkes-dodson law
concept that we perform an easy task with a very high level of arousal but the same amount of arousal would prevent us from performing well on a difficult task.
- high arousal when performance low
- low arousal when performance low
- arousal (x) performance (y)
insulin
A hormone produced in the pancreas by the islets of Langerhans that regulates the amount of glucose in the blood. The lack of insulin causes a form of diabetes.
HINT: Hungry = low glucose & high insulin
Not hungry = high glucose & low insulin
Insulin & glucagon maintain homeostasis
lateral hypothamamus (hunger center)
when stimulated causes one to eat.
when destroyed causes one to never ea until they starve.
ventromedial hypothalamus (satiety center)
causes the animal to stop eating when stimulated
when destroyed the animal will ALWAYS be eating
set point theory
the hypothalamus decides what impulse to send. it will try to mantain an optimum body weight. when we drop below this the hypothalamus will lower our metabolic rate: hoe quickly our body uses energy
externals versus internals
externals: people who are motivated to eat by external food cues such as attractiveness or availability of food.
internals: people less affected by the presentation of food and more often respond to huner cues.
extrinsic motivation versus intrinsic motivation
extrinsic: rewards that we get for accomplishments from outside ourselves
intrinsic: rewards we get internally such as enjoyment and satisfaction
theory x and theory y
x: managers believe that employees only work if rewarded with benefits or threatened with punishment
- think of eXtreme managers
y: managers believe that their employees are internally motivated to do good and their policies encourage internal motives.
- for Yourself
thomas holmes and richard rahe
- social readjusement rating scale (srrs)
- measured lcus (life changing units)
- how life changing events can casues stress and increase chances of disease
- positive and negaives are valued the same
hans eleye’s general adaptation
- GAS
mn: gas out of your AR(S)E
how animals and humasn response to a sressful event
a: alarm reaction. heart rate increase.
r: resistance. body remains ready.
e: exhaustion. parasympathetic system returns us to normal.
