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AP Psychology > Unit VI - Learning > Flashcards

Unit VI - Learning Flashcards

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1
Q

What is learning?

A

the process of acquiring through experience new and relatively ENDURING information or behaviors

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2
Q

What are some ways we learn?

COCO

A

Classical conditioning
Operant conditioning
Cognitive learning
Observational learning

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3
Q

Classical conditioning

A

learn to expect & prepare for SIGNIFICANT events (pain or food)
associate 2 STIMULI
ANTICIPATE events

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4
Q

Operant conditioning

A

learn to REPEAT acts that bring rewards/ AVOID acts with unwanted results
associate RESPONSE & CONSEQUENCE

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5
Q

Observational learning

A

learn by OBSERVING events & people

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6
Q

Cognitive learning

A

learn things we have neither EXPERIENCED/OBSERVED

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7
Q

Associative learning

A

Learning to ASSOCIATE an event with another
May be 2 STIMULI or RESPONSE & CONSEQUENCE
positive/negative

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8
Q

How do positive associations factor in learning?

A

Connect positive events when they occur in sequence

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9
Q

Positive association example

A

Hang out with new group of classmates for lunch- positive time
Next lunch- associate them with fun/positivity

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10
Q

How do negative associations factor in learning?

A

Connect negative events when they occur in sequence

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11
Q

Negative association example

A

Put hand on stove-> get burned

Next time-associate stove with pain

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12
Q

What are the two types of associative learning?

A

Classical

Operant

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13
Q

How do associations lead to habits?

A

Learned associations also feed our habitual behaviors.

Eating popcorn at movie theater

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14
Q

How do associations lead to habituation

A 
1 -Sea slug-disturbed by squirt of water 
Continual squirt--> habituation
2- Slug- shock after squirt
Protective response increases
Associate squirt with shock
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15
Q

What is habituation?

A

repeated stimulation produces waning responsiveness.

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16
Q

Habituation v. Sensory adaptation

A

1- type of LEARNING/ permanent- reduced response due to REPEATED exposure
2-PERCEPTUAL phenomenon- brain STOPS recognizing CONSTANT stimulus

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17
Q

What is a stimulus?

A

any event or situation that evokes a response

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18
Q

What is a response?

A

the behavior that follows the stimulus

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19
Q

How is classical conditioning defined?

A

type of associative learning that involves learned INVOLUNTARY responses.

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20
Q

Involuntary response example

A

salivation, blinking, sweating, cringing, reactions to strong emotions

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21
Q

How does classical conditioning occur?

A 
STIMULUS 1 - lightning
STIMULUS 2 - thunder
RESPONSE - startled reaction
associate thunder with lightning
REPETITION
STIMULUS - lightning
RESPONSE - startled reaction
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22
Q

How is operant conditioning defined?

A

associate a response (our VOLUNTARY behavior) and its consequence

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23
Q

Operant behaviors

A

behavior that operates
on the environment,
producing
consequences

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24
Q

How does operant conditioning occur?

A

RESPONSE : BEING POLITE
CONSEQUENCE : TREAT
Voluntary REPETITION
behavior STRENGTHENED

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25
Q

Respondent behaviors

A

behavior that occurs
as an automatic
response to
some stimulus

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26
Q

Do classical and operant conditioning work together?

A

YES
Cattle ranch
CLASSICAL- cows associate beep with arrival of food
OPERANT- hustling to food trough associated with pleasure of eating

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27
Q

What is behaviorism’s view of learning?

A

Psychology’s “goal is the prediction and control of behavior

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28
Q

Who was Ivan Pavlov?

A

Influenced Watson

Both believed the basic laws of learning were the same for all animals

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29
Q

What did Ivan Pavlov contribute to the field of psychology?

A

spent two decades studying dogs’ digestive system and earned
the Nobel Prize.

experimented with classical conditioning

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30
Q

Pavlov’s dog experiment

Before conditioning

A

Unconditioned STIMULUS: food in mouth
Unconditioned RESPONSE: salivation
Neutral STIMULUS: tone from bell
NO RESPONSE

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31
Q

Pavlov’s dog experiment

During conditioning

A

NS (bell) + US (food in mouth)
UR: salivation
REPETITION

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32
Q

Pavlov’s dog experiment

After conditioning

A

Conditioned STIMULUS: tone from bell
Conditioned RESPONSE:
salivation

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33
Q

What is acquisition?

A

in CLASSICAL- initial stage-link NS and US- NS trigger conditioned response
in OPERANT- strengthening of reinforced response/ decreasing of punished response

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34
Q

Can onion breath be attractive?

A

It can be conditioned to be

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35
Q

How does classical conditioning support reproduction?

A

Conditioning helps an animal survive and reproduce—by RESPONDING to CUES that help it gain food, avoid dangers, locate mates, and produce offspring

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36
Q

What is higher-order conditioning?

A

procedure in classical conditioning in which the conditioned stimulus in one conditioning experience is paired with a new neutral stimulus, creating a second (often weaker) conditioned stimulus

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37
Q

Higher-order conditioning example

A

Animal learned tone predicts food
Learn light predicts tone
Therefore, respond to light

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38
Q

How does extinction occur?

A

when an unconditioned stimulus (US) does not follow a conditioned
stimulus (CS)

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39
Q

What is spontaneous recovery?

A

the reappearance, after a pause, of an extinguished conditioned response

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40
Q

Extinct occurs ______ spontaneous recovery

A

before

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41
Q

What is is generalization?

A

tendency, once a response has been conditioned,

for stimuli similar to the conditioned stimulus to elicit similar responses

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42
Q

Generalization example

A

Salivate to tone

Playing note on flute may cause salivation

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43
Q

How did Pavlov demonstrate generalization?

A

Conditioned salivation to stimulation of thigh

Closer a stimulated spot was to thigh, stronger salivation

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44
Q

What is discrimination?

A

the learned ability to distinguish between a conditioned stimulus and similar stimuli that
do not signal an unconditioned stimulus

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45
Q

Discrimination example

A

Food(US) after bell(CS) but not tuning fork

Dog learn to discriminate between sounds and only drool(CR) to bell

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46
Q

Why does Pavlov’s work remain so important?

A

significant psychological phenomena can be studied OBJECTIVELY
classical conditioning is a BASIC form of learning
that applies to ALL species.

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47
Q

What have been some applications of Pavlov’s work to human health and well-being?

A

former drug users- CRAVING when in drug-using context
people struggling with weight- CONDITIONED to eat food keeping them in poor health
Taste accompanies drug influence immune response, taste PRODUCE response by itself

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48
Q

How did Watson apply Pavlov’s principles to learned fears?

A

human emotions and behaviors, though biologically influenced, are mainly a bundle of CONDITIONED responses.

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49
Q

Little Albert experiment

A

Watson & Rayner caused Albert to associate loud sounds with rats
Albert scared of rats after REPETITION
Generalized fear to dog, rabbit, sealskin coat

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50
Q

Classical conditioning is __________ (________) behavior, while operant conditioning is __________
(_______) behavior.

A

involuntary
respondent
voluntary
operant

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51
Q

Who was B.F. Skinner?

A

behaviorism’s most influential and controversial figure
His work elaborated
on the law of effect.

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52
Q

What did Thorndike do?

A

used a fish reward

to ENTICE cats to find their way out of a puzzle box through a series of maneuvers.

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53
Q

What is the law of effect?

A

behaviors followed by FAVORABLE consequences
become MORE likely behaviors followed by UNFAVORABLE
consequences become LESS likely

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54
Q

What did Skinner design?

A

Operant chamber or Skinner box

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55
Q

What is an operant chamber?

A

contains BAR /KEY an animal can MANIPULATE to obtain food/water reinforcer
recorded RATE of bar pressing/key pecking

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56
Q

How does a Skinner box operate

A

inside box, rat presses bar for food

outside box, measuring devices record accumulated response

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57
Q

What does the Skinner box allow researchers to investigate?

A

Animals act out concept of reinforcement

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58
Q

Reinforcement

A

any event that strengthens

(increases the frequency of) a preceding response

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59
Q

People reinforcement examples

A

praise
attention
paycheck

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60
Q

Rate reinforcement example

A

Food

water

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61
Q

Are all reinforcers created equal

A

NO

Reinforcing to one animal may not be to another

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62
Q

What makes a reinforcer a reinforcer?

A

A reinforcer increases the likelihood that the behavior will increase

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63
Q

How is behavior shaped through operant conditioning?

A

SHAPING -operant conditioning procedure in which REINFORCEMENT guides behavior toward closer and closer approximations of desired behavior

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64
Q

How would Skinner shape a rat’s behavior to press a bar to get food?

A

OBSERVE initial behavior
LURE rat with food towards bar
REQUIRE rat to` actually touch bar to get food

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65
Q

What is a discriminative stimulus?

A

a stimulus that elicits a response after

association with reinforcement

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66
Q

Discrinative stimulus example

A

training pigeon to peck at green circle (DS) but not a red one

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67
Q

research on discriminative stimulus training in animals.

A

Dogs- sniff out landmines/locate ppl

Pigeons- identify new object (ppl, cars, chairs,etc.) /distinguish between Back & Stravinsky

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68
Q

What is positive reinforcement?

A

Increasing behaviors by presenting POSITIVE reinforcement

any stimulus PRESENTED after a response STRENGTHENS the response

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69
Q

What is negative reinforcement?

A

increasing behaviors by stopping
or reducing AVERSIVE stimuli

Any stimulus when REMOVED after a response STRENGTHENS the response

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70
Q

Positive reinforcement example

A

Studying hard to receive an A

Arriving at work on time to receive praise/ pay raise from boss

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71
Q

Negative reinforcement

A

Taking aspirin to reduce headache

Hitting snooze button to shut off alarm

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72
Q

Negative reinforcement is ___ punishment

A

NOT

Provides relief

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73
Q

What are primary reinforcers?

A

innately reinforcing stimuli such as those that satisfy a biological need

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74
Q

What are conditioned/secondary reinforcer?

A

stimuli that gain their reinforcing power through their learned association with a primary reinforcer

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75
Q

Primary reinforcers examples

A

Food, pain relief

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76
Q

Conditioned reinforcers examples

A

Money, good grades, pleasant tone of voice

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77
Q

How does the immediacy of the reinforcement impact behavior?

A

Some animals will need immediate (within 30 seconds for instance) reinforcement in order to tie the reinforcement to the behavior.

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78
Q

Humans respond to delay ______________ as a point of maturity

A

GRATIFICATION

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79
Q

Delayed gratification examples

A

paycheck at end of month
trophy at end of season
good grade at end of year

80
Q

What are reinforcement schedules?

A

patterns that define how often a desired response will be reinforced

81
Q

What is continuous reinforcement schedule?

A

Reinforcing desired response every time it occurs

82
Q

What is partial/intermittent reinorcement schedule?

A

Reinforcing a reponse only part of the time

83
Q

How does continuous reinforcement impact learning?

A

CR- learning occurs rapidly

no CR- extinction occurs rapidly

84
Q

How does partial (intermittent) reinforcement impact learning?

A

PR- learning is slower to appear

Resistance to extinction is GREATER

85
Q

Continout reinforcement examples

A

Putting money into a gumball machine for a gumball

86
Q

Partial reinforcement example

A

Pitching a sale pitch and only making a sale occasionally

87
Q

What are the four types of partial reinforcement?

FVFV

A

fixed ratio schedules
fixed interval schedules
variable ratio schedules
variable interval schedules

88
Q

Fixed ratio schedules

A

reinforcement occurs after a set number of responses

89
Q

Fixed interval schedules

A

reinforcement occurs after a set length of time

90
Q

Variable ratio schedules

A

reinforcement occurs after an unpredictable number of responses

91
Q

Variable interval schedules

A

reinforcement occurs after an unpredictable length of time

92
Q

Fixed ratio schedules example

A

one free coffee after every 10 purchased

93
Q

Fixed interval schedules example

A

mail arriving at 2pm every day

94
Q

Variable ratio schedules example

A

payoff on slot machine

after a varying number of plays

95
Q

Variable interval schedules example

A

checking our phone for a text from our friend

96
Q

“Interval” in schedules mean…

A

An interval of time must PASS before reinforcement

97
Q

“Ratio” in schedules mean…

A

Ratio of RESPONSES to REINFORCEMENTS

greater frequency = more reinforcement

98
Q

What is punishment?

A

event that tends to DECREASE the behavior it follows

ADDS an AVERSIVE stimulus
REMOVES a PLEASANT stimulus

99
Q

Punishment v neg reinforcement

A

1- tells you what not to do

2- tells you what to do

100
Q

What are two ways to punish unwanted behavior?

A

positive punishment

negative punishment

101
Q

Positive punishment

A

administer an averise stimulus

102
Q

negative punishment

A

withdraw a rewarding stimulus

103
Q

positive punishment example

A

spraying water on barking dog

Giving ticket for speeding

104
Q

negative punishment example

A

Taking away misbehaving driving privileges

Revoking rude person’s chat room

105
Q

What are four major drawbacks to the use of physical punishment?

A

Punished behavior is suppressed
Teaches discrimination among situations
Teach fear
Increase aggression

106
Q

Why did Skinner’s legacy provoke controversy?

A

his approach DEHUMANIZED people by NEGLECTING personal freedom /seeking to CONTROL their actions.

Skinner replied actions are ALREADY controlled by external consequences/ reinforcement is more HUMANE than punishment

107
Q

How can operant conditioning techniques be applied?

A

Self-improvement

Manage stress

108
Q

School application

A

Online adaptive quizzing- immediate feedback

reinforcement for correct understanding.

109
Q

Sports application

A

first reinforcing small successes

gradually increasing the challenge.

110
Q

How do operant conditioning principles underlie superstitions?

A

VOLUNTARY BEHAVIOR: tapping plate with bat
REINFORCEMENT: hitting the ball
SUPERSTITION: tapping plate increases chances of hitting the ball

111
Q

Work Application

A

Rewards- increase productivity if desired performance is well-defined/achievable

112
Q

Operant parenting tips:

A

Give well-behaved children ATTENTION
DON’T yell/hit misbehaving children
EXPLAIN misbehavior/ punish it through actions

113
Q

Self improvement

A

To build self-control, reinforce own desired behaviors/ extinguish undesired ones

114
Q

5 steps toward self-control

A

State REALISTIC/MEASURABLE goal
Decide WHEN/ HOW/ WHERE you will work toward goal
Monitor HOW OFTEN you engage in desired behavior
REINFORCE desire behavior
Reduce rewards GRADUALLY

115
Q

Manage stress

A

Changing bodily responses when presented with feedback
Rats control heartbeat
Humans control blood pressure

116
Q

What is biofeedback?

A

allow people to monitor their subtle physiological responses.

117
Q

Classical v Operant conditioning

A

Forms of associative learning

118
Q

How do biological constraints affect classical conditioning?

A

1956 -researcher Kimble claimed any activities an organism is capable of doing can be conditioned
Proven wrong

119
Q

So we can’t teach any organism any thing?

A

Animal’s CAPACITY for conditioning is LIMITED by biological CONSTRAINTS

BIOLOGY MATTERS

120
Q

Preparedness

A

Species predispositions PREPARE it to learn the associations that enhance its SURVIVAL

121
Q

Biopsychosocial influences on learning

A

Learning can be partially attributed to cognitive & biological influences

122
Q

Biological influences on learning

A

Genetic predispositions
Unconditioned responses
Adaptive responses
Neural mirroring

123
Q

Psychological influences on learning

A 
Previous Experiences
Predictability of associations
Generalization
Discrimination
Expectations
124
Q

Social-cultural influences on learning

A

Culturally learned preferences
Motivation
Presence of others
Modeling

125
Q

Who was John Garcia?

A

challenged
the prevailing idea that all associations can be learned
equally well.

126
Q

What experiments were conducted?

A

Garcia & Koelling exposed a group of particular taste, sight, or sound
Later to radiation/drugs –> nausea & vomiting

127
Q

What were two findings in Garcia and Koelling’s study?

A

1- even if sickened as late as several hrs after tasting a new flavor, rats would avoid
2- sickened rats developed conditional aversions to tastes/ not to sights & sounds

128
Q

Taste aversion

A

Avoidance of food that cause sickness

exp=oysters

129
Q

Taste aversion application

A

Coyotes & wolves tempted into eating sheep carcasses with poison
Developed aversion to sheep meet

130
Q

How do biological constraints affect operant conditioning?

A

Biological constraints predispose
organisms to learn associations that
are naturally adaptive.

In other words, don’t try to teach a pig to sing

131
Q

Naturally adaptive behaviors are easy to condition.

A

Pigeons- easily conditioned to flap wings to avoid being shocked/ peck to obtain food- NATURALLY ADAPTIVE

132
Q

What is instinctive drift?

A

the tendency
of learned behavior to gradually revert
to biologically predisposed
patterns

133
Q

Instinctive drift example

A

Pigs conditioned to pick up large wooden dollars will drop dollars to push with snouts

134
Q

How do cognitive processes affect classical conditioning?

A

Pavlov & Watson

UNDERESTIMATED the importance of the effects of COGNITIVE processes (thoughts, perceptions, expectations).

135
Q

What did Rescorla and Wagner show?

A

Animal can learn predictability

More PREDICTABLE the association, the STRONGER the conditioned response

136
Q

How do associations influence attitudes?

A

When British children viewed
novel cartoon characters alongside either ice cream (Yum!) or brussels sprouts (Yuck!), they
came to prefer the ice-cream-associated characters.

137
Q

How are associations limited in their influence on attitudes?

A

People receiving therapy for alcohol use disorder may be given alcohol spiked with a nauseating drug.

partial association between alcohol and sickness

138
Q

How does cognition influence association?

A

Knowing that the nausea is induced by the drug, not the alcohol, often weakens the association between drinking alcohol and feeling sick, reducing the treatment’s effectiveness.

THOUGHTS that COUNT

139
Q

What is a cognitive map?

A

a mental
representation of the layout of
one’s environment

140
Q

What is latent learning?

A

learning that
occurs but is not APPARENT
until there is an INCENTIVE to
DEMONSTRATE it.

141
Q

How did Tolman and Honzik research latent learning?

A

CLASSIC experiment
Rats in one group repeatedly explore maze ALWAYS w/food reward at end
Rats in second group explored maze W/O food reward
Once given food reward, rats in second groups ran as QUICKLY as first group

142
Q

Latent learning involves cognition.

A

There is more to learning than associating a response with a consequence; there is also COGNITION.

143
Q

What is insight learning?

A

a SUDDEN realization of a problem’s SOLUTION; contrasts with

strategy-based solutions

144
Q

Insight learning example

A

10 year old Johnny SOLVED problem stumping construction workers: how to RESCUE young robin from narrow hole in cement wall
SOLUTION: pour sand slowly, give time for bird to keep feet on top

145
Q

What is the difference between extrinsic and intrinsic motivation to learn?

A

1- OUTSIDE factors

2- INSIDE factors

146
Q

What is extrinsic motivation?

A

a DESIRE

to perform a behavior to receive promised REWARDS or avoid threatened PUNISHMENT

147
Q

What is intrinsic motivation?

A

a DESIRE to
perform a behavior effectively for
its OWN SAKE

148
Q

Extrinsic motivation example

A

completing homework due to DEADLINE
GRADES
AP CREDIT

149
Q

Intrinsic motivation example

A

Material INTERESTING

Learning with NO GRADES

150
Q

How does the cognitive perspective show us the limits of rewards?

A

EXCESSIVE rewards can DESTROY intrinsic motivation

Promising people a REWARD for a task they already
ENJOY can BACKFIRE

151
Q

Overjustificaiton effect

A

an EXPECTED external incentive such as money or prizes DECREASES a person’s INTRINSIC motivation to perform a task.

152
Q

research on how cognition impacts extrinsic motivation.

A

Children PAID to play with toy will play with toy LESS LATER than UNPAID children

REWARDING children with candy for READING DIMINISHES time spend reading

153
Q

In what two ways do people learn to cope with personal problems?

A

PROBLEM-focused coping

EMOTION-focused coping

154
Q

problem-focused coping

A

attempting to ALLEVIATE
stress DIRECTLY—by CHANGING the stressor or the way we interact
with that stressor

155
Q

emotion-focused coping

A

attempting to alleviate

stress by AVOIDING or IGNORING a stressor and attending to EMOTIONAL needs related to our stress reaction

156
Q

What is personal control?

A

our sense of
IMPACTING and directing our environment rather
than feeling HELPLESS

157
Q

How does a perceived lack of controlaffect people’s behavior and health?

A

UNCONTROLLABLE threats trigger the STRONGEST stress response

158
Q

What is learned helplessness?

A

the HOPELESSNESS and passive RESIGNATION an animal or person
acquires when UNABLE to AVOID
repeated aversive events

159
Q

What research has been conducted on learned helplessness?

A

Dogs strapped in harness/repeated shock with no escape displayed LH in similar situation where they could escape

160
Q

Why does perceived loss of control predict health problems?

A

LOSING control provokes an OUTPOURING

of stress hormones.

161
Q

research on stress and control.

A

CAPTIVE animals- more stress/ vulnerable to diseases
Nurses reporting LITTLE control with HIGH workload- high cortisol/blood pressure
CROWSING in dorms, prisons, neighborhoods- ELEVATED stress/BP

162
Q

Julian Rotter’s loci of control

A

external locus of control

internal locus of control

163
Q

external locus of control

A

the perception that CHANCE or OUTSIDE forces beyond our personal direction
DETERMINE our fate

164
Q

internal locus of control

A

the perception that we DIRECT and CREATE our own fate

165
Q

What has research shown about internal locus of control?

A

Internal - MORE achievements, independent, better health, less depressed

LESS obesity, LOWER blood pressure, Less distress

LEADERS- LOW stress, LESS anxiety

166
Q

What is self-control

A

the ability to CONTROL impulses and DELAY short-term gratification for long-term
rewards

167
Q

Self control example

A

A number of performing artists make their living as very convincing human statues,

168
Q

Why is self-control important?

A

Good health
HIGHER income
Better school performance
Self-control > Intelligence

169
Q

How can our self-control be depleted?

A

VARIES over time
WEAKEN after use
RECOVER after rest
STRENGTHEN with exercise

170
Q

In one famous experiment, hungry people who spent some willpower resisting temptation to eat cookies then __________ a tedious task ______ than did others

A

abandoned

tedious

171
Q

What is observational learning?

A

Higher animals learn WITHOUT direct experience by WATCHING & IMITATING others

172
Q

Observational learning example

A

Child seeing sister burn fingers on hot stove learns NOT to touch it

173
Q

Modeling

A

process by which we OBSERVCE and IMITATING others

languages/ specific behavior

174
Q

Who is Albert Bandura?

A

PIONEERING researcher of observational learning

RECEIVED 2016 US National Medal of Science

175
Q

What research did Bandura conduct?

A

The Bobo Doll Study

176
Q

Bodo Doll research design

A

preschool child works on drawing- adult play with toys- adult get up and violently hit a Bodo doll

177
Q

What happened next?

A

Child taken to second room with toys- told these are saved for other kids- frustrated child to third rooms with few toys and Bodo doll

178
Q

What was the result?

A

Compared with children NOT exposed to the adult model, those who viewed the model’s
aggressive actions were MORE likely to lash out at the doll.

179
Q

What is the take away?

A

Watching models- VICARIOUS REINFORCEMENT or PUNISHMENT

learn to ANTICIPATE a behavior’s CONSEQUENCES

180
Q

We are especially likely to learn from people
we perceive as _______ to ourselves, as , __________
or as _________.

A

similar
successful
admirable

181
Q

How do we learn by observation? Mirror neurons

A

MIRROR NEURONS- in frontal lobe- fired when we perform CERTAIN actions/OBSERVE other’s actions
Mirroring- ENABLE imitation & empathy

182
Q

How is imitation adaptive

A

1980- humpback whale whacked water to drive prey fish into clump
“lobtail” technique ADOPTED by other whales

183
Q

Vervet monkeys experiment

A

Taught vervet monkeys to prefer blue or pink corn

Next generation observed parents and mostly preferred same type

184
Q

Humans are natural imitators

A

INFANTS- imitate novel gestures, look in direction of adult, imitate acts modeled on TV

185
Q

Do we imitate emotions as well?

A

YES! We find ourselves yawning when others yawn, smiling when others smile,
laughing when others laugh.
UNCONSCIOUSLY synchronize to another person’s position
GAIN friend- Imitate those that we like

186
Q

So can we feel others’ pain?

A

Brain activity of some experiencing actual pain is MIRRORED in brain of observing loved one-empathy shows up in EMOTIONAL brain areas

187
Q

What is prosocial modeling

A

POSITIVE, CONSTRUCTIVE, helpful behavior

ppl EXEMPLIFYING nonviolent behavior prompt SIMILAR behavior in others

188
Q

Prosocial impact

A

Watching others help pick up spilled books or coins, or viewing positively-themed television programming can produce positive helping behaviors in others.

189
Q

Prosocial modeling in Humane Society program

A 
This girl is
learning orphan-nursing skills, as
well as compassion, by observing
her mentor in this Humane Society
program.
190
Q

Antisocial modeling

A

Observational learning may also have antisocial effects

Abusive parents with aggressive children

191
Q

TV shows, movies, and online videos are sources of observational learning.

A

During their first 18 years, most children in developed countries spend MORE time watching TV than they spend in school.

192
Q

How violent is television programming?

A

Between 1998 and 2006, prime-time violence on TV reportedly INCREASED 75 percent

nearly 6 in 10 featured violence
74 percent of the violence went unpunished.

193
Q

What is depicted in violent programming?

A

58 percent of violent shows did NOT depict the victims’ PAIN,
nearly half the incidents involved “JUSTIFIED” violence,
nearly half involved an ATTRACTIVE perpetrator.

194
Q

What prompts the violence- viewing effect?

A

Experimental studies have found that media violence viewing can cause AGGRESSION.

195
Q

How does desensitization impact violent behavior?

A

Viewers become PROGRESSIVELY less

bothered by the violence/ less SYMPATHY/ victim’s injuries as less SEVERE

196
Q

What does the research show?

A

APA- Consistent relation between violent video game use/ increase in aggressive behavior, cognitions, and affect

197
Q

How does exposure to media violence impact children?

A

American Academy of Pediatrics advised pediatricians that “media violence can contribute to
aggressive behavior, desensitization to violence, nightmares, and fear of being harmed.”

AP Psychology (14 decks)

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