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| the fertilized egg; enters a 2 week period of rapid cell division and develops into an embryo |
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| the developing human organism from 2 weeks through 2nd month |
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| the developing human organism from 9 weeks after conception to birth |
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| symptoms include disproportioned head, mental retardation, slow physical growth, and facial abnormalities |
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| a sedative used in the 60's for pregnant women that caused severe limb deformations in embryos |
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| widely prescribed drug for pregnant women b/t 45-70 to prevent miscarriages. Babies seemed unharmed @ birth, but problems w/reproductive systems sometimes appeared later |
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| Heavy Caffeine intake by pregnant women |
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| Linked to prematurity, miscarriage, & newborn withdrawl symptoms, such as irritability & vomiting |
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| linked to low birth weight and infant death |
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| prenant women being exposed to radiation |
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| tendency to open mouth and search for nipple when touched on the cheek |
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| rooting reflex, grasping, babinski, startle, stepping, swimming, sucking |
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| decreasing responsiveness w/ repeated stimulation |
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| Swiss Biologist who studied cognition |
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| all the mental activies associated with thinking, knowing, remembering and communicating |
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| a concept or framework that organizes and interprets information |
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| interpreting one’s new experience in terms of one’s existing schemas |
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| adapting one's current understandings (schemas) to incorporate new information |
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| Birth to nearly 2 years (experiencing the world through senses and actions) |
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| at 9 months, The awareness that things continue to exist when not visible |
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| fears of strangers that infant commonly display, beginning by about 8 months of age |
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an emotional tie with another person
Shown in young children by their seeking closeness to the caregiver and displaying distress on separation |
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| understanding of mental operations leading to increasingly logical thought; pretend play, egocentrism, language, classification and categorization, inability to reason abstractly or hypothetically |
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| the principle that properties such as mass, volume, and number remain the same despite changes in the object |
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| relatively permanent change in an organism’s behavior due to experience |
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| 1849-1936; russian physician/neurophysiologist, nobel prize in 1904, device for recording saliva |
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organism comes to associate to stimuli
- a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus |
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| anything effectively impinging upon any of our sensory apparatus of a living organism, including physical phenomena both internal and external to the body |
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| stimulus that doesn’t elicit a response by itself |
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| stimulus that unconditionally-automatically and naturally – triggers a response |
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| Unconditioned Response (UCR) |
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unlearned, naturally occurring response to the unconditioned stimulus
-salivation when food is in the mouth |
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the initial stage in classical conditioning
-the phase associating a neutral stimulus w/ an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response |
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diminishing of a CR
-In a classical conditioning, when a UCS does not follow a CS |
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| reappearance, after a rest period, of an extinguished CR |
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| tendency for stimuli similar to CS to elicit similar responses |
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| in classical conditioning, the learned ability to distinguish between a CS and other stimuli that do not signal a UCS |
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| we learn to associate a response and its consequence – an external event and our response |
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viewed psychology as objective science
-Little Albert |
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| Conditioned Emotional responses, generalization, extinction |
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| research on operant conditioning and law and effect |
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| any event that strengthens the behavior that follows |
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| something that is added, can be nontangible |
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| taking something away (coach yelling in face) |
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| the process in which reinforcers slowly guide behavior to a closer approximation of desired behavior (rat close to bar, sniff bar, touch bar, push bar) |
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Reinforces a response only after a specified # of responses
-Faster response=more rewards
-Different ratios
-Very high rate of responding
-Like piecework pay
-Ex: sweatshops |
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o Reinforces a response after an unpredictable # of responses
o Average ratios
o Like gambling, fishing
o Very hard to extinguish |
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-Reinforces a response only after a specified time has elapsed
-Response occurs more frequently as the anticipated time for reward draw near |
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o Reinforces a response at unpredictable time intervals
o Produces slow steady responding
o Like pop quizzes |
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o Aversive event that decreases the behavior that it follows
o Powerful controller of unwanted behavior
o Positive/ negative |
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| what are problems with using punishment? |
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• Behavior suppressed
• Demonstrate aggression
• Does not guide
• Teaches how to avoid |
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| Came up with Observational Learning |
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| What is observational learning? |
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learning by observing others
-includes modeling, prosocial behavior, and mirror neurons |
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| process of observing and imitating a specific behavior |
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| positive, constructive, helpful behavior |
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frontal lobe neurons that fire when performing certain actions or when observing another doing so
-may enable imitation, language, learning and empathy |
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| persistence of learning over time va the storage and retrieval of info |
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| a clear memory of an emotionally significant moment or event |
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| the processing of info into the memory system |
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| the retention of encoded info over time |
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| process of getting info out of memory |
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| the immediate, initial recording of sensory info in the memory system |
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| activated memory that holds a few items briefly |
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| extends duration of short term memory |
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| focuses more on the processing of briefly stored info |
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| the relatively permanent and limitless storehouse of memory system |
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| biological growth processes that enable orderly changes in behavior |
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