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| A relatively permanent change in behavior (or behavioral potential) due to experience |
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| An approach to psychology that emphasizes the study of observable behavior and the role of the environment as a determinant of behavior |
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| A basic kind of learning that involves associations between environmental stimuli and the organism's responses |
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| The classical conditioning term for a stimulus that elicits a reflexive response in the absence of learning |
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| The classical conditioning term for a reflexive response elicited by a stimulus in the absence of learning |
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| The classical conditioning term for an initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus |
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| The classical conditioning term for a response that is elicited by a conditioned stimulus; it occurs after the conditioned stimulus is associated with an unconditioned stimulus |
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| The weakening and eventual disappearance of a learned response; occurs when CS is no longer paired with US |
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| The reappearance of a learned response after its apparent extinction |
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| Higher-order Conditioning |
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| A NS becomes a CS through association with an already established CS |
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| The process of pairing a CS with a stimulus that elicits a response that is incompatible with an unwanted conditioned response |
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| The process by which a response becomes more likely to occur or less so, depending on its consequences |
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| A response (operant conditioning) |
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| strengthens response or makes it more likely to recur |
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| weakens the response or makes it less likely to recur |
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| US of operant conditioning |
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| US of operant conditioning |
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| CS of operant conditioning |
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| CS of operant conditioning |
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| the removal of something unpleasant |
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| The removal of something pleasant |
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| Continuous reinforcement at first, then partial schedule of reinforcement |
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| Successive approximations of a desired response are reinforced |
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| The tendency for an organism to revert to instinctive behavior |
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| The application of operant conditioning techniques to teach new responses or to reduce or eliminate maladaptive or problematic behavior |
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| When does punishment fail? |
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Definition
| 1) People often administer punishment inappropriately or mindlessly. 2) The recipient of punishment often responds with anxiety, fear, or rage. 3) The effectiveness of punishment is often temporary, depending heavily on the presence of the punishing person or circumstances. 4) Most misbehavior is hard to punish immediately. 5) Punishment conveys little information. 6) An action intended to punish may instead be reinforcing because it brings attention |
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Definition
| not immediately expressed in an overt response; it occurs without obvious reinforcement |
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| Social-Cognitive Theories |
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Definition
| Theories that emphasize how behavior is learned and maintained through observation and imitation of others, positive consequences, and cognitive processes such as plans, expectations, and beliefs |
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| an especially representative example of a concept |
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| A unit of meaning that is made up of concepts and expresses a single idea |
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| An integrated mental network of knowledge, beliefs, and expectations concerning a particular topic or aspect of the world |
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| A conclusion necessarily follows from a set of observations or propositions |
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| pre-reflective, quasi-reflective, reflective stages |
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| The tendency to consult one's emotions instead of estimating probabilities objectively |
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| Tendency to judge the probability of a type of event by how easy it is to think of examples or instances |
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| The measurement of mental abilities, traits, and processes |
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| mental age/biological age *100% |
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| a burden of doubt a person feels about his or her performance, due to negative stereotypes about his or her group's abilities |
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| Triarchic Theory of Intelligence |
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| Componential intelligence, experiential/creative intelligence, contextual/practical intelligence |
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| strategies for success that are not explicity taught but that instead must be inferred |
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| confusion of an event that happened to someone else with one that happened to you or a belief that you remember something when it never actually happened |
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| the inability to distinguish an actual memory of an event from information you learned about the event elsewhere |
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| conscious, intentional recollection of an event or of an item of information |
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| Unconscious retention in memory, as evidenced by the effect of a previous experience or previously encountered information on current thoughts or actions |
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| STM (working memory) isn't perfect; can only hold so many items of information for so long |
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| LTM is organized like a network |
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| memories for the performance of actions |
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| memories of facts, rules, concepts, and events; consists of semantic and episodic memories |
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| memories of general knowledge, including facts, rules, concepts, and prepositions |
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| memories of personally experienced events and the contexts in which they occurred |
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| What is the frontal lobe responsible for? |
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Definition
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| What is the prefrontal cortex/parts of the temporal lobes responsible for? |
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Definition
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| What is the hippocampus responsible for? |
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Definition
| Formation of LT declarative memories, "binds together" diverse elements of memories |
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| What is the cerebellum responsible for? |
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Definition
| Formation and retention of simple classically conditioned responses |
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| What is the cerebral cortex responsible for? |
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Definition
| Storage of LTM, possibly in areas involved in the original perception of the information |
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| The theory that information in memory eventually disappears if it is not accessed; applies better to STM than to LTM |
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| Old information prevents memorization of new information |
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| New information prevents retention of old information |
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| Inability to retrieve information stored in memory because of insufficient cues for recall |
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| Causes of childhood amnesia: |
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Definition
| 1) Lack of a sense of self. 2) Impovershed encoding. 3) A focus on the routine. 4) Children's ways of thinking about the world |
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Definition
| From 2 weeks after fertilization until the 8th week after conception |
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| Motor reflexes present in babies: |
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Definition
| Rooting, sucking, grasping, knee-jerk, eye-blink, etc. |
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| When are babies fearful of strangers? |
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Definition
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| Two Styles of Attachment: |
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Definition
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| Infant doesn't care if the mother leaves the room, and treats her the same upon her return |
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| Anxious/ambivalent Attachment: |
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Definition
| Resists contact with mother at reunion, cries loudly if she leaves |
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| Which years are crucial to a child's development? |
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Definition
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| Language in the first few months: |
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Definition
| Crying, cooing; respond to emotions and rhythms in voices |
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| Language in 4-6 months of age |
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Definition
| Recognize key vowel and consonant sounds of native language |
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| Language in 6 months-1 year |
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Definition
| Able to distinguish words, recognize the same word spoken by different people |
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| Language at the end of yr 1 |
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Definition
| Start to name things based on familiar concepts and use symbolic gestures to communicate |
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Definition
| Speaking in two to three-word phrases |
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| created "flower-blooming" school of cognitive development; children's strategies to solve problems are not meaningless |
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| Piaget's Theory of Cognitive Stages |
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Definition
| Sensorimotor, preoperational stage concrete operations stage, formal operations stage |
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Definition
| Ages 0-2; object permanence, beginnings of representational thought |
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| Ages 2-7; accelerated use of symbols and language |
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| Concrete Operations Stage |
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| Ages 7-12; understanding of conservation, understanding of identity, understanding of serial ordering |
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| Ages 12+; abstract reasoning, ability to compare and classify ideas |
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Definition
| Out loud at first, becomes internalized (Vygotsky) |
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| Why children obey (chronological): |
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Definition
| Fear of punishment, it is in their best interest, conformity and loyalty to others, rule of law, universal moral standard |
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Definition
| Parents appeal to child's own abilities, sense of responsibility, and feelings for others in correcting misbehavior |
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Definition
| Developed as early as 4-5 |
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| Gender schemas are most rigid between ages: |
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Definition
| More athletic prestige, higher probability of abusing drugs/alcohol |
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Definition
| 1) Trust vs Mistrust 2) Autonomy vs shame and doubt 3) Initiative vs guilt 4) Competency vs inferiority 5) Identity vs role confusion 6) Intimacy vs isolation 7) Generativity vs Stagnation 8) Ego integrity vs despair |
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| Stages are inadequate because |
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Definition
| Cultures have different "social clocks" |
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| Greatest psychological well-being, good health, productivity, and community involvement is in |
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