1. Fundamental Attribution of Error

2. Underestimating the situation - Blaming Victim

3. Cross-Culture Research

1.  if we think about how someone else then we tend to overestimate their dispositioinal influences. When thinking about ourselves we look at situational (not a fair test) situations.

2. if something bad happens to somone else they are likely to blame someone else

3. in chinese and japanese cultureit does not occur in the same extent. they are more likely to think of situational factors and larger context

1. Deindividuation

2. Zimbardo's prison Study

1. if our usual identity is taken away then we are more likely to conform on others views of us.

2. should have lasted 2 weeks. two groups randomly assigned guards and prisoners. very real actually arrested thim. Put them in prison in stanford basement. There the guards took over gave out punishments and by the end all the prisoners could not deal with it and in the end they had to end 8 days early. Abu-Ghraib

1. Milgram Paradigm

2. Now a days

  1. he put out newspaper ads. People came in and led to believe that they were randomly assigned to play the role of a teacher and that another volunteer was the learner. The way they were going to teach the learner was by electric shocks every time they learner go the word incorrect.62% administered highest level of shock

2. Today 70% willing to continue shock, no different conformity

1. Historical Example Bystander Nonintervention

2. Current Example Bystander Intervention

3. Pluralistic Ignorance

4. Diffusion of Responsibility

1. Kitty Genovese - stabbed by her apartment. people saw but no one really called the police

2.Delethia Ward - pulled from her car, stripped, and beat fell off bridge

3. Does anyone else think it is an emergency

4. the more people who are present in an emergency the less a person feels responsible because they expect others to help

1. Cognitive Dissonance theory

2. Festinger's Laboratoy Studies

1. changes our attitudes about something because we have 2 conflicting thoughts creates tension but we change our attitude in order to reduce tension

2. meaningless tests for 30 minutes then one paid 20$ and one paid 1$. the ones who were paid 1$ rated the activity higher than those who were paid 20.

Prejudice

1. In-Group Bias

2. Out-Group Homogeneity

3. Prejudice

4. Discrimination

1. tend to favor people in our group than people outside our group

2. tend to view people outside of our group as highly similar to one another

3. attitudes

4. behaviors

1. Personality Traits

 2. Behavioral and Biggest influences

1. Stable internal pattern of how we think, feel, and behace across situations

2. Hertibility is around 40-50% and enviroment is the biggest influence .

Frued and Psychoanalytic Theory

1. Psychic Determinism

2. Critical Role of Unconcious

  1.  idea that everything that happens in someones mind and what they do is caused by something in their unconscious. No accidents or free will or mistakes. Some symbolic meaning or reason for everything

2.     drive most of what we do. The majority of what is in our mind is not available to conscious thoughts. Trying to explain something after the fact.

Psychoanalytical Map of the Mind

1. Id

2. Ego

3. SuperEgo

1. pleasure principle, primary process of thinking, drives evertyhing such as sex

2. tries to confine the Id to the constraints of the real world. we cannot get everything the id wants.

3. sense of morality. not constraint by reality like the Id. looks at the world in a very idealized and perfecionist way.

Freud's List of Defense Mechanisms

1. Denial Repression

2.Repression

3.Reaction Formation

4. Projection

5. Rationalization

6. Intellectualization

7. Displacement

8. Sublimination

1. do not acknowledge the source of anxiety or precieve it in the first place

2. you are banishing something from awareness by managing not to think about it

3. idea of keeping forbidden thoughts or feelings out of awareness by behaving or instigating the opposite

4. attributing to someone else a thought or an impulse that is feared in yourself

5. most widely used. do something that causes you anxiety and to defend against anxiety you come up with a rational cause or case of why you did something.

6. taking a situation that causes anxiety and turning it into an emotional intellectual excercise so you don't feel the emotion to the same extent
7.. taking the energy out of one object and moving it into a safer object.

8. to take a base of forbidden impulse and do something constructive with it.

Freud's Theory of Personality Development

1. Oral Stage

2. Anal Stage

3. Phallic Stage

4. latency stage

5. genital stage

1. birth to about 12-18 months. gratification is obtained through mouth

2. 18 months to 3 years. control toilet training. ego developes. harsh or lenient toilet training could lead to other problems

3. 3 to 6. boys and girls see they are different. superego developes. fake symptoms - penis envy and oedipus complex.

4. 6 to 12. basically nothing happens according to Freud

5. puberty, this stage is the final one. goals to form romantic relationships

Behavioral and Social Learning Theories

1. radical behaviorism

2. Social Learning Theories

3. Locus of Control - A. Internal B. External

4. locus of control - experiment

1. believes that personality traits are just habits that we have learned through operant and classical conditioning. personality=behavior

2. cognitive factors in thinking that play into the idea of learning and personality

3. stable way of believeing why events happen.

A. believe that events happen to you because of your own efforts and characteristics

B. events happen to you due to outside forces that are beyond your control

4. done by gene Twenge college students today have much more external locus of control then college students back in the 1970s. Also today the stress levels for the students are much higher.

1. Humanistic Models of Personality

2. Self-Actualization - Rogers and Maslow

3. Criticisms of Humanistic Model

1. Humans have a choice on how their personality turns out. free will

2. desire to develop our inner potential. Rogers believed humans are born good they develop a sense of self worth and this is how the gain selfactualization. Maslow process that very few people go through less than 1%

3. found their could be inherently aggressive. No way to scientifically test if self actualization is a motivating factor. Difficult to define.

Stages of Memory

1. Span

2. Duration

1. how much information the system can hold

2. how long a period of time a system can hold information

1. Sensory Memory

A. Iconic Memory

B. Choic Memory

1. breif storage of large amount of percetual information, first place where info comes in and each sense has own form

A. visual sensory memory, lasts a few seconds, not very accurate

B. memory for auditory information. last little bit longer than iconic 5 - 10 seconds.

1.Short term memory

A. Duration

B. Memory loss: interference vs. decay

C. types of interference - Retroactive and Proactive

1. information we are currently thinking about, that we are attending to or processing

A. very brief 10-15 seconds

B. information fades because we are not paying attention to it anymore is decay. inference is information leaves memory because there is more information coming in.

C. Retroactive inhibition - learning something new which is hampering earlier learning. Proactive inhibition - what you learned before gets in the way of learning something new

Short Term Memory Continued

1. Chunking

2. Rehearsal (Maintenance , Elaborative)

3. Depth of Processing

1. try to organize material into meaningful groupings in order to expand your short term memory past the limit of seven.

2. repeating the info in your head or out loud to extend how long your keeping it in short term memory. Maintenance - repeating it in the same original form. Elaborative - trying to link the stimuli to other information in some meaningful way better than maintenance

3. more deeply we transform information the better that we will be able to remember it. Visual(looks), Phonological(sound related), Semantic(meaning related)

1. Long Term Memory

2. Comparing STM to LTM

3. Primacy effect

4. Recency Effect

5. Serial Position Curve

1. permanent store of information which includes facts, experiences, and skills acquire over a life time.

2. capacity of long term is huge. info in short term memory go away in a few seconds. LTM is sematic based on meaning. STM is based on sound of info

3. hippocampus remember things on the top of the list

4. dorsolateral prefrontal cortex remember things on bottom of the list

5. a large number of subject accurately remember works based on primary or recency affects

1. Expilicit Memory (Semantic and Episodic)

2. Implicit Memory (procedural Memory and priming)

1. recalling info intentially. semantic - knowledge about our facts of the world. tends to activate the left frontal cortex more than the right. episodic - recollection of events related to our personal lives. tends to activate the right frontal cortex more than the left.

2. process of recalling info in a more non conscientious manner. not trying to deliberately remember it. Procedural - memory for things like motor skills and habits like riding a bicycle. Priming relates to our ability to identify stimulu more quicklt easily when previously encountered similar stimuli.

Stages of Memory

1. Encoding

2. Storage

3. Retrieval

1. getting info into memory. many things we experience are never encoded. using pneumonic devices helps with improving encoding.

2. filing information away. storage is done around schemas or organized knowledge structure and also frame of reference for interpreting new situations.

3. trying to reactivate or reconstruct memory.

Biology of Memory

1. Early Experimentation location

2. Long term potentiation

3. Location of memory storage

1. Engram - physical place for memory. rats did the worst in the maze when brain tissue was taking out, but they did tend to remember some of the maze.

2. gradual strengthening of connections among neurons from repeated stimulation over time. plays key role in leraning and in forming memories.

3. Hippocampus - more critical for learning. role is to learn those memories and distrube themselves to many of the areas of the cortex. Prefrontal Cortex also plays a part.

1. Amygdala and Memory

2. Hippocampus and Memory

1. emotions related to events in memory

2. facts related to event in memory

Memory Deterioration

1. Dementia

2. Alzheimer's

3. Vascular

1. severe memory loss after age 65

2. most comon. accounts for about 50-60% of cases of memory loss. cognitive impairments relate to memory and language. tend to forget most recent first.

3. damage in the brain due to blood vessel damage. diabetes, alcohol, drug abuse causes problems with memory over time.

1. Cognitive Development

2. Constructivist theory

3.Stage theory

1. Piaget children think, learn reason, communicate, and rememberpiaget suggested that children are fundamentally different from adults in how they view and understand the world.

2. children construct their world based off their observations

3. theorized that children's development is marked by large advances at specific points of development.

1. Equilibration

2. assimilation

3. Accomodation

1. maintaining a balance between the forces of assimilation and accomodation. the way you see the world is consistent with how you think it should be.

2. absorb a new experience into your current way of thinking or what you already know. if they see a dog for the first time they call it doggy.

3. changing knowledge structures in order to make them compatible for new experiences. if they think a cow is a doggy but the parent says no its not they have to accomodate to change

Piaget's Stages

1. Sensorimotor (object permanence)

2. Preoperational

3. Conversation task and catergorization task

1. birth to 2 focus on what the hear and now. op - if object is not in front of them then it does not exist.

2. age 2 to 7 - children can now have mental representation of things but what they need to learn is how to perforem operations on these mental things. like learning symbols for things.

3. basic knowledge of the world but cant do mental operations or cant perform operations or categorize.

Piaget Stages Continued

1. Concrete Operational

2. Formal Operational

1. age 7 to 11 ability to start performing mental opration on physical events. cannot understand hypothetical situations

2. age 11 to adulthood - can start performing hypothetical reasoning

Vygotshy: Social Cultural Impact

1. Scaffolding

2. Zone of proximal development

3. relevant in educational settings

1. providing initial assistance to children helps them learn. provide initial structure then graudally remove that structure as the child becomes more consistent

2. idea that there is a phase of learning during which a child can benefit from instruction on a task

3. take place when older peers are teaching scaffoleding to younger people.

Social Development

2. stranger anxiety

Child Attachment Style

1. Ainsworth "strange Situation"

2. secure attachment

3. insecure-avoidant

4. insecure-anxious

5. disorganized

6. critical missing variable:temperament

1. experimentally look at the relationship between a care giver and a child

2. majority of infants. 60% of infants become upset when the mother leaves and starts to cry but when the mother returns the infant will calm down

3. 15% of infants is not upset when mother leaves and infant is not upset when the mother returns.

4. 15% of infants become strongly upset when mother leaves but shows mixed reactions when the mother returns

5. 10% of infants show inconsistent and confused response both when the mother leaves and when she returns

6. not all children are born with the same temperament

Parenting Types

1. Permissive

2. Authoritarian

3. Authoritative

4. Uninvolved

5. Average Acceptable Enviroment

1. they tend to show a lot of affection and rarely every disapline them.

2. less nuturing and affection very high standards and displine frequently

3. a good median not completely babying but also at the same time not a authoritarian.

4. Worst they show little to know interest in their children and causes issues later in life

5. the best enviroment is authoritative, the worst is uninvolved, and permissive and authoritarian are about the same results.

Moral Development

1. Piaget: Constrained by Cognitive Stage

Kohlberg

2. Preconventional

3. Conventional

4. Postconventional

1. if you do not pass through certain stages of development leads to moral development being strained.

2. you are only concerned with yourself no care for outside world largely in children

3. judge the morality of actions by comparing them to society's veiws and expectations obey society and worry about how they think. go by society's morals.

4. this is were the individual realizes that an individual is different from the society and they should set their own morals.

1. Classical Conditioning

2. Pavlov's Research

1. form of learning in which animals come to respond to something that was meaningless to them after its paired with something that is a meaningful stimulous to them.

2. basics of the idea of classical conditionings. found dogs in his experiments began to salivate after hearing sounds because they thought they were going to get meat powder

Types of Stimuli

1. Conditioned

2. Unconditioned

Types of response

3. Condition

4.Unconditioned 

1. something that is nuetral or meaningless to an animal like a bell or sound

2. something that illicits an automatic response which is a biological response such as food which leads to the biological response to salivating.

3. response that used to be an unconditioned response except now it's coming in response to conditioned stimulous

4. salivating goes with unconditioned.

Phases of Classical Conditioning

1. Acquisition 

2. Extinction

3. Spontaneos recovery

4. renewl effect

1. learning phase during which a conditioned response is established. repeatedly pairing the condition stimulous to an unconditioned stimulous

2. gradually reducing and eventually eliminating a conditioned response after you keep presenting the conditioned stimulous with the unconditioned stimulous

3. suddern reemergence of an extinct condition or response after a delay in expose to the conditioned stimulous

4. sudden reemergence in response after extinction

1. Operant Conditioning

2. a) Classical vs. b) Operant

3. Law of Effect

4. Thorndike's research

5. Skinner's research

1. learning controlled by consequence of organisms behavior

2. a) organisms response is elicited automatically. animals reward is independent of what it is. animal will get reward regardless. b) response is emmited in a voluntary fashion. animals reward is dependent

3. if some stimulus is followed by behavior and behavior folled by reward your more likely to behave that way to the stimulus in the future.

4. took cat in a box maze and put fish in box. cat learned box faster when he got reward of fish.

5. skinner box. small chamber that allows periods of conditioning to be administered. animal presses food bar

Terms in Operant Conditioning

1. Reinforcement 

2. Positive Re.

3. Negative Re.

4. Punishment

1. outcome or consequence in a behavior that strengthens the probability that behavior will happen again.

2. some sort of positive outcome of behavior that strengthens probability the outcome will happen.

3. removal of negative outcome of behavior.

4. outcome of behavior that will weaken the likely hood of that happening again. 

Problems with Punishment

1. disandvantages

2. relationship to child disapline

1. tells organism only what not to do, causes anxiety which could interfere with learning

2. physical punishment provides model for aggresive behavior

Principles of reinforcement

1. Humphrey's Paradox

2. Partial Reinforcement

1. intial institution that the more consistenet the reinforcement is the more consistenet the behavior is is incorrect

2. when only reinforcing some of the behavior. occasional reinforcement of the behavior takes a lot longer for behavior to extinguish

Schedules for reinforcement
1. Fixed Ratio

2. Fixed interval

3. variable ratio

4. variable interval

5. impact on response

1. reinforced after a fixed number of response

2. reinforced from producing the response at least one time in a given time period.

3. reinforcement after a specific number of responses on average but the precise number of responses in a given period varies

4. provide reinforcement for producing a response after an average time interval but with the actual interval they vary

5. for ratios you get much higher rates of responding than with intervals. variable ratio has highest responding rates.

1. Latent Learning

2. Observational learning

1. learns things without showing any evidence that we are learning. tolmin's rats one group got reinforcment, one got no reinforcement, one got reinforcement after 10 days. on the 11th day group three rats got reinforcement

2. learning by observing others.