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| Any relatively permanent change in behaviour |
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| A school of psychology that "accounts for behaviour in terms of observable acts and events, without reference to mental entities such as mind or will |
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| A kind of learning where the subject learns to associate certain stimuli and responses |
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Also called Pavlovian or respondent conditioning.
How to identify:
Something that previously caused no response (CS) now causes a response (CR) |
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Unconditioned Stimulis: You respond to it without having to learn to
Unconditioned Response: The response you have without having to learn to have it
Conditioned Stimulis: The stimulis your conditioned to respond to
Conditioned Response: Response illicited by the conditioned stimulis |
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| When you stop pairing the CS with the US the CR dissapears |
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| The reapperance of a learned response after ts apparent extinction |
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| Higher Order Conditioning |
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| When you pair a neutral stimulis with a conditioned stimulis it becomes associated with the original CS and becomes a CS as well |
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| Stimulus Generalization and Discrimination |
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Generalizatin: In classical conditioning when the stimulis that resembles the CS elicits the CR
Discrimination: In classical conditioning when the subject fails to response to a stimuli *similar* to the CS |
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| An irrational fear that interferes with normal activities |
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| You pair the CS (like, in little abners case, the white rat) with an US (like cookies) until his CR to rabbites changes to a happy response (his same response to cookies, the US) |
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| Conditioning where a behaviour becomes more or less likely depending on its consequences |
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| What work did Thorndike contribute to Psychology? |
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| Use cats to show that behaviour that brings about a desired response will be repeated |
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| Reinforcement strengthens a response and makes it more likely to occur |
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| Examples of Primary and Secondary Reinforcers/Punishers |
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Primary Reinforcer: Hug
Primary Punishment: Electric Shock (ow.)
Secondary Reinforcer: Moolah.
Secondary Punishment: Bad grade. |
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| How to tell between positive and negative reinforcers and punishments |
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Does this make the behaviour increase?
Yes-Its a reinforcer
No-Its a punishment
Am I adding something?
Yes: Its positive. (like a good grade, or mocking)
No: Its negative (like your mom stops nagging, or your friends stop talking to you) |
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| schedules of reinforcement |
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| when first trainiing use continuous reinforcement. Then switching to an intermittent schedule of reinforcement will make the CR more resistant of extinction. |
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| You reinforce small steps towards the desired response, gradually requiring better and better preformance before you reinforce the behaviour. The steps you reinforce along the way are called successive approximations. |
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| During operant learning, the tendency of an animal to revert to instinctive behaviour |
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| Free will is an illusion, everything we do is based on learned behaviours that have been reinforced one way or another |
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-Mild punishers are often as effective as strong ones
-Punishement cant be issued mindlessly and must be distrubuted immediatly
-The recepient of punishment often responds negatively
-The punisher has to be present
-Punishement converys little information
-Make sure the intended punishment doesnet reinforce things like a desire for attention |
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-To be affective, they "must be tied to the behaviour you are trying to increase."
Extrinsic reinforcers: Not related to the task. Rewards like stickers, hugs. Should be used sparingly, so intrinsic pleasure isnt comprimised.
Intrinsic reinforcers: Inherantly related to the task, like enjoyment of doing it, satisfaction in job well done. |
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"A form of learning that is not immediately expressed in an overt response; it occurs without obvious reinforcement"
Ex: You see your parents vacuuming for years. Nobody directly teaches or rewards you, but down the road when you want to vacuum your room you know how to. |
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Watching what other people do and seeing what results.
Ie. You see Jim get his tounge stuck to the flag pole when he tries to lick it in -10 degree weather...and learn that it may not be the best idea. |
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| social-cognitive theories |
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| theories that emphasize how much you learn by watching and imitation other people |
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| Tips for Modifying Behaviour |
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Definition
1. Accentuate the positive. People respond better to praise.
2. Reinforce small improvements. You cant expect your messy roomate to become a clean machine over night.
3. Find the right reinforcers. some people may was a hug, others to a cookie.
4. Always examine what you are reinforcing. Be careful not to become mindless and accidently reinforce behaviours your dont want to.
5. Analyze the reasons for the persons undersierable behavious before responding to it. If you understand that underlying causes you'll be able to deal with it better. |
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An especially representative example of a concept.
Ex:
Fruit: Strawberry
Wizard: Gandalf |
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"A unit of meaning that is made up of concepts and expresses a single idea."
Strawberrys make good jams.
Llamas will spit at you. |
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A bunching of knowledge, beliefs, experiences, etc tthat form a belief about something.
Ie:
Canada would not be a nice place to live.
People from Uzbekistan have high verbal skills. |
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| subconscious vs nonconscious |
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Definition
Subconscious: Things out do without thinking about but can make yourself consciously aware of. bassically when your on autopilot.
Nonconscious process: Your not thinking about it and you dont know your not thinking about it. |
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| When you dont register anything. But this can be beneficial, as if you stopped to think about eevery little thing you'd never get anywhere. |
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| a problem-solving strategy guarenteed to produce a solution even if the user does not know how it works. |
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| deducive vs inductive reasoning |
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deductive: if this is true, and this is true, then that must be true.
inductive: is this is true, and this is true, but i could be wrong, then this is probably but not 100% right |
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A rule of thumb that suggests a course of action without guaranteeing an optimal solution.
IE: When playing cards, get rid of all the high numbers first |
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| Opposing ideas are considered and judged to figure out whats best. |
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| Stages of reflective judgement |
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Pre-Reflective: Im right because so-and-so is always right, and I'll never believe yu.
Quasi-Reflective: Everybodys right!
Reflective: There are merits to the other side, but I can defend my beliefs |
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| List barriers to reasoning rationally |
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-Availability heuristic. People thend to judge how probable something is depending on how many examples they can come up with. Ie. Going out in a thunderstorm and possible being struck by lighting is somehow more dangerous than driving on the highway on a sunny day.
Avoiding Loss:
People tend to go with the choise that seems like it will hedge their bet best
Mental Sets:
We try and solve problems the same way we solved other problems..even if its not the most effective way to do so.
Hindsight Bias:
"I should have known that, even though in reality it wasnt that clear at all."
Confirmation Bias:
"I want to be right so Im only going to pay attention to data that backs me up." |
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| You have to believe that this is true...but this irrefutable evidence says its not. |
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| Ways people reduce dissonance |
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Postdecision dissonance: I know I shouldnt have done that..but I did so I need to figure out a way to justify it
Behaviour contradicts with your view of yourself: I wouldnt of cheated if I Cindy hadn't kept me from studying
Need to justify effort: I just got through boot camp...no way am I not going to love the army after all the junk I went through to get in. |
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