Intro to Psychology Reviewer PDF

INTRO TO PSYCHOLOGY LEARNING - tendency of new stimulus that is similar to - relatively permanent original conditioned stimulus - change in behavior/knowledge/capability/...

INTRO TO PSYCHOLOGY LEARNING - tendency of new stimulus that is similar to - relatively permanent original conditioned stimulus - change in behavior/knowledge/capability/ - elicit response that similar to conditioned attitude response. - acquired through experience 2. Stimulus discrimination - cannot attributed to illness/injury/maturation. - process of learning to respond to certain stimuli and not others. THRee (3) BaSIC LeaRNING - Not all the same 1) Classical Conditioning - Ivan Pavlov 3. Extinction (unlearning/removing action) - Form of associative learning - weakening of conditioned response - neutral stimulus becomes associated with - when the unconditioned stimulus is absent. stimulus to which one has an 4. Spontaneous recovery automatic/inborn response. - sudden reappearance of an extinguished ❖ ASSOCIATION – combination/pairing 2 response. stimulus - relearning ❖ Pavlov notice that dogs began to salivate even before the meat powder was presented. 2) Operant Conditioning - B.F Skinner STIMULUS - type of learning - dahilan bat nagrereact/response - introduced by B.F Skinner - EX. Kinurot – STIMULUS/nasaktan ka - - consequences of behavior are manipulated to RESPONSE decrease the frequency of an existing 1. Unconditioned stimulus (UCS) response - environmental input - shape an entirely new response - always produces same unlearned, involuntary ❖ Operant response. - Voluntary/behavior that accidentally brings 2. Unconditioned response (UCR) about some kind of consequence. - natural, automatic, inborn ❖ Reinforcer - involuntary reaction to stimulus - consequence that increases the frequency of 3. Neutral stimulus (NS) operant - No reaction - object or situation Classification: Positive and Negative Reinforcement - presented alone does not lead to an Reinforcement automatic (unconditioned) response - Any event follows a response and strengthens 4. Conditioned stimulus (CS) it - previously neutral input that organism learns - increase probability that response will be to associated with CS. repeated. 5. Conditioned response (CR) 1. Positive Reinforcement - behavior that organism learns to perform - increase in behavior results any when presented with CS. pleasant/desirable consequence that follows response. 2. Negative Reinforcement - increase in behavior that brought by the subtraction of something that is typically unpleasant. 1. Stimulus generalization (all) Punishment 1 INTRO TO PSYCHOLOGY - lowering of probability of a response 1. Students lose recess time (pleasant stimulus) - with removal of a pleasant stimulus or for making too much noise (undesired application of unpleasant stimulus behavior.) 1. Positive Punishment 2. A parent gives their child an extra allowance - Behavior decreases after addition (reinforce) for doing the dishes. (desired (unpleasant) of consequence behavior.) - usually an unpleasant one. 3. The teacher gives a student extra homework 2. Negative Punishment (aversive stimulus) for making noise in class - behavior decreases after the removal (undesired behavior.) (unpleasant) of consequence. 4. A boy loses his tablet time (pleasant stimulus) for bullying others in school (undesired behavior.) 5. A child doesn’t have to clean the table (unpleasant event) after the meal if they eat their vegetable (desired behavior.) 6. Workers won’t get yelled at (unpleasant stimulus) when they arrive at work on time (wanted behavior) 7. You receive applause from the audience (reinforce) after playing the piano in a recital Learning by Observation/Social Learning (good behavior) 8. The police revoke the driver’s license - By Albert Bandura (pleasant stimulus) for reckless driving - Learning by imitation (unwanted behavior) - results when people observe behavior of 9. A parent assigns the child extra chores others (unpleasant consequence) for playing too - note the consequences of the behavior many video games (bad behavior). BOBO DOLL EXPERIMENT 10. Brushing the teeth (desired behavior) 1. Aggressive Adult – punch bobo doll prevents tooth decay (unpleasant event) 2. Control Group – play doll calmly ❖ Classical Conditioning 11.Before conditioning, what is the unconditioned ❖ Model stimulus? - person who demonstrate behavior - Hot water - whose behavior is imitated 12. Unconditioned response? - burnt (4) Process of Observational Learning 13. Neutral stimulus? 1. Attention- observer must attend the model -Toilet flush 2. Retention 14-15. What is the (2) stimulus during unconditioned - observer must store information about response? model’s behavior in memory -Hot water & toilet flush 3. Reproduction 16. After conditioning, what is the conditioned - observer must be physically and cognitively stimulus? capable of performing the behavior to learn it. - Toilet flush 4. Reinforcement 17. After conditioning, what is the conditioned - observer must be motivated to practice response? - perform the behavior on his own - Panicked, fear & anxiety ❖ Operant Conditioning 2 INTRO TO PSYCHOLOGY MEMORY 1. Explicit Memory - Form of long term memory Memory - Outwardly aware of - Mental capacity to store information - Can recall: also known as “declarative” Memory Span memory - How much you can retain (2) Components of Explicit Memory Memory duration 1) Semantic Memory - How long can you store memory - Knowledge of facts (3) THREE SYSTEM OF MEMORY - Those stored linguistically about world 1. Sensory memory - ex. first president of US - Perceptual information (ex. what u see/hear/smell) 2) Episodic Memory - Stored briefly before being passed to short - Recollection of one’s own life events term memory - Ex. going to Disney land on ur 8th bday (2) Parts of Sensory Memory 1. Iconic Memory (capture/eyes) 2. Implicit Memory - Sensory memory for vision - Form of long term memory - Last about 1 second - Happens “beneath the surface” - Allows u to take mental screenshot - Ex. we can’t outwardly explain it and may not Demonstration be consciously aware - Eyes open and focused on the screen (3) Three Components of Implicit Memory 2. Echoic Memory (ear/sound) 1) Habituation and Classical Conditioning - Sensory memory for hearing - Forms of learning - Last between 5-10 seconds - Once learned, become associations stored in - Allows u to “play” audio back after hearing long term memory 2) Procedural Memory 2. Short-term memory - Memory for how to do things - Info passed from sensory memory - ex. procedure (how to bike) - Gets maintained for a short period of time 3) Priming - 10-20 seconds - Ability to identify a stimulus more quickly Demonstration once we’ve seen similar stimuli - Memorizing letter in flash screen Primacy and Recency ❖ MAGIC NUMBER - Phenomenon in which, when remembering a - Description of span of short term memory list - About 7 + 2 (ex. between 5-9) bits of info ❖ Primacy ❖ CHUNKING - People tend to remember first items - Technique which one can increase short term ❖ Recency memory span - Last items/best - By grouping together bits of info into “chunks” 3. Long-term memory I. MEMORY ERRORS, FOGETTING AND - Ability to store info over a long time of period LEARNING - Even a life time Short-Term Memory Errors Decay - information in short- term memory simply fades over time due to lack of rehearsal (2) Parts of Long Term Memory Interference 3 INTRO TO PSYCHOLOGY - information in short-term memory is lost due 1) INTRISICALLY MOTIVATED to competition from additional incoming - Enjoy the task w/out expecting reward information - People seek to perform well - they either enjoy performing the actual tasks Retroactive Interference - enjoy the challenge of successfully completing - learning new information interferes with the task. memory of old information 2) EXTRISICALLY MOTIVATED - don’t particularly enjoy the task - are motivated to perform well to received some reward or to avoid negative Proactive Interference consequences. - memory of old information interferes with the Work Inference Inventory (WPI) learning of new information - measure individual orientation toward intrinsic and extrinsic motivation 2. MASLOW HIERARCHY OF NEEDS Short-Term vs. Long-Term Memory Errors - Short-term memory errors tend to be “acoustic” (about sound) - Long-term memory errors tend to be semantic (about meaning) The Specificity of Memory - more likely to remember something - learning conditions match the retrieval conditions Self-actualization Context-Dependent Learning - Morality, creativity, spontaneity, problem - Enhanced retrieval (i.e., memory) solving, lack of prejudice, acceptance of facts. - external context is consistent from learning to Esteem test - Confidence, achievement, respect of others, MOTIVATION respect by others. Love/belonging - internal force that drives a worker to action as - Friendship, family, sexual intimacy well the external factors that encourage that Safety action - Security of: body, employment, resources, - Inspired us morality, the family, health, property Ability and Skill Physiological - determine whether a worker can do the job - Breathing, food, water, sex, sleep, Motivation homeostasis, excretion. - determine whether the worker will do it properly. Four (4) Common Motivation Theory 1. SELF-DETERMINATION THEORY (SDT) TWO (2) TYPeS OF STD 3. KORMAN’S CONSISTENCY THEORY 4 INTRO TO PSYCHOLOGY SELF-ESTEEM - person’s belief that a goal is attainable. - extent to which person views himself as Goal Specifically valuable and worthy - goals are much more motivating when they - There’s positive correlation between self- specify a particular level of performance. esteem and performance - Much more motivating because it is specific THRee (3) TYPeS OF SeLF eSTeeM EMOTION 1) Chronic Self Esteem - psychological states comprised of: - Person overall feelings about himself ✓ thoughts - ✓ feelings 2) Situational Self Esteem ✓ physiological changes - Feeling about ourself in particular situation ✓ expressive behaviors - such as operating a machine or talking to ✓ inclinations to act other people. - How good or bad I am? (3) Three Theory of Emotion 3) Socially Influenced Self Esteem 1. James Lange Theory - show a person feels about himself on the - Physiological reactions occur first basis of the expectations of others people - followed by labeling emotions - Nakakita ng aso, tumakbo, natakot 4. DAVID MCLELLAND (LEARNED NEEDS THEORY) 2. Canon-Bard Theory - - Physiological reactions occur at the same THRee (3) TYPeS OF LNT time as the labeling of emotions. 1) Need for Achievement - both physical reaction and emotion occur - Motivated by jobs challenging and over which 3. Schachter Singer Theory they have some control. - Also known as TWO FACTOR THEORY 2) Need for Affiliation - Physiological reactions and cognitive analysis - Motivated by jobs in which they can work with help to label emotion. and help other people - Gusto ng mga tao sa paligid THEORIES OF PERSONALITY 3) Need for Power Sigmund Freud - Motivated by a desire - Austrian Neurologist - influence others rather than simple to be - Founding father of psychoanalysis successful. - Psychoanalytic Theory Levels of Consciousness ❖ GOAL-SETTING THEORY CONSCIOUS - According to Locke (1968), goals have - Aware of any given moment motivational value for three (3) reasons: SUBCONSCIOUS 1. Goals serve to direct our attention and focus - Not fully aware our efforts in a particular direction. UNCONCIOUS 2. Goals help us to maintain tasks persistence. - Not aware 3. The existence of goals tends to facilitate the development of task strategies. (3) Three Attributes of a Goal Goal Difficulty - goals that are difficult are more motivating than easer goals. Goal Acceptance 5 INTRO TO PSYCHOLOGY 3 LAYERS OF THE SELF STRUCTURES OF PERSONALITY - (Fred tells his friend that he didn’t get the job ID because he didn’t have connections) - Unconscious REACTION FORMATION - Pleasure principle - Expressing exaggerated ideas and emotions - Basic instincts that are the opposite of disturbing, EGO unconscious impulses and desires - Mostly conscious, partly unconscious - (Jenica is angry wither co-worker Cyren for - Reality principle always arriving late to work after a night of - Balance ID and EGO partying, but she is nice to Cyren and affirms the partying as “cool”) SUPEREGO - Both conscious and unconscious REGRESSION - Moral principle - Returning to coping strategies for less mature stages of development DEFENSE MECHANISMS (DDPRRRRS) - (Susan burst into tears whenever she is - Psychological strategies that are criticized) unconsciously used to protect a person from SUBLIMATION anxiety - Rechanneling sexual and aggressive energy DENIAL into pursuits or accomplishments that society - Refusing to acknowledge consciously the considers acceptable or even admirable existence of danger or threatening situation - (Tim goes to a gym to work out when he feels - (JM refuse to admit he has an alcohol problem hostile and frustrated) although he is unable to go a single day CARL JUNG without drinking excessively) - Analytic psychology DISPLACEMENT - Unconscious - Substituting a less threatening object or Personal person for the original object of a sexual or Collective aggressive impulse UNCONSCIOUS - (After being spanked by his father, Bill hits his - Portion of individual’s unconscious that baby brother) contains the elements of his/her own PROJECTION experiences - Attributing one’s own undesirable traits, - Personal unconscious contains temporality thoughts, behavior, or impulses to another forgotten information and well as repressed - (A very lonely divorced woman accuses all memories men of having only one thing on their minds) - Complex is a collection of thoughts, feelings, REPRESSION attitudes, and memories that focus on a single - Forcing down emotions, impulses, or concept memories down the unconscious to reduce - Image are not inherited ideas, but rather they anxiety by effectively “forgetting” them refer to our innate tendency to react in - (Jean forgets a traumatic incident from particular whenever our personal experiences childhood) stimulate an inherited predisposition towards RATIONALIZATION action - Supplying logical, rational, or socially - Contents of the collective unconscious are acceptable reason rather than the real reason called ARCHETYPES for an action or event 6 INTRO TO PSYCHOLOGY ARCHETYPES 1. People strive for superiority SELF 2. People's subjective perception shape their - Most important element that predisposes the behavior and personality. individual to unite all other aspects of 3. Personality is unified and self-consistent personality 4. The self-consistent personality develops into a PERSONA person's STYLE OF LIFE that is molded by our - Masks adopted by a person in response to creative power. demands of social conventions and traditions 5. The value of all human activity must be seen SHADOW from the viewpoint of Social Interest. - All instinctive and impulsive aspects of the dark side of personality ANIMA/ANIMUS - Male and Female side - ANIMUS- unconscious masculine side of a woman - ANIMA- unconscious feminine side of a man Main differences between Freudian psychology and Jungian (or analytical) psychology are related to: Humanistic Theories - Carl Rogers NATURE OF THE UNCONSCIOUS: Person-centered theory - While Freud viewed the unconscious as a - Rogers' theory is based on humanistic storehouse for an individual's socially psychology and focuses on self-concept and its unacceptable repressed desires, Jung believed components: it was more of a storehouse for the 1. Self-worth: How we believe we are, which is individual's repressed memories and what he influenced by early childhood experiences called the collective or transpersonal 2. Self-image: How we see ourselves unconscious (a level of unconscious shared 3. Ideal self: The person we want to be, which with other humans that is made up of latent can change over time memories from our ancestors); 4. Incongruence: The gap between our self- ► CAUSES OF BEHAVIOR: image and reality - Freud saw our behavior as being caused solely Unconditional Positive Regard by past experiences, most notably those from - The unqualified caring and non-judgmental childhood, while Jung believed our future acceptance, no matter what the client says, aspirations have a significant impact on our does, has done, or one is thinking of doing. behavior as well (McLeod, 2014). Humanistic Theories Alfred Adler - Abraham Maslow - Individual Psychology - Father of Humanistic Psychology Inferiority Complex Self-Actualization - a condition that develops when a person is - means developing one's fullest potential unable to compensate for normal inferiority MOTIVATION feelings 1. Motivation is holistic Superiority Complex 2. Motivation is complex - a condition that develops when a person 3. People are always motivated overcompensate for normal inferiority 4. People have similar needs and motivation feelings. 5. Needs have a hierarchy 5 Main Tenets of Individual Psychology 7 INTRO TO PSYCHOLOGY 8