Basic Emotion PDF

Stage of Memory: Encoding Storage Retrieval Attention: Involves focusing awareness on a narrowed range of stimuli or event Critical to everyday functioning & to encoding memories Encoding: Depper levels of processing re...

Stage of Memory: Encoding Storage Retrieval Attention: Involves focusing awareness on a narrowed range of stimuli or event Critical to everyday functioning & to encoding memories Encoding: Depper levels of processing result in longer lasting memory codes Visual imagery can enhance encoding Especially good at remembering words linked to the self Serial position effect: Primacy effect- the tendency to remember words at the beginning of the list Recency effect: the tendency to remember words at the end of a list Primacy + Recency effects = Serial Position effect Sensory Memory: Holds an exact copy of what you see or heart Lasts a few seconds or less ▪ Icons: Fleeting mental images ▪ Echo: Brief auditory signal Storage: Short-term memory: First stage last for 10 seconds Very sensitive to interference and decay Working memory: The second stage When STM is combined with other mental processes Where you do most of your thinking Long-Term Memory: The Third. Stage Unlimited capacity storage Holds info over lengthy periods  How it is stored: ▪ Decorative memory: Handles factual information o Semantic memory: General knowledge o Episodic memory: "Dated" recollections of personal experiences Procedural memory: Stores memory for actions and skills Retrieval: Memories can be jogged with retrieval cues The context is another useful cue Forgetting: Information is not encoded Interference and decay of information Retrieval failure Measures of Retention MC- recognition measure Essay- recall measure When Memory Fails: The Case of Clive Wearing: What is learning? Change in behavior due to experience ▪ Relatively permanent ▪ Acquired knowledge ▪ Measured behaviorally Behaviorism Only objective thing to study, not mental processes Associative Learning: Linking 2 events that occur close in time ▪ Conditioning: Process of learning associations ▪ Classical conditioning: Associate 2 stimuli and anticipate an event physiological reaction ▪ Operant conditioning: Associate response & consequence; guides future behavior Classical Conditioning: Dogs salivate when meat powder is placed on their tongue Then, they started to salivate before food was placed in their mouths, When they heard the person walk in with the food Pavlov's Experiment: Before conditioning ▪ They play a tone but it will not make them do anything because it is a natural thing(needs to learn) ▪ Food leads to salivation (does not need to learn) During Conditioning: ▪ Tone (NS) and the Food (US) are paired, resulting in salivation( has to be bell the food) After Conditioning: ▪ The neutral stimulus ( conditioned stimulus) elicits salivation(now the conditioned response) Basic Processes Acquisition: The initial stage of learning something Extinction: The gradual weakening and disappearance of a CR tendency Spontaneous Recovery: The reappearance of an extinguished response after a period of no exposure to the CS Stimulus Generalization: The tendency to respond to stimuli similar to CS  Stimulus Discrimination: The learned ability to distinguish between a CS and similar stimuli Operant Conditioning: A form of learning in which voluntary responses come to be controlled by their consequences Law of Effect Responses that lead to a desirable effect are repeated Responses that produce undesirable responses are not repeated Acquisition The formation of a new response tendency Shaping Rewarding when the closer and closer it gets to doing the desired behavior Types of Reinforcement: Reinforcement: Any event that strengthens or increases the frequency of a response ▪ Positive: Strengthening by adding something ▪ Negative: Strengthening by taking away or punishment (shocking) Reinforcement Schedules: Continuous Reinforcement ▪ Every instance of a designated response is rewarded Intermittent Reinforcement: ▪ When a designated response is reinforced only some of the times Ratio Schedules rate of responding by organism Fixed-Ratio: Reinforcer given after a fixed # of nonreinforced responses Variable-Ratio: Reinforcer given after a variable # of nonreinforced responses  Interval Schedule Fixed interval: Reinforcer given for the first response after fixed time interval has elapsed Variable-Interval: Reinforcer given for the first response after a variable time interval has elapsed Punishment: Consequences that weaken responses Typically involves the presentation of an aversive stimulus (positive punishment) Removal of rewarding stimulus (negative punishment) Negative Reinforcement: Removal of an aversive stimulus Strengthens a response Positive Reinforcement: Presentation of an aversive stimulus Weakens a response Observational Learning: Bandura: When an organism's response is influenced by the observation of others Bobo study they model what they are shown by the model Defining Intelligence: The capacity to act purposively, think rationally and deal effectively with the environment The core of intelligence consists of general mental abilities The G-factor 1st Gardner's 8 intelligence 2nd Sternberg's Triarchic Theory (3rd)  Analytical Creative Practical The origins of intelligence testing Alfred Binet Assumed that all kids followed the same course of intellectual development In 1905, set out to measure children's mental age( compared to chronological age) Stanford- Binet IQ test based on his work The Wechsler Adults intelligence scale (WAIS): Gives IQ and separate scores from: ▪ Verbal(Language-or-symbol-oriented) intelligence ▪ Performance (Nonverbal) Intelligence Intelligence is largely inherited Intelligence cannot not changed ▪ Intelligence runs in families ▪ Evidence from: Twin Studies, Adoption studies Adoption studies ▪ IQ of siblings reared together more similar than reared apart The environment is important too Trails with genetic component can be changed Environmental Deprivation & Enrichment Studies of children in understaffed orphanages Generation Changes: The Flynn Effect Performance on IQ test has steadily increased over generation Occurring all over the industrialized world since the 1930s The change happened because schooling is more prominent and more access to technology Reaction Ranges Heredity may limit Intelligence Environment determines where individuals fall within these limits People put in good interests with good rescores and support will be more likely to succeed than people with bad interment and bad resources. Like plants good soil will always grow better than bad soil. Basic Emotion: Ekman & Friesen: Cross-cultural agreement Happy, sad anger, fear, surprise disgust Universal facial expression Nonverbal Cues: How people communicate, intentionally or unintentionally without words Facial expression Eye contact Tone of voice Posture Ect. Display Rules: Culturally determined rules about which nonverbal behaviors are appropriate to display Eye contact and gaze ▪ American- Direct eye contact Is encouraged ▪ Puerto Rico, Thailand – direct eye contact is considered disrespectful Personal space and touching ▪ America – low contact culture ▪ Middle East, South America – high contact culture Emblems: gestures that have a specific meaning in a culture Facial Feedback: Smile and you'll feel happy Frown and you'll feel angry Mimicry & Mood Contagion We like those who (subtly) copy our behaviors We catch each other's moods