Learning Enrichment 10 Quiz Revision (Weeks 7-9) - PSYC1030 PDF

Acknowledgement of Country The University of Queensland (UQ) acknowledges the Traditional Owners and their custodianship of the lands on which we meet. We pay our respects to their Ancestors and their descendants, who continue cultural and spiritual connections to Country. We recognise their valu...

Acknowledgement of Country The University of Queensland (UQ) acknowledges the Traditional Owners and their custodianship of the lands on which we meet. We pay our respects to their Ancestors and their descendants, who continue cultural and spiritual connections to Country. We recognise their valuable contributions to Australian and global society. 1  Learning Enrichment 10 Quiz Revision (weeks 7-9) PSYC1030 Introduction to Psychology: Developmental, Social, & Clinical Psychology Semester 2, 2024 Dr Mick Zeljko Module 3 Topics 1. Schizophrenia 2. Measurement and Intelligence 3. Persuasion 4. Language Development 5. Moral Development Schizophrenia Diathesis-stress model and its relevance to schizophrenia Symptoms – positive and negative Treatment and prognosis Schizophrenia Diathesis – predisposition; genetics General population ~1% Parent or sibling ~10% MZ twin ~50% Diathesis–Stress Model – a genetic vulnerability combined with environmental stressors (otherwise MZ twin would be 100%) death in the family, social isolation, or drug use Nature + nurture!! Schizophrenia Most common psychotic disorder Five main symptoms (need at least 2) Positive symptoms - behaviours or experiences happening too much Delusions – thought; false beliefs (e.g. persecution or grandeur) Hallucinations – perception; false sensory experience (esp auditory - voices) Negative symptoms - behaviours that are in deficit Avolition - lack of motivation and initiative Alogia - poverty of speech Schizophrenia Antipsychotics are more effective on positive symptoms but less so on negative symptoms up to one quarter of people with schizophrenia fail to demonstrate much improvement Psychological interventions are also important Early Intervention: The significance of recognizing early signs and beginning treatment can improve long-term outcomes Prognostic Factors: Factors such as a shorter duration of untreated psychosis (DUP) are linked to better recovery outcomes Measurement and Intelligence Concept of IQ and how it’s measured Reliability and validity in testing Different types of intelligence and their assessments Measurement and Intelligence Age standardized tests - Binet-Simon Scale – mental age IQ on Stanford-Binet Scale – (mental/chron) x 100 – only works when young IQ now – performance relative to standardized data – mean 100, SD 15 E.g. Wechsler – WISC (children) and WAIS-IV (adults) Two components Verbal IQ - verbal comprehension, working memory Performance IQ - perceptual organization, and processing speed Measurement and Intelligence Reliable test-retest - stability of scores over time with same test split-half methods - divide the test into two halves and compare consistency Valid Content - does test measures all aspects of the concept it is intended to assess Criterion – does test predict outcomes based on other measures (e.g academic performance) Construct - does the test actually measure the concept of intelligence it claims to Measurement and Intelligence General intelligence, also known as G or multiple intelligences? Factor analyses across tests Spearman - G (general) and S (specific)intelligence Thurstone – 7 factors Horn and Cattell – 2 factors Gc and Gf Crystallized Intelligence: Knowledge that comes from prior learning and past experiences Fluid Intelligence: Ability to solve new problems, use logic in new situations, and identify patterns Persuasion Cialdini's six principles of compliance conformity and obedience Persuasion 1. Reciprocation - expectation to return a favour influences behaviour 2. Consistency - desire to be consistent with past behaviors and commitments 3. Social validation - influenced by perceiving what others think is correct or have done 4. Liking - more likely to be influenced by people we like or find attractive 5. Scarcity - perceived scarcity can make items or opportunities more desirable 6. Authority - authority figures influence our willingness to comply Social validation Our actions are influenced by perceiving what others think is correct or have done. Asch (1955 ) – conformity study Individually – almost 100% correct Manipulated group trials – 63% correct three-quarters of participants conformed to the majority at least once Full tip jars; top selling product; List technique Authority Authority figures influence our willingness to comply with requests or commands. “When you think of the long and gloomy history of man, you’ll find more hideous crimes have been committed in the name of obedience than in the name of rebellion.” (C.P. Snow) Stanley Milgram (1963) - scientific study of memory and learning "teacher" to administer an electric shock to the "learner" each incorrect answer - increase in intensity with each wrong answer majority (65%) willing to administer highest shock (450 volts), despite the apparent distress and potential harm to the learner Language Development Stages of language development theories of language acquisition early exposure and critical periods Acquisition Easily acquire language – just need exposure (reading – have to actively learn) Acquisition in children follows a universal pattern and typically developing master by 3 years Speech perception and speech production develop in parallel (perception leads production) Universal infant then specialise to native language Acquisition – speech production 10 months – no speech (babble) 12 months - First word (but very long tail – concerned >3) 18 months – 50-75 words (but don’t really understand language) 18 – 24 months - beyond the critical mass - starts to make sense 9 words 24 months - mimic sound patterns of native – pitch, rhythm 3 years – 1000 words and can create long sentences and have per day a conversation 6 years – 12k – 14k words Adult – 25k – 75k words Speech Perception Prosodic cues – pitch, duration and loudness changes – learn global sound patterns early (prosodic patterns transmitted in utero but sound patterns for words not) 7-8 months recognise words using probability that one syllable follows another – probabilities between syllables in a word are high (‘ta’ follows ‘po’ in potato) but between words are low (‘po’ follows ‘hot’ in hot potato) 9 month old show listening preference for native, 6 month not 30 months – readily discriminate only sounds that compose language exposed to (native language) Acquisition - Nature or Nurture Skinner – language acquired through learning – monitoring and management of reward (reinforcement learning) Chomsky - innate language faculty with universal grammar and phonetics, exposure to a specific language triggers selection process Both - learning but different to external shaping and reinforcement Learn language through detailed and sophisticated analysis of the language they hear to reveal underlying patterns; learning the patterns then alters perception to favour the native language Listening to language alters infant brain early in development Critical Period Second half of the first year - learning native language produces neural commitment to acoustic patterns – tuning Maturation sets the time when the learning window opens Experience determines when the window closes Neural commitment enhances ability to detect learned patterns and reduce ability to detect those that don’t conform Moral Development Theories of moral development (especially Kohlberg’s stages) Parenting styles Cultural differences Moral Development Social learning theory children learn to be moral by imitating adults They also learn to be immoral transmission of moral values Bobo doll experiment (Bandura, 1961) Cognitive theories Piaget then Kohlberg – 6 stages of moral development punishment and reward in early childhood – outcome focussed Progress to more advanced stages where societal norms and personal principles guide moral reasoning Moral Development Kohlberg: 3 levels (6 stages) Preconventional: Morality is externally controlled; obedience; someone else’s law Self-interest with fairness Conventional: Interpersonal relationships; social roles and expectations; approval of others Broader society; societal expectations Postconventional: Social contract; fair procedures for interpreting and changing the law; fundamental rights Personal conscience – ‘it’s just the right thing to do’