How to Print Outlines
Sometimes when I copy and paste the outlines into the blog, the tabbing does not transfer. My suggestion to you is to copy the blog into Microsoft Word and then add the tabs yourself. Hopefully I can figure out how to overcome this glitch...but I don't have the time right now with exams coming up.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case Roman numeral.
Thursday, April 17, 2008
Friday, April 11, 2008
Sexual Deviations
Mental Disorders
Chapter 12
Sexual Deviations
Deviant if not consensual, if one person loses interest, or when it interferes with regular sex/intercourse.
I zoophilia: sexual contact with animals.
II exhibitionist: receives satisfaction from exposing themselves to others.
III Voyeurism: (peeping Tom) Preoccupation with sexual scenes.
IV Fetishism: shoes, feet, hair, etc
V Sadism: power ureges through sexual activity. Usually like to inflict pain.
VI Masochism: likes to receive pain.
VII Transvestism: (old definition) Combination of homosexuality and a fetish. (male dressing up as female, picking up men).
New definition : not necessarily homosexual
VIII Pedophilia: love object is a child
IX Necrophilia: sexual contact with dead bodies
X Coprophilia: satisfaction from observing other individuals in the process of urination or defecation.
Chapter 12
Sexual Deviations
Deviant if not consensual, if one person loses interest, or when it interferes with regular sex/intercourse.
I zoophilia: sexual contact with animals.
II exhibitionist: receives satisfaction from exposing themselves to others.
III Voyeurism: (peeping Tom) Preoccupation with sexual scenes.
IV Fetishism: shoes, feet, hair, etc
V Sadism: power ureges through sexual activity. Usually like to inflict pain.
VI Masochism: likes to receive pain.
VII Transvestism: (old definition) Combination of homosexuality and a fetish. (male dressing up as female, picking up men).
New definition : not necessarily homosexual
VIII Pedophilia: love object is a child
IX Necrophilia: sexual contact with dead bodies
X Coprophilia: satisfaction from observing other individuals in the process of urination or defecation.
DSM Chapter 12
DSM
Chapter 12
DSM: the diagnostic tool for mental disorders that psychologists use today.
Diagnostic
Statistical
Manual
(followed by an edition number) DSMIV etc.
Used by psychologists, social workers, insurance companies. Everything is number coded.
DSM5 - 309.28
Ins code: DX (diagnosis) DSM5-309.28 adjustment disorder with mixed emotional features.
That is the catch all code. Used when covering up true disorder. (divorce up & downs, etc)
Texts will say more women are diagnosed with depression, but men will not allow a depression diagnosis so they use the above dx.
Chapter 12
DSM: the diagnostic tool for mental disorders that psychologists use today.
Diagnostic
Statistical
Manual
(followed by an edition number) DSMIV etc.
Used by psychologists, social workers, insurance companies. Everything is number coded.
DSM5 - 309.28
Ins code: DX (diagnosis) DSM5-309.28 adjustment disorder with mixed emotional features.
That is the catch all code. Used when covering up true disorder. (divorce up & downs, etc)
Texts will say more women are diagnosed with depression, but men will not allow a depression diagnosis so they use the above dx.
Explaining Abnormal Behaviors
Mental Disorders
Chapter 12
Explaining Abnormal Behaviors
I The medical model says abnormal behavior is caused by physical/biological illness or at least it could be understood in the same way a physical illness is understood.
II The psychological perspectives are based on intangible processes of the mind interacting with the environment.
A. psychodynamic perspective says abnormal behavior is the result of unconscious conflict about sex and aggression. (Psycho = Freud = sex/aggression)
B. behavioral perspective says abnormal behavior is the result of of learning.
C. cognitive perspective says abnormal behavior is the result of irrational or counter productive thinking. (have to judge if their perspective is rational or irrational) Cognitive = how you see things. Perception is everything in cognitive psychology. (keys jangling in a parking lot are normal to one person, scary to another)
D. humanistic/existential perspective believes that abnormality is a failure to take responsibility for one’s own life. (excuse abuse)
E. Interpersonal perspective says abnormality is a product of disordered relationships.
F. Sociocultural perspective says abnormality is a product of social forces and biases. (see defenses against guilt & anxiety handout)
*Must determine if a physical/biological, personality, or mental disorder. Physical disorders need medications.
Chapter 12
Explaining Abnormal Behaviors
I The medical model says abnormal behavior is caused by physical/biological illness or at least it could be understood in the same way a physical illness is understood.
II The psychological perspectives are based on intangible processes of the mind interacting with the environment.
A. psychodynamic perspective says abnormal behavior is the result of unconscious conflict about sex and aggression. (Psycho = Freud = sex/aggression)
B. behavioral perspective says abnormal behavior is the result of of learning.
C. cognitive perspective says abnormal behavior is the result of irrational or counter productive thinking. (have to judge if their perspective is rational or irrational) Cognitive = how you see things. Perception is everything in cognitive psychology. (keys jangling in a parking lot are normal to one person, scary to another)
D. humanistic/existential perspective believes that abnormality is a failure to take responsibility for one’s own life. (excuse abuse)
E. Interpersonal perspective says abnormality is a product of disordered relationships.
F. Sociocultural perspective says abnormality is a product of social forces and biases. (see defenses against guilt & anxiety handout)
*Must determine if a physical/biological, personality, or mental disorder. Physical disorders need medications.
Chapter 12 Neurosis and Disorders Outline
Neurosis/Disorders
Chapter 12
Anxiety
Neuroses are a continuum. Not given meds.
(psychosis need rx)
Neurotics can work and have a normal life.
Neurosis = light Neurotics are outpatients
Psychosis = heavy Psychotics are inpatients.
I Anxiety neurosis: The typical anxiety neurotic is an excessively tense person who is filled with uncontrollable dread and apprehension. He may be convinced that something terrible is going to happen, but he doesn’t know what it will be or why it should happen. It is only when the level of persistent anxiety reaches a point where the symptoms interfere with family life, social relations, or occupational adjustment that the condition is looked upon as a neurosis. While anxiety reactions are widely prevalent it is well to remember that many organic states show symptoms similar to those seen in anxiety.
II Phobic Reactions: Phobias are irrational fears. They attack everyone.
A. Acrophobia: fear of heights. Usually a defense against a self-destructive impulse.
B. Claustrophobia: fear of small, closed spaces.
C. agoraphobia: (social phobia) fear of being out with other people.
III Obsessive-Compulsive Reaction: Compulsions are obsessions carried into action. While it is possible for a person to show obsessive thinking without a compulsion, compulsive behavior is always based upon an obsession. An obsession is a thought. You can be obsessed and never carry it out.
A. Kleptomania: compulsive stealing. Usually a defiance of authority or a need to be caught. (go in trance, don’t remember. Must bring it to their attention)
B. Pyromania: compulsive concern with fire
C. Hypochondria: a person believes he has a physical disease where there is no real evidence for such a disease. It is an extreme pre-occupation with bodily affairs. If one is sick, poor performance is excused.
D. Conversion reaction (aka somatoform disorder): Conversion = change into something else. In this disorder the unconscious anxiety growing out of inner conflict is changed or converted into a physical symptom. While the hypochondriac merely complains, the conversion person attempts to rid themselves of the threat of anxiety by expressing it in the form of paralysis, deafness, blindness, etc. Rather than being expressed consciously the emotional conflicts which would otherwise give rise to anxiety are given symbolic external forms. Repressed ideas and impulses along with the defenses are against them are converted into physical disorders and disabilities. Conversion symptoms are expressed through the sensory system and the motor system.
IV PTSD
Chapter 12
Anxiety
Neuroses are a continuum. Not given meds.
(psychosis need rx)
Neurotics can work and have a normal life.
Neurosis = light Neurotics are outpatients
Psychosis = heavy Psychotics are inpatients.
I Anxiety neurosis: The typical anxiety neurotic is an excessively tense person who is filled with uncontrollable dread and apprehension. He may be convinced that something terrible is going to happen, but he doesn’t know what it will be or why it should happen. It is only when the level of persistent anxiety reaches a point where the symptoms interfere with family life, social relations, or occupational adjustment that the condition is looked upon as a neurosis. While anxiety reactions are widely prevalent it is well to remember that many organic states show symptoms similar to those seen in anxiety.
II Phobic Reactions: Phobias are irrational fears. They attack everyone.
A. Acrophobia: fear of heights. Usually a defense against a self-destructive impulse.
B. Claustrophobia: fear of small, closed spaces.
C. agoraphobia: (social phobia) fear of being out with other people.
III Obsessive-Compulsive Reaction: Compulsions are obsessions carried into action. While it is possible for a person to show obsessive thinking without a compulsion, compulsive behavior is always based upon an obsession. An obsession is a thought. You can be obsessed and never carry it out.
A. Kleptomania: compulsive stealing. Usually a defiance of authority or a need to be caught. (go in trance, don’t remember. Must bring it to their attention)
B. Pyromania: compulsive concern with fire
C. Hypochondria: a person believes he has a physical disease where there is no real evidence for such a disease. It is an extreme pre-occupation with bodily affairs. If one is sick, poor performance is excused.
D. Conversion reaction (aka somatoform disorder): Conversion = change into something else. In this disorder the unconscious anxiety growing out of inner conflict is changed or converted into a physical symptom. While the hypochondriac merely complains, the conversion person attempts to rid themselves of the threat of anxiety by expressing it in the form of paralysis, deafness, blindness, etc. Rather than being expressed consciously the emotional conflicts which would otherwise give rise to anxiety are given symbolic external forms. Repressed ideas and impulses along with the defenses are against them are converted into physical disorders and disabilities. Conversion symptoms are expressed through the sensory system and the motor system.
IV PTSD
Neurosis / Disorders Outline
Neurosis/Disorders
Chapter 12
Psychosis
Definitely need meds.
I Manic depressive psychosis (aka bipolar disorder) Extreme mood shifts for a long period of time.
II Schizophrenia (the largest classification of psychosis) Withdrawal from interpersonal relationships. There are disturbances of thought processes as well as emotions and a marked distortion of reality. Cannot function, hold down a job. Harmful to self and others.
A. Process schizophrenia (chronic) is a slow onset of symptoms. May take years. The prognosis or chance of recovery is very poor. Follows the process of learning theory. Hallucinations become reality.
B. Reactive schizophrenia (acute): the onset of symptoms is sudden and the prognosis is good.
C. Subtypes of schizophrenia
1. Simple: usually a process type. Seldom has hallucinations. Is characterized by apathy, and indifference. There is also a reduction in interpersonal relationships.
2. Hebephrenic: (disorganized) Inappropriate affect (emotionality…cry when happy, etc) Silly giggling and childish behavior. Has frequent hallucinations. Usually a process type and the prognosis is poor. The hebephrenic displays behavior which is grossly inappropriate. May break out into laughter for no apparent reason or have a burst of rage without provocation. (never let them turn their back on you. Stay away until you can see their face)
3. Paranoid: frequently reactive. Reasonable chance of recovery. Has delusions of persecution and suspicion of others. Also has delusions of grandeur. Cannot hold down job.
4. Catatonic: rigid withdrawal. Characterized by a waxy flexibility of body limbs, loss of motion, and a tendency to remain motionless for hours or days. (back ward schizo. These patients are left in the back ward.)Can have sudden jerky movements. Process or reactive.
Chapter 12
Psychosis
Definitely need meds.
I Manic depressive psychosis (aka bipolar disorder) Extreme mood shifts for a long period of time.
II Schizophrenia (the largest classification of psychosis) Withdrawal from interpersonal relationships. There are disturbances of thought processes as well as emotions and a marked distortion of reality. Cannot function, hold down a job. Harmful to self and others.
A. Process schizophrenia (chronic) is a slow onset of symptoms. May take years. The prognosis or chance of recovery is very poor. Follows the process of learning theory. Hallucinations become reality.
B. Reactive schizophrenia (acute): the onset of symptoms is sudden and the prognosis is good.
C. Subtypes of schizophrenia
1. Simple: usually a process type. Seldom has hallucinations. Is characterized by apathy, and indifference. There is also a reduction in interpersonal relationships.
2. Hebephrenic: (disorganized) Inappropriate affect (emotionality…cry when happy, etc) Silly giggling and childish behavior. Has frequent hallucinations. Usually a process type and the prognosis is poor. The hebephrenic displays behavior which is grossly inappropriate. May break out into laughter for no apparent reason or have a burst of rage without provocation. (never let them turn their back on you. Stay away until you can see their face)
3. Paranoid: frequently reactive. Reasonable chance of recovery. Has delusions of persecution and suspicion of others. Also has delusions of grandeur. Cannot hold down job.
4. Catatonic: rigid withdrawal. Characterized by a waxy flexibility of body limbs, loss of motion, and a tendency to remain motionless for hours or days. (back ward schizo. These patients are left in the back ward.)Can have sudden jerky movements. Process or reactive.
Personality
Personality
Chapter 10
Personality is an individuals relatively distinctive and consistant ways of thinking, feeling, and acting. (shows during adolescence)
Drug abuse is up/down daily. Bi-polar (mental disorder) takes more time. Months, etc.
MMPI is used for police and correctional officers. Sometimes and abbreviated test.
Chapter 10
Personality is an individuals relatively distinctive and consistant ways of thinking, feeling, and acting. (shows during adolescence)
Drug abuse is up/down daily. Bi-polar (mental disorder) takes more time. Months, etc.
MMPI is used for police and correctional officers. Sometimes and abbreviated test.
Theories of Personality Freud
Theories of Personality
The Psychoanalytic Theory
Freud, et al.
Chapter Ten
According to Freud the unconscious is a collection of thoughts, wishes and feelings of which we are largely unaware.
Freud likened the mind to an iceberg. Larger part underwater. He believed dreams are the royal road to the unconscious.
In suggesting that the mind is like an iceberg, Freud was most clearly emphasizing the importance of the unconscious. He became interested in unconscious personality dynamics when he noticed that certain symptoms could not be explained in terms of neurological impairments.
Everything goes to preconscious first. Your conscious determines right or wrong and where things go to stay. (conscious, preconscious, subconscious)
The fact that certain illnesses can be hypnotically induced led Freud to suspect that these symptoms result from psychological processes.
Freud’s theory of personality involves three mechanisms:
Superego: a part of personality that generates feelings of guilt. It represents our sense of right and wrong and our ideal standards. It is our internalized parents. (conscience) (parents…no fun ever!)
Id: according to psychoanalytic theory the part of personality that strives for immediate gratification of instinctual drives. (Id operates on the pleasure principle. The part that gets you into trouble) (nothing matters but partying!)
Ego: The executive part of the personality that mediates between the demands of biology and the external world. The ego operates on the reality principle. (pg 317) Balances the superego and the id. Do homework, then party or you fail at both.
Freud’s theory of personality has been criticized because it offers few testable predictions that allow one to determine its validity.
Anything that starts with “psycho” refers to Freud.
The Psychoanalytic Theory
Freud, et al.
Chapter Ten
According to Freud the unconscious is a collection of thoughts, wishes and feelings of which we are largely unaware.
Freud likened the mind to an iceberg. Larger part underwater. He believed dreams are the royal road to the unconscious.
In suggesting that the mind is like an iceberg, Freud was most clearly emphasizing the importance of the unconscious. He became interested in unconscious personality dynamics when he noticed that certain symptoms could not be explained in terms of neurological impairments.
Everything goes to preconscious first. Your conscious determines right or wrong and where things go to stay. (conscious, preconscious, subconscious)
The fact that certain illnesses can be hypnotically induced led Freud to suspect that these symptoms result from psychological processes.
Freud’s theory of personality involves three mechanisms:
Superego: a part of personality that generates feelings of guilt. It represents our sense of right and wrong and our ideal standards. It is our internalized parents. (conscience) (parents…no fun ever!)
Id: according to psychoanalytic theory the part of personality that strives for immediate gratification of instinctual drives. (Id operates on the pleasure principle. The part that gets you into trouble) (nothing matters but partying!)
Ego: The executive part of the personality that mediates between the demands of biology and the external world. The ego operates on the reality principle. (pg 317) Balances the superego and the id. Do homework, then party or you fail at both.
Freud’s theory of personality has been criticized because it offers few testable predictions that allow one to determine its validity.
Anything that starts with “psycho” refers to Freud.
Neurosis / Disorders
Neurosis/Disorders
Chapter 12
Dissociative
Dissociate = break off
(break of consciousness)
I Dissociative reaction: the patient attempts to control his anxiety by sealing off a disturbing part of his personality and refusing to recognize it.
A. Narcolepsy: a neurotic sleep attack which may last from a few moments to many years. These attacks in at least some cases appear to be the realization of a wish.
B. amnesia: one of the most common dissociative reactions. (loss of memory) One type is due to head injury. It is a form of psychological suicide. Most cases of amnesia are due to emotional conflict. In a sense the amnesia patient does not forget, he simply refuses to remember. Selective memory. Emotional not physical. Most blows to the head result in short term memory loss.
C. Multiple personality disorder: (Neurotic MPD where the pt can hold down a job) Usually a housewife having a battle between id, ego, and superego. Good girl vs. bad girl. Personalities know about each other.
D. Automatic behavior: the person is not consciously aware of what he is saying or doing. He may halk in a automatic way and be surprised to hear himself.
Automatic writing
: “” drawing…doodling while on phone.
Remembering the answer to a question when working on something else. People, especially artists, make a big deal out of automatic behavior.
Chapter 12
Dissociative
Dissociate = break off
(break of consciousness)
I Dissociative reaction: the patient attempts to control his anxiety by sealing off a disturbing part of his personality and refusing to recognize it.
A. Narcolepsy: a neurotic sleep attack which may last from a few moments to many years. These attacks in at least some cases appear to be the realization of a wish.
B. amnesia: one of the most common dissociative reactions. (loss of memory) One type is due to head injury. It is a form of psychological suicide. Most cases of amnesia are due to emotional conflict. In a sense the amnesia patient does not forget, he simply refuses to remember. Selective memory. Emotional not physical. Most blows to the head result in short term memory loss.
C. Multiple personality disorder: (Neurotic MPD where the pt can hold down a job) Usually a housewife having a battle between id, ego, and superego. Good girl vs. bad girl. Personalities know about each other.
D. Automatic behavior: the person is not consciously aware of what he is saying or doing. He may halk in a automatic way and be surprised to hear himself.
Automatic writing
: “” drawing…doodling while on phone.
Remembering the answer to a question when working on something else. People, especially artists, make a big deal out of automatic behavior.
Theories of Forgetting
Chapter 6
Memory
3 Theories of Forgetting
I Interference theory of forgetting: argues that forgetting is due to interference and unlearning caused by other things the person has learned. These new things compete with what he/she is trying to remember. Interference theory maintains LTM is disrupted by interfering activity.
Interference can create confusion between what is already in memory and new learning. Or interference can actually cause the material in memory to be unlearned. (Memory can change in a split second)
Interference busts up consolidation.
Evidence of interference:
A. Retroactive interference: new learning interfering with old learning. The method of testing for retroactive interference is to have the subject learn a list of words (A). Then have the subject learn a second list (B). Then they are asked to recall list A. Can’t recall first list because of interference from list B. (prophylactics prevent memory loss/learning loss. No matter how smart you are you need them. Ex: briefcase)
B. Proactive interference: (opposite of retroactive) Previous learning interferes with new learning. The method for studying proactive interference is having the subject learn list A then list B. Ask them to recall list B. They can’t recall because list B because of interference from list A.
C. Serial Position Effect: suffers from both proactive and retroactive interference. Ex: breaking scripts into scenes.
II Retrieval theory: argues that the problem is with the origin and retrieval of information. According to this view LTM is fairly permanent and information is not lost from it. The difficulties arise in getting access to the information and in pulling it out of storage. (argues that ltm is permanent) Like a filing cabinet.
Evidence of retrieval:
A. Multiple choice vs fill in the blank test (essay): recognition is usually better than recall because recognition provides cues. Recognition vs recall.
B. Tip of the tongue phenomenon: this most directly illustrates problems with retrieval.
C. Brain stimulation studies and hypnosis: hypnosis is a relaxed state. When you are relaxed you have better recall.
III Trace theory of forgetting: explains forgetting in terms of memory trace which decays or becomes distorted over time. This theory is hard to test. It argues that memory is like a muscle. If you don’t use it, you’ll lose it.
Memory
3 Theories of Forgetting
I Interference theory of forgetting: argues that forgetting is due to interference and unlearning caused by other things the person has learned. These new things compete with what he/she is trying to remember. Interference theory maintains LTM is disrupted by interfering activity.
Interference can create confusion between what is already in memory and new learning. Or interference can actually cause the material in memory to be unlearned. (Memory can change in a split second)
Interference busts up consolidation.
Evidence of interference:
A. Retroactive interference: new learning interfering with old learning. The method of testing for retroactive interference is to have the subject learn a list of words (A). Then have the subject learn a second list (B). Then they are asked to recall list A. Can’t recall first list because of interference from list B. (prophylactics prevent memory loss/learning loss. No matter how smart you are you need them. Ex: briefcase)
B. Proactive interference: (opposite of retroactive) Previous learning interferes with new learning. The method for studying proactive interference is having the subject learn list A then list B. Ask them to recall list B. They can’t recall because list B because of interference from list A.
C. Serial Position Effect: suffers from both proactive and retroactive interference. Ex: breaking scripts into scenes.
II Retrieval theory: argues that the problem is with the origin and retrieval of information. According to this view LTM is fairly permanent and information is not lost from it. The difficulties arise in getting access to the information and in pulling it out of storage. (argues that ltm is permanent) Like a filing cabinet.
Evidence of retrieval:
A. Multiple choice vs fill in the blank test (essay): recognition is usually better than recall because recognition provides cues. Recognition vs recall.
B. Tip of the tongue phenomenon: this most directly illustrates problems with retrieval.
C. Brain stimulation studies and hypnosis: hypnosis is a relaxed state. When you are relaxed you have better recall.
III Trace theory of forgetting: explains forgetting in terms of memory trace which decays or becomes distorted over time. This theory is hard to test. It argues that memory is like a muscle. If you don’t use it, you’ll lose it.
Short Term Memory
Chapter 6
Memory
Short Term Memory
Short term memory lasts 20 – 30 seconds.
Has limited capacity
The raw capacity of stm is 7 (+) or (-) two items after one exposure to them without regrouping or reorganizing the information as it is received.
Chapter 6
Memory
Chapter Outline
STM/Working Memory
Working memory: a memory system in which information we are processing at the moment is held; formerly called short term memory. (Involves both storage capacity and a mechanism of attention that regulates the contents of this system)
A. Storage Capacity of short term memory
1. Can hold about 7 (+/-) two discrete items.
2. Chunking allows more memory to be stored
B. Working Memory Storage
1. Active: something active is happening
2. Stores for short periods, yet also permits us to determine what information is retained in short term storage and what is ignored or actively blocked.
3. Three parts
a. short term memory (temporary storage of information)
b. a mechanism that permits rehearsal of this information so that it is maintained and perhaps moves into long term storage.
c. a mechanism of attention that permits some information to enter while ignoring other information.
Memory
Short Term Memory
Short term memory lasts 20 – 30 seconds.
Has limited capacity
The raw capacity of stm is 7 (+) or (-) two items after one exposure to them without regrouping or reorganizing the information as it is received.
Chapter 6
Memory
Chapter Outline
STM/Working Memory
Working memory: a memory system in which information we are processing at the moment is held; formerly called short term memory. (Involves both storage capacity and a mechanism of attention that regulates the contents of this system)
A. Storage Capacity of short term memory
1. Can hold about 7 (+/-) two discrete items.
2. Chunking allows more memory to be stored
B. Working Memory Storage
1. Active: something active is happening
2. Stores for short periods, yet also permits us to determine what information is retained in short term storage and what is ignored or actively blocked.
3. Three parts
a. short term memory (temporary storage of information)
b. a mechanism that permits rehearsal of this information so that it is maintained and perhaps moves into long term storage.
c. a mechanism of attention that permits some information to enter while ignoring other information.
Semantic and Procedural Memory
Chapter 6
Memory
Chapter Outline
Semantic Memory and Procedural Memory
Semantic Memory: (holds factual information/experience in lives. US drivers stay to the right, etc. Don’t remember how we learned this, so Semantic focuses primarily on how it is organized than on how it enters the memory) Memory for information we don’t remember acquiring at a specific time or in a specific place.
A. Concepts: mental categories for objects or events that are similar to one another in certain ways. Ex: clothing: jeans, shirts, shoes OR Vehicles: cars, bikes, trains.
Procedural Memory: a memory system that retains information we cannot readily express verbally. Ex: riding a bike, typing. AKA implicit memory
A. Implicit memory: a memory system that stores information we cannot readily put into words and of which we may not be consciously aware.
Explicit memory: Memory for information we are consciously aware of and can readily put into words.
Memory
Chapter Outline
Semantic Memory and Procedural Memory
Semantic Memory: (holds factual information/experience in lives. US drivers stay to the right, etc. Don’t remember how we learned this, so Semantic focuses primarily on how it is organized than on how it enters the memory) Memory for information we don’t remember acquiring at a specific time or in a specific place.
A. Concepts: mental categories for objects or events that are similar to one another in certain ways. Ex: clothing: jeans, shirts, shoes OR Vehicles: cars, bikes, trains.
Procedural Memory: a memory system that retains information we cannot readily express verbally. Ex: riding a bike, typing. AKA implicit memory
A. Implicit memory: a memory system that stores information we cannot readily put into words and of which we may not be consciously aware.
Explicit memory: Memory for information we are consciously aware of and can readily put into words.
Long Term Memory/Episodic Memory
Chapter 6
Memory
Long Term Memory
LTM has a capacity that is virtually unlimited.
The process of rehearsal (repeating information to yourself) is considered crucial for the conversion of information from stm to ltm.
Theory of Consolidation: the theory that information is held in short term storage for a brief time until enough organization occurs to transfer to ltm.
If you lie enough your memory changes over time.
Brain stimulation studies = LTM
Chapter 6
Memory
Chapter Outline
LTM/Episodic Memory
Episodic Memory: (explicit memory) memory for factual information that we acquired at a specific time. (Learned, acquired in specific context)
A. Amount and spacing help retain.
B. Levels of processing view: a view of memory suggesting that the greater the effort expended in processing information the more readily it will be recalled at later times.
C. Retrieval cues: stimuli associated with information stored in memory that can aid in its retrieval.
1. Context-dependent memory: refers to the fact that information entered into memory in one context or setting is easier to recall in that context than in others. (location)
2. State dependent retrieval: occurs when aspects of our physical states serve as retrieval cues for information stored in long term memory.
3. Encoding specificity principle: retrieval of information is successful to the extent that the retrieval cues match the cues the learner used during the study phase. (if on caffeine during studying, have during test)
Memory
Long Term Memory
LTM has a capacity that is virtually unlimited.
The process of rehearsal (repeating information to yourself) is considered crucial for the conversion of information from stm to ltm.
Theory of Consolidation: the theory that information is held in short term storage for a brief time until enough organization occurs to transfer to ltm.
If you lie enough your memory changes over time.
Brain stimulation studies = LTM
Chapter 6
Memory
Chapter Outline
LTM/Episodic Memory
Episodic Memory: (explicit memory) memory for factual information that we acquired at a specific time. (Learned, acquired in specific context)
A. Amount and spacing help retain.
B. Levels of processing view: a view of memory suggesting that the greater the effort expended in processing information the more readily it will be recalled at later times.
C. Retrieval cues: stimuli associated with information stored in memory that can aid in its retrieval.
1. Context-dependent memory: refers to the fact that information entered into memory in one context or setting is easier to recall in that context than in others. (location)
2. State dependent retrieval: occurs when aspects of our physical states serve as retrieval cues for information stored in long term memory.
3. Encoding specificity principle: retrieval of information is successful to the extent that the retrieval cues match the cues the learner used during the study phase. (if on caffeine during studying, have during test)
Chapter 6 Outline Forgetting
Chapter 6
Memory
Chapter Outline
Forgetting
Forgetting: not a function of the passage of time. Causes:
I Interference: for interference to occur, something that is potentially interfering must happen in the period between original learning and tests for memory.
A. Retroactive interference: occurs when new information being entered into memory interferes with retention of information already present in memory. Ex: new pc program blocks out memory of old program.
B. Proactive interference: occurs when information previously entered into memory interferes with the learning or storage of current information.
II Retrieval Inhibition: the inhibition of information in memory we don’t try to remember produced by remembering other related information. Ex: list of 25 states when trying to remember 50.
Memory distortion:
A. Schemas: cognitive frameworks representing our knowledge about specific aspects of the world.
Memory construction (false memories)
A. Fuzzy trace theory: a theory about the relationship between memory and higher reasoning processes. “gist” memories. Up to some point, false memories are stronger than real ones.
Repression: the active elimination from consciousness of memories or experiences we find threatening.
Autobiographical memory: memory for information about events in our own lives. (Episodic memory)
Infantile amnesia: our supposed inability to remember experiences during the first 2 or 3 years of life.
Mood dependent memory: refers to the finding that what we remember while in a given mood may be determined, in part, by what we learned when previously in that same mood.
Mood congruence effects: refers to the finding that we tend to notice or remember information congruent with our current mood. (Remember positive info when in a positive mood and neg info when in a negative mood)
Memory
Chapter Outline
Forgetting
Forgetting: not a function of the passage of time. Causes:
I Interference: for interference to occur, something that is potentially interfering must happen in the period between original learning and tests for memory.
A. Retroactive interference: occurs when new information being entered into memory interferes with retention of information already present in memory. Ex: new pc program blocks out memory of old program.
B. Proactive interference: occurs when information previously entered into memory interferes with the learning or storage of current information.
II Retrieval Inhibition: the inhibition of information in memory we don’t try to remember produced by remembering other related information. Ex: list of 25 states when trying to remember 50.
Memory distortion:
A. Schemas: cognitive frameworks representing our knowledge about specific aspects of the world.
Memory construction (false memories)
A. Fuzzy trace theory: a theory about the relationship between memory and higher reasoning processes. “gist” memories. Up to some point, false memories are stronger than real ones.
Repression: the active elimination from consciousness of memories or experiences we find threatening.
Autobiographical memory: memory for information about events in our own lives. (Episodic memory)
Infantile amnesia: our supposed inability to remember experiences during the first 2 or 3 years of life.
Mood dependent memory: refers to the finding that what we remember while in a given mood may be determined, in part, by what we learned when previously in that same mood.
Mood congruence effects: refers to the finding that we tend to notice or remember information congruent with our current mood. (Remember positive info when in a positive mood and neg info when in a negative mood)
Chapter 6 Memory Outline
Chapter 6
Memory
Chapter Outline
Memory: our cognitive system(s) for storing and retrieving information.
I Information processing approach: an approach to human memory that emphasizes the encoding, storage, and later retrieval of information. (similar to pc’s) Must perform 3 basic tasks.
A. encoding: the process through which information is converted into a form that can be entered into memory.
B. Storage: the process through which information stored in memory is retained in memory.
1. sensory memory: a memory system that retains representations of sensory input for brief periods of time. (light trails in a dark room)
2. short term memory stm: hold relatively small amounts of information for brief periods of time, usually 30 seconds or less. (working memory)
3. long term memeory ltm: a momory stystem for the retention of large amounts of information over long periods of time.
C. retrieval: the process through which information stored in memory is located.
Memory
Chapter Outline
Memory: our cognitive system(s) for storing and retrieving information.
I Information processing approach: an approach to human memory that emphasizes the encoding, storage, and later retrieval of information. (similar to pc’s) Must perform 3 basic tasks.
A. encoding: the process through which information is converted into a form that can be entered into memory.
B. Storage: the process through which information stored in memory is retained in memory.
1. sensory memory: a memory system that retains representations of sensory input for brief periods of time. (light trails in a dark room)
2. short term memory stm: hold relatively small amounts of information for brief periods of time, usually 30 seconds or less. (working memory)
3. long term memeory ltm: a momory stystem for the retention of large amounts of information over long periods of time.
C. retrieval: the process through which information stored in memory is located.
Chapter Outline American Learning/Operant Conditioning
Chapter 5
Learning
Chapter Outline
OC/American Learning
Emitted
Operant conditioning: is a form of learning in which behavior is maintained, or changed, through consequences. (Politicians changing tactics because of opinion polls, cheers, boos) A process through which organisms learn to repeat behaviors that yield positive outcomes; or that permit them to avoid or escape from negative emotions.
I Consequential operations
A. Reinforcement: a procedure by which the application or removal of a stimulus increases the strength of a specific behavior. Both positive and negative strengthen, or increase, behavior.
1. Positive reinforcers: stimuli that strengthen responses that precedes them.
a. Premack Principle: the principle that a more preferred activity can be used to reinforce a less preferred activity. (Clean room, then play. Eat vegetables, then dessert)
2. Negative reinforcers: stimuli that strengthen responses that permits the organism to avoid or escape from their presence. (Getting up early to avoid loud alarm. Giving in before a tantrum escalates)
B. Punishment: a procedure by which the application or removal of a stimulus decreases the strength of a behavior.
1. Positive punishment: behavior followed by a punisher. (drivers ed to avoid suspension = neg reinforcer, ticket for speeding = punisher)
2. Negative punishment: the rate of a behavior is weakened or decreased because it is linked to the loss of potential reinforcement. (Time-out)
II Basic principles (how to establish behaviors)
A. Shaping: a technique in which closer and closer approximations to desired behavior are required for the delivery of positive reinforcement. (animal training, swim lessons)
B. Chaining: a procedure that establishes a sequence of responses that lead to a reward following the terminal or final response in the chain.
1. Operant conditioning proceeds faster as the magnitude of the reward that follows increases.
2. Reward delay: amount of time that elapses before the reward is delivered. Longer delays = produce poorer levels of performance.
3. Impulsiveness: choosing smaller, immediate rewards over rewards of greater value one must wait to receive.
III Schedules of reinforcement: rules determining when and how reinforcements will be delivered.
A. Continuous reinforcement schedule CRF: a schedule of reinforcement in which every occurrence of a particular behavior is reinforced.
B. Fixed-interval schedule: a schedule of reinforcement in which a specific interval of time must elapse before a response will yield reinforcement. (No studying after test, yet studying increases as next test approaches.)
C. Variable interval schedule: (random rewards, supervisor visits at random times, random drug tests, leads to steady work) A schedule of reinforcement in which a variable amount of time must elapse before a response will yield reinforcement.
D. Fixed ration schedule: a schedule of reinforcement in which reinforcement occurs only after a fixed number of responses have been emitted. (Piece workers. Steady work, small dip after pay)
E. Variable ratio schedule: (respond in high and steady rates…..slot machines) a schedule of reinforcement in which reinforcement is determined after a variable number of responses have been performed. (resistant to extinction)
F. Concurrent schedule of reinforcement: a reinforcement schedule in which two or more schedules are available.
Discriminative stimulus: signals the availability of reinforcement if a specific response is made.
Stimulus control: when a behavior occurs consistently in the presence of a discriminative stimulus. (Mr. Yuk)
Learning
Chapter Outline
OC/American Learning
Emitted
Operant conditioning: is a form of learning in which behavior is maintained, or changed, through consequences. (Politicians changing tactics because of opinion polls, cheers, boos) A process through which organisms learn to repeat behaviors that yield positive outcomes; or that permit them to avoid or escape from negative emotions.
I Consequential operations
A. Reinforcement: a procedure by which the application or removal of a stimulus increases the strength of a specific behavior. Both positive and negative strengthen, or increase, behavior.
1. Positive reinforcers: stimuli that strengthen responses that precedes them.
a. Premack Principle: the principle that a more preferred activity can be used to reinforce a less preferred activity. (Clean room, then play. Eat vegetables, then dessert)
2. Negative reinforcers: stimuli that strengthen responses that permits the organism to avoid or escape from their presence. (Getting up early to avoid loud alarm. Giving in before a tantrum escalates)
B. Punishment: a procedure by which the application or removal of a stimulus decreases the strength of a behavior.
1. Positive punishment: behavior followed by a punisher. (drivers ed to avoid suspension = neg reinforcer, ticket for speeding = punisher)
2. Negative punishment: the rate of a behavior is weakened or decreased because it is linked to the loss of potential reinforcement. (Time-out)
II Basic principles (how to establish behaviors)
A. Shaping: a technique in which closer and closer approximations to desired behavior are required for the delivery of positive reinforcement. (animal training, swim lessons)
B. Chaining: a procedure that establishes a sequence of responses that lead to a reward following the terminal or final response in the chain.
1. Operant conditioning proceeds faster as the magnitude of the reward that follows increases.
2. Reward delay: amount of time that elapses before the reward is delivered. Longer delays = produce poorer levels of performance.
3. Impulsiveness: choosing smaller, immediate rewards over rewards of greater value one must wait to receive.
III Schedules of reinforcement: rules determining when and how reinforcements will be delivered.
A. Continuous reinforcement schedule CRF: a schedule of reinforcement in which every occurrence of a particular behavior is reinforced.
B. Fixed-interval schedule: a schedule of reinforcement in which a specific interval of time must elapse before a response will yield reinforcement. (No studying after test, yet studying increases as next test approaches.)
C. Variable interval schedule: (random rewards, supervisor visits at random times, random drug tests, leads to steady work) A schedule of reinforcement in which a variable amount of time must elapse before a response will yield reinforcement.
D. Fixed ration schedule: a schedule of reinforcement in which reinforcement occurs only after a fixed number of responses have been emitted. (Piece workers. Steady work, small dip after pay)
E. Variable ratio schedule: (respond in high and steady rates…..slot machines) a schedule of reinforcement in which reinforcement is determined after a variable number of responses have been performed. (resistant to extinction)
F. Concurrent schedule of reinforcement: a reinforcement schedule in which two or more schedules are available.
Discriminative stimulus: signals the availability of reinforcement if a specific response is made.
Stimulus control: when a behavior occurs consistently in the presence of a discriminative stimulus. (Mr. Yuk)
Schedules of Reinforcement
Chapter 5
Learning
American Learning/Operant Conditioning
Schedules of Reinforcement
Schedules of reinforcement: how you pay off good behavior.
No schedules are bad, its in the way that you use them. If you know the following schedules you can run 99% of the business in the world.
F= fixed
R= ratio or number
V= variable or on the average (any schedule that has a V in front of it is usually addictive, and also more complex. More complex, therefore more prone to extinction.)
I= interval
1. Continuous reinforcement schedule: To establish a new behavior one should reinforce or reward every correct response. Once the response is emitted you need to change rewards or it will be expected every time.
2. Intermittent schedule of reinforcement: Once the organism is emitting the behavior at a reasonable rate than you should shift to an intermittent scheduale. That is reinforcing every once in awhile.
3. Fixed interval FI: paid by the hour. (fixed interval of time) Great as long as pay raises increase with increased productivity. Anytime you pay someone for productivity you must have a built in quality control.
4. Fixed ratio (number) FR: paid by productivity, must have built in quality control.
5. Variable Ratio VR: gambling, slot machines. On the average after a certain number of pulls there will be a reward. The subject will work harder, but can’t start a worker at VR. Start out at FI until that stops working. *On test slot mach
6. Variable Interval VI: on the average *******
Not schedules, but explain them:
Primary reinforcer: anything that is required for the survival of the species such as food and water. Powerful but short. Satieted.
Secondary reinforcer: anything the organism will work for because of its association with a primary reinforcer. For example: money, awards, grades, attention. People will only respond to reinforcers that are important to them.
It is better to give secondary reinforcement because people can not get enough of them. A dog that is full on treats will still work for attention.
Learning
American Learning/Operant Conditioning
Schedules of Reinforcement
Schedules of reinforcement: how you pay off good behavior.
No schedules are bad, its in the way that you use them. If you know the following schedules you can run 99% of the business in the world.
F= fixed
R= ratio or number
V= variable or on the average (any schedule that has a V in front of it is usually addictive, and also more complex. More complex, therefore more prone to extinction.)
I= interval
1. Continuous reinforcement schedule: To establish a new behavior one should reinforce or reward every correct response. Once the response is emitted you need to change rewards or it will be expected every time.
2. Intermittent schedule of reinforcement: Once the organism is emitting the behavior at a reasonable rate than you should shift to an intermittent scheduale. That is reinforcing every once in awhile.
3. Fixed interval FI: paid by the hour. (fixed interval of time) Great as long as pay raises increase with increased productivity. Anytime you pay someone for productivity you must have a built in quality control.
4. Fixed ratio (number) FR: paid by productivity, must have built in quality control.
5. Variable Ratio VR: gambling, slot machines. On the average after a certain number of pulls there will be a reward. The subject will work harder, but can’t start a worker at VR. Start out at FI until that stops working. *On test slot mach
6. Variable Interval VI: on the average *******
Not schedules, but explain them:
Primary reinforcer: anything that is required for the survival of the species such as food and water. Powerful but short. Satieted.
Secondary reinforcer: anything the organism will work for because of its association with a primary reinforcer. For example: money, awards, grades, attention. People will only respond to reinforcers that are important to them.
It is better to give secondary reinforcement because people can not get enough of them. A dog that is full on treats will still work for attention.
Operant Conditioning
Chapter 5
Learning
American Learning/Operant Conditioning
American Learning believes that the consequence of a response determines whether it will be repeated or not. Actions that bring rewards tend to re-occur. Those that bring punishment tend to decrease, at least in the face of the punisher.
American = emit
4 possible consequences to a response
A. Positive reinforcement: if the result of a response is pleasurable then the response will increase in frequency.
B. Negative reinforcement: sometimes confused with punishment, only punishment is meant to decrease a behavior. (it actually increases behavior) If the result of the response takes away something unpleasant then the response will increase in frequency. (escape behavior. Getting into trouble over and over and then get out of it instead of avoiding behavior in the first place. Helps you escape from something bad.
C. Avoidance: If the result of the response postpones or avoids something unpleasant then the response will increase in frequency.
D. Punishment (most misused): If the result of a response is unpleasant then the response will decrease in frequency. (if using punishment, it must be swift.) Most punishment is not effective. Most effective punishment procedures:
1. Apply it early in the behavioral sequence.
2. Make the punishment intense, make it fit the crime.
3. Provide an alternate unpunished response.
Learning
American Learning/Operant Conditioning
American Learning believes that the consequence of a response determines whether it will be repeated or not. Actions that bring rewards tend to re-occur. Those that bring punishment tend to decrease, at least in the face of the punisher.
American = emit
4 possible consequences to a response
A. Positive reinforcement: if the result of a response is pleasurable then the response will increase in frequency.
B. Negative reinforcement: sometimes confused with punishment, only punishment is meant to decrease a behavior. (it actually increases behavior) If the result of the response takes away something unpleasant then the response will increase in frequency. (escape behavior. Getting into trouble over and over and then get out of it instead of avoiding behavior in the first place. Helps you escape from something bad.
C. Avoidance: If the result of the response postpones or avoids something unpleasant then the response will increase in frequency.
D. Punishment (most misused): If the result of a response is unpleasant then the response will decrease in frequency. (if using punishment, it must be swift.) Most punishment is not effective. Most effective punishment procedures:
1. Apply it early in the behavioral sequence.
2. Make the punishment intense, make it fit the crime.
3. Provide an alternate unpunished response.
Observational Learning Outline
Chapter 5
Learning
Chapter Outline
Observational Learning
Observational Learning: (3rd major way we learn) The acquisition of new forms of behavior, information, or concepts through exposure to others and the consequences they experience.
A. Direct attention to appropriate models.
B. Remember what they have said or done
C. Production processes: converting memory representations into appropriate actions.
1. depends on physical abilities
2. depends on capacity to monitor own performance and adjust it until it matches that of the model.
D. Motivation
Learning
Chapter Outline
Observational Learning
Observational Learning: (3rd major way we learn) The acquisition of new forms of behavior, information, or concepts through exposure to others and the consequences they experience.
A. Direct attention to appropriate models.
B. Remember what they have said or done
C. Production processes: converting memory representations into appropriate actions.
1. depends on physical abilities
2. depends on capacity to monitor own performance and adjust it until it matches that of the model.
D. Motivation
Lecture Notes Operant Conditioning/American Learning
Chapter 5
Learning
American Learning/Operant Conditioning
American Learning or Operant Conditioning is a learning process whereby the behavior of the subject is modified as a consequence of his/her own behavior.
Primary reinforcer: a reinforcer that functions as a reinforcer without any training.
In OC the frequency with which a particular behavior is emitted by an organism is increased if the behavior is reinforced.
Discriminative Stimulus: tells the organism when to emit the response, and when to avoid the response. Ex: be afraid of bees, not flies.
Shaping: establishing a new behavior in American Learning. Shaping is reinforcing or rewarding behavior that approximates the final desired behavior. (Like animal training)
In the language of operant conditioning, money and personal esteem are secondary positive reinforcers.
The best method for establishing a new behavior is by using a continuous reinforcement schedule.
A negative reinforcer tends to strengthen the behavior it follows.
Most research indicates that the optimal CS-UCS Interpol when all other variables are held constant is between .2 and 2.0 seconds.
Stimulus discrimination: the process by which organisms learn to respond to certain stimuli and not respond to others.
Learning
American Learning/Operant Conditioning
American Learning or Operant Conditioning is a learning process whereby the behavior of the subject is modified as a consequence of his/her own behavior.
Primary reinforcer: a reinforcer that functions as a reinforcer without any training.
In OC the frequency with which a particular behavior is emitted by an organism is increased if the behavior is reinforced.
Discriminative Stimulus: tells the organism when to emit the response, and when to avoid the response. Ex: be afraid of bees, not flies.
Shaping: establishing a new behavior in American Learning. Shaping is reinforcing or rewarding behavior that approximates the final desired behavior. (Like animal training)
In the language of operant conditioning, money and personal esteem are secondary positive reinforcers.
The best method for establishing a new behavior is by using a continuous reinforcement schedule.
A negative reinforcer tends to strengthen the behavior it follows.
Most research indicates that the optimal CS-UCS Interpol when all other variables are held constant is between .2 and 2.0 seconds.
Stimulus discrimination: the process by which organisms learn to respond to certain stimuli and not respond to others.
Lecture Notes Classical Conditioning
Chapter 5
Learning
Learning is a relatively permanent change in behavior due to experience.
Premack principle: the fact that preferred activities can serve as reinforcers. (clean your room before getting dessert.)
Trace theory of forgetting: Use it or lose it. Most of the population thinks this is the theory of memory.
Retroactive interference is explained by factor X or unlearning.
Shaping = reward gradually
*Know chart for American vs. Russian learning will be a whole pile of questions.
*Continuous reinforcement, intermittent reinforcement
*Primary reinforcer (shift to secondary to avoid extinction)
*Secondary reinforcer
*VI, VR
Learning
Learning is a relatively permanent change in behavior due to experience.
Premack principle: the fact that preferred activities can serve as reinforcers. (clean your room before getting dessert.)
Trace theory of forgetting: Use it or lose it. Most of the population thinks this is the theory of memory.
Retroactive interference is explained by factor X or unlearning.
Shaping = reward gradually
*Know chart for American vs. Russian learning will be a whole pile of questions.
*Continuous reinforcement, intermittent reinforcement
*Primary reinforcer (shift to secondary to avoid extinction)
*Secondary reinforcer
*VI, VR
Chapter 5 Lecture Notes Learning
Chapter 5
Learning
Learning is a relatively permanent change in behavior due to experience.
Premack principle: the fact that preferred activities can serve as reinforcers. (clean your room before getting dessert.)
Trace theory of forgetting: Use it or lose it. Most of the population thinks this is the theory of memory.
Retroactive interference is explained by factor X or unlearning.
Shaping = reward gradually
*Know chart for American vs. Russian learning will be a whole pile of questions.
*Continuous reinforcement, intermittent reinforcement
*Primary reinforcer (shift to secondary to avoid extinction)
*Secondary reinforcer
*VI, VR
Learning
Learning is a relatively permanent change in behavior due to experience.
Premack principle: the fact that preferred activities can serve as reinforcers. (clean your room before getting dessert.)
Trace theory of forgetting: Use it or lose it. Most of the population thinks this is the theory of memory.
Retroactive interference is explained by factor X or unlearning.
Shaping = reward gradually
*Know chart for American vs. Russian learning will be a whole pile of questions.
*Continuous reinforcement, intermittent reinforcement
*Primary reinforcer (shift to secondary to avoid extinction)
*Secondary reinforcer
*VI, VR
Chapter 5 Outline Classical Conditioning/Russian Learning
Chapter 5
Learning
Chapter Outline
CC/Russian Learning
elicited
Learning: any relatively permanent change in behavior (or behavior potential) resulting from experience. Learning occurs in 3 major ways. (basic forms)
I Classical conditioning: a basic form of learning in which one stimulus comes to serve as a signal for the occureence of a second stimulus. During CC, organisms acquire information about the relations between various stimuli, not simple associations between them. (click then fan. Pavlov’s dogs)
Bell = conditioned stimulus (CS)
Meat powder = unconditioned stimulus (UCS) (ucs because they can’t keep from salivating)
Response to meat powder = Unconditioned response (UCR)
A. Stimulus: a physical event capable of affecting behavior.
B. UCS: In CC, a stimulus that can evoke an UCR the first time it is presented.
C. UCR: In CC, the response evoked by a UCS.
D. CS: In CC, the stimulus that is repeatedly paired with an UCS.
E. CR: conditioned response. In CC, the response to the conditioned stimulus.
II Basic principles
A. Acquisition: the process by which a conditioned stimulus acquires the ability to elicit a CR through repeated pairings of an unconditioned stimulus with a CS.
B. Forward conditioning: presentation of a cs always precedes ucs.
1. Delay conditioning: a form of forward conditioning in which the onset of the ucs begins while the cs is still present.
2. trace conditioning: a form of forward conditioning in which the onset of the cs precedes the onset of the ucs and the presentation of the cs and ucs does not overlap.
C. Simultaneous conditioning: a form of conditioning in which the cs and the ucs begin and end at the same time.
D. Backward conditioning: a form of conditioning in which the presentation of the ucs precedes the presentation of the cs.
E. Extinction: the process through which a cs gradually loses the ability to evoke a cr when it is no longer followed by the ucs.
1. reconditioning: the rapid recovery of a cr to a cs-ucs pairing following extinction.
2. spontaneous recovery: following extinction, reinstatement of cs-ucs pairings will produce a cr.
F. Stimulus generalization: the tendency of stimuli similar to a cs to evoke cr. (bee sting = fear of all buzzing insects)
G. Stimulus discrimination: the process by which organisms learn to respond to certain stimuli but not to others.
III Exceptions to Classical Conditioning
A. Biological constraints of learning: refers to the fact that all forms of conditioning are not equally easy to establish with all organisms. (rats: sugar water, light, xray)
1. conditioned taste aversion: a type of conditioning in which the ucs (usually internal cues associated with nausea or vomiting) occurs several hours after the cs (often a novel food) leading to a strong cs-ucs association in a single trial. The aversion may last a lifetime.
Learning
Chapter Outline
CC/Russian Learning
elicited
Learning: any relatively permanent change in behavior (or behavior potential) resulting from experience. Learning occurs in 3 major ways. (basic forms)
I Classical conditioning: a basic form of learning in which one stimulus comes to serve as a signal for the occureence of a second stimulus. During CC, organisms acquire information about the relations between various stimuli, not simple associations between them. (click then fan. Pavlov’s dogs)
Bell = conditioned stimulus (CS)
Meat powder = unconditioned stimulus (UCS) (ucs because they can’t keep from salivating)
Response to meat powder = Unconditioned response (UCR)
A. Stimulus: a physical event capable of affecting behavior.
B. UCS: In CC, a stimulus that can evoke an UCR the first time it is presented.
C. UCR: In CC, the response evoked by a UCS.
D. CS: In CC, the stimulus that is repeatedly paired with an UCS.
E. CR: conditioned response. In CC, the response to the conditioned stimulus.
II Basic principles
A. Acquisition: the process by which a conditioned stimulus acquires the ability to elicit a CR through repeated pairings of an unconditioned stimulus with a CS.
B. Forward conditioning: presentation of a cs always precedes ucs.
1. Delay conditioning: a form of forward conditioning in which the onset of the ucs begins while the cs is still present.
2. trace conditioning: a form of forward conditioning in which the onset of the cs precedes the onset of the ucs and the presentation of the cs and ucs does not overlap.
C. Simultaneous conditioning: a form of conditioning in which the cs and the ucs begin and end at the same time.
D. Backward conditioning: a form of conditioning in which the presentation of the ucs precedes the presentation of the cs.
E. Extinction: the process through which a cs gradually loses the ability to evoke a cr when it is no longer followed by the ucs.
1. reconditioning: the rapid recovery of a cr to a cs-ucs pairing following extinction.
2. spontaneous recovery: following extinction, reinstatement of cs-ucs pairings will produce a cr.
F. Stimulus generalization: the tendency of stimuli similar to a cs to evoke cr. (bee sting = fear of all buzzing insects)
G. Stimulus discrimination: the process by which organisms learn to respond to certain stimuli but not to others.
III Exceptions to Classical Conditioning
A. Biological constraints of learning: refers to the fact that all forms of conditioning are not equally easy to establish with all organisms. (rats: sugar water, light, xray)
1. conditioned taste aversion: a type of conditioning in which the ucs (usually internal cues associated with nausea or vomiting) occurs several hours after the cs (often a novel food) leading to a strong cs-ucs association in a single trial. The aversion may last a lifetime.
Lecture Notes for Exam One
Notes for Test One
Chapters 10, 12, 1 and 4
Compared to women, men are more likely to be diagnosed as suffering from an anti-social personality disorder. (sociopath gets confused with antisocial)
Fugue state: a case of amnesia in which the person literally flees from the problems they have been facing.
Research on schizophrenia strongly suggests that there is a genetic predisposition to schizophrenia.
The placebo effect is illustrated by a person who’s physical symptoms disappear after taking an inert substance or pill.
A behavior therapist is concerned with conditions in the environment that maintain abnormal behavior.
In contrast to psychoanalysis, humanistic psychologists emphasize constant determinacy of behavior. (Freud says unconscious, humanistic state aware)
Tranquilizers are most effective when they are used in conjunction with other therapeutic treatments.
The attitude of the therapist in client centered therapy is not directive.
Insanity is most clearly characterized by an inability to appreciated the wrongfulness of ones own destructive actions.
A conversion disorder is most likely to be characterized by specific physical symptoms that have no apparent physiological basis.
Disassociative disorders are most likely to be characterized by disruptions in conscious awareness and sense of identity.
Chapters 10, 12, 1 and 4
Compared to women, men are more likely to be diagnosed as suffering from an anti-social personality disorder. (sociopath gets confused with antisocial)
Fugue state: a case of amnesia in which the person literally flees from the problems they have been facing.
Research on schizophrenia strongly suggests that there is a genetic predisposition to schizophrenia.
The placebo effect is illustrated by a person who’s physical symptoms disappear after taking an inert substance or pill.
A behavior therapist is concerned with conditions in the environment that maintain abnormal behavior.
In contrast to psychoanalysis, humanistic psychologists emphasize constant determinacy of behavior. (Freud says unconscious, humanistic state aware)
Tranquilizers are most effective when they are used in conjunction with other therapeutic treatments.
The attitude of the therapist in client centered therapy is not directive.
Insanity is most clearly characterized by an inability to appreciated the wrongfulness of ones own destructive actions.
A conversion disorder is most likely to be characterized by specific physical symptoms that have no apparent physiological basis.
Disassociative disorders are most likely to be characterized by disruptions in conscious awareness and sense of identity.
Lecture Notes Chapter 1
Psychology
Chapter One
Psychology is the science that studies brain and behavior.
Doctor is Greek for teacher.
MD (medical doctor) is a teacher of medicine.
PhD is a teacher of psychology.
Psychologists can not prescribe meds because they are not MD’s.
Psychiatrists are MD’s and can prescribe. They are being phased out. The best is a combo of MD and PhD.
MD’s and psychiatrists deal with organic problems. Psychiatric evaluation is their x-ray.
Psychologists deal with problems that are functional in nature. (Physical problems caused by the mind.)
Co-morbidity/dual diagnosis
Ex: alcoholic gets depressed after detox and starts drinking again. Must stay in rehab for at least 30 days to give anti-depressants time to work.
Sub Fields of Psychology
Chapter One
Industrial: deals with people and machine compatibility. (jet pilot & cockpit. Cars, etc)
Social: looks at the effects of group behavior on individual behavior. (jury selection) Realm of attitude change.
Environmental: Industrial and social combined. (bldg layouts, color of paint, sounds, comfort of furniture, ease of use)
Physiological: uses the neuro-biological approach. (biological psychology/biobasis)
PDR (physicians desk reference) always starts with lower dose. Pt will become acclimated. Raise dose, raise dose, raise threshhold, switch drugs.
All the talking/therapy in the world will not help someone with a biological disorder.
Physio-psychology is taught at Nova/FIU and is great for nursing. (too advanced for freshman/sophomore so not taught at BCC)
Risk/benefit ratio: Is risk higher than the benefit for narcotics.
Buy pharmaceutical stock, it always goes up.
Chapter One
Psychology is the science that studies brain and behavior.
Doctor is Greek for teacher.
MD (medical doctor) is a teacher of medicine.
PhD is a teacher of psychology.
Psychologists can not prescribe meds because they are not MD’s.
Psychiatrists are MD’s and can prescribe. They are being phased out. The best is a combo of MD and PhD.
MD’s and psychiatrists deal with organic problems. Psychiatric evaluation is their x-ray.
Psychologists deal with problems that are functional in nature. (Physical problems caused by the mind.)
Co-morbidity/dual diagnosis
Ex: alcoholic gets depressed after detox and starts drinking again. Must stay in rehab for at least 30 days to give anti-depressants time to work.
Sub Fields of Psychology
Chapter One
Industrial: deals with people and machine compatibility. (jet pilot & cockpit. Cars, etc)
Social: looks at the effects of group behavior on individual behavior. (jury selection) Realm of attitude change.
Environmental: Industrial and social combined. (bldg layouts, color of paint, sounds, comfort of furniture, ease of use)
Physiological: uses the neuro-biological approach. (biological psychology/biobasis)
PDR (physicians desk reference) always starts with lower dose. Pt will become acclimated. Raise dose, raise dose, raise threshhold, switch drugs.
All the talking/therapy in the world will not help someone with a biological disorder.
Physio-psychology is taught at Nova/FIU and is great for nursing. (too advanced for freshman/sophomore so not taught at BCC)
Risk/benefit ratio: Is risk higher than the benefit for narcotics.
Buy pharmaceutical stock, it always goes up.
Lecture Notes Chapter 10 Neo-Freudians
Neo-Freudians
Chapter 10
Influenced by Freud.
Early psychologists were like philosophers. Ideas, but no proof.
Adler: emphasized that personality development is influenced strongly by feelings of inferiority or superiority.
Inferiority complex
Superiority complex (rapists)
Birth order
Karen Horney: Differed with Freud over penis envy. Believed women were only jealous of the power men had, not their penises. Also believed in basic anxiety (children’s fear of being left alone, helpless, etc.) Reactions to anxiety include:
Passive: being compliant
Aggressive: fight to get attention
Withdrawn: repress emotions
Jung (pronounced “Yung” in German): emphasized the importance of the collective unconscious in personality functioning. He believed we have collective memories as human beings.
Archetypes: (wise old man)
Males have a female component in the collective unconscious. (anima)
Females have a male component. (animus)
Introverts and extroverts
Chapter 10
Influenced by Freud.
Early psychologists were like philosophers. Ideas, but no proof.
Adler: emphasized that personality development is influenced strongly by feelings of inferiority or superiority.
Inferiority complex
Superiority complex (rapists)
Birth order
Karen Horney: Differed with Freud over penis envy. Believed women were only jealous of the power men had, not their penises. Also believed in basic anxiety (children’s fear of being left alone, helpless, etc.) Reactions to anxiety include:
Passive: being compliant
Aggressive: fight to get attention
Withdrawn: repress emotions
Jung (pronounced “Yung” in German): emphasized the importance of the collective unconscious in personality functioning. He believed we have collective memories as human beings.
Archetypes: (wise old man)
Males have a female component in the collective unconscious. (anima)
Females have a male component. (animus)
Introverts and extroverts
Lecture Notes Chapter 10 Humanistic Theories
Personality
Humanistic Theories
Chapter Ten
Emphasize personal responsibility.
Focus on the present.
Personal growth.
Carl Rogers emphasized the importance of unconditional positive regard. He believed that personality growth is promoted by interacting with others who are accepting and empathetic. (if you go to a therapist, make sure you “connect”. If not find another therapist.)
Fully functioning person
Self concept
Unconditional positive regard
Abraham Maslow: Theory of self-actualization. According to Maslow the psychological need that arises after all other needs have been met is self-actualization. Self-actualized people are most likely to have a strong ego and are least likely to be hightly conforming.
Theory of the pyramid
Reaching the full potential of oneself. Artist, but as a hobby. Hard to become self-actualized when young because too busy trying to survive. (all about $)
Self-actualized people don’t worry about tomorrow’s problems. Tomorrow will handle tomorrow.
(can’t find in book. Don’t know what theory this falls under)
William Sheldon: Believed you could judge someone’s personality by their body type. (large forehead = smart, small=stupid)
Endomorph:
Mesomorph:
Ectomorph:
Humanistic Theories
Chapter Ten
Emphasize personal responsibility.
Focus on the present.
Personal growth.
Carl Rogers emphasized the importance of unconditional positive regard. He believed that personality growth is promoted by interacting with others who are accepting and empathetic. (if you go to a therapist, make sure you “connect”. If not find another therapist.)
Fully functioning person
Self concept
Unconditional positive regard
Abraham Maslow: Theory of self-actualization. According to Maslow the psychological need that arises after all other needs have been met is self-actualization. Self-actualized people are most likely to have a strong ego and are least likely to be hightly conforming.
Theory of the pyramid
Reaching the full potential of oneself. Artist, but as a hobby. Hard to become self-actualized when young because too busy trying to survive. (all about $)
Self-actualized people don’t worry about tomorrow’s problems. Tomorrow will handle tomorrow.
(can’t find in book. Don’t know what theory this falls under)
William Sheldon: Believed you could judge someone’s personality by their body type. (large forehead = smart, small=stupid)
Endomorph:
Mesomorph:
Ectomorph:
A note on quizzes and tests
Dr. Moeschl has a brilliant mind. He remembers everything. We do tend to get off subject sometimes and delve deeper into some areas. Because of this, the syllabus usually changes.
In Intro to Psych we were scheduled for 3 exams....we had 2.Once again in Human Development, we were scheduled for 3 exams. We are having 2. It is not a problem for me, but is a problem for people trying to pull up the grade from their first exam. Just a warning, study the notes! Actually take some notes and don't sleep in class. You may only have 2 chances for that A!
In Intro to Psych we were scheduled for 3 exams....we had 2.Once again in Human Development, we were scheduled for 3 exams. We are having 2. It is not a problem for me, but is a problem for people trying to pull up the grade from their first exam. Just a warning, study the notes! Actually take some notes and don't sleep in class. You may only have 2 chances for that A!
Technical issues with outlines
Sometimes when I copy and paste the outlines into the blog, the tabbing does not transfer. My suggestion to you is to copy the blog into Microsoft Word and then add the tabs yourself. Hopefully I can figure out how to overcome this glitch...but I don't have the time right now with exams coming up.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case roman numeral.
Tab 1x before every capital letter. Tab 2x before every numeral. Tab 3x before every lower case letter. Tab 4x before every lower case roman numeral.
Welcome!
I have a habit of typing my notes into outlines, or retyping the professor's power points into outlines because it is easier for me to learn this way. I also seem to be passing out my notes frequently to other students when they miss a class.
So, instead of gathering emails or passing my notes around, I am starting blogs for my different classes at Broward Community College in lovely South Florida. I hope they help.
Disclaimer: I am only human and tend to zone out when the professors are talking about something other than the topic we should be covering. So if you see an error...please let me know. I take no responsibility for your grades. My notes are simply study aids that are helpful to me, and may be helpful to you. Good luck on all of your endeavors!
Included are just the class notes, not the handouts provided by the professor.
These notes are for Intro to Psychology (PSY 2012) with Dr. Thomas Moeschl.
Text Book:
Psychology From Science to Practice
Baron & Kalsher
So, instead of gathering emails or passing my notes around, I am starting blogs for my different classes at Broward Community College in lovely South Florida. I hope they help.
Disclaimer: I am only human and tend to zone out when the professors are talking about something other than the topic we should be covering. So if you see an error...please let me know. I take no responsibility for your grades. My notes are simply study aids that are helpful to me, and may be helpful to you. Good luck on all of your endeavors!
Included are just the class notes, not the handouts provided by the professor.
These notes are for Intro to Psychology (PSY 2012) with Dr. Thomas Moeschl.
Text Book:
Psychology From Science to Practice
Baron & Kalsher
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