The document discusses different theories and aspects of learning. It covers classical conditioning, operant conditioning, and cognitive and social perspectives on learning. Some key points include:
- Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Famous examples include Pavlov's dogs and Watson and Rayner's conditioning of Little Albert.
- Operant conditioning looks at how behaviors are influenced by their consequences through reinforcement or punishment. Thorndike studied this with his puzzle box experiments. Skinner further developed these ideas using operant conditioning chambers.
- Cognitive perspectives recognize that learning can occur without an observable change in behavior, through latent learning. Observational learning also allows learning to occur by watching
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
chap 5 Sensory, attentional and perceptual processes.pptmuskaangoel15
Broadbent's filter theory from 1956 proposes that multiple stimuli enter our short-term memory simultaneously but only one can pass through a selective filter for further processing, while other stimuli are screened out. The filter allows just a single stimulus to pass through at a time for higher-level processing in the brain, making us aware of only that one stimulus.
This document provides an overview of the psychology of personality. It discusses several key aspects:
- Personality arises from both genetic and environmental influences, with genetics accounting for about half the differences between people.
- Temperament refers to innate traits like harm avoidance and novelty seeking, while character comprises traits like self-directedness that develop through socialization.
- Psyche involves consciousness and self-awareness. Personality integrates all three dimensions in a complex adaptive system.
- Several theories are described briefly, including psychodynamic, behaviorist, cognitive, and social-cognitive approaches to understanding personality. Defense mechanisms, reinforcement history, and reciprocal determinism between person and environment are highlighted.
The document provides an overview of the field of psychology, including its history and key figures. It discusses psychology as the scientific study of human and animal behavior and thought. It outlines different types of psychology research and fields psychologists work in, such as clinical, educational, child, and environmental psychology. The document also summarizes some of the founders and early theories in psychology, including the work of Wundt, James, Freud, Galton, Pavlov, and Skinner. It concludes with discussing different approaches in psychology like neurobiological, behavioral, psychoanalytic, cognitive, and sociocultural.
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
Learning (Psychology) Lecture notes by Imran Ahmad SajidDr. Imran A. Sajid
This document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment where behaviors are strengthened or weakened based on consequences. Cognitive learning focuses on mental processes like attention, retention, and motivation that underlie learning through observation and latent learning when behaviors are acquired but not demonstrated until needed.
This document discusses emotions from several perspectives. It defines emotions as complex psychological phenomena involving feelings, expressions, and physiological arousal. Emotions are divided into primary emotions like love, joy, and fear, and secondary emotions like passion and irritation. Positive emotions include hope and confidence, while negative emotions include exhaustion and panic. Theories of emotion like the Cannon-Bard theory and James-Lange theory describe the relationship between physiological arousal and emotional experience. Emotional intelligence involves perceiving, reasoning with, understanding, and managing emotions.
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
Learning is defined as a relatively permanent change in behavior or mental state due to experience. There are two main types of learning: associative and non-associative. Associative learning involves linking stimuli together, including classical and operant conditioning. Classical conditioning pairs a neutral stimulus with an unconditioned stimulus to elicit a new response, while operant conditioning uses reinforcement and punishment to modify voluntary behaviors.
chap 5 Sensory, attentional and perceptual processes.pptmuskaangoel15
Broadbent's filter theory from 1956 proposes that multiple stimuli enter our short-term memory simultaneously but only one can pass through a selective filter for further processing, while other stimuli are screened out. The filter allows just a single stimulus to pass through at a time for higher-level processing in the brain, making us aware of only that one stimulus.
This document provides an overview of the psychology of personality. It discusses several key aspects:
- Personality arises from both genetic and environmental influences, with genetics accounting for about half the differences between people.
- Temperament refers to innate traits like harm avoidance and novelty seeking, while character comprises traits like self-directedness that develop through socialization.
- Psyche involves consciousness and self-awareness. Personality integrates all three dimensions in a complex adaptive system.
- Several theories are described briefly, including psychodynamic, behaviorist, cognitive, and social-cognitive approaches to understanding personality. Defense mechanisms, reinforcement history, and reciprocal determinism between person and environment are highlighted.
The document provides an overview of the field of psychology, including its history and key figures. It discusses psychology as the scientific study of human and animal behavior and thought. It outlines different types of psychology research and fields psychologists work in, such as clinical, educational, child, and environmental psychology. The document also summarizes some of the founders and early theories in psychology, including the work of Wundt, James, Freud, Galton, Pavlov, and Skinner. It concludes with discussing different approaches in psychology like neurobiological, behavioral, psychoanalytic, cognitive, and sociocultural.
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
Learning (Psychology) Lecture notes by Imran Ahmad SajidDr. Imran A. Sajid
This document discusses different types of learning including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through reinforcement and punishment where behaviors are strengthened or weakened based on consequences. Cognitive learning focuses on mental processes like attention, retention, and motivation that underlie learning through observation and latent learning when behaviors are acquired but not demonstrated until needed.
This document discusses emotions from several perspectives. It defines emotions as complex psychological phenomena involving feelings, expressions, and physiological arousal. Emotions are divided into primary emotions like love, joy, and fear, and secondary emotions like passion and irritation. Positive emotions include hope and confidence, while negative emotions include exhaustion and panic. Theories of emotion like the Cannon-Bard theory and James-Lange theory describe the relationship between physiological arousal and emotional experience. Emotional intelligence involves perceiving, reasoning with, understanding, and managing emotions.
Learning involves the acquisition of knowledge through experience which causes relatively permanent changes in behavior. It is a continuous process affected by factors related to the learner, teaching methods, and environment. There are different types of learning including verbal, motor, conceptual, and problem-solving. Learning theories attempt to explain how learning occurs, such as through trial-and-error, observation, classical conditioning, and operant conditioning.
This document provides an overview of different types of learning, including classical conditioning, operant conditioning, and cognitive-social learning. Classical conditioning involves learning associations between environmental stimuli and responses, as demonstrated by Pavlov's dogs learning to salivate at the sound of a tone previously paired with food. Operant conditioning is learning through consequences, where behaviors are strengthened if followed by reinforcement or weakened if followed by punishment. Cognitive-social learning emphasizes thinking and learning from observing others, as shown in Bandura's Bobo doll experiment.
The document is a presentation on sensation and perception in psychology. It defines sensation as the simple experience received through the senses, while perception involves higher-level cognitive processing to interpret sensations and derive meaning. It discusses the different types of sensations based on the senses, as well as factors that influence perception like similarity, proximity, and mental sets. The document also distinguishes between illusions, which involve mistaken perceptions but are still related to a real stimulus, and hallucinations, which involve perceiving something without an external stimulus being present.
Introduction to Sensation, Perception and AttentionD Dutta Roy
The document provides an introduction to sensation, perception, and attention in psychology. It defines sensation as the awareness of stimuli through sensory receptors. It discusses the attributes and thresholds of sensation, as well as how the brain processes sensory information. It then defines perception as how the brain organizes and interprets sensory information. It outlines several principles of perception like figure-ground and proximity. Finally, it defines attention and the types of attention, and discusses signs of attention deficit hyperactivity disorder.
The document discusses emotions from a psychological perspective. It defines emotions, describes their components including subjective feelings, physiological changes, and expressions. It explains major theories of emotions and how they relate to emotional adjustment and health. The objectives are to help students and professionals better understand emotions, their nature, dynamics and control to help improve emotional well-being.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
This document discusses different theories of emotion including:
- Common sense theory which links physiological arousal to conscious feelings
- James-Lange theory which links environmental stimuli to physiological responses then emotional experience
- Cannon-Bard theory which links stimuli to simultaneous physiological responses and emotional experiences
- Cognitive appraisal theory which links emotions to cognitive interpretations of situations
It also discusses research on the expression of emotions through nonverbal communication like facial expressions and cultural differences in emotion expression.
Memory plays an important role in learning and development. There are three main types of memory: sensory memory, short-term memory, and long-term memory. Sensory memory only lasts 1 second, short-term memory lasts 20-30 seconds through chunking information, and long-term memory can store information indefinitely. Memory involves encoding, storing, and retrieving information. It is influenced by both intrinsic factors like age and extrinsic factors like environment. There are several theories that attempt to explain memory and forgetting, including memory trace theory, levels of processing theory, and interference theory.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Memory and its types and Causes of Forgetting - PPTArun Joseph
This document discusses memory and forgetting. It defines memory as the process of storing and recalling experiences and information over time. Several components are involved, including learning, retention, recall/retrieval, and recognition. Factors that influence memory include motivation, attention, repetition, meaningfulness of material, and using multiple senses. The document also discusses different types of memory like short term, long term, habit, and episodic memory. Causes of normal forgetting include disuse, interference, inadequate learning, lack of interest, while abnormal forgetting may result from injury or trauma. Strategies to address forgetting include understanding students, using memory techniques, and creating a supportive learning environment.
The document summarizes key topics related to states of consciousness from a psychology textbook, including sleep and dreams, hypnosis, and the effects of drugs on consciousness. It discusses the body's biological rhythms and sleep cycles, theories about why we dream, facts and myths about hypnosis, how different drugs like stimulants, depressants and hallucinogens impact consciousness, and influences on drug use. It also briefly touches on near death experiences and how they relate to the philosophical mind-body problem.
This document provides an overview of different theories of motivation and emotion. It discusses drive reduction theory, incentive theory, arousal theory, and Maslow's hierarchy of needs. It also covers topics like achievement motivation, intrinsic vs extrinsic motivation, emotions, and stress response. The document aims to describe key concepts and theories related to motivation and emotion.
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Sensation refers to the basic sensory experiences resulting from stimulation of the senses by the environment. It involves the detection of external or internal stimuli and the transmission of sensory signals to the brain. Perception is the interpretation and organization of sensory information. It allows us to give meaning to sensory input and understand the world around us. There are many ways that perception can be inaccurate, including illusions, which distort reality despite being based on physical stimuli, and hallucinations or delusions, which involve perceiving something not actually present.
This document discusses various perspectives on the nature and causes of human aggression. It explores both innate and learned factors, including biological influences like genetics and hormones, psychological theories like frustration-aggression theory and social learning theory, and environmental triggers such as heat, attacks, crowding, and painful accidents. The document examines views from philosophers like Hobbes and Rousseau as well as scientists studying neural, genetic, chemical, and behavioral influences on aggression.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document provides an overview of abnormal psychology and the treatment of mental disorders. It defines abnormal psychology as the scientific study of mental disorders, their classification, causes, diagnosis, and treatment. Mental disorders are categorized according to diagnostic manuals like the DSM-IV which classify disorders and describe symptoms. Treatments discussed include psychotherapy, behavior therapy, cognitive therapy, group therapy, biomedical therapies like medication and ECT, and hospitalization.
This document defines aggression and violence, and discusses various models and factors related to aggression. It begins by defining aggression as behavior intended to cause harm between individuals, which can be physical or emotional. Violence is defined as aggressive behavior using force. It then covers biological models of aggression including anatomical bases in the limbic system and hypothalamus, as well as neurotransmitters and hormones. Psychological models discussed include psychoanalytic, humanistic, and social learning theories. Social determinants of aggression highlighted include frustration, provocation, and media violence. The document concludes by covering prevention/control methods and cognitive theories of aggression.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism.Classical conditioning basically involves forming an association between two stimuli resulting in a learned response.
The document discusses the history of psychology and outlines different perspectives on the origins of human knowledge and capabilities. It describes the nativist view proposed by Descartes that humans are born with innate understanding versus the empiricist view of John Locke that knowledge comes from experience. The document then summarizes key figures and developments in the fields of philosophy, physiology, and the emergence of scientific psychology with pioneers like Wundt, James, Freud, Pavlov, Skinner, and Rogers. It also covers the history of psychology in different countries.
Physical and cognitive changes occur in middle adulthood from 40-50 years old. Visible signs of aging like wrinkles and gray hair emerge, and chronic health issues become more common. Sleep problems increase and memory begins to slowly decline, though expertise grows from years of experience. Socioemotional development involves reassessing relationships and roles. While divorce is possible, affectionate love in marriages tends to increase. The empty nest period after children leave home can impact marital satisfaction but opens up new interests and time for couples.
Psychology, Chapter 3 Sensation and Perceptionprofessorjcc
To survive, organisms must be able to perceive stimuli in their environment, process what that stimuli means, and respond appropriately. The human visual perception system allows us to perform these three interrelated activities. Light enters the eye and passes through the cornea, iris, pupil, lens, vitreous body, and strikes the retina. The retina contains light-sensitive rods and cones that convert the image into neural signals sent to the brain for processing, allowing us to see. Proper functioning of all these eye structures enables humans to perceive the world visually.
This document provides an overview of different types of learning, including classical conditioning, operant conditioning, and cognitive-social learning. Classical conditioning involves learning associations between environmental stimuli and responses, as demonstrated by Pavlov's dogs learning to salivate at the sound of a tone previously paired with food. Operant conditioning is learning through consequences, where behaviors are strengthened if followed by reinforcement or weakened if followed by punishment. Cognitive-social learning emphasizes thinking and learning from observing others, as shown in Bandura's Bobo doll experiment.
The document is a presentation on sensation and perception in psychology. It defines sensation as the simple experience received through the senses, while perception involves higher-level cognitive processing to interpret sensations and derive meaning. It discusses the different types of sensations based on the senses, as well as factors that influence perception like similarity, proximity, and mental sets. The document also distinguishes between illusions, which involve mistaken perceptions but are still related to a real stimulus, and hallucinations, which involve perceiving something without an external stimulus being present.
Introduction to Sensation, Perception and AttentionD Dutta Roy
The document provides an introduction to sensation, perception, and attention in psychology. It defines sensation as the awareness of stimuli through sensory receptors. It discusses the attributes and thresholds of sensation, as well as how the brain processes sensory information. It then defines perception as how the brain organizes and interprets sensory information. It outlines several principles of perception like figure-ground and proximity. Finally, it defines attention and the types of attention, and discusses signs of attention deficit hyperactivity disorder.
The document discusses emotions from a psychological perspective. It defines emotions, describes their components including subjective feelings, physiological changes, and expressions. It explains major theories of emotions and how they relate to emotional adjustment and health. The objectives are to help students and professionals better understand emotions, their nature, dynamics and control to help improve emotional well-being.
This document discusses human memory and its stages. It describes memory as having three stages - encoding, storage, and retrieval. Encoding involves processing incoming information. Storage refers to retaining information over time. Retrieval involves recovering stored information. It also discusses models of memory like the Atkinson-Shiffrin model which describes sensory memory, short-term memory and long-term memory. Mechanisms of forgetting like trace decay and interference are also summarized.
This document discusses different theories of emotion including:
- Common sense theory which links physiological arousal to conscious feelings
- James-Lange theory which links environmental stimuli to physiological responses then emotional experience
- Cannon-Bard theory which links stimuli to simultaneous physiological responses and emotional experiences
- Cognitive appraisal theory which links emotions to cognitive interpretations of situations
It also discusses research on the expression of emotions through nonverbal communication like facial expressions and cultural differences in emotion expression.
Memory plays an important role in learning and development. There are three main types of memory: sensory memory, short-term memory, and long-term memory. Sensory memory only lasts 1 second, short-term memory lasts 20-30 seconds through chunking information, and long-term memory can store information indefinitely. Memory involves encoding, storing, and retrieving information. It is influenced by both intrinsic factors like age and extrinsic factors like environment. There are several theories that attempt to explain memory and forgetting, including memory trace theory, levels of processing theory, and interference theory.
Memory works through encoding, storage, and retrieval according to an information processing model. The Atkinson-Shiffrin model proposes that information moves from sensory memory to short-term memory and then long-term memory, though more recent models recognize additional processing in working memory and some automatic processing into long-term memory. Memories can be formed through effortful, explicit processing or implicit, automatic processing. Encoding involves strategies like chunking, mnemonics, rehearsal, deep processing, and relating information to oneself. Memories are stored throughout the brain in overlapping neural networks rather than isolated locations. Explicit and implicit memories are processed in different brain areas, and emotions can strengthen memory formation through the amygdala. Retrieval is affected
Memory and its types and Causes of Forgetting - PPTArun Joseph
This document discusses memory and forgetting. It defines memory as the process of storing and recalling experiences and information over time. Several components are involved, including learning, retention, recall/retrieval, and recognition. Factors that influence memory include motivation, attention, repetition, meaningfulness of material, and using multiple senses. The document also discusses different types of memory like short term, long term, habit, and episodic memory. Causes of normal forgetting include disuse, interference, inadequate learning, lack of interest, while abnormal forgetting may result from injury or trauma. Strategies to address forgetting include understanding students, using memory techniques, and creating a supportive learning environment.
The document summarizes key topics related to states of consciousness from a psychology textbook, including sleep and dreams, hypnosis, and the effects of drugs on consciousness. It discusses the body's biological rhythms and sleep cycles, theories about why we dream, facts and myths about hypnosis, how different drugs like stimulants, depressants and hallucinogens impact consciousness, and influences on drug use. It also briefly touches on near death experiences and how they relate to the philosophical mind-body problem.
This document provides an overview of different theories of motivation and emotion. It discusses drive reduction theory, incentive theory, arousal theory, and Maslow's hierarchy of needs. It also covers topics like achievement motivation, intrinsic vs extrinsic motivation, emotions, and stress response. The document aims to describe key concepts and theories related to motivation and emotion.
Memory involves the retention and recall of information and experiences. The hippocampus, amygdala, and cerebral cortex play key roles in memory processing and storage. There are different types of memory including short-term memory, long-term memory, sensory memory, declarative memory, and procedural memory. Methods for improving memory include recall, recognition, relearning, brain exercises, managing stress, good sleep, and not smoking. Aging can impact memory through changes in the hippocampus and loss of neurons and brain function over time. Forgetting and amnesia can result from brain damage or injury.
Sensation refers to the basic sensory experiences resulting from stimulation of the senses by the environment. It involves the detection of external or internal stimuli and the transmission of sensory signals to the brain. Perception is the interpretation and organization of sensory information. It allows us to give meaning to sensory input and understand the world around us. There are many ways that perception can be inaccurate, including illusions, which distort reality despite being based on physical stimuli, and hallucinations or delusions, which involve perceiving something not actually present.
This document discusses various perspectives on the nature and causes of human aggression. It explores both innate and learned factors, including biological influences like genetics and hormones, psychological theories like frustration-aggression theory and social learning theory, and environmental triggers such as heat, attacks, crowding, and painful accidents. The document examines views from philosophers like Hobbes and Rousseau as well as scientists studying neural, genetic, chemical, and behavioral influences on aggression.
Memory involves three main processes: encoding, storage, and retrieval. Encoding involves receiving input and transforming it into a code. Storage involves putting the encoded information into memory. Retrieval involves accessing stored information when needed. There are two main theories of memory formation: the information processing theory and the level of processing theory. The information processing theory views memory as operating similar to a computer, with information passing through sensory registers, short term memory, and long term memory. The level of processing theory suggests that deeper analysis and encoding of information at the semantic or meaning level leads to better memory compared to more shallow processing.
This document provides an overview of abnormal psychology and the treatment of mental disorders. It defines abnormal psychology as the scientific study of mental disorders, their classification, causes, diagnosis, and treatment. Mental disorders are categorized according to diagnostic manuals like the DSM-IV which classify disorders and describe symptoms. Treatments discussed include psychotherapy, behavior therapy, cognitive therapy, group therapy, biomedical therapies like medication and ECT, and hospitalization.
This document defines aggression and violence, and discusses various models and factors related to aggression. It begins by defining aggression as behavior intended to cause harm between individuals, which can be physical or emotional. Violence is defined as aggressive behavior using force. It then covers biological models of aggression including anatomical bases in the limbic system and hypothalamus, as well as neurotransmitters and hormones. Psychological models discussed include psychoanalytic, humanistic, and social learning theories. Social determinants of aggression highlighted include frustration, provocation, and media violence. The document concludes by covering prevention/control methods and cognitive theories of aggression.
Social cognition involves encoding, storing, retrieving, and processing social information in the brain about conspecifics. It involves both automatic and controlled processing. Schemas are mental frameworks that help organize social information and act as filters, but can also lead to errors and biases like stereotyping. Heuristics are simple rules or mental shortcuts used to make judgments that can be erroneous. Affect and cognition interact, as current moods and emotions can influence thoughts, memories, and judgments. Feelings shape thoughts and thoughts shape feelings in social cognition.
Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism.Classical conditioning basically involves forming an association between two stimuli resulting in a learned response.
The document discusses the history of psychology and outlines different perspectives on the origins of human knowledge and capabilities. It describes the nativist view proposed by Descartes that humans are born with innate understanding versus the empiricist view of John Locke that knowledge comes from experience. The document then summarizes key figures and developments in the fields of philosophy, physiology, and the emergence of scientific psychology with pioneers like Wundt, James, Freud, Pavlov, Skinner, and Rogers. It also covers the history of psychology in different countries.
Physical and cognitive changes occur in middle adulthood from 40-50 years old. Visible signs of aging like wrinkles and gray hair emerge, and chronic health issues become more common. Sleep problems increase and memory begins to slowly decline, though expertise grows from years of experience. Socioemotional development involves reassessing relationships and roles. While divorce is possible, affectionate love in marriages tends to increase. The empty nest period after children leave home can impact marital satisfaction but opens up new interests and time for couples.
Psychology, Chapter 3 Sensation and Perceptionprofessorjcc
To survive, organisms must be able to perceive stimuli in their environment, process what that stimuli means, and respond appropriately. The human visual perception system allows us to perform these three interrelated activities. Light enters the eye and passes through the cornea, iris, pupil, lens, vitreous body, and strikes the retina. The retina contains light-sensitive rods and cones that convert the image into neural signals sent to the brain for processing, allowing us to see. Proper functioning of all these eye structures enables humans to perceive the world visually.
Psychology Chapter 5, States of Consciousnessprofessorjcc
This document discusses various states of consciousness including circadian rhythms, sleep, dreaming, and altered states induced by drugs, hypnosis, and meditation. It describes the stages and functions of sleep, theories of dreaming, and sleep disorders. It also examines drug use and abuse, different drug types including their effects and risks. Hypnosis and meditation are presented as other means of altering consciousness.
This document discusses psychological disorders and abnormal behavior. It defines abnormal behavior as patterns of emotion, thought, and action that are considered pathological due to statistical rarity, interference with normal functioning, personal distress, or deviance from social norms. Four models of psychological disorders are described: the medical model, which views abnormal behavior as illnesses; the psychodynamic model, which involves unconscious conflicts; the behavioral model, which involves conditioning and modeling; and the cognitive model, which involves how our thoughts influence behavior. Diagnosis and classification of disorders is also discussed.
Psycholgy Chapter 15 Social Psychologyprofessorjcc
This document provides an overview of social psychology. It discusses how social psychology scientifically studies how individuals' thoughts, feelings and behaviors are influenced by others through interaction and culture. It examines the causes, types and consequences of human interaction. Impression formation, stereotypes, attribution biases and attitude formation are explored as ways individuals make judgments and evaluations of others.
This document discusses cognitive development from an information processing perspective. It covers the different types of memory according to information processing theory, including sensory memory, short-term memory, and long-term memory. Short-term memory is now called working memory, which stores and processes information. Strategies for improving memory are discussed, such as elaboration, organization, repetition, and generating images. The document also addresses how memory develops throughout childhood and adolescence, noting improvements in capacity, functioning, and use of prior knowledge.
The document summarizes socioemotional development in middle and late childhood from ages 6 to 11. During this period, children develop a more complex understanding of themselves, including describing themselves using psychological traits. They also recognize social aspects of their identity and how they compare to others. Children's self-esteem and self-concept become more multidimensional as they evaluate themselves in different areas. They also develop increased ability to understand and manage their emotions, behavior, and thoughts through self-regulation. Gender differences emerge in areas like aggression, prosocial behavior, and physical and cognitive development during these years.
Personality refers to relatively stable patterns of thinking, feeling, and behaving that distinguish one person from another. There are several approaches to analyzing personality, including case studies, interviews, observations, tests, and inventories. Widely used personality tests include the Minnesota Multiphasic Personality Inventory and the California Psychological Inventory. The five factor model or "Big Five" traits - openness, conscientiousness, extraversion, agreeableness, and neuroticism - provide a consensus for describing personality. Biological factors like heredity also influence personality, though the environment plays a role.
1. Views of the causes of psychological disorders have changed over time, influencing different treatment approaches used historically and today.
2. Early treatments for disorders believed to be caused by spirit possession included exorcism and trephining.
3. Over time, views shifted to see disorders as having natural causes, leading to more humane treatments like baths, exercise, and moral therapy providing a relaxed environment.
This document provides an overview of psychology as a field of study. It defines psychology as the science of behavior and mental processes, and discusses some of the main goals of psychology such as describing, understanding, predicting and controlling human behavior and thoughts. It also summarizes several key historical figures and approaches in psychology, including Wundt, Titchener, Freud, Skinner, Rogers and Maslow. Finally, it briefly outlines some present-day specialties within psychology like health, industrial/organizational, and forensic psychology.
The document discusses death, dying, grieving and related topics. It covers:
- How circumstances of death have changed over time, with most now occurring in institutions rather than at home.
- Kubler-Ross' five stages of dying: denial, anger, bargaining, depression and acceptance.
- Factors that can impact adjustment to the death of a spouse, such as gender, age and financial resources.
- Effective strategies for communicating with a dying person, including establishing presence, touching, limiting distractions and allowing expression of feelings.
1) This document discusses physical, cognitive, and social development that occurs during one's 20s and 30s.
2) Key markers of adulthood include holding a permanent full-time job, becoming economically independent, accepting responsibility for one's actions, and establishing equal relationships with parents.
3) Three important assets for achieving this transition are intellectual skills like decision-making, psychological factors like identity and confidence, and social connections with friends.
The document summarizes key topics in prenatal development and hazards that can affect it. It discusses the evolutionary perspective and importance of adaptation and natural selection. It then covers the stages of prenatal development from fertilization through the germinal, embryonic, and fetal periods. During these periods, cells differentiate and organs begin to form. The development of the brain is highlighted. Potential hazards to prenatal development from substances like alcohol, nicotine, and infectious diseases are outlined. The timing and types of defects that can result from exposure to teratogens at different developmental stages are noted.
This document discusses peer acceptance and status among children, bullying, and the impact of media and the internet on child development. It describes traits of popular, rejected, controversial, neglected, and average children. Bullied children often report more loneliness and difficulty making friends. Victims of bullying frequently experience headaches, abdominal pain, sleeping problems, depression. Media overexposure can negatively impact weight, substance use, eating disorders, and parent-child relationships. Unrestricted internet access poses risks to children without supervision.
The document discusses the development of emotions in children. It describes how primary emotions like surprise, anger, and fear appear in the first 6 months, while self-conscious emotions like embarrassment, pride, and guilt emerge after 18 months. These later emotions require self-awareness and an understanding of social norms. The document also examines temperament, emotional regulation, empathy, and common childhood mood disorders like depression.
1. The document discusses general patterns of growth and development in infants and children. It describes the cephalocaudal and proximodistal principles, whereby growth occurs from the head down and from the center of the body outward.
2. Brain development is also covered, including myelination, synaptogenesis, and pruning that occurs in the first years of life and during adolescence. Different areas of the brain mature at varying rates.
3. Puberty is discussed as an important transition period, triggered by increases in hormones like estrogen and testosterone that lead to sexual maturation and other physical changes.
The document summarizes language development from infancy through adolescence according to different learning theories and developmental perspectives. It discusses:
1) Behaviorist, nativist, and interactionist views of how language is acquired, noting problems with solely behaviorist explanations.
2) Milestones in early oral communication from babbling to first words to two-word combinations in toddlers.
3) Continued language development in middle childhood and adolescence, including learning rules and syntax in school and more abstract thinking in teens.
4) Vygotsky and Piaget's perspectives on the role of speech in cognitive development, with Vygotsky emphasizing private speech and Piaget seeing maturation as the driver.
Child Psychology Module 2 Child Development professorjcc
This document discusses research methods used to study child development. It addresses the nature vs. nurture debate on influences of biology and environment. Development can involve gradual or abrupt changes. Ethical research requires informed consent, anonymity, and no harm. Key research methods are case studies, observations, surveys, interviews, correlations and experiments. Descriptive research observes and records, while experimental research manipulates a variable to test for cause and effect. Researchers may take cross-sectional or longitudinal approaches to studying development over time.
Child Psychology Module 14 Gender and Sexuality professorjcc
Gender develops from a combination of biological and social influences. Biologically, chromosomes and hormones shape male and female characteristics from an early age. Socially, children begin to develop a gender identity around age 2 and learn gender roles and expectations through interactions with others that reinforce cultural definitions of femininity and masculinity. By age 3-5, children prefer activities and toys that are considered appropriate for their gender.
Child Psychology Module 6 Health and Safety professorjcc
The document discusses several key topics related to children's health:
1. Worldwide childhood mortality is highest in Sub-Saharan Africa due to wars, disease, and famine. The leading cause of death for children under 5 globally is from preventable accidents.
2. The top three causes of death by age are: for infants - SIDS and homicide; for children 2-5 - motor vehicle accidents and drowning, especially in swimming pools; for those 14 and younger - drowning and homicide or suicide for teens.
3. Common childhood illnesses discussed include asthma, which disproportionately affects low-income, African American, and athlete children, and diabetes, which is on the rise in younger children.
Learning occurs through four main types: habituation, classical conditioning, operant conditioning, and social learning. Habituation involves learning to ignore repeated stimuli while classical conditioning pairs a neutral stimulus with an unconditioned one. Operant conditioning links behaviors to their consequences to increase or decrease actions. Social learning observes and imitates others' behaviors. Learning impacts daily life and social interactions through these different processes.
45 slides I have made which consists of three important learning theories; Classical Conditioning Theory, Operant Conditioning Theory and Observant Conditioning Theory and empirical studies of each.
Operant conditioning principles can be applied in various settings to shape behaviors. Reinforcers are used in workplaces to increase productivity and in parenting to encourage good behaviors in children. Once addicted to drugs, continued drug use is reinforced by both the positive effects of the drugs and the negative reinforcement of avoiding withdrawal symptoms.
This document discusses different types and theories of learning. It defines learning as a relatively permanent change in behavior resulting from experience. There are three main types of learning: simple non-associative learning, associative learning, and observational learning. Important learning theories discussed include trial and error learning, classical conditioning, operant conditioning, and cognitive learning. The document also outlines different characteristics, domains, and factors that influence the learning process.
The document provides an overview of the scientific study of biology. It discusses Aristotle as one of the earliest contributors to biology through his work in philosophy and science. However, it notes that Aristotle's ideas were not tested through experimentation. The document then summarizes Galileo Galilei's famous experiment dropping objects of different masses to disprove Aristotle's theory that heavier objects fall faster. This established the scientific method of testing hypotheses through experimentation. The rest of the document discusses key aspects of biology like the characteristics of life, the hierarchical organization of living things, classification, microscopy, and specimen preparation/staining.
Biology is the scientific study of living organisms. The scientific method involves making observations, forming hypotheses, conducting experiments, analyzing data, and drawing conclusions. The key properties of living things include organization, metabolism, response to stimuli, homeostasis, reproduction, growth and development, adaptation and evolution. While viruses share some characteristics with living things, they are not considered living because they lack cells and cannot reproduce without a host. The scientific method provides a framework for gaining knowledge through observable, measurable, and falsifiable means.
This document provides an overview of classical and operant conditioning. It discusses classical conditioning, including Pavlov's experiment with dogs, the components of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response), and key principles like acquisition, extinction, and stimulus generalization. It then covers operant conditioning, explaining that it involves associating behaviors with consequences through reinforcement or punishment. It discusses B.F. Skinner's pioneering work in this area and concepts like primary and secondary reinforcers as well as different reinforcement schedules used to teach behaviors.
This document summarizes two important theories of learning: classical conditioning and operant conditioning. Classical conditioning, proposed by Ivan Pavlov, involves associating an unconditioned stimulus that naturally elicits a response with a conditioned stimulus, until the conditioned stimulus comes to elicit the response on its own. Operant conditioning, proposed by B.F. Skinner, is based on the idea that learning is a function of changes in behavior due to consequences. Reinforcement and punishment are used to modify occurrences of behaviors.
Behaviorism is a learning theory that focuses on observable behaviors and discounts mental processes. It proposes that learning occurs through conditioning, where behaviors become associated with environmental stimuli through reinforcement or punishment. There are two types of conditioning: classical and operant. Classical conditioning involves associating a reflex with a stimulus, while operant conditioning uses reinforcement to shape behaviors. Prominent behaviorists like Pavlov, Thorndike, Watson, and Skinner conducted experiments and developed theories around behavioral conditioning and its implications for teaching. In classrooms, behaviorism can be applied through operant conditioning techniques like rewarding positive behaviors and punishing negative ones to modify student learning and conduct.
Classical conditioning theory and social learning theorytarravandana
Classical conditioning and social learning theory are two theories of learning. Classical conditioning involves associating an unconditioned stimulus that naturally elicits a response with a neutral stimulus so that the neutral stimulus eventually elicits the same response. Social learning theory proposes that people learn from observing others via attention, retention, and motivation. Bandura's Bobo doll experiment provided evidence that children's aggressive behavior can be influenced by observing and modeling adult behavior.
DrRic Lecture Nature Therapy from The Morton ArboretumDrRic Saguil
This document discusses changing the way medicine is provided by focusing on preventative care through lifestyle changes like exercise, diet, and stress reduction. It promotes getting outdoors in nature for physical activity combined with mindfulness practices. Specific recommendations include walking with gear for intensity, following an anti-inflammatory whole foods plant-based diet, and daily 10-minute meditation sessions to reduce stress and inflammation.
Learning pshychology faculty of physiotherapy.pptxRexSenior
This document discusses different theories of learning:
1. Trial and error learning, as shown through Thorndike's experiments with cats in puzzle boxes. The cats learned to open the door to escape and get food through repeated trials.
2. Classical conditioning, including Pavlov's experiments demonstrating conditioned reflexes in dogs. Operant conditioning described by Skinner showing how rats learn to press levers for food rewards.
3. Cognitive learning theories that propose new associations are formed through experiencing events without reinforcement.
4. Social learning theory focuses on observational learning and imitation, where a response is triggered by watching another individual demonstrate a behavior.
This document discusses classical and operant conditioning principles. It covers Pavlov's experiments demonstrating classical conditioning and key concepts like acquisition and extinction. It also covers Skinner and Thorndike's work on operant conditioning, defining reinforcement types and
J. M. Ncheka's document discusses various theories of learning, including:
1. Habituation, sensitization, and associative learning including classical and operant conditioning. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response.
2. Operant conditioning where behavior is determined by its consequences through reinforcement or punishment.
3. Cognitive learning theories including Piaget's stages of cognitive development from sensorimotor to formal operations.
4. Observational learning where behavior is learned by observing and imitating others.
The document provides detailed explanations and examples of these major learning theories.
It covers a lot of aspects of psychology like what is learning, definition of learning classical conditioning, operant conditioning, Ivon Pavlov experiment on dogs and a lot of other aspects.
This document provides an overview of biology and the scientific method. It discusses that biology is the study of life and its key characteristics, including being made up of cells and organic molecules like DNA and proteins. It also outlines the hierarchical organization of life from subatomic particles to ecosystems. Additionally, it describes the scientific method as a process of making observations, developing hypotheses, conducting experiments to test predictions, analyzing data, and re-evaluating hypotheses based on experimental evidence.
Introduction to biology to be taught earlierVedpal Yadav
This document provides an overview of biology and the scientific method. It discusses that biology is the study of life and its key characteristics, including being made up of cells and organic molecules like DNA and proteins. It also outlines the hierarchical organization of life from subatomic particles to ecosystems. Additionally, it describes the scientific method as a process of making observations, developing hypotheses, conducting experiments to test predictions, analyzing data, and re-evaluating hypotheses based on experimental evidence.
Learning occurs through classical conditioning, instrumental conditioning, and observational learning. Observational learning involves observing and imitating others' behaviors. Albert Bandura's Bobo doll experiment showed that children imitated aggressive behaviors they observed. Conditioning involves learning through reinforcement and punishment. Classical conditioning pairs an unconditioned stimulus with a conditioned stimulus to elicit a new response. Instrumental conditioning uses reinforcement to increase behaviors and punishment to decrease them. Therapies apply conditioning principles to treat phobias, anxiety disorders, and other conditions.
Classical conditioning and operant conditioning are two types of learning. Classical conditioning involves learning through associations between stimuli, where a neutral stimulus becomes associated with an unconditioned stimulus and elicits the same response. Operant conditioning involves learning through consequences, where behaviors followed by reinforcement increase in frequency and behaviors followed by punishment decrease. Both types of learning shape behavior through repeated experiences and associations.
This document provides an overview of learning theories and concepts, including:
1. Classical conditioning theories proposed by Pavlov involving reflexes in dogs. Operant conditioning theories from Thorndike, Skinner involving reward and punishment shaping behavior.
2. Key concepts in classical conditioning include stimulus generalization, extinction, spontaneous recovery. Operant conditioning concepts include reinforcement schedules, shaping, chaining, and Premack's principle.
3. Social learning theory from Bandura proposed observational learning through attention, retention, reproduction, and motivation from the environment.
The document provides guidance for students participating in a science fair, including the key components and steps to follow. Students should prepare a display board, give an oral presentation, maintain a notebook of their research process, and write a 3-page written report. The report should include background research, a hypothesis, experimental methods and results, conclusions, and citations. Students will also conduct a hands-on experiment and document their work in a lab notebook following guidelines for organization, dated entries, and attaching relevant materials.
This document outlines the syllabus for a summer 2019 General Psychology course at LA Valley College. The course is an introduction to the scientific study of behavior and mental processes, covering major topics in psychology. It meets Monday through Thursday from 8-10:25am and is taught by Janet Carney. Students will learn to evaluate behaviors and mental processes using psychological concepts and theories. Grading will be based on papers, quizzes, exams, group projects, and class participation. The syllabus provides policies on attendance, late work, and testing as well as resources for writing papers and conducting research.
Social Psychology syllabus summer 2019professorjcc
This document provides the syllabus for a summer 2019 social psychology course at LA Valley College. It outlines the course details including the instructor's information, a description of topics covered, required textbook, attendance policy, grading standards, assignments including homework, quizzes and exams. The syllabus also details classroom expectations and policies regarding accommodations, financial aid, plagiarism and provides a tentative schedule of readings and assignment due dates for the course.
The document provides tips for successful teamwork on projects in an online course. It advises establishing a timeline with responsibilities and performance standards. All team members should participate equally and communicate through the shared team folder, posting transcripts of any alternative discussions. Teammates should swap contact details to plan for issues and get assignments done early to allow for fine-tuning. Above all, teams should be respectful of each other.
Our culture may be becoming more fearful, risk-averse, and suspicious based on social psychology research. Studies show people tend to overestimate threats and are influenced by the media which focuses on negative events. However, with awareness of cognitive biases and a balanced approach, people can make level-headed decisions rather than reacting purely based on fear.
This document provides key terms from a social psychology textbook organized into four parts: social thinking, social influence, social relationships, and applying social psychology. There are over 100 terms defined from chapters covering topics like the self, social cognition, conformity, persuasion, prejudice, aggression, attraction, and conflict resolution. The best way to understand the terms is to think of real-world examples that illustrate the concepts, as suggested by the professor in the introduction.
Key terms for psychology 13 social psychologyprofessorjcc
This document provides key terms from a social psychology textbook organized into four parts: social thinking, social influence, social relationships, and applying social psychology. There are over 100 terms defined from chapters covering topics like the self, social cognition, conformity, persuasion, prejudice, aggression, attraction, and conflict resolution. The best way to understand the terms is to think of real-world examples that illustrate the concepts, as suggested by the professor in the introduction.
This document discusses attachment, parenting styles, punishment, and child maltreatment. It describes attachment as an emotional bond between a child and caretaker. Ainsworth's Strange Situation experiment measures attachment styles as secure, insecure-avoidant, insecure-resistant, or insecure-disorganized. Parenting is shaped by attachment, temperament, social experiences, and culture. While spanking is linked to later behavior problems, experts recommend reasoning and time-outs over physical punishment. Child abuse often stems from family and cultural factors and can cause long-term psychological and developmental issues, though cycles of abuse can be broken with support.
Erik Erikson developed 8 stages of psychosocial development that occur throughout the lifespan. Each stage involves resolving a crisis between two opposing tendencies, such as trust vs mistrust in infancy. Successful completion of each stage leads to a healthy personality and the ability to progress to the next stage. Lawrence Kohlberg also developed a theory of moral development consisting of 3 levels and 6 stages, from preconventional to conventional to postconventional reasoning. Both theorists viewed development as progressive and believed nurturing environments allow individuals to successfully complete each stage or level.
Child Psychology Module 10 intelligence and Developmental professorjcc
This document discusses theories of intelligence and developmental disabilities. It covers the nature vs nurture debate on intelligence and discusses traditional IQ testing. It introduces Sternberg's theory of three types of intelligence and Gardner's theory of multiple intelligences. It describes extremes of intelligence such as intellectual disabilities and giftedness. Finally, it discusses developmental disabilities like autism and learning disabilities, and how education can help those with disabilities.
Child Psychology Module 7 Cognitive Development professorjcc
Piaget and Vygotsky were influential theorists in cognitive development. Piaget proposed four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. Each stage is characterized by developing logical and abstract thinking abilities. Vygotsky's sociocultural theory emphasized that social and cultural interactions are important for guiding cognitive development as children learn from more skilled individuals.
Child Psychology Module 4 birth and the Neonateprofessorjcc
The document discusses various topics relating to birth and infant care, including:
1. Birthing practices vary widely across cultures, from hospital births with physicians in the US to home births with midwives in other areas. Water birth and natural childbirth techniques aim to reduce pain.
2. Birth occurs in three stages - dilation of the cervix, delivery of the baby, and delivery of the placenta. Newborns are assessed using the Apgar scale.
3. Preterm and low birth weight babies face greater health risks and bonding with parents is important for infant development, as is avoiding risks like SIDS through practices like having babies sleep on their backs.
Genetics, conception, and prenatal development are complex processes influenced by both genetic and environmental factors. A fertilized human egg contains the entire genetic code inherited from both parents. During the embryonic and fetal periods, cells differentiate and organs form as the embryo develops protected inside the mother's uterus, receiving nutrients and oxygen through the placenta and umbilical cord. Prenatal development can be threatened by environmental hazards like drugs, toxins, radiation, or poor nutrition which may cause birth defects or developmental problems depending on the timing and severity of exposure during this sensitive period.
This document provides an introduction to child and adolescent development. It discusses several key theories of development, including psychoanalytic theories proposed by Freud and Erikson, learning theories from Pavlov, Watson, and Skinner, cognitive development theory from Piaget, and Bronfenbrenner's bioecological systems theory. The document also outlines different periods of development from prenatal to adolescence and discusses the importance of studying child development for improving children's lives, health, education, and social policies.
The document outlines the requirements for a child psychology science fair project, including a display, oral presentation, and written report. The display should include a title, pictures, introduction and purpose, hypothesis, materials and methods, data and results, and conclusion. The oral presentation provides an overall summary of the project. The written report compiles the results in a 3-page paper following APA format and citing at least 3 sources, and explains how the observations concur or differ from theories. The project also requires a question, background research plan, bibliography, data analysis, graphs, and conclusions.
This document discusses the history of psychological treatments from ancient times to the present. Early treatments included exorcism and trephining based on beliefs in spirit possession. In ancient Greece, Hippocrates viewed disorders as having natural causes, treated with baths, exercise, and massage. Later, mentally ill individuals were often chained and punished. Dr. Pinel advocated for more humane treatment. Today, treatments include biomedical therapies like drugs and psychotherapy. Psychotherapy aims to help clients resolve problems and includes psychoanalytic, humanistic, and cognitive approaches. Therapists now consider cultural factors in treatment.
2. What is Learning?
• Learning:
–The process by which experience or
practice results in a relatively permanent
change in behavior or potential behavior.
(clearer than book)
• Motivation:
–Energizes & directs behavior
• How does this affect learning?
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3. Behaviorists
• Look at how people respond to the things in
their environment that affect them.
• Don’t think it is important to study one’s
– Inner needs
– Thoughts
– Feelings
– Motives
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4. Associative Learning (Stimulus Response)
• People learn to associate events
– Lighting
– Thunder
• 2 types of Associative Learning
– Classical Conditioning
• Stimulus from environment > reflexive response from
subject
– Operant Conditioning
• Behavior from subject > response from environment
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5. Classical Conditioning
• Classical conditioning
–Form of learning that occurs when 2
stimuli—a neutral stimulus and an
unconditioned stimulus—that are paired
(presented together) become associated
with each other.
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6. Ivan Pavlov & Classical Conditioning
• (1849-1936)
• Russian physiologist
• Studied digestion
• Psychology hopeless as
an independent
science.
• Noble prize 1904
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7. Pavlov Cont.
• Serendipity
• Noticed dogs salivated before food presented
• Sounded bell before feeding dogs
• Dogs salivated at sound of bell whether food or not.
• Ringing a bell alone would not ordinarily produce
salivation.
• Classical conditioning has been demonstrated in all
species.
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8. Classical Conditioning
• Unconditioned stimulus (UCS)
– Stimulus that automatically produces response
without any previous training.
• Meat
– Naturally salivate when anticipate eating
» Naturally & automatically elicit response
• Lighter to your finger
– Automatically pull away
» Fire unconditioned stimulus
» Stimulus > Response
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9. Classical Conditioning
• Unconditioned response (UCR)
– Reaction that is automatically produced when an
unconditioned stimulus is presented.
• Unlearned naturally occurring response
– Dog
• Unconditioned response was salivation
– Lighting your finger
• Unconditioned response pull away
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10. Classical Conditioning
• A neutral stimulus (NS)
–Stimulus that, before conditioning, does not
elicit a particular response.
–Dog
• Bell
– Does not naturally & automatically produce a
response
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11. Classical Conditioning
• Conditioned stimulus (CS)
– Neutral stimulus that acquires ability to elicit a
conditioned response after being paired with an
unconditioned stimulus.
– Dog
• Paired sound of bell with meat
– Tone no longer neutral stimulus
» Conditioned stimulus
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12. Classical Conditioning
• Conditioned response (CR)
– Response elicited by a conditioned stimulus that
has been paired with an unconditioned stimulus;
it is similar to the unconditioned response.
– Several pairings of the NS and UCS during an
acquisition phase lead to a situation in which the
CS presented by itself elicits a CR.
• Bell > Salivation
• Wouldn’t naturally salivate at sound of bell
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13. Classical Conditioning Cont.
• Neurological change occurs before eating.
• Dopamine in addicts
– Released before get the drug in anticipation of
receiving it.
• Classical conditioning
related to a spanking?
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14. Classical Conditioning Cont.
• Sound of a can opener
• Fish swim fast when knock on the aquarium.
• Taught the fish to have a physiological response to
the tapping.
• Learned tap = food
• Consistent
• Short time interval
• * Conduct experiment on Crunch.
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15. Classical Conditioning in Humans
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16. Classical Conditioning in Humans
• Advertising using Classical Conditioning?
– Taught to pair what with what?
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17. Classical Conditioning
• John Watson & Rosalie Rayner
–Demonstrated
• Emotions can be learned by classically
conditioning
– 9-month-old Little Albert to fear a white rat.
• Every time Albert reached for rat
– Struck steel bar
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18. Classical Conditioning in Humans
• Rosalie Rayner & John Watson (1920'S)
• Conditioning Little Albert to fear white rat.
• Not ethical by present-day standards.
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19. Classical Conditioning in Humans
• Unconditioned
Stimulus (UCS)
• Loud noise
– No learning
• Conditioned Stimulus
(CS)
– Rat
• Unconditioned
Response (UCR)
• Fear (of loud noise)
– No learning
• Conditioned Response
(CR)
– Fear of rat
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20. Little Albert Cont.
• Generalized
• Became frightened of
–White animals
–Stuffed animals
–Fur coats
–Santa Claus beards
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21. Classical Conditioning in Humans
• Discrimination
– Ability to tell difference between similar stimuli.
• Rat not the same as fur coat
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22. Mary Cover Jones (1924)
• 3 yr. Old Peter
• Afraid of white rats
• Placed cage at a distance
• Gave child candy
• Each day moved cage closer
• Candy + white rat = pleasure
• Rat conditioned stimulus for pleasure
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23. Classical Conditioning
• Optimum sequence for CS to precede the UCS
(by about .50 second).
• Stronger the UCS, stronger the conditioning.
• More times the CS & UCS are presented
together
– Stronger the CR becomes
• Steel bar hit every time you touch the rat
• *Complete crunch experiment
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24. Classical Conditioning Cont. Aversion
Therapy
• A type of Classical Conditioning technique for
reducing or eliminating behavior by pairing
the behavior with an unpleasant stimulus.
– Antibuse
– Squirrels hot pepper
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25. Classical Conditioning Cont.
• Extinction: Weakening of associations.
• Dog door story
–Open all the time
–Open sometimes
–Closed all the time
–Behavior becomes extinct
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26. Classical Conditioning
• Extinction
• General term for a reduction & eventual disappearance of a behavior
• Process of getting rid of a conditioned response
• Classical conditioning
– Extinction occurs when repeated presentation of CS alone leads to a
decrease in the strength of the CR.
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27. Classical Conditioning
• Spontaneous recovery is the reappearance of an
extinguished CR after the passage of time.
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28. Spontaneous Recovery
• Dog door
– Dog stops checking
– One day checks again
– Extinction
• Car
– Battery dead
– Stop checking
– Check again
– Extinction
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28
29. Classical Conditioning
• Fears, anxieties classically conditioned.
• Phobia irrational fear of an activity, object, or
situation that is out proportion to actual
danger it poses.
– Meaning?
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30. Desensitization Therapy
• Joseph Wolpe,
1973
• Fear of flying
–Hierarchy of fear
–Pair item with
relaxation
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31. Classical Conditioning
• Taste-aversion learning refers to the
development of a dislike or aversion to a
flavor or food that has been paired with
illness.
• Garcia Effect
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32. Operant Conditioning
• Also known as instrumental conditioning, an
organism operates on its environment to produce a
change.
• Teaches subjects to associate behaviors with their
consequences
– Subject acts first
– Environment responds to the action
• Classical Conditioning
– Environment acts first by triggering or eliciting a response
from subject
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33. Operant Conditioning
• Behaviors more likely to be repeated if they
are followed by a reward or an incentive to
do it again.
• Less likely to be repeated if followed by a
punishment.
– Principles apply to both Operant & Classical
Conditioning
• Extinction
• Generalization
• Discrimination
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34. Edward Thorndike
• Studied behavior of
animals
– Placed them in a
small chamber
• Puzzle box
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35. Thorndike's Puzzle Box
• Did not know how to
escape.
• 1st cats explored
restlessly, meowed.
• Eventually stepped on
the foot switch
accidentally
– Trap door opened.
– On succeeding trials,
they operated the
switch faster.
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36. Edward Thorndike
• Believed that when cat stumbled upon a behavior
that produced a desirable effect
– Created a link or associative bond between
• Stimulus (in this case, being in the cage)
• Response (stepping on the switch).
– Later, in the same stimulus situation response occurred
faster.
• Thorndike’s Law of Effect
– People are more likely to do things when the
consequences feel good.
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37. Operant Conditioning
• Example:
–Training a dog to roll over.
–How did you do it?
–What steps did you take?
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39. Operant Conditioning
• B.F. Skinner influenced by Thorndike, & John B.
Watson’s behavioral view of psychology.
• Watson
– If we could understand how to
• Predict
• Control behavior
– Would know all there was to know about psychology.
• Skinner looked for the stimuli that control
behavior.
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40. Skinner
• Skinner box recorded
– How fast
– How often
• Pressed the bar
– Taught animals weird behaviors to get food
• Reward
• Used shaping
– Operant Conditioning
• Subject acts first
• Reward from environment
• If subject likes reward will probably repeat behavior
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41. Operant Conditioning
• Reinforcer
– Event or stimulus that increases the frequency of the
response that it follows.
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42. Reinforcers
• Primary Reinforcers
– Food
– Hour extra sleep
– Something that feels good & satisfying all by itself.
• Secondary Reinforcers
– Not satisfying all by themselves
– Learn they are worth repeating a behavior
• Money / Concert tickets
– By themselves not fun
» Buy fun stuff
» See a show with the tickets
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43. Reinforcers
• Positive reinforcers
– Gives subject something
• More likely that a behavior will be repeated
– Food
– Money
– Concert tickets
– Praise
• Presented after the target response occurs.
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44. Reinforcers
• Negative reinforcers
– Events or stimuli that are removed because a
response has occurred.
• Takes away something unpleasant
– Example Skinner Box
• Rat gets shock
• Press bar to stop shock
– Behavior reinforced when the pain of the current stops
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45. Operant Conditioning
• Punisher
– Stimulus that produces a
decrease in responding
– May take the form of
presentation of a
stimulus or termination
of a stimulus.
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46. Operant Conditioning
• Punishment
– Process of using a punisher to decrease response
rate.
• Punishment is not an especially effective
means of altering behavior.
– May repeat the behavior but not in the presence
of the punisher
– Sometimes creates fear & aggression
– Doesn’t encourage desired behavior
– RAT EXPERIMENT!!``````````````
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47. Cognitive and Social Perspectives On
Learning
• Latent learning
occurs when
learning has
taken place, but
is not
demonstrated.
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48. Cognitive and Social Perspectives On
Learning
• Latent learning
occurs when
learning has
taken place, but
is not
demonstrated.
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49. Cognitive and Social Perspectives On
Learning
• Observational learning (modeling)
– Learning that occurs through watching & imitating
the behaviors of others.
• Parents
• See person doing the behavior reinforced for the
behavior
– Gold & silver class watch teacher do what you have been
trying to do easier.
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50. Cognitive and Social Perspectives On
Learning
• Keys to observational learning
– Participant identifies with the person being
observed.
• Vicarious reinforcement or vicarious
punishment.
– Put ourselves in the other person’s place for a
moment
– Better able to imagine the effects of the reinforcer
or punisher.
• Brown eye, blue eye study
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51. Cognitive and Social Perspectives On
Learning
• Attempts to influence behavior through
observational learning occur every day (along
with efforts based on classical conditioning).
• Observational learning
– Used to reduce or eliminate phobias.
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