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- Psychology 393
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Personality (6+7)
Psychology 393 with Denti at Syracuse University
About this deck
By: Steve Nash
Created: 2010-10-22
Size: 134 flashcards
Views: 35
Created: 2010-10-22
Size: 134 flashcards
Views: 35
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partial reinforcement
a reward that occurs after some, but not all, occurrences of a behavior
more powerful than reinforcement thats continuous
more powerful than reinforcement thats continuous
Behaviorists and Learning approaches
believe people are completely controlled by their environments
believe that only observable traits are legitimate
emphasis on controlled scientific experiments
believe that only observable traits are legitimate
emphasis on controlled scientific experiments
John Locke
tabula rasa- infants are a blank slate
Pavlov
classic conditioning
classical conditioning
the concept that after the repeated pairing of an unconditioned stimulus that elicits an unconditioned response and a neutral stimulus, the previously neutral stimulus can come to elicit the same response as the unconditioned stimulus
generalization
the tendency for similar stimuli to evoke the same response
extinction
the process by which the frequency of the organism's producing a response gradually decreases when the response behavior is no longer followed by the reinforcement
pavlov and neruoticm
proved that neuroticm might be a conditioned response, fostered by an environment that requires the individual to discriminate between events under conditions in which that judgment is almost impossible
behaviorism
the learning approach to psychology introduced by john Watson that emphasizes the study of observable behavior
systematic desensitization
gradually extinguishing a phobia by causing the fear stimulus to become dissociated from the fear response
used to treat phobias
used to treat phobias
B.F. Skinner
Operant Conditioning
radical determinist
reinforcement
an event that strengthens a behavior and increases the likelihood of repeating the behavior in the future
Edward Thorndike
Law of Effect
Law of Effect
the consequence of a behavior will either strengthen or weaken the behavior
Operant conditioning
the changing of a behavior by manipulating its consequences
shaping
the process in which undifferentiated operant behaviors are gradually changed or shaped into a desired behavior pattern by the reinforcement of successive approximations, so that the behavior more and more resembles the target behavior
deterministic theory
there is no free will
skinner and personality (difference btwn behaviorsm and personality pscyh)
according to skinner, the term personality is meaningless
no id, ego, super ego
no instincts
no id, ego, super ego
no instincts
skinner box
a box of enclosure in which an experimenter can shape the behavior of an animal by controlling reinforcement and accurately measuring the responses of the animal
negative reinforcement
an aversive event that ends if a behavior is performed, making it more likely for that behavior to be performed in the future
skinner and psychopathology
according to him it is learned just like all other behaviors
claims the adaptive r maladaptive personality/behavior is learned by reinforcement
claims the adaptive r maladaptive personality/behavior is learned by reinforcement
skinner and environment
believed environment was of always most important even in heredity because the environment will "select" individuals who have the most adaptive behaviors to survive and reproduce
radical determinism
the belief that all human behavior is caused and that humans have no free will
ex: B.F. Skinner
ex: B.F. Skinner
Clark Hull
habits
primary drives
believed organisms make responses that lead to a goal that alleviate a drive
primary drives
believed organisms make responses that lead to a goal that alleviate a drive
habits
simple associations between a stimulus and a response
primary drives
a fundamental, innate motivator of behavior specifically hunger, thirst, sex, or pain
Dollard and Hull
Social Learning Theory
habit hierarchy
drive conflicts
habit hierarchy
drive conflicts
Social Learning Theory
a theory that proposes that habits are built up in terms of a hierarchy of secondary (acquired) drives
secondary drives
drives that are learned by associated with the satisfaction of primary drives
habit hierarchy
a learned hierarchy of likelihoods that a person will produce particular responses in particular situations
a persoons experiences result in learning the likelihood that a specific response in a particular situation results in reward
a persoons experiences result in learning the likelihood that a specific response in a particular situation results in reward
approach-avoidant conflict
a conflict btwn primary and secondary drives that occurs when a punishment results in the conditioning of a fear response to a drive
Approach Approach
describe a conflict in which a person is drawn to tow equally attractive choices
avoidance-avoidance
to describe a conflict in which a person is faced with two equally undesirable choices
aggression
always the result of blocking, or frustrating, and individual's efforts to attain a goal
Robert R. Sears
described personality as "potentials for action" that included motivation, expectations, habit structure, the nature of the instigators to behavior, and the environmental events produced by that behavior
Sears and child-rearing
the amount that the parent reported punishing the child was highly related to both dependency and aggression in the child
many Freudian disorders and neuroses resulted from parenting practices of punishments
many Freudian disorders and neuroses resulted from parenting practices of punishments
reinforcement sensitivity theory
posits that underlying behavioral systems influence individual responsivity to both reward and punishment
the behavioral approach system and behavioral inhibition system moderate the effects of reward/punishment and correlate w/ measuring personality
the behavioral approach system and behavioral inhibition system moderate the effects of reward/punishment and correlate w/ measuring personality
act frequency approach
assessing personality by examining the frequency with which a person performs certain observable actions
principle of reinforcement
frequency of behavior depends on the consequences (types of outcomes following behavior)
reinforcement
an event that strengthens a behavior and increases the likelihood of repeating the behavior in the future
negative reinforcement
an aversive event that ends if we perform a behavior, making us more likely to repeat the behavior in the future
primary reinforcement
an event that reduces a primary drive
secondary reinforcement
a conditioned/learned reinforcer; a neutral stimulus that is paired with a primary reinforcer, eventually becoming a reinforcer by itself.
maternal love
is not a primary reinforcer because it it does not reduce a drive, the infant learns to associate the mom with important primary reinforcers like food
reinforcement schedules
the frequency and the interval of reinforcement
a schedule may be based on time, or responses
a schedule may be based on time, or responses
fixed interval
reinforced on scheduled times
fixed ratio
reinforced after a specific number of times (ex: every ten times)
variable interval
reinforced at varying times
variable ratio
reinforced after varying number of responses
epiphenomena
secondary phenomena that are derived from real phenomena of experience
according to behaviorists- freedom, dignity, self-fulfillment
according to behaviorists- freedom, dignity, self-fulfillment
skinner- superior and subordinate
the subordinate is not only being shaped by the superior, but is also shaping the superior
gestalt psychology
emphasizes the integrative and active nature of perception and thought suggesting that the whole may be greater than the sum of its parts
3 tenants of gestalt psychology
human beings seek meaning in their environments
we organize the sensations we receive from the world around us into meaningful perceptions
complex stimuli are not reduced to the sum of their parts
we organize the sensations we receive from the world around us into meaningful perceptions
complex stimuli are not reduced to the sum of their parts
gestalt
german for pattern or configuration
Kurt Lewin
gestalt psychologist
field theory
life space
contemporaneous causation
field theory
suggests that behavior is determined by complex interactions among a person's internal psychological structure, the forces of the external environment, and the structural relationships between the person and the environment
life space
all the internal and external forces that act on an individual
contemporaneous causation
concept that behavior is caused at the moment of its occurrence by all the influences that are present in the individual at that moment
cognitive style
an individual's distinctive, enduring way of dealing with everyday tasks of perception and problem solving
color reactors or form reactors
when objects vary in both color and form, which dimension is seen as most important
field dependence
the extent to which an individual's problem solving is influenced by salient but irrelevant aspects of the context in which the problem occurs
field independence
the extent to which an individual's problem solving is not influenced by salient but irrelevant aspects of the context in which the problem occurs
rod-and-frame Test
field dependence/ field independence test
people who align the bar with the surrounding frame (and do not make the bar vertical) are field dependent
people who align the bar with the surrounding frame (and do not make the bar vertical) are field dependent
filed independent style
more analytical and allows for more complex levels of reconstructing in problem solving
tend to be men
tend to be men
field dependent style
greater sensitivity to the context of the problem and tends to be more holistic and intuitive in problem solving
show greater sensitivity to their social and interpersonal contexts
tend to be women
show greater sensitivity to their social and interpersonal contexts
tend to be women
cognitive complexity
the extent to which a person comprehends, utilizes, and is comfortable with a greater number of distinctions or separate elements into which an entity or event is analyzed,...
cognitive complexity continued
...and the extent to which the person can integrate these elements by drawing connections or relationshps among them
learning style
the characteristic way in which an individual approaches a task or skill to be learned
people low in cognitive complexity
see the world in more absolute and simpler terms
prefer unambiguous problems and straightforward solutions
prefer unambiguous problems and straightforward solutions
people high in cognitive complexity
relatively more comfortable in dealing w/ uncertainty
people tend to move toward higher levels of cog complexity as they get older and accumulate more life experience
people tend to move toward higher levels of cog complexity as they get older and accumulate more life experience
schema
a cognitive structure that organizes knowledge and expectations about one's environment
Piaget
create scheme
believed children progress thru series of cog. stages as they mature
at each state, the content of their knowledge and the nature of their reasoning become more sophisticated
new schemes build on old schemas
believed children progress thru series of cog. stages as they mature
at each state, the content of their knowledge and the nature of their reasoning become more sophisticated
new schemes build on old schemas
script
a schema that guides behavior in social situations
categorization
the perceptual process by which highly complex ensembles of information are filtered into a small number of identifiable and familiar objects and entities
omnipresent and occurs automatically
omnipresent and occurs automatically
stereotype
a schema or belief about the personality traits that tend to be characteristic of members of some group
prejudice
premature judgements
socially situated cognition
social-cognitive processes that change with changes in the situation
ADHD
atypical attentional process
hyperactive/impulsive (no inattention)
inattentive type (no hyperactivity/impulsivity)
combined type (both)
hyperactive/impulsive (no inattention)
inattentive type (no hyperactivity/impulsivity)
combined type (both)
why some people aren't diagnosed with ADHD
b/c they don't have hyperactive and impulsive behaviors
ADHD attentional behavior
inability to appropriately shift their attention from one spatial location to another
positive of ADHD attentional behavior
have "hyper-attention" on things that engage their interests,
have difficulty disengaging from some stimulus or activity
often fail to shift their attention have difficulty disengaging from some stimulus or activity
fail to shift their attention appropriately to important aspects of their environments
fail to shift their attention appropriately to important aspects of their environments
Gray's Behavior Inhibition System (BIS)
the neurological system involved in inhibiting learned responses to new stimuli
inability to stop or regulate immediate reactions to events in the environment results in the disruptive behaviors
linked w/ hyper/impulsive symptoms
inability to stop or regulate immediate reactions to events in the environment results in the disruptive behaviors
linked w/ hyper/impulsive symptoms
ADHD gender and heritability
impacts males more frequently but both are at risk for this highly heritable disorder
many of the children fail to outgrow problematic behaviors and continue to have psychosocial problems throughout their lives
diagnosing ADHD
normally behavior is observed by parents/teachers
variety of methods have shown that brain activity in children with ADHD is measurably different from that of children without the disorder
different brain activity in the frontal lobe
variety of methods have shown that brain activity in children with ADHD is measurably different from that of children without the disorder
different brain activity in the frontal lobe
critics of ritalin or concerta
critics argue that we are merely drugging children to deal with the deficiencies of the school environment
rejection sensitivity
a personality variable capturing the extent to which an individual is overly sensitive to cues that he or she is being rejected by another
personal construct theory
the approach to personality proposed by George Kelly that emphasizes the idea that people actively endeavor to construe or understand the world and construct their own theories about human behavior
George Kelley's fundamental postulate about the personal construct theory
" a person's processes are psychologically channeled by the ways in which he anticipates events"
-basically people change as they reorganize their construct systems
-basically people change as they reorganize their construct systems
Role Construct repertory Test (Rep Test)
An assessment instrument designed by George Kelly to evoke a person's own personal construct system by making comparisons among triads of important people in life of the person being assessed
steps of rep test
examiner gets names of ppl who fit specific roles in the person's life
puts 2gether grps of three and the person is asked to identify how 2 of them differ from the 3rd
the dimension thats diff. among the group is the construct generated by the subject
puts 2gether grps of three and the person is asked to identify how 2 of them differ from the 3rd
the dimension thats diff. among the group is the construct generated by the subject
social intelligence
the idea that individuals differ in their level of mastery of the particular cluster of knowledge and skills that are relevant to interpersonal situations
emotional intelligence
the set of emotional abilities specific to dealing w/ other people
multiple intelligences
howard gardeners theory that claims that al human beings have at least seven different ways of knowing about the world and that ppl differ from one another in the relative strengths of each of these seven ways
some of gardners ways of knowing the world
language
logical-mathematical analysis
spatial representation
musical thinking
bodily-kinesthetic intelligence
understanding of the self
understanding of others
logical-mathematical analysis
spatial representation
musical thinking
bodily-kinesthetic intelligence
understanding of the self
understanding of others
emotional knowledge
the ability to recognize and interpret emotions in the self and others
explanatory style
a set of cognitive personality variables that capture a person's habitual means of interpreting events in her or his life
optimism/pessimism
attributional model of learned helplessness
optimism/pessimism
attributional model of learned helplessness
optimists
interpret events in their lives w/ n optimistic perspective
perceive neutral events as positive
see potential or eventual positive outcomes in negative events
perceive neutral events as positive
see potential or eventual positive outcomes in negative events
pessimist
focus on the negative potential in a situation
excessive optimism
leads a person to overlook or downplay potential problems
defensive pessimism
anticipating a poorer outcome, thus reducing anxiety and actually improving performance in a risky situation
more adaptive in situations where chances for failure are high
more adaptive in situations where chances for failure are high
learned helplessness
a situation in which repeated exposure to unavoidable punishment leads an organism to accept later punishment even when it is avoidable
martin seligman
learned helplessness -shocked dogs in cages
cognitive intervention
teaching people to change their thought process (to affect susequent behavior)
ex: teaching kids to challenge their pessimistic thoughts can "immunize" them against depression
ex: teaching kids to challenge their pessimistic thoughts can "immunize" them against depression
outcome expectancy
the expected consequence of a behavior that is the most significant influence on whether or not an individual will reproduce an observed behavior in the view of Albert Bandura
outcome expectancy 2
the extent to which an individual expects his or her performance to have a positive result
reinforcement value
the extent to which an individual values the expected reinforcement of an action
Julian Rotter
according to Rotter- our final choice of behavior depends on how strongly we expect that our performance will have a positive result (outcome expectancy) and how much we value the expected reinforcement (reinforcement value)
behavior potential
the likelihood that a particular event will occur in a specific situation
specific expectancy
the expectancy that a reward will follow a behavior in a particular situation
generalized expectancy
expectancies that are related to a group of situations
secondary reinforcement
a conditioned reinforcement
a previously neutral stimulus that becomes a reinforcer following its pairing with a primary reinforcer
they are of value b/c of their association w/ teh satisfaction of important psych needs
a previously neutral stimulus that becomes a reinforcer following its pairing with a primary reinforcer
they are of value b/c of their association w/ teh satisfaction of important psych needs
rotters six psych needs that develop out of biological needs
recognition-status
dominance
independence
protection-dependency
love and affection
physical comfort
dominance
independence
protection-dependency
love and affection
physical comfort
Psychological Situation
the individual's unique combo of potential behaviors and the value of these behaviors to the individual
locus of control
the variable that measures the extent to which an individual habitually attributes outcomes to factors internal to the self versus external to the self
Internal LOC individuals
more likely to be achievement oriented b/c they see that their own behavior can result in positive effects
External-LOC individuals
tend to be less independent and also are more likely to be depressed and stressed
young ppl and LOC
very external- increasing cynicism
self-system
the set of cognitive processes by which a person person perceives, evaluates and regulates his or her own behavior
diff. btwn. bandura and classical behaviorist learning theory
classica behaviorist learning theory assumes that a person's behavior changes over time in reaction to the diff effects of reinforcement and punishment on the stimulus-rsponse
observational learning
learning bu an individual that occurs by watching others perform the behavior,with the individual either performing the behavior or being directly rewarded or punished for the behavior
vicarious learning aka modeling
learning achieved by watching the experiences of another person
bandura's opinion on modeling
ppl do not mindlessly copy the behavior of others, they decide consciously whether or not to perform a behavior that was learned by observation
bandura- the most significant influence on whether an observer will reproduce an observed behavior...
is the expeced consequences of the behavior- outcome expectancy
4 processes underlying bandura's observational learning
attention
retention
motor reproduction
motivation
retention
motor reproduction
motivation
attention
influenced by the characteristics of the modal and the situation
retention
influenced by the cognitive abilities of the observer and his or her capacity to encode the behavior
motor-reproduction
influenced by the characteristics of the observer , such as the ability to turn the mental representation into physical action and the ability to mentally rehearse the action
motivation
most influences the actual performance of the behavior that has been observed
self-regulation
monitoring one's own behavior as a result of one's internal processes of goals, planning, and self-reinforcement
self-efficacy
an expectancy or belief about how competently one will be able to enact a behavior in a particular situation
self-efficacy beliefs are the result of four types of info (in order of importance)
past successes and failures
vicarious experience
verbal persuasion
emotional reaction
vicarious experience
verbal persuasion
emotional reaction
collective efficacy
to take action as a member of a group, a person needs to belief in the efficacy of the group to accomplish its goals
Turing test
a standard test by which to judge whether a computer can adequately simulate a human
in 1st test a human judge interacts w/ two human others and tries to decide which is human and which is the computer
in 1st test a human judge interacts w/ two human others and tries to decide which is human and which is the computer
About this deck
By: Steve Nash
Created: 2010-10-22
Size: 134 flashcards
Views: 35
Created: 2010-10-22
Size: 134 flashcards
Views: 35
About StudyBlue
STUDYBLUE makes things that make you better at school.
Things like online flashcards with photos and audio.
Things like personalized quizzes and friendly reminders about when (and what) to study next.
Think of it as a digital backpack™: access to all of your study materials online and on your phone.
STUDYBLUE exists to make studying efficient and effective for every student, for free. Join us.
“I have been getting MUCH better grades on all my tests for school. Flash cards, notes, and quizzes are great on here. Thanks!”
Kathy
Kathy