unit ten & eleven: behavior and motivation/emotion

Question 1

(10) learning

Answer 1

a relatively permanent change in an organism’s behavior due to experience.

Question 2

(10) associative learning

Answer 2

learning that certain events (two stimuli, in classical conditioning) occur together.

Question 3

(10) classical conditioning and contiguity model

Answer 3

contiguity model: the more times two things are paired the greater the learning will take place.

when learnng to associate neutral stimuli (sounds) with stimuli (stimuli) that produces a reflexive, involuntary response and learn to respond to the stimulus (salivate).

a type of learning in which an organism comes to associate stimuli. a neutral stimulus that signals an unconditioned stimulus (US) begins to produce a response that anticipates and prepares for the unconditioned stimulus. also called pavlovian or respondent conditioning.

Question 4

(10) behaviorism

Answer 4

the view that psychology (1) should be an objective science that (2) studies behavior without reference to mental processes. most research psychologists today agree with (1) but not with (2).

Question 5

(10) unconditioned response (UR)

Answer 5

elicits a natural response (food and then salivation)

in classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus (US), such as salivation when food is in the mouth.

Question 6

(10) unconditioned stimulus (US)

Answer 6

food! thing that evokes response. in classical conditioning, a stimulus that unconditionally–naturally and automatically–triggers a response.

Question 7

(10) conditioned response (CR)

Answer 7

in classical conditioning, the learned response to a previously neutral (but now conditioned) stimulus (CS).

Question 8

(10) conditioned stimulus (CS)

Answer 8

something you have control over like the bell. in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger a conditioned response.

Question 9

(10) acquisition

Answer 9

the initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response.

Question 10

(10) extinction

Answer 10

conditioned stimulus (bell) no longer affects controlled response (salivate).

the diminishing of a conditioned response; occurs in classical conditioning when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS).

Question 11

(10) spontaneous recovery

Answer 11

the reappearance, after a pause, of an extinguished conditioned response.

Question 12

(10) generalization

Answer 12

the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses.

hears a horn similar to a bell will salivate

Question 13

(10) discrimination

Answer 13

in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal and unconditioned stimulus.

be able to tell between different bells

Question 14

(10) operant conditioning

Answer 14

a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.

Question 15

(10) respondent behavior

Answer 15

behavior that occurs as an automatic response to some stimulus; skinner’s term for behavior learned through classical conditioning.

Question 16

(10) operant behavior

Answer 16

behavior that operates on the environment, producing consequences.

Question 17

(10) law of effect

Answer 17

• edward l. thorndike
• put your hand in a dike (wall cliff thing) and pull out gold you will try again
• principle that behaviors followed by favorable consequences become more likely, and that behaviors followed by unfavorable consequences become less likely.

Question 18

(10) operant chamber

Answer 18

• aka a skinner box
• a chamber containing a bar or key than an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal’s rate of bar pressing or key pecking. used in operant conditioning research.

Question 19

(10) shaping

Answer 19

an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of the desired behavior.
- dogs driving

Question 20

(10) reinforcer

Answer 20

in operant conditioning, any event that strengthens the behavior it follows.

Question 21

(10) positive reinforcement

Answer 21

ADDITION

increasing behaviors by presenting positive stimuli, such as food. a positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

POSITIVE REINFORCEMENT: addition of something pleasant
POSITIVE PUNISHMENT: addition of something unpleasent

Question 22

(10) negative reinforcement

Answer 22

increasing behaviors by stooping or reducing negative stimuli, such as shock. a negative reinforcer is any stimulus that, when REMOVED after a response, strengthens the response.

this does not mean it is a punishment

NEGATIVE REINFORCER: taking away something unpleasent
NEGATIVE PUNISHMENT: taking away something pleasent.

Question 23

(10) primary reinforcer and secondary reinforcer

Answer 23

an innately reinforcing stimulus, such as one that satisfies a biological need. food.

something not needed biologically but can be used to get us to our primary reinforcer.

generalize reinfrcer: something traded for virutally anything. like money.

Question 24

(10) conditioned reinforcer

Answer 24

a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as secondary reinforcer.

Question 25

(10) continous reinforcement

Answer 25

reinforcing the desired response every time it occurs.

Question 26

(10) partial (intermittent) reinforcement

Answer 26

reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement.

Question 27

(10) fixed-ratio schedule (amount)

Answer 27

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses.

Question 28

(10) variable-ratio schedule (amount)

Answer 28

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses.

Question 29

(10) fixed-interval schedule (time)

Answer 29

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed.

Question 30

(10) variable-interval schedule (time)

Answer 30

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals.

Question 31

(10) punishment

Answer 31

an event that decreases the behavior that it follows

Question 32

(10) cognitive map

Answer 32

a mental representation of the layout of one's environment. for example, after exploring a maze, rats act as if they have learned a cognitive map of it.

Question 33

(10) latent learning

Answer 33

learning that occurs but is not apparent until there is an incentive to demonstrate it.

Question 34

(10) intrinsic motivation

Answer 34

a desire to perform a behavior for its own sake.

Question 35

(10) extrinsic motivation

Answer 35

a desire to perform a behavior due to promised rewards or threats of punishment.

Question 36

(10) observational learning

Answer 36

learning by observing others.

Question 37

(10) modeling

Answer 37

the process of observing and imitating a specific behavior.

Question 38

(10) mirror neurons

Answer 38

frontal lobe neurons that fire when performing certain actions or when observing another doing so. the brain's mirroring of another's action may enable imitation, language learning and empathy.

Question 39

(10) prosocial behavior

Answer 39

positive, constructive, helpful behavior. the opposite of antisocial behavior.

Question 40

(11) motivation

Answer 40

a need of desire that energizes and directs behavior.

Question 41

(11) instinct and instinctive drift

Answer 41

a complex behavior that is rigidly patterned throughout a species and is unlearned. instinctive drift: the tendency for animals to forgo rewards to pursue their typical patterns of behavior. - pigs can't put disks into a bank like object instead they'll try to dig them

Question 42

(11) drive-reduction theory

Answer 42

psychological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need. need for water - drive/ thirst - behavior: drinking

Question 43

(11) homeostasis

Answer 43

a tendency to maintain a balanced or constant internal state; the regulation of any aspect of body chemistry, such as blood glucose, around a particular level.

Question 44

(11) incentive

Answer 44

a positive or negative environmental stimulus that motivates behavior. explain: something that gives you a reason to do it example: grades or extra-credit

Question 45

(11) hierarchy of needs

Answer 45

- abraham maslow - not all needs are created equal - maslow's pyramid of human needs, beginning at the base with psychological needs that must first be satisfied before higher-level safety needs and then psychological needs become active.

Question 46

(11) glucose

Answer 46

the form of sugar that circulates in the blood and provides the major source of energy for body tissues. when its level is low, we feel hunger.

Question 47

(11) set point

Answer 47

- keesey and corbett - the point at which an individual's "weight thermostat" is supposedly set. when the body falls below this weight, an increase in hunger and lowered metabolic rate may act to restore lost weight.

Question 48

(11) basal metabolic rate

Answer 48

the body's resting rate of energy expenditure. ADD ON LATER

Question 49

(11) anorexia nervosa

Answer 49

an eating disorder in which a normal-weight person (usually an adolescent female) diets and becomes significantly (15% or more) underweight, yet, still feeling fat, continues to starve.

Question 50

(11) bulimia nervosa

Answer 50

an eating disorder characterized by episodes of overeating, usually high-calorie foods, followed by vomiting, laxative use, fasting or excessive exercise.

Question 51

(11) sexual response cycle

Answer 51

- master and johnsons - mn: michael jackson?? ;__; - the four stages of sexual responding described by masters and johnson--excitement, pleateu, orgasm, and resolution.

Question 52

(11) refractory period

Answer 52

a resting period after orgasm, during which a man cannot achieve another orgasm. females have a shorter refractory period.

Question 53

(11) sexual disorder

Answer 53

a problem that consistently impairs a sexual arousal or functioning. - lack of sexual motivation -> energy and arousability - premature ejaculation and erectile dysfunction - women: orgasmic disorder (can't orgasm)

Question 54

(11) estrogen

Answer 54

a sex hormone, secreted in greater amounts by females than by males. in nonhuman female mammals, estrogen levels peak during ovulation, promoting sexual receptivity.

Question 55

(11) testosterone

Answer 55

the most important of the male sex hormones. both males and females have it, but the additional testosterone in males stimulates the growth of the male sex organs in the fetus and the development of the male sex characteristics during puberty.

Question 56

(11) sexual orientation

Answer 56

an enduring sexual attraction toward members of either one's own sex (homosexual orientation) or the other sex (heterosexual orientation).

Question 57

(11) flow

Answer 57

a completely involved, focused state of consciousness, with diminished awareness of self and time, resulting from optimal engagement of one's skills.

Question 58

(11) industrial-organizational (I/O) psychology

Answer 58

the application of psychological concepts and methods to optimizing human behavior in workplaces.

Question 59

(11) personnel psychology

Answer 59

a subfield of I/O psychology that focuses on employee recruitment, selection, placement, training, appraisal and development.

Question 60

(11) organizational psychology

Answer 60

a subfield of I/O psychology that examines organizational influences on worker satisfaction and productivity and facilitates organizational change.

Question 61

(11) structured interviews

Answer 61

interview process that asks the same job-relevant questions of all applicants, each of whom is rated on established scales.

Question 62

(11) achievement motivation

Answer 62

a desire for significant accomplishment: for mastery of things, people or ideas; for attaining a high standard.

Question 63

(11) task leadership

Answer 63

goal-oriented leadership that sets standards, organizes work, and focuses attention on goals.

Question 64

(11) social leadership

Answer 64

group-oriented leadership that builds teamwork. mediates conflict, and offers support.

Question 65

(11) emotion

Answer 65

a response of the whole organism, involving (1) psychological arousal, (2) expressive behaviors, and (3) conscious experience.

Question 66

(11) james-lange theory

Answer 66

- carl lange - the theory that our experience of emotion is our awareness of our psychological responses to emotion arousing stimulus.

Question 67

(11) canon-bard theory

Answer 67

- walter canon and phillip bard - the theory that an emotion-arousing stimulus simultaneously triggers (1) psychological responses and (2) the subjective experience of emotion.

Question 68

(11) two-factor theory

Answer 68

- stanely schachter and jerome singer | - theory that to experience emotion one must (1) be physically aroused and (2) cognitively label the arousal.

Question 69

(11) spill-over effect

Answer 69

occurs when our arousal from one event influences our response to other events. ex: riots over a soccer game your country lost etc.

Question 70

(11) facial feedback hypothesis

Answer 70

proposes that expressions amplify our emotions by activating muscles associated with specific states such as happiness.

Question 71

(11) behavior feedback hypothesis

Answer 71

assumes that if we move our body as we would when experiencing some emotion (shuffling along with downcast eyes, as when sad) we are likely to feel that emotion to some degree.

Question 72

(11) catharsis

Answer 72

emotional release. in psychology, the catharsis hypothesis maintains that "releasing" aggressive energy (through action or fantasy) relieves aggressive urges.

Question 73

(11) feel-good, do-good phenomenon

Answer 73

people's tendency to be helpful when already in a good mood.

Question 74

(11) subjective well-being

Answer 74

self-perceived happiness or satisfaction with life. used along with measures of objective well-being (for example, psychical and economic indicators) to evaluate people's quality of life.

Question 75

(11) adaptation-level phenomenon

Answer 75

our tendency to form judgements (of sounds, of lights, of income) relative to a neutral level defined by our prior experience.

Question 76

(11) relative deprivation

Answer 76

the perception that one is worse ff relative to those with whom one compares oneself.

Question 77

ghrelin

Answer 77

circulating hormone produced by enteroendocrine cells of the gastrointestinal tract, especially the stomach, and is often called a "hunger hormone" because it increases food intake.

Question 78

kinsey

Answer 78

ghhddtdyfuguhojo

Question 79

types of conditioning

Answer 79

delayed :the most effective. when neutral stimulus (bell) is occurring the unconditioned stimulus (food) is brought out so they elicit a response (saliva) trace: presentation of conditioned stimulus (bell) followed by a break then presentation of unconditioned stimulus (food). simultaneous: conditioned (bell) and unconditioned (food) are presented at the same time. backward: unconditioned (food) is presented first then followed by conditioned stimulus (bell). this method sucks.

Question 80

aversive conditioning

Answer 80

conditioned with something unpleasent. so instead of food you're given pain after the unconditioned stimulus.

Question 81

second order or higher order conditioning

Answer 81

once conditioned stimulus (bell) elicits a conditioned response (salivate) it is possible to use the conditioned stimulus (bell) as a unconditioned stimulus (food) to condition a response to a new stimulus.

Question 82

learned taste aversions and the garcia effect

Answer 82

when one becomes sick or nausesos after eating or drinking something they will associate that food/drink to being sick even if this happened hours later. they will always associate that thing with sickness and avoid it.

Question 83

john garcia and robert koelling's rat experiments

Answer 83

experiment illustrating how rats more readily learned to make certain associations than others. - rats who got shocked felt fear - rats who tasted sweet water and radiation avoided water

Question 84

types of learning

Answer 84

escape: allows one to terminate an aversive stimulus by TAKING THEMSELVES OUT OF that stimulus. - just leaving class avoidance: enables one to avoid the unpleasent stimulus altogether. - ditching class

Question 85

token economy

Answer 85

every time someone performs a desired behavior they are given a token. they are allowed to trade tokens for an reinforcer. used in prisons, mental institutions and schools.

Question 86

tolman and rats

Answer 86

mn: rats in a tollway - three groups of rats - third group of rats were not awarded - once that group were rewarded they began to finish maze quicker

Question 87

wolfgang kohler and chimps

Answer 87

mn: wolf watching chimps INSIGHT learning occurs when we realize how to solve a problem suddenly. - think of exams when you skip a question and later realize you know how to do it - non-human animals are able of insight

Question 88

albert bandura

Answer 88

- mn: bobodall bandura | - bobo doll experiments. children exposed to violence (modeled) will become violent themselves

Question 89

primary versus secondary drive

Answer 89

- primary are our basic biological needs like food | - secondary are learned. we learn that money can get us to satisfy our primary drives.

Question 90

yerkes-dodson law

Answer 90

concept that we perform an easy task with a very high level of arousal but the same amount of arousal would prevent us from performing well on a difficult task. - high arousal when performance low - low arousal when performance low - arousal (x) performance (y)

Question 91

insulin

Answer 91

A hormone produced in the pancreas by the islets of Langerhans that regulates the amount of glucose in the blood. The lack of insulin causes a form of diabetes. HINT: Hungry = low glucose & high insulin Not hungry = high glucose & low insulin Insulin & glucagon maintain homeostasis

Question 92

lateral hypothamamus (hunger center)

Answer 92

when stimulated causes one to eat. | when destroyed causes one to never ea until they starve.

Question 93

ventromedial hypothalamus (satiety center)

Answer 93

causes the animal to stop eating when stimulated | when destroyed the animal will ALWAYS be eating

Question 94

set point theory

Answer 94

the hypothalamus decides what impulse to send. it will try to mantain an optimum body weight. when we drop below this the hypothalamus will lower our metabolic rate: hoe quickly our body uses energy

Question 95

externals versus internals

Answer 95

externals: people who are motivated to eat by external food cues such as attractiveness or availability of food. internals: people less affected by the presentation of food and more often respond to huner cues.

Question 96

extrinsic motivation versus intrinsic motivation

Answer 96

extrinsic: rewards that we get for accomplishments from outside ourselves intrinsic: rewards we get internally such as enjoyment and satisfaction

Question 97

theory x and theory y

Answer 97

x: managers believe that employees only work if rewarded with benefits or threatened with punishment - think of eXtreme managers y: managers believe that their employees are internally motivated to do good and their policies encourage internal motives. - for Yourself

Question 98

thomas holmes and richard rahe

Answer 98

- social readjusement rating scale (srrs) - measured lcus (life changing units) - how life changing events can casues stress and increase chances of disease - positive and negaives are valued the same

Question 99

hans eleye's general adaptation

Answer 99

- GAS mn: gas out of your AR(S)E how animals and humasn response to a sressful event a: alarm reaction. heart rate increase. r: resistance. body remains ready. e: exhaustion. parasympathetic system returns us to normal.