WEEKS 1 - 3 Flashcards
AT 1 (73 cards)
1
Q
What is Psychology?
A
- the scientific study of behaviour and mental processes
2
Q
What are the 3 components of Freuds Structural Model of Psych?
A
- ID
- Ego
- Superego
3
Q
What level of mind is the ID component of Freud’s Structural Model of Psych?
A
Unconscious eg. irrational and impulsive
4
Q
What level of mind is the Ego component of Freud’s Structural Model of Psych?
A
Conscious and preconscious eg. rational thinking
5
Q
What level of mind is the Superego component of Freud’s Structural Model of Psych?
A
Preconscious eg. morals, ideals, societal expectations.
6
Q
What are the 5 fields of Psychological Science?
A
- Evolutionary Psychology
- Behaviourism
- Psychodynamic
- Cognitive
- Humanistic
7
Q
What is Evolutionary Psychology?
and who?
A
- How psychological traits **evolved ** through natural selection.
Charles Darwin, John Tooby, Leda Cosmides
8
Q
What is Behaviourism?
and who?
A
- learning thru observable behav rather than mental processes.
John Watson, B.F. Skinner, Ivan Pavlov
9
Q
What is Psychodynamic Psychology?
unconsc
A
- role of the unconsc mind + int conflicts behaviour.
Sigmund Freud, Carl Jung, Erik Erikson
10
Q
What is Cognitive Psychology?
Jean Piaget, Ulric Neisser, Aaron Beck
A
- how ppl perceive, think, prob-solve
Jean Piaget, Ulric Neisser, Aaron Beck
11
Q
What is Humanistic Psychology?
and who?
Rogers, Maslow
A
- inherant goodness
- personal growth/self-fulfilment
Carl Rogers, Abraham Maslow
12
Q
Egs of Evolutionary Psychology
human traits evolved thru natural selcetion
A
- human instincts,
- fear responses,
- decision making biases
13
Q
3 egs of Behaviourism
A
- Classical Conditioning (connections bw 2 stim Pavlov).
- Operant Conditioning (reinforcement & punishment, Skinner).
- Stimulus generalisation (learned responses applied to similar stimuli).
14
Q
egs of Psychodynamic Psychology
emotions
A
- Id, Ego, Superego (Freud’s model).
- Defence mechanisms (e.g denial).
- Childhood experiences shape personality.
15
Q
egs of Cognitive Psychology
think/problem solve
A
- neuropsych / cog assessments
16
Q
Egs of Humanistic Psychology
inherant goodness, self-fulfillment
A
- counselling
- personal development
17
Q
Classical Conditioning
Unconditioned Stimulus (UCS)
A
- A stimulus that naturally triggers a response
- Eg. Food
18
Q
Classical Conditioning
Unconditioned Response (UCR)
A
- A natural reaction to the UCS
- Eg. Salivation in response to food
19
Q
Classical Conditioning
Neutral Stimulus (NS)
A
- A stimulus that initially has no effect
- Eg. A whistle
20
Q
Classical Conditioning
Conditioned Stimulus (CS)
NS after being paired ____ w the ____
A
- The NS (whistle) after being paired repeatedly w the UCS (Food)
- Eg. The whistle after being associated with food
21
Q
Classical Conditioning
Conditioned Response (CR)
A
- Learnt response to the CS
- Eg. Salivating when hearing the whistle
22
Q
What is Classical Conditioning and who designed it?
A
Organism forms an association bw 2 stimuli
Ivan Pavlov
23
Q
Classical Conditioning
Extinction
CS repeated w out _ t/f _ fades
A
- CS (whistle) repeated w out UCS (food), t/f CR (salivation) fades
- eg. dog stops salivating if the whistle is heard without food several times.
24
Q
Classical Conditioning
Spontaneous recovery
__ reappears when __ is present again
A
- CR reappears when the CS is presented again
- Eg: dog stops salivating to the whistle (extinction) but suddenly starts again after hearing the whistle the next day.
25
Classical Conditioning
Stimulus generalisation
- similarity bw old CS and new stim
- eg. child bitten by a large dog (CS) may develop a fear (CR) of all dogs, even small ones.
26
Classical Conditioning
Stimulus Discrimination
| organisms repsonds only to a **specific CS** not..
- organism responds only to a specific CS and **not** to similar ones.
eg. if the child only fears large dogs but is fine with small dogs, they have learned to discriminate.
27
Classical Conditioning
Blocking
| prior association prev..
- prior association prevents learning a new one
eg. if a dog has already learned that a bell (CS1) predicts food (UCS), introducing a flashing light (CS2) at the same time as the bell won’t lead to the dog associating the light with food. The bell has already "blocked" the new association.
28
Classical Conditioning
Latent Inhibition
| prior expsoure to NS..
- Prior exposure to NS makes it harder to make it as a CS
eg. if a person frequently hears a bell (NS) without any consequence, then later the bell is paired with food (UCS), it will take longer for them to associate the bell with food compared to someone who had never heard the bell before.
29
What is Operant Conditioning and who designed it?
- Goal-oriented learning helps to explain voluntary actions
B.F. Skinner
30
Operant Conditioning
What is reinforcement?
- A consequence that increases the likelihood of a behaviour being repeated.
31
Operant Conditioning
Positive reinforcement or punishment
- giving / adding
32
Operant Conditioning
Negative reinforcement or punishment
- stopping / taking away
33
Operant Conditioning
What is punishment?
A consequence that decreases the likelihood of a behaviour being repeated.
34
Operant Conditioning - Schedules of Reinforcement
What is Ratio Schedules?
reinforcement (increase in behav being repeated) after a certain NO. of responses.
35
Operant Conditioning - Schedules of Reinforcement
Types of Ratio Schedules?
1. Fixed-Ratio schedule (FR):
- reinforcement (reward to incr behav) after a FIXED no. of responses
2. Variable-Ratio Schedule (VR):
- reinforcement (reward to incr behav) after a VARIABLE no. of responses, w no. changing unpredictably.
36
Operant Conditioning - Schedules of Reinforcement
What are Interval Schedules?
reinforcement (increase in behav being repeated) after a certain amt of TIME has passed.
37
Operant Conditioning - Schedules of Reinforcement
Types of Interval Schedules?
1. Fixed-Interval Schedule (FI):
- reinforcement (reward to incr behav) given after a FIXED amount of TIME has passed.
2. Variable-Interval Schedule (VI):
- reinforcement (reward to incr behav) given after a VARIABLE amount of TIME has passed, w time changing unpredictably.
38
Operant Conditioning - Schedules of Reinforcement
Objective of Variable Schedules?
- Both ratio and interval = more consistent behav c/to fixed schedules.
39
Operant Conditioning - Schedules of Reinforcement
Fixed Schedules VS Variable Schedules
fixed = predictable reinforcement
variable = unpredictable reinforcement
40
What is the Social-Cognitive Approaches to Learning?
Shift from behaviourism -> cognitive psychology
Bandura
41
Social-Cognitive Learning
Observable Learning
1. Modelling - learn new behav by observing
2. Vicarious Conditioning - observe to learn what behaviours are likely to be rewarded or discouraged
3. Tutelage: learning from direct instruction from eg. teacher
42
Social-Cognitive Learning
ABC Model of Behaviour Analysis
1. Antecedent - trigger prompting behav
2. Behaviour - response that occurs
3. Consequence - reinforce / punish behav
43
Social-Cognitive Learning
Shaping
- reinforcing steps (offer reward) eg. teach dog to roll over
44
Social-Cognitive Learning
Chaining
- break down complex behav into small steps eg. washing hands
45
Social-Cognitive Learning
Reinforcers
- use of motivating rewards eg. stickers
46
Social-Cognitive Learning
Prompting
- providing cues to help the individ eg. pointing to rubbish bin to direct where to put rubbish
47
Social-Cognitive Learning
Prompt Fading
- gradually removing prompts so the behav becomes independent
eg. slowly reduce involvement in finishing ABC song
48
Social-Cognitive Learning
Generalisation
- ensuring the behav occurs in diff settings
eg. saying please at school, the park ect.
49
Approaches to Studying Populations
1. descriptive research
2. correlational research
3. experimental research
50
# Approaches to Studying Populations
What is descriptive research?
- **Describes a population** proving **cause-and-effect**
51
# Approaches to Studying Populations
What are the 3 methods of descriptive research?
1. naturalistic observation
2. case studies
3. surveys
52
# Approaches to studying populations
What is important to consider in descriptive research?
- ethical considerations eg. infromed consent, confidentiality
53
# Approaches to studying populations
What is correlational research
- see if **2 variables are related**
54
# Approaches to studying populations
The correlation coefficient (r)
| - direction
- magnitude
- range
1. direction:
- pos (incr), neg (one incr, one dcr)
2. magnitude
- strength of r/shhip - strong, mod, weak
3. range
- 0 to 0.1 = no relationship
- 0.1 to 0.3 = weak relationship
- 0.3 to 0.5 = moderate relationship
- 0.5+ = strong relationship
55
# Approaches to studying populations
What are examples of experimental research?
**1. Casual relationships **
- Test if changing one thing (IV) causes something else to change (DV).
**2. RCT**
- Random assignment of participants to groups ensures reliable results and eliminate bias.
**3. Experimental control**
- experimenter changes the IV and checks its effect on the DV, while randomly assigning participants to groups to reduce other influencing factors.
56
# Approaches to studying populations
What is experiemental research?
- Investigates **cause-and-effect** by manipulating one variable (IV) and observing its effect on another (DV).
57
# The scientific method
What is the scientic method?
- obs lead to research q's and hypotheses. data = anyalysed to draw conclusions
58
# scientific method
4 stages of the scientific method
**1. theory:** hypotheses based on theories
**2. empiricism:** relies on observ, measurable evidence
**3. obervable:** events that can be measured objectively
**4. falsifiable:** theory must be testable and be able to be proven wrong.
59
# The scientific method
Two main tasks of science
**1. description: ** observes **r/ships** using descriptive and correlational research.
**2. explanation:** experimental research that explains **cause-effect** r/ships
60
# experimental research
independent variable
- variable controlled by experimenter
61
# experimental research
dependent variable
- variable that outcome is being measured
62
# experimental research
random allocation
- assigned to the control group at random
63
# experimental research
double-blind design
- neither experimenter nor participant knows whether they have recieved placebo or intervention
64
# experimental research
reliablity
- consistency of results
65
# experimental research
internal validity
- No confounding factors in the research
66
# experimental research
external validity
- results can be generalised to other settings
67
# descriptive research
reading descriptive data -> dichotomous data
- Binary data (e.g., yes/no).
68
# descriptive research
reading descriptive data -> rating scores
- quantitative data, such as counts recorded over time.
69
# descriptive research
reading descriptive data -> Statistical Relationship
- Using correlation to see how two variables relate.
70
# correlation research
Limitations of correlations
**1. Correlation does not equal causation**
- One variable may not cause the other
**2. Directionality**
- Unclear which variable causes the other
**3. Third Variable**
- A hidden factor may affect both variables
71
# reliabilty
What is inter-rater?
- Agreement between raters
72
# reliability
What is test-retest?
- consistency over time
73
# reliablity
What is internal consistency?
- consistency w in test
