psych exam 3
Which of the following statement(s) is/are TRUE based on the information presented in this article? **Select all that apply!**
-Compared to girls, adults tend to focus more on the emotion of anger with boys. -Greater emodiversity is associated with fewer days spent in a hospital and lower inflammation markers in the body.
super ordinate goals
-common goal across all persons -requires participation of all ppl to solve that problem EX: all want to be happy - we all need to pitch in for every single person to be happy EX: food delivery truck broke down at a camp-- only way to move truck was for all camp members to help move the truck -it was a common goal (they all wanted food) -- they had to get everyone to pitch in to move truck and food (if only some helped, goal wouldn't have been reached (wouldn't be able to move truck)
Which of the following statements is TRUE based on the research presented in the article? **Select all that apply!**
Confidence in the first study's results increased given that the experimenter replicated her study. Infants who watched the experimenter struggling with her own objects pushed the button on the new toy more than those who saw her succeed without much effort. The effects of watching the experiment struggle were stronger only when the experimenter addressed the babies, looked at them, and talked through her efforts as she went through the tasks.
'Paul Ryan blames poverty on lack of work ethic in inner cities'
Fundamental Attribution Error he is making an attribution about: poverty blaming poverty on a lack of work ethic which is a personal attribution
when people with a dog phobia see one, they run away because the unwanted fear & anxiety is removed. They become more likely ro run away in the future to continue the removal of the fear & anxiety
Negative Reinforcement Behavior: running away from dog + or - : taking away fear & anxiety (undesirable) increase or decrease: INCREASE likely hood of running away operant conditioning maintains maladaptive behavior EX: having OCD with washing hands, you feel better when you wash your hands - clinical disorder so this operant conditioning is negatively reinforcing this maladaptive (interfering w/ everyday life) behavior
your car presents a loud, annoying sound if you drive without your seatbelt within 30 seconds. You become less likely to drive away without your seatbelt
Positive Punishment behavior: Driving without seatbelt + or - : adding annoying noise (undesirable) Increase or decrease : DECREASE likely hood of driving without seatbelt
reinforcement types
Primary reinforcer - satisfy biological needs (thirst or hunger) -W/O LEARNING/ CONDITIONING release dopamine in nucleus accumbens - bc satisfy biological need Secondary Reinforcer- things that to don't satisfy needs, but help us achieve that through conditioning/ learning process will release dopamine EX: money (secondary) associated with ability to buy food and water (primary) - release of dopamine EX: A on test (secondary) - associated with getting a good job - associated with ability to buy food and water - through conditioning process grades become something that will release dopamine in your brain only release dopamine in your brain when it has become conditioned EX: if tomorrow $ means nothing, it will overtime not release dopamine in your brain because it will not be associated with being able to buy food and water (primary)
banduras bobo doll experiment
Question: will kids learn to be violent after watching other people be violent? Randomly assign children to observe an adult violently assault the bobo doll Randomly assign other group to observe adults that ignore doll and don't touch it When kids observe violent bobo doll they engage in that behavior a lot more Other group who didn't observe it learned to ignore doll also OUTCOME: Witnessing violent acts could lead kids to grow violent
which concept in social psychology best parallels how people in happy relationships make attributions about their partner's behaviors and how people make attributions about members in their In-Group
Self- Serving bias successes are due to personal characteristics failures are due to external characteristic my success- i'm amazing my failures- that wasn't me
negative punishment
TAKING AWAY a DESIRABLE stimulus to decrease a behavior happening Behavior- speeding on a road less in the future Taking away - Driver's license you want and value your license so you would speed less and less in the future so you don't get your driver's license taking away
negative reinforcement
TAKING AWAY and UNdesirable stimulus to INCREASE a behavior happening Behavior- cleaning room more in future Taking away- laundry chore child doesn't like doing laundry so she will clean her room more in future so the laundry chore continues to be taken away
social brain hypothesis
The bigger and more complex your social networks are is associated with larger and more complex prefrontal cortex Evolved to be able to quickly classify objects and people (automatic categorization)
need to belong
The need to belong to a social group is a need not a preference you need to feel like you belong to a social group
distress - mainting attributions
Unhappy in relationship tend to see partner in the most negative light possible (maintain that distress overtime) EX: get a surprise gift "oh he must have done something bad that he's giving me flowers" -if he does something bad "thats just the kind of person you are" -good - totally not you -bad - totally you
social identity theory
Us in my own individual identity is impart coming from the social groups in which I belong EX: all giants fans some ppl think that being a part of UD is like a sticker or label, when it is actually a part of who i am
social psychology
We All exist as individuals within social context (can be influenced by the presence of a social root) Situations that you are in can be so powerful that could change your thoughts and behaviors where if you were by yourself you would never do those things
emotion recognition & re-appraisal
acknowledging and recognizing the emotions (neg) you have about a person reevaluation, asking you to slow down and figure out what other info you may need in that situation EX: ppl who go to anger management they do this recognizing they are angry, where does it come from, what else might be going on in that situation
operant conditioning
active process (voluntary) behavior with consequence -if i engage in this behavior -this is the outcome of this behavior -if good consequence, should i engage in this behavior more? -explicit memory EX: ava raises hand to answer question Dr. Ly yells at her (happens again) - she notices her behavior of raising her hand gives her consequence of getting yelled at -- she will never raise her hand again EX: if alexa raises her hand and Dr. Ly gives her an extra credit point (happens again) she learns that raising her hand gives pos consequence of extra credit point, so she will engage in this behavior more
positive reinforcement
adding something= causes doing something more likely in future -adding a DESIRABLE stimulus to INCREASE a behavior happening EX: behavior- cleaning room more in the future Adding- Ice cream child will realize if she cleans her room she will get ice cream so child will clean the room more in the future -reinforcement must be something the person likes so no uniform reinforcement big with education and parenting - how do i reward the behaviors that i do want more of
psoitive punishment
adding something= causing doing something less in the future ADDINg and UNdesirable stimulus to DECREASE a behavior happening Behavior- speeding on the road less in future Adding- a speeding ticket Behavior- talking back adding- spanking leaning more as americans as pos reinforcemnt rather that punishment
more reasons we trade off accuracy during automatic categorization
all of individuals characteristics are on a spectrum spectrum of: gender, skin color, hair color, orientation
emodiversity (us american research)
allowing & acknowledging within our selves that we should experience and acknowledge a variety of emotions -americans feel we should always strive to be excellent (which is a very high bar to achieve and we will not always be that good) -when you have extreme focus on high positive states and when these ppl are not in this high positive state they actually feel extra bad -ppl that have less levels of emotional diversity tend to have poor physical and psychological outcomes, higher levels of depression, weak relationships -those with high levels of emotional diversity - tend to have less medication use, have less inflammation markers in their blood (mind-body relationship)
The article describes how easily negative, unfavorable impressions are formed for individuals diagnosed with autism even though the "study participants did not meet the people in the photos and videos, and were not told whether the people they were viewing had autism." An increase in the activity level of which area of the brain is associated with prejudice?
amygdala
attrubtuions about our out - goroup (PSU)
anything good - "thats not who they are, some other factor caused this good thing" anything bad- "thats exactly psu they are awful ppl" again out-group homogeneity effect -tend to see ppl who go to psu as all the same people --EX: cheating scandal at penn state - we tend to say "they are all cheaters they are all the same"
controlled process (effortful)
associated with activation of the frontal lobe - the medial prefrontal cortex -- associated with your BREAK system (slow down) very activated when we are evaluation information - tend to see in social context area of brain is very activated when ppl are engaging in empathetic behaviors EX: some shares with you something going on in their life (someone shares they were raped ) ---- empathy means experience of feeling like you experienced a little bit of that as well, feeling as if you experienced that as well may have a stereotype of a group, automatically happens, you may feel it and may also engage in controlled processes, do i actually have all the info i need, have neg association and say "wait, i don't know anything about that person"
personal attribution (dispositional)
attributing things to an INTERNAL PERSONALITY characteristic EX: homeless person -attributing homelessness to She is too lazy to get a job making attribution about who that person is more ppl tend to make personal attributions (esp neg) - more likely to be rejuidice and discriminatory towards that group tend to use personal attributions when talking about someone else's behavior
automatic categorization
automatic process; (doesn't require our thinking) Fast but we trade off detail & accuracy we categorize everything (object or person) Everything we look at in the world we categorize very quickly EX: Seeing large animal quickly classify as predator - run away EX: See someone in neighborhood quickly classify as friend - go towards a lot of individual members, each member has individual characteristics efficient process bc we have limited attention, working memory, you make it fit into limited cognitive resources by categorizing into groups , but still always trade off details Brain doesn't have capacity to hold all details about those members so your brain shortens it down to shared perceived common properties EX: Cute animals= Maybe you think all cute animals are small and furry ---Trade off accuracy because this is quick and maybe animal has some of those shared properties (small & furry) and assume it is cute but in reality can be very dangerous
dishabituation
breaking of the habituation process EX: infants (under 9months) can tell differences across all animal faces habituation part: 2 parts 2 dif elephants -show baby same elephant pic go from interested (upright) to over time not interested (slumped in chair) --decrease response in behavioral response -when finally show 2nd pic of new elephant --they dishabituated (move forward, eyes get perky) - tells us the babies know these elephants are dif -when 1yr old can no longer tell differences -show 1st pic over and over they get habituated and uninterested -show 2nd pic of 2nd elephant- still habituated bc can no longer see the dif in the faces tend to get habituated to things that are not threatening
extinction - extinguishing behaviors
breaking of the learned association -learned associating was the metronome predicts food -if you play metronome and do not present the food (if this happens over and over again) ---you will be breaking association so over time it does not predict food which does not cause dogs to drool after metronome -after you've learned the CS, but the food does not follow the metronome - metronome will not predict food & not cause drooling -this behavior will then extinguish If CS is presented without the US, eventually the CR extinguishes
schemas (automatic categorization)
cognitive frameworks - helps you look at world and organize info in long term memory certain individuals might have shared common properties stereotype (all Asians are good at math) become a schema of cognitive framework in your long term memory that framework shapes the way you see people -Can't cognitive frame change? ----are resistant to change because that changes the way you perceive, which leads to confirmation bias
attributions about others
coming up with an explanation of the situation or person EX: see student taking notes --OH, thats a great student (making an attribution)
role of facial expression in interpersonal emotion
communicate certain specific behaviors: -if i have certain facial expression i am sharing with you a certain emotional state -how they get behavioral responses from other ppl elicit certain specific behaviors: -contain meaning about what you are hoping to get within the social context and can be an unconscious kind of hope ex: observe someone with fearful face - person is communicating a fear experience out to you - that fear expression more likely to produce behaviors from you that are approach oriented ("omg r u okay?" ex: angry face- elicits avoidance related behaviors - when you see someone with an angry face you typically go away and give them space so about communicating but also eliciting specific behaviors signal the state of interpersonal relationships: marriage counseling can regulate/ control social behavior: ex: embarrassment ex: guilt -
subjective experince
conscious experience feeling nervous and conscious of it
The paragraphs before the interview questions and responses describe the idea of emotional intelligence which is defined as the "ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (Salovey & Mayer, 1989-1990, p. 189). Some researchers have used questionnaires where participants select their level of agreement to statements like ""I am sensitive to the feelings and emotions of others". There has been some debate about whether the scores created from these questionnaires truly measure emotional intelligence. This debate is best understood as being about:
construct validity
humans seem to vary their ability to monitor their own and others' emotions. In some research, this ability is often measured using questionnaires where people rate themselves on statements like "I am capable of controlling my emotions". If you wonder about whether the use of participants' self - reports truly measure their actual skills on this ability, you are thinking about......?
construct validity
Again, refer to the "vending machine" portion of Joshua Klein's talk. In the final stages of using the "vending machine", the crows receive a peanut each time they insert a coin leading to the fastest learning. Which type of reinforcement schedule does this scenario best depict?
continuous
Again, refer to David Caruso's response to Julie Beck's question: "Is there a difference between the benefits of communicating it to other people and just recognizing it in yourself?" In the 2nd paragraph of his response, he continues to discuss the process of engaging in "accurate self-awareness". Which previous concept does this 2nd paragraph best relate to?
controlled processing
In the 4th paragraph, the writer describes how the researcher obtained the sample of infants for this first study. What type of sampling does this description best represent?
convenience
cultural emotions
cultural concept in which you grow up shapes how you value, feel emotions model of self: way of thinking about your self refers to role emotions play in coordinating and organizing social order within a larger society (American culture) plays role by helping us navigate the social complexity of having to deal with many others provides meaning and info to its system by sharing that within each individual member cultural contexts provides meaning and a way of understanding the world to every individual in that social context. these individuals then transmit that info from generation to generation
If the researcher had indicated that one of the children was in charge of making sure that each child only received one piece of candy, then deindividuation would be reduced due to preventing:
diffusion of responsibility
Refer to David Caruso's response to Julie Beck's statement: "You mentioned earlier, and I've seen this around as well, that people are more comfortable with positive emotions being expressed than negative emotions." Caruso discusses how American culture dictates the responses to the question of "How are you?". This scenario he describes best relates to the concept of:
display rules
cultural differences in expression of emotions
display rules= dif cultural context have dif rules about how and when we display particular kinds of emotions "we know you are american cause you have a huge smile on your face" - have toothy smiles some may have subtle smile similar across cultures where we all have desire to feel happy but differences across cultures is what your ideal affect its -dif is in this cultural context what is the best or ideal emotion to feel EX: in USA ideal affect is intense pleasant (enthusiastic, exited, euphoria) EX: in East Asia ideal affect is mild pleasant (relaxed, calm, playful) when something good happens everyone feels good about it -in America = i did this im proud of myself -but cultural dif = In East Asian cultures may feel mixed or bad about their fellow students not doing as good on exam (you are apart of system and what you do on your own can effect other ppl and those ppl may feel dif than you)
Which of the following statements is true regarding the dopamine response after conditioning has occurred?
dopamine activity spike follows the sight of a needle
treatment for drug addiction can involve repeatedly exposing addicts to images of needles without giving the heroin. Eventually, subsequent exposures no longer produce drug- caving responses. Which of the following is the best representation of dopamine response during this process
dopamine activity spikes after the sight of a needle and then decreases below the usual activity level (dopamine will spike after sight of needle but will decrease after no heroin is presented, so over time association will be broken)
perspective taking
drawing analogies btwn your experience and your profs experiences EX: may have neg feeling towards DR. Ly -have you ever had to stand up in front of 300 ppl and explain topics relating back to how they have felt in situations like that have been associated with attitude change in short and long term and changes in decisions in law
random sampling
equal chance of selection EX: every UD students has chance of being picked, but you chose 20 students -you increase your external validity (generalize beyond your study) because now you sample is more likely to be represented by the sample
random assignment
equal chance of selection in the context of an experimental study, we manipulate a variable (put names in hat pull half to take notes by hand, half to type notes) assignment of sample into the conditions or groups in an experimental study (you have created these groups) -eliminating confounds--- -you want to produce equivalent (distributing different characteristics btwn the 2 groups) groups at the start of a study -cotrol the context of your experimental experimental study -shows internal validity
continuous reinforcement schedule
every single time a behaviors occurs you will get a rewards EX: every single time you say thank you- you get an extra credit pint -- You get ppl to acquire or learn a behavior very fast -- as soon as reward stops, then you stop that behavior VERY fas when we want ppl to learn a behavior start with continuous reinforcement schedule, but once they learn that you want to switch to a partial reinforcement schedule which will help ppl sustain behavior (keep it going over time) EX: new dog - want dog to sit, give them treat every time (continuous), when dog learns this switch to partial so only give treat sometimes, but dog continues to sit when you tell him
Unpleasant & intense (2nd quadrant)
ex: afraid , stress
can regulate/ control social behavior: interpersonal facial expressions
ex: embarrassment - social emotion occurs when have violated a norm in relationship facial expression signals you have recognized that you have broken the social rule -- often comes with blushing (plays as a non verbal apology) partner tends to accept apology when seeing blushing over not seeing blushing (helpful with repairing relationship) ex: guilt - motivates ppl not to do things that will make them feel guilty (can enhance relationships) - social kind of state - experience guilt when feel personal responsible for someones negative state or not responsible at all -some culture encourage guilt more than others so experience of it is not completely universal so may be strongly dependent on how a specific culture experiences guilt
Intense & Pleasent 1st quadrant
ex: excitement, enthusiasm would be high intensity and arousal
Pleasent & Mild (4th quadrant)
ex: feeling content, calm you are pleased but not over excited
Unpleasant & Mild (3rd quadrant)
ex: tired, bored mild experiences that are unpleasent
behavioral response
experience of emotion and what we actually do at that moment can be subtle change in body movement or big like running away from something
Because this experimental study was conducted in a real-world setting, it's likely that the study results have GREATER _________ validity than results from controlled laboratory settings.
external
automatic process
fast, done without cognitive effort, and with little attentional resources -- an efficient process bc it doesn't use the cognitive and attentional resources when we have a schema of a stereotype of individuals, bc we aren't thinking about it too much is associated with the functioning of the amygdala (your go system) schemas that are developed over time throughout socialization -can be associated with negative or prejudicial attitudes, also have schemas when you first encounter something FIRST IMPRESSION EX: come into the room and see something, the first thing you do is think of a schema of that person , you have already categorized and made a decision about them (with very little info) -- called Thin Slices of Behavior
somatic marker hypothesis
feelings in the body like the physiological responses of heart rate (gut feelings) which inform us about how we might change our behaviors and ways we make decision whether we realize it or not) this then requires communication of dif areas of brain -- the go system (limbic system of brain) includes amygdala helps us process info quickly without having to think too much (ex: disgust) go system then connecting to with the "BRAKE system" - the decision making process - sometimes needing to really thinking about decisions (ex: what college to choose) - to apply info to the decision (use of prefrontal cortex and frontal lobe) if communication is broken often we see a disconnect btwn role of emotions and role of decision making
behaviorism
focus on observable environmental effects on behavior EX: if your interested on students raising hand --if you offer extra credit fro participation observing if students raise hand more, less, the same (if you give something, will behavior change) downside- sometimes why you choose to or not to raise your hang may have nothing to do with the extra credit and a lot with psychological process like (not motivated, tired, don't feel like it)
Joshua Klein begins the talk discussing how different species like insects, rats, and birds adapt to their changing environments. Consider his discussion in relation to the different schools of thought in the foundations of psychological science. This discussion best aligns with which school of thought?
functionalism
In-Group
group in which Identify with ---EX: UD student you have a sense of pride and self esteem in group you are in ---EX:a team you like wins= "i won" , team you likes loses "I lost"
partner enhancing attributions
happy in relationship seeing your partner in the most positive light possible EX: if you get a gift "my partner is the best person" -if something bad happens (my partner is late to a date) "oh he must be stuck in traffic" making excuse
confirmation bias (automatic catrgorization)
have a hypothesis and you only take in things that confirm it -- ignore things that discount it Look at Dr. Ly she looks asain - she must be good at math you sort things you know about her and she was actually very bad at math -- if you have the schema directs your attention that makes you see Dr. Ly (asains) as good at math - you actually ignore the things you know about her (that she actually isnt good at math) will focus in on little things like she is doing math she is good at math and feeds into you prooving your hypothesis right (even though for Dr. Ly is not good at it)
arousal activity (emotions)
how active or intense is the experience = high arousal how passive or mild experience is = low arousal
internal validity
how much control do you have within your study high control= then you can say you IV causes your DV and not other things
valance activity (emotions)
how positive to negative is the experience pleasant ---> very unpleasant
external validity
how to results of study generalize and apply to outside of the study other people places times (having a representative sample)
construct validity
how well is your variable measured (are you measuring what you are supposed to be)
enviornmental influence that can effect biological
if pregnant woman is exposed to harmful chemicals can effect the infant and change their biology
internal validity
in the context of the study how much control do you have within the study high levels - u can say that the IV caused the DV and not confounds about results and can you make a causal conclusion
failure to thrive
infant not getting what we expect (social needs) only getting biological needs are not enough so infants don't thrive EX: if you don't feel social support - linked with early death (so yes, a need)
if someone is experiencing being afraid large scary animal running at them what arousal and valance
intense arousal; negative valance
Because the researchers did not conduct this study in a laboratory setting and a number of different variables could not be controlled for, which type of validity was DECREASED for these study findings?
internal validity
Refer to the material within 12th paragraph that begins with "Second, emotions organize..." Which function of emotions does this material best relate to?
interpersonal
Again, refer to the material within 11th paragraph. Which function of emotions does this material best relate to?
intrapersonal
3 primary functions of emotion
intrapersonal interpersonal cultural
deindividuation
lack of personal awareness that happens when we are in a group of individuals -tend to be associated with more impulsive and and deviant acts 3factors: 1. have high level of arousal (high stress) 2. in state of anominity (we are anonymous) 3. when responsibility is diffused (spread) - means no clear method by which we are holding each other responsible EX: black friday sales every year someone gets trampled to death -- idea that their are high levels of arousal (very excited to get deals) -- you are anonymous (no one knows who you are) --also responsibility is diffused (no one is responsible for each other) you can ask anyone and everyone would say they would not trample someone, but in that situation when you are one of a mass you tend to have a reduced sense of personal awareness -reduced sense of personal awareness + the 3 factors lead to someone getting trampled.
observational learning
learning by watching how others behave MODELING- imitating of behaviors - do not need a reward to do this EX: kids may COPY same behavior that an adult does just because they are doing it Vicarious learning- copying of behaviors when you see that someone gets rewarded or punished for that EX: watching sarah raise her hand and get extra credit, you will copy behavior of raising hand because you watched sarah get reward of extra credit EX: watch sarah raiser her hand and get yelled at you will not copy that behavior because you saw sarah get that punishment and you don't want that
associative learning
learning the association or relationship btwn 2 pieces of info -classical condition and operant conditioning
acquisition
learning those predicted associations - acquiring a learned behavior so salivation to metronome increases over time learned that metronome predicts food spike in dopamine occurs in a different spot (happens after the conditioned stimulus of metronome sound) during this the CS & US pairings lead to increased learning. As a result, the CS can produce the CR
sensitization
learning when that repeated exposure to the same stimulus you have increased responsiveness (becoming more sensitive) EX: sibling poking you many times (repeated exposure) your attention focuses on it more keep telling them to stop, get annoyed -- you have an increased response to the repeated stimulus of poking -psychological disorders (specific phobia of dogs) picture of a dog even scares them the more they see pictures of dog doesn't get easier, they get more scared so the same stimulus is making them more sensitive to the dog tend to get sensitized to things that are threatening
Refer to the 11th paragraph that begins with "We see this in 'Inside Out'." This paragraph best provides an example of which concept from memory?
memory bias
Refer to David Caruso's response to Julie Beck's question: "Is there a difference between the benefits of communicating it to other people and just recognizing it in yourself?" In the 1st paragraph of his response, he discusses the importance of "accurate self-awareness". Which previous concept does this scenario best relate to?
metacognition
what is the ideal affect for cultures that are interdependent
mild arousal; positive valance
North american (us and canada) context and asian context
model of self that is encourage is individualism viewing yourself as an independent entity ---ppl focus on personality traits (internal) things that separate you china japan and korea= model of self that encourages collectivism -that self is interdependent ---ppl focus on social roles (daughter)
non-associative learning
most simplistic form of learning repeated exposure to the same stimulus -- what is he behavioral and attentional response to that repeated stimulus? habituation VS sensitization
processing faces
mostly look at the eyes ex: u can smile and not mean it if you look at the eyes they may not show the smiling eyes
dopamine repsonse
neuro transmitter (chemical signals) that associated with feeling of reward sensation (basal ganglia - nucleus accumbens) EX: haven't eaten all day eat a hot dog - think its amazing because huge release of dopamine- when you continue eating it not as good bc dopamine is coming down if you are the dogs - get presented with food - huge dopamine release its amazing then over time your levels come back down
It's possible that some children stole candy if that's what they saw the other children doing because they don't want to look like the foolish one. In this case, children would be conforming due to:
normative influence
physiological response experience
not only feeling nervous, but also the gut feeling or heart racing bodily response
variable interval (partial reinforcement schedule)
not predictable, but during a time period behavior- taking notes reinforcement - giving extra credit not regular, but intermittent so maybe get extra credit point after 2 mins, then after 5, then after 15, then after 25 mins. -steadily producing that behavior bc you do not know when reinforcer (extra credit) is being delivered so you continue to do the behavior (taking notes) produces more behavior over time
What type of learning does this article content best represent?
observational
attributions about our in-group (UD)
our school does something good- "We are amazing, that was all us!" something bad happens- turn it into something situational "That's not who we are something just happened around us"
psychological / individual (sex differences)
overregulating can lead to individual differences -ppl who are encouraged not to experience emotional diversity are more likely to have negative outcomes --worse academic outcomes, worse social outcomes (friends, intimate), partnerships with no communication if someone is encourage to discuss their emotions --more likely to work through conflict, stronger interpersonal relationships
classical conditioning
passive process (not voluntary) learning predictive associations (something predicts something else) EX: playing beep sound and throwing ball at someone every time noise is sounded, do it over 10 times -then played beep sound -and the brother ducked even without ball thrown at him -brother is implicitly learning in a passive way that beep sound predicts the ball thrown at them -bc they learned that predictive association ----creates an IMPLICIT memory (outside of conscious awareness) EX: pavlov's dogs -he noticed that every time labs technicians fed dogs --eventually every time dogs saw a lab coat they started drooling ---noticed lab coats in dog's head meant food was coming
Out-Group
people who you do not affiliate with you do not belong to them
In the third paragraph, the authors reference a study where an infant was being startled by a jack-in-the-box toy (it was actually a videotaped recording). This study was an experiment. What was the independent variable?
perceived gender of the infant
The author of the article states, "Another part of the study by researchers at Indiana University found that people with autism reported a strong interest in social relationships but high rates of loneliness. Most want to have friendships and can notice when they are not being perceived well." In other studies in those with autism (with substantial social impairments), researchers find that a greater interest in having social relationships is associated with a higher likelihood of loneliness. What type of correlation does this statement best depict?
positive
what are emotions
positive or negative experiences that associated with physiological activity (bodily response ex: palms sweaty, heart racing) that come and go
the power of the situation
power of situation how they effect the individual -deindividuation
In the fifth paragraph, the authors state, "scientists speculate that trouble regulating emotion may explain the link between restricted emotions and aggressive behavior toward others in men. This seems likely, given that the skills to regulate emotion are gained through practice, which boys may be less likely to have if they do not have permission to experience the full range of emotions." Which area of the brain is associated with the ability to regulate emotions?
prefrontal cortex
The author writes, "During the conversations, the canvassers encouraged people 'to actively take transgender people's perspectives.' Specifically, they 'first asked each voter to talk about a time when they themselves were judged negatively for being different.' They then 'encouraged voters to see how their own experience offered a window into transgender people's experiences.'" The main idea is that engaging in perspective taking can change attitudes and behaviors toward the people being prejudiced against. The increased activity of which area of the brain is associated with perspective taking?
prefrontal cortex
Again, refer to the "vending machine" portion of Joshua Klein's talk. The crows enjoy eating the peanuts that are delivered by the machine. The peanut is an example of a ___________ reinforcer, which underlies neurotransmitter activity in the ____________ part of the brain. And yes, it's the same area for humans and crows.
primary nucleus accumbens
INTERpersonal emotions
refers to across individuals role emotions play between individuals in a person to person relationship ability to recognize emotions in others and ability to use emotions in our relationships with other
INTRApersonal emotions
refers to within a person roles emotions play role in: helping us making decision acting quickly: buying soda in store, using emotional experience to quickly decide (somatic marker hypothesis) motivate future behavior
fixed interval (partial reinforcement schedule)
regular and predictable, but based off of a time period reinforcer (extra credit) is going to be delivered after every 20 minutes, we assumer behavior (taking notes) will occur within the 20 minutes one of weakest - bc ppl only are willing to do the behavior right when time of delivery is about to come (right before 20 mins is almost up) not a steady behavior
fixed ratio (partial reinforcement schedule)
regular and predictable, counts of behaviors EX: After every 10 purchases of a smoothie you get a free one must engage in a behavior (buy a smoothie) and you get the reinforcement (free smoothie) line is steeper (ppl are doing behavior more & more and quicker) - after you get reinforcement (free smoothie) little bit of time passes before you engage in behavior again (buying smoothies)
schemas in your longterm memory
resistant to change because changing those schemas will change the way you see and interpret the world causes stereotyping and prejudice
Attributions about yourself ONLY
self serving bias When talking about failures = those are do to situational factors When talking about success = those are due to personal factors EX: Behavior- not getting hired for a job ---attribution about yourself = its things outside of me, economy is really bad right now behavior- you do get a job ---attribution about yourself = I am so smart, amazing all for preserving your self esteem - slight positive slant towards your self is connected w/ pos outcome, but can sometimes go too far BIG in independent cultures if you have depression, tend not to engage in this bias, if you are psychologically healthy you tend to have a self serving bias towards yourself
Like Joshua Klein's discussion of the crows learning how to use the "vending machine", sometimes humans or animals don't already engage in the behaviors you wish to reward. If you wanted others to learn, you would need to go through a process of _____________ which is a part of _____________.
shaping operant conditioning
sex differences (biological)
small sex differences biological dif in male and female infants: male infants tend to have higher levels of activity and arousal also rely more on caregivers to regulate their emotions biological/social context: how caregivers interact with their infants -when ppl are working with male infants tend to work on regulating their emotions (focusing on anger most) (overregulating) ---you shouldn't feel that way -tend to diminish emotional aspect and focus only on regulating for male infants -tend to recognize more emotion with female infants which impacts their choices
shaping
start rewarding for closer and closer approximations of the final behavior (in steps) EX: getting someone to be cleaner 1st: bring dish to kitchen after eating - get candy 2nd: bring dish to kitchen and put in sink - get candy 3rd: bring dish to kitchen wash put in sink and clean it off - get candy 4th: bring dish to kitchen clean it off and put it in dishwasher - get candy idea that you must shape this behavior when behaviors are to complicated, can not be done yet, or not a natural behavior so reward going to kitchen many times, then eventually stop rewarding them, once they bring to sink give reward for a while, eventually stop giving reward until they start washing it off, etc.
longitudinal studies
strongest studies shows that change exists over time and we are able to measure over time , does not happen over night
situational attribution
take a scenario and attributing it to something outside of someones own control EXTERNAL FACTORS EX: homeless woman -attributing it that homelessness occurs bc maybe she returned from at 2 yr deployment and lost her appt (situation person may be in)
Actor - Observer discrepancy
talking about neg behavior (watching porn in lib) and making attribution about yourself --attribution is situation EX: saying you are only watching it for a class project its not anything to do with you -when you make personal attributions about other people you don't think about their thoughts and feelings EX: driving someone cutting you off -someone cut you off -----you say that person is a bitch "something about them personally" -you cut someone off ----you say i just didn't see them, something outside my control --Make it situational discrepancy= difference
Out-Group homogeneity
tend to say everyone in that group are the same same morals, characteristics EX: UD all unique different, greta penn state ppl all dress the same and have the same look have less interaction with Out-Group so we tend to stereotype them and see them as homo
The researcher is quoted as saying, "We tend to think of social difficulties in autism as an individual impairment. But social interaction is a two-way street, and their social challenges are often affected by the judgments and social decisions made by those around them." This statement of our human tendency to emphasize individual traits rather than social and environmental factors best represents:
the fundamental attribution error
Again, refer to the 4th and 5th paragraphs about the experimental study done on this sample of infants. What is the DEPENDENT variable?
the number of times the infant pressed the button on a new toy
randomized trials (experimental studies)
the strongest form of evidence for true change bc on average the groups are differentiated and can prove what you are looking for
Joshua Klein refers to researchers doing experiments with crows at the University of Washington. In one of these studies, crows were exposed to "dangerous" masks worn by researchers that had trapped them at various trapping sites and "neutral" masks never worn at any of the trapping sites. Researchers randomly assigned these masks to volunteers who were blind to the masks' histories and asked them to visit the trapping sites. Researchers then noted how many crows "yelled" at the volunteers in each of the masks. What is the independent variable in this experimental study?
the type of mask worn by volunteers
gambling research. which statements are true about how his frontal-lobe- damaged patients performed?
these patients did not end up developing the arousal response prior to choosing from the risky decks of cards they didn't have the association between emotion and decision making so they did not get the arousal and did not anticipate decision
In the first 3 paragraphs, the author writes about a study involving videos of social interaction. Specifically, participants were only shown 10 seconds of a video clip of another person. Then, participants indicated their first impressions of this person through ratings. Which concept does this scenario of impression formation best represent?
think slices of behavior
Carefully read the description of the "Front-door-chat" Canvassing study. The author writes, "Canvassers subsequently came to the door of 501 of the surveyed families. Half of them initiated a conversation about the importance of recycling; the other half talked about transgender rights." The original article specifies that people were randomly assigned to these conditions. Which of the following statements is TRUE for why researchers would randomly assign participants to their conditions? **Select all that apply.**
to prevent confounds to increase internal validity to produce equivalent groups at the start of the study
Refer to the study scenario described in the previous question. Which of the following represents the best reason why researchers kept the volunteers blind to the masks' histories?
to prevent volunteers from having expectancy effects
Take a look at the material in the 5th paragraph. The author writes that emotions "shape how we perceive the world". Specifically, people argue that our thoughts and current state of being change the way we experience the sensory stimuli in the world. Which concept does this statement best relate to?
top down processing
pavlovs dogs before conditioning (before learning trials)
unconditioned stimulus --> unconditioned response food naturally elicits drooling response behavior that is natural or behavior that played at tick tick sound food and then dog would salivate so during conditioning process you are pairing the unconditioned stimulus with a neutral stimulus (didn't do anything before hand) learning those predicted experiences tick tick food= best learning tick tick (metronome) = predicts food after conditioning we have a conditioned stimulus that leads to a conditioned response now just the metronome sound alone will lead to drooling response this response of drooling is being paired to a conditioned stimulus (metronome sound- used to be neutral stimulus) instead of unconditioned stimulus (lab coat) which gives you conditioned response (drooling)
variable ration schedule (partial reinforcement schedule)
varies (don't know when reward coming) , but it is based off your behaviors very straight line, steepest schedule of reinforcement that gets ppl do to a lot of behaviors in a very short period of time EX: slot machines you must put money in and push button (behavior), but you don't know when money will come out of slot machine (reinforcement)--- (can happen after 5 times, 20 times) bc you don't know when it will occur you keep pressing buttons because you are think "maybe next time, maybe next time" EX: some shops will give you random bonuses (reinforcement) when you buy things (behavior), but very random do not know when or how often, so you will buy more and more because you want the bonus
At around 3:50, Joshua Klein says, "For example, in Sweden, crows will wait for fishermen to drop lines through holes in the ice. And when the fishermen move off, the crows fly down, reel up the lines, and eat the fish or the bait." Specifically, it is much more likely that these crows will imitate the fishermen's behaviors because they see that these behaviors resulted in the desirable reward of fish. Which concept does this scenario best represent?
vicarious learning
marriage/ parent children conflict discussion facial expressions
way which you express emotions through your face can tell someone about my relationship with a particular partner ex: marriage to look how happy couples are bring a couple in and have conflict discussions and record them- found that face of CONTEMPT or DISGUST (side eye) shows high signs of divorce (face shows other person isn't saying anything worth while) many times you are not aware of expressions so when you watch yourself and see them it is easier to notice face and try to figure out whats causing and fix problem/ relationships
in group favortism
we favor our in group : -willing to share resources with them (cognitive, emotional) -if make mistakes, very likely to forgive them, and make excuses for them -look at ingroup members as unique, diverse individuals OUtgroup -not willing to share resources (sometimes prevent them from accessing resources) -do not forgive mistakes "that's the kind of person you are" Out-Group homogeneity (all the same) effect
biopsychosocial developmental model
what leads certain ppl to become more emodiverse than others must look at: biological, social, and psychological (individual) processes
reinforcement schedules
when rewards are being delivered continuous reinforcement schedules
fundamental attribution error
when talking about a neg behavior (watching porn in lib) and making an attribution about others --tend to say its something about that person a PERSONAL ATTRIBUTION
habituation
where repeated exposure to that same stimulus decreases an organism behavioral and attentional response to it EX: have air conditioning sound in background (repeated stimulus) -overtime have a decreased response to exposure to the same thing ---as soon as someone makes you pay attention to it you experience it again -- and then over time you pay less attention to it again
The study about deindividuation described throughout the article is an experimental one. What is the independent variable?
whether or not the children were anonymous
In the 4th and 5th paragraphs, the writer describes an experimental study done on this sample of infants. What is the INDEPENDENT variable?
whether or not the experimenter struggled with achieving a task
partial reinforcement schedule
you are NOT giving reward every time fixed ratio - strong, not ass good as variable ratio fixed interval- weakest variable ratio - strongest, steepest variable interval - weak, but better than fixed interval