What is conformity?
adjust your behavior/attitude to match groups
What are the Soloman "Asch Studies"?
asked easy questions to a group until the first person gives a wrong answer and the rest say the same so you get nervous and your heart races because you don't know which answer to give
How many students went with the conformed answer in the Asch studies?
1/3
What is normative social influence?
influence resulting from a person's desire to gain approval or avoid disapproval (being sensitive to social norms)
What is informational social influence?
influence resulting from one's willingness to accept others' opinions about reality
What are the Stanley "Milgram Studies"?
one teacher, one learner. Teacher tells learner about word pairs and asks a question. Every wrong answer results in a shock which increases every time
What is the range of shocks in migram studies?
15 to 450 volts
How many people complied with the milgram study?
63%
How many people complied in the milgram study when hearing the learner has a heart defect?
65%
How many people complied when one person did the teaching and one person distributed the shocks in the milgram study?
93%
Did the asch studies or the milgram studies display compliance?
milgram studies
What is compliance?
in group setting an individual will go along with social group beliefs but in private they won't follow same beliefs
What are the Zimbardo Studies?
students were assigned guards and prisoners. Guards were given uniforms, billy clubs, whistles, and to enforce rules. Prisoners were locked up and wore humiliating costumes. After 1 or 2 days the simulation became too real, shut down after 6 days
Did the asch studies or milgram studies display conformity?
asch studies
What is sensation?
detect physical energy from environment and encode it as neural signals
What is perception?
select, organize, and interpret our sensations
gestalt principles
an organized whole
visual capture
tendency for vision to dominate the other senses
figure vs. ground
organization of the visual field into objects (figures) that stand out from their surroundings (ground)
binocular depth cues
two eyes (retinal disparity and convergence)
monocular depth cues
one eye (distance)
retinal disparity
binocular cue for perceiving depth - greater disparity (difference) = closer to the object
convergence
eyes go inward when looking at an object closely (more inward strain = closer the object)
relative size
knowing 2 objects are same size but one looks smaller because its farther away
interposition
if one object blocks our view of another we perceive it as closer
relative clarity
perceive hazy objects as farther away than sharp, clear objects because light from distant objects passes through more at atmosphere
texture gradiant
gradual change from distinct texture to fine/indistinct texture means increasing distance (objects farther away appear smaller and more densely packed)
relative height
perceive objects higher in our field of vision farther away because we perceive the lower part of figure-ground illustration as closer (figure)
relative motion
as we move, stable objects appear to move (closer=faster; farther=slower/same speed)
linear perspective
parallel lines appear to converge with distance
relative brightness
nearby objects reflect more light to our eyes so dimmer object seems farther away
perceptual constancies
perceive an object as unchanging (shape, size, lightness) even though the stimuli we receive from it change (like illumination and retinal image)
classical conditioning
type of learning where organism comes to associate stimuli (neutral stimulus signals UCS to produce response that anticipates and prepares for UCS)
unconditioned response
unlearned, naturally occurring response to the UCS
unconditioned stimulus
stimulus that unconditionally, naturally, and automatically triggers a response
example of classical conditioning
before - UCS (food in mouth) triggers UCR (salivation) l neural stimulus (tone) = no salivationafter - neural response (tone) and UCS (food in mouth) trigger UCR (salivation) so CS (tone) = CR (salivation)
conditioned response
learned response to a previously neutral conditioned stimulus
conditioned stimulus
originally irrelevant stimulus, that after association by UCS, comes to trigger a conditioned response
operant conditioning
type of learning where behavior is strengthened if followed by reinforcer or diminished if followed by a punisher
reinforce
event or consequence that strengthens the behavior it follows
positive reinforcer
strengthens response by presenting a typical pleasurable stimulus after a response
negative reinforcer
strengthens a response by reducing or removing an aversive stimulus
fixed-ratio
reinforces a response after a specified number of response
variable-ratio
reinforces a response after an unpredictable number of responses
fixed-interval
reinforces a response after specified time has elapsed
variable-interval
reinforces a response at unpredictable time intervals
punishment
event decreases behavior it follows
problems with punishment
spanking can increase aggression, depression, and low self esteem will still do behavior without being caught
observational learning
learning by observing others
modeling
process of observing and imitating specific behavior
psychology
the science of behavior and mental processes
biopsychology
links between brain and mind, but not limited to the brain
developmental psychology
changing abilities from womb to tomb
cognitive psychology
experimenting on how we perceive, think, and solve problems
social psychology
interactions with others
clinical and counseling psychology
treat emotional or behavioral problems
industrial/organizational psychology
work behavior, productivity, satisfaction in workplace
assimilation
incorporate new experiences into the existing set of schemas
accomodation
modify or add schemas to make sense of new information
determinants of human attachment
physical Contactparental ResponsivenessAttachmentFamiliarityTemperament
types of attachment
secure and insecure
effects of secure attachment
world is predictable and reliable, comfort, trust, cognitive competence, problem solving, curious, social competence, cooperative, obedient
effects of insecure attachment
impaired cognitive and social development
effects of secure, avoidant, and anxious-ambivelent attachments
secure is trusting, avoidant is untrusting and intimacy issues, AA is preoccupied with love, expect rejection, jealous
egocentrism
unable to take another's POV
activity schemas
concept that organizes and interprets information
object permanence
awareness that things continue to exist even when not perceived
4 stages of piaget's cognitive development
sensorimotor, preoperational, concrete operational, formal operational
sensorimotor stage
0-2 years, thoughts dominated by sensations and motor responses, object permanence issues, start learning language
preoperational stage
2-6 years, learned object permanence, language, gains in memory, begins using mental representations, does not understand mental logic, egocentrism, conservation issues, seriation issues
concrete operational
7-11 years, think logically about real objects, solve conservation problems, see other POVs, consider multiple dimensions at same time, do seriation tasks
formal operational
12 and up, apply logic to abstract or hypothetical situations, make abstract logical predictions, mature moral reasoning
conservation
principle that properties like mass, volume, and number remain the same despite changes in the forms of objects (filling glasses with water, quarter test)
temperament
person's characteristic emotional reactivity and intensity
piaget and moral reasoning
tied it with cognitive development, ability to make judgements about right and wrong, preschoolers consider amount of damage not intentions, older children consider intentions
kholberg's theory of moral reasoning 3 things
preconventional is focusing on self interests to avoid punishment and seek reward, conventional is focusing pleasing others to avoid disapproval and do one's duty, postconventional is focusing on universal moral principles like self-chosen principles, rights, freedoms, and respect
erikson's stages of psychosocial development
1 trust vs. mistrust 0-1.52 autonomy(freedom) vs. shame and doubt 1.5-33 initiative vs. guilt 3-64 industry vs. inferiority 6-125 identity vs. role confusion adolescence6 intimacy vs. isolation 18-307 generativity vs. stagnation middle adulthood8 ego integrity vs. despair late adulthood
james-lange theory of emotion
our experience of emotion is our awareness of our physiological response to emotion-arousing stimuli (one follows the other)
cannon-bard theory of emotion
an emotion-arousing stimulus simultaneously triggers physiological responses and the subject experience of emotion (one happens during the other, not causing one another)
schacter's theory of emotion
to experience emotion one must be physically aroused and cognitively label the arousal (heart pounding and "im afraid" =fear emotion)
circadian rhythm
body's biological clock
paradoxical sleep
name for REM sleep when body is asleep but brain is awake
REM
rapid eye movement, reoccuring stage where dreams are
sleep spindles
bursts of rapid, rhythmic brain wave activity, reminds us to do something in the morning
REM rebound
REM levels are low so go into more REM sleep to make up for it
why do we sleep?
protection, restore, and growth due to adenosine, learn, evolution, recooperation, rejuvination
sleep deprivation
suppressed immune system, greater accidents, difficult studying, diminished productivity, irritable
insomnia
persistant problems falling or staying asleep
how to cure insomnia
relax before bed, avoid caffeine, drink milk, sleep on regular schedule, avoid naps, exercise in day time, reassure yourself, aim for less sleep
narcolepsy
sleep disorder of periodic, overwhelming sleepiness, less than 5 minutes usually, missing hypocretin
sleep apnea
sleep disorder where one stops breathing during sleep, and have momentary reawakening, usually not aware of disorder
night terrors vs. night mares
terrors people don't remember or wake up duringmares people remember and can wake up and are usually closer to morning
why do we dream?
neurology is updating so we dream, plays a role in learning, we dream of daily occurrences in odd way, emotional vivid dreams
manifest content vs latent content
manifest is remembering a story line of a dream but it is censored of latent contentlatent is the underlying meaning of a dream, a safety valve
storage
retention of encoded information over time
encoding
processing info into the memory system from world
flashbulb memory
clear memory of an emotionally significant moment of an event like your brain went flash and you remember everything
retrieval
process of getting info out of memory storage
sensory memory
immediate, initial recording of sensory info in the memory system
short-term memory
activated memory that holds a few items briefly, 7 to 9 chunks, before info is stored or forgotten
long-term memory
relatively permanent and limitless storehouse of the memory system
maintenance rehearsal
slows decay by self talking and stuff
mnemonics
memory aids, especially those techniques that use vivid imagery and organizational devices
chunking
organizing items into familiar, manageable units; often occurs automatically
iconic memory
momentary sensory memory of visual stimuli, no more than a few tenths of a second
echoic memory
momentary sensory memory of auditory stimuli, if attention is else where sounds and words can still be recalled within 1 to 2 secs
amnesia
loss of memory
retrograde amnesia
lost past memory
anterreiograde amnesia
remembers past but can't lay down new memory so not in LTM
implicit memory
skills like riding bike and typing fast because they are conscious recollections
explicit memory
memory of facts and experiences that one can consciously know and declare
recall
measure of memory in which the person must retrieve info learned earlier, fill in the blank
recognition
measure of memory in which the person need only identify items previously learned, multiple choice test
retroactive interference
disruptive effect of new learning on the recall of old information
retrieval failure
we store in our memory what is important or rehearsed but sometimes it isn't able to be accessed so we forget
proactive interference
disruptive effect of prior learning on the recall of new information
repression
basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories
misinformation effect
incorporating misleading info into one's memory of an event
explain memory and stress/emotion
memory is much more memorable if arousal or stress or emotion went along with memory. it triggers hormonal changes that make us remember stuff. sometimes stress can hide memories.
state-dependent memory
if you learn something drunk you are more likely to remember it when you are drunk rather than sober
context effects
being in same place of a memory allows you to retrieve memories from that time like taking an exam or going to an old school or deja vu
forgetting
absent-mindedness, storage decay, blocking
storage failure/decay
get info into STM but doesn't go into LTM so you still end up forgetting something. use it or lose it
encoding failure
selectively attending to certain things and not realizing stuff we see all the time so it's just our attention that doesn't take in everything
improving memory
study repeatedly to boost long term recall, spend more time rehearsing or actively learning material, make material personally meaningful
retrieval cues
senses, priming which is memory without remembering it triggers some other word, mnemonics
mood and memory
remember happy times with other happy times, mood is a retrieval cue that helps activate other memories
personality
individual's characteristic pattern of thinking, feeling, and acting
id
unconscious mind that operates on pleasure principle
psychosexual stages
oral 0 to 18 months pleasure centers of mouthanal 18 to 36 months pleasure focuses on bowel and bladder eliminationphallic 3 to 6 pleasure zone in genitals and incest feelingslatency 6 to puberty dormant sexual feelingsgenital puberty on maturation of sexual interests
ego
conscious that mediates between id superego and reality
superego
conscience for internalized ideals and future aspirations
fixation
lingering focus of pleasure seeking energies at an earlier psychosexual stage where conflicts were unresolved
projective tests
personality test like tat that provides ambiguous stimuli designed to trigger projection of one's inner dynamics
inkblot test
set of 10 inkblots that seek to identify peoples inner feelings by analyzing their interpretations of the blots
TAT
ask what you see in picture, look at unconscious mind to see how you feel towards pic
humanistic perspective
who you think you are and how you think others see you
big 5 personality traits
emotional stability-calm and secure extraversion-social or reservedopenness-imaginative and independentagreeableness-trusting or ruthlessconscientiousness-organized or careless
social cognitive perspective
views of behavior as influenced by the interaction between persons and their social context
different method of loci
external is the chance is beyond one's personal control to determine fateinternal is the perception that one controls own fate
learned helplessness
the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events like the monkeys who got shocked
self serving bias
a readiness to perceive oneself favorably
endomorph
relaxed and jolly
mesomorph
bold and physically active
ectomorph
high strung and solitary
MMPI
widely used personality test that identifies emotional disorders Minnesota Multiphasic Personality Inventory
personality inventory
questionnaire on which people respond to items designed to gauge a wide range of feelings and behaviors like personality traits
reality principle
what ego operates off of seeks to gratify id's impulses in realistic ways that will bring long term pleasure rather than pain
pleasure principle
what id operate on so if its not constrained by reality it seeks immediate gratification
defense mechanisms
rejection, repression, rationalization, anything to ease stress of ego
trait perspective
how you view others behaviors and conscious motives
assessing traits
use personality inventories to find out about someone
elaborative rehearsal
active learning to remember things