Behaviorism

Behaviorism

1. the study of observable behavior (W/o referring to mental processes)

   • Classical Conditioning- Training a physiological or emotional response by pairing two stimuli
     • sweating
   • Cognition- The study of how the mind interprets and uses info.
     • Sensory Memo: Breif recording of unprocessed sensory stimuli. Contents: exact replica of stimuli in environment. Capacity: Huge Duration: Few seconds.
       • STM: Contents: metacognition, executive control. Capacity: Limited Duration: Brief
         • LTM: Contents: Format, Network. Capacity: Unlimited. Duration: Permanent.
           • Holds info for future use
           • Encoding: process of putting information into LTM.
             • Automatic Processing: info goes toLTM w/o effort or awareness. Implicit memories.
               • Effortful processing: using strategies to put info into LTM. Explicit memories. ex) notes, highlights
               • uses cerebellum- to try remembering. uses amygdala for likes and dislikes.
             • Retrieval- pulling information out of LTM.
               • Retrieval failure: FORGETTING
                 • 3 reasons: 1) lost, 2) block, 3) encoding failure
                   • Loss: Memo decays or fades if not used
                   • blocking: repression/ pushing memo into unconscious.
             • Mnemonics: memory"trick" that connects new info to an easy-to-remember hook. (Acrostic, Acronym,Keywords, Imagery, Peg word, Method of LOCI)
               • Reconstruction: memories aren't stored whole. Can be altered while in storage by new info. Can be reconstructed into a false version.
                 • false memory: untrue memory of an event.
                 • misinformation effect: incorpating misleading info into one's memory of an event.
                 • Source amnesia: forgetting where you learned something.
                 • Source misattribution: citing wrong source.
                 • eye-witness testimony: not very accurate, stong emotions are distracting, memory altered by q's from police and lawyers. children are especially inaccurate.
             • encoding failure: due to poor encoding strategy.
               • Massed practice: one long study session (bad)
               • distributed practice: spacing, many brief study sessions (good)
               • Testing Effect: practice test enhance memory.
                 • Organize: Group, Catergorize, Chunk. Order, Hierachy, Outline. Visual, model, mind-map.
                 • Elaborate: to expand, add detail, learn more than is needed.
                 • Cognitive Activity: work w/ material. Answer questions,Solve problems, See applications, Explain.
         • What you are thinking at the moment. contents: current thoughts.
     • metacognition: Thinking about thinking. Capacity: Limited Duration: Brief
     • Attention: Process of selecting stimuli.Choose 1, Loose the rest.
       • Perception: process of interpreting stimuli. Based on prior knowledge. distorts reality.

2. Main Researchers

   • Pavlov- Studied how saliva helps digestion. Video: Dog droll automatically, only droll when food appeared, comprehended sound with food.
     • Unconditioned stimulus-stimulus that triggers a natural response. (Biological Response) Unconditioning response- The natural response. Neutral Response- Stimuli that does not trigger response.
   • Watson's (The father of behaviorism) Studied classical conditioning of emotion in humans. He taught a child to be scared of rats. Later used for emotions for advertising.
     • Generalization- When a stimulus that is similar to the CS elicts the CR. ex) dog trained to droll when rubbed/Dog drolls when scratched.
       • Discrimination-When only the specific CS elicitsthe CR. ex) dog trained to droll when bell rings.
   • Skinner studied the impact of consequences on behavior. Created computerized operant conditiioning chamber. Rewards to learn behavior shaped behavior by controlling environment
     • Shaping- rewarding steps towards the goal.
     • Types of consequences: Positive reinforcement: something you get. Negative reinforcement: take away something you don't like. Presentatio: give you punishment you don't like. Removal: Take away something you like
       • Schedules of reinforcement- Ratio Schedule: based on instances of behavior. ex) wait for behavior, then reward. Fixed ratio: Set # of repetitions. Variable ratio: changing # of repetitions. Fixed interval: set time. Variable interval: unpredictable
   • Thorndike: studied trial and error learning in cats.
   • Spearman's General Intelligence (g) highskill in all areas of mental ability.
     • General Intelligence
       • verbal reasoning
       • Quanitative reasoning
       • abstract reasoning
       • STM
   • Sternberg's Triarchc theory. Analytical Intelligence, Practical Intelligence, Creative Intelligence.
     • Analytical Intelligence: Critical Thinking, Solving Intellectual, Math problems.
       • Practical Intelligence: Completing real world task. Ex) Learning math and using math for income taxes.
         • Creative Intelligence: Adapting to new situations. New ideas, Poems.
   • Gardner's Multiple Intelligence : Different People skilled in different area
     • Logico-Mathematical, Linguistic, Musical, Spactial,Bodily-kinesthic, Interpersonal, Intrapersonal, Naturalistic
     • Intelligence Test: IQ test ( Stanfor-Binet, Wechsler)
       • mean of IQ: 100 Stand deviation: 15
         • creativity: ability to produce ideas that are novel and valuable.
           • BIG C: major advances in a field (EXPERT)
           • little c: personal/artistic expression. everyday problem solving.
           • Components of creativity: Expertise, Supported Environment, venturesome personality, intelligence, imaginitive, intrinsic
             • Measuring creativity: Personality test ( Torrace test of CT)
               • Scoring: Fluency, Orginality, Elaboration, Abstractness, Resistance to closure.