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144 Cards in this Set
- Front
- Back
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Learning Perspective
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personality is the sum total of learned experiences
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Classical Conditioning
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Antecedent, Behavior, SR
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elements of classical conditioning
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UCS-->UR-->CS-->CR
UR=CR |
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Pavlov
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salivating dogs--food-->drool-->footsteps-->drool
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associative bond
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learned to associate the neutral stimulus with the behavior
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strongest classical conditioning
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taste aversion
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watson
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little albert, father of behaviorism
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little albert
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9 month old, taught to fear white bunny
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little albert
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loud noise when petting animal paired repeatedly, developed fear of animal
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classical conditioning explains placebo effect
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50% in clinical trials
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operant conditioning
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learning or changing behavior
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operant conditioning
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A-antecedent, B-behavior, C-consequence
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ABC
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consequence will change behavior, antecedent is less important
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Operant conditioning
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Skinner is father
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reinforcement (oc)
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increase or maintain behavior
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positive reinforcement
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application, add--reward (pleasurable)
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negative reinforcement
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removal--(aversive)--underlines anxiety disorders--cleaning removes anxiety
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punishment
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decrease a frequency of behavior
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positive punishment
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application of aversive
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negative punishment
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removal of reward
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behavior analysis
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look at frequency of behavior, determine if something added or taken away, environmental consequences
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bad behavior
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self-reinforcing
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rules of punishment
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1. use it each time target behavior occurs
2. administer close in time to behavior 3. no behavior void--replace bad w/ good (competing behavior) |
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fixed ratio reinforcement schedule
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behavior based, every certain number of behaviors (2:1, 2:1); fastest learning
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variable ratio reinforcement schedule
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number of times behavior seen can change (2:1, 5:1), produces strongest learning, uncertainty
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fixed interval reinforcement schedule
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time based, every certain amount of time (10 min, 10 min), behavior technically does not have to occur but will average out over time
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variable interval reinforcement schedule
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time interval can change (10 mins, 5 mins)--fishing
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intervals have to be
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small or large enough to understand
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reward must be
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pleasurable
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shaping
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reinforcing successive approximations of a target behavior
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shaping
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take behavior naturally emitted and mold it into what you want
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generalization
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apply the newly learned principles to other similar stimuli and situations
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generalization
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punishers have a harder time generalizing to stop behavior
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discrimination
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not applying to the newly learned principle to similar stimuli or situations
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discrimination
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different responses to similar stimuli
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observational learning
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learning by watching, begin to spontaneously emit
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observational learning
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everything from operant conditioning works on observational level
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Bandura
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Bobo doll experiment--children who saw aggression reinforced were more likely to be aggressive
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whatever is learned
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can be unlearned
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traitist theorists
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premature to build theories of personality, because we cannot measure it
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Gordon Allport
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Three-tier system: Hierarchy of characteristics, Theorectical propositions, Propriate Functional Autonomy
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Allport--hierarchy
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Hierarchy of characteristics:
a. Cardinal dispositions b. Central traits c. Secondary traits |
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Allport--cardinal
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Cardinal dispositions--most pervasive and powerful traits of an individual--usually only one--sadism
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Allport--central
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Central traits--most characteristics of an individual--5-7 that dominate--recommendation letter
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Allport--secondary
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Secondary traits--smaller traits that are exhibited regularly but not necessarily consistently, influenced by situational factors, food preference
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Allport--theorectical propositions
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Theorectical Propositions:
Traits are real, not labels made up to account for behavior, dynamic |
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Allport
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Traits determine or cause behavior, not merely responses, motivate us
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Allport
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traits can be determined empircally
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Allport
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Traits are only marginally independent, frequently overlap--assertive, aggressive, hostile
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Allport
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Traits can vary from situation to situation, expression of the trait, behavior inconsistent with a trait not evidence of nonexistence of that trait
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Allport--definition of personality
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Personality is the dynamic organization within the individual of those psychophysical systems that determine characteristic behavior and thought
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Allport--dynamic organization
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although personality is constantly growing and changing, the growth is organized
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Allport
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heredity provides the raw material that may be shaped or limited by the conditions of our environment
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Allport--Traits
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Distinguishing characteristics that guide behavior, measured on a continuum, subject to outside influences
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Allport--Traits
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personality traits are real, determine or cause behavior, empirical, interrelated, may vary with situation
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Allport--individual traits
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unique to a person and define character
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Allport--common traits
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shared by a number of people
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Allport--personal dispositions
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traits that are peculiar to an individual, as opposed to traits shared by a number of people
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Allport--habits
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specific, inflexible responses to specific stimuli; several habits form a trait
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Allport--attitudes
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have specific objects of reference and involve either + or - evaluations
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Allport--functional autonomy of motives
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the idea that motives in the normal, mature adult are independent of the childhood experiences in which they originally appeared
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Allport--perseverative functional autonomy
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the level of functional autonomy that relates to low-level and routine behaviors, continue without any external reward
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Allport--propriate functional autonomy
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the level of functional autonomy that relates to our values, self-image, and lifestyle
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Allport--proprium
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ego or self
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Allport--three principles for propriate functional autonomy
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1. organizing the energy level--how we acquire new motives
2. mastery and competence--level at which we choose to satisfy motives 3. propriate patterning--a striving for consistency and integration of the personality |
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Allport--development of the proprium
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1. bodily self--infants become aware
2. self-identity--identity solidifies 3. self-esteem--take pride 4. extension of self--recognize objects that are part of world 5. self-image--actual and idealized images 6. self as rational coper--apply reason and logic 7. propriate striving--long-range goals and plans |
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Allport--six criteria for normal, mature adult personality
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1. mature adult extends his sense of self to people
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Allport--six criteria for normal, mature adult personality
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1. mature adult extends his sense of self to people
2. relates warmly to other people 3. self-acceptance helps achieve emotional security 4. holds a realistic perception of life, personal skills, commitment to work 5. sense of humor and self-objectification 6. unifying philosophy of life |
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Allport--11 assessment methods
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1. constitutional and physiological
2. cultural setting 3. case studies 4. self-appraisal 5. conduct analysis 6. ratings 7. test and scales 8. projective techniques 9. depth analysis |
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Cattell--factor analysis
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a statistical technique based on correlations between several measures
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Cattell
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16-factor model of personality--opposing words on a bell curve
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Cattell--traits
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reaction tendencies, relatively permanent part of personality
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Cattell--Common traits
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trates possessed ins ome degree by all persons--intelligence
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Cattell--Unique traits
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traits possessed by one or a few persons--interest in baseball
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Cattell--Ability traits
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traits that describe our skills and how efficiently we will be able to work towards our goals
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Cattell--Temperament traits
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describe our general behavioral style in responding to our environment--assertive
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Cattell--Dynamic traits
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describe our motivations and interests
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Cattell--Surface traits
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show a correlation but do not constitute a factor because they are not determined by a single source--unstable
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Cattell--Source traits
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stable, permanent, basic factors of personality
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Cattell--Constitutional traits
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source traits that depend on our physiological characteristics--substance abuse
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Cattell--Environmental-mold traits
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source traits that are learned from social and environmental influences
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Cattell--11 Ergs (permanent constitutional source traits for goal directed behavior)
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Anger, Appeal, Curiosity, Disgust, Gregariousness, Hunger, Protection, Security, Self-Assertion, Self-Submission, Sex
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Cattel's stages of development
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Infancy--0-6,weaning, tt, ego, superego
Childhood--6-14, independence Adolescence--14-23, conflicts about life Maturity--23-50, satisfaction with life Late Maturity--50-65, personality changes in response to life circumstances Old Age--65+, adjustment to loss |
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Cattell's assessment techniques
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L-data (life records)
Q-data (questionnaires) T-data (personality tests0 The 16PF Test |
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Behavioral genetics
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the study of the relationship between genetic or hereditary factors and personality traits
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Eysenck--3 factor model--have been found consistently throughout the world
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1. Psychoticism--includes antisocial, delusional
2. Extraversion--low in introverted, orientation towards sensation 3. Neuroticism--emotional stability--high is very unstable |
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Eysenck--Extraversion
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Oriented towards outside world, prefer company of others
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Eysenck--Introversion
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Prefer company of few or others
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Eysenck--Neuroticism
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Depressed, anxious, tense, irrational, moody--inherited
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Eysenck--Psychoticism
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High--aggressive, antisocial, tough-minded, cruel, drug abuse, also creative--genetic
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Costa & McCrae--5 factor model (OCEAN)
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Openness--new experiences
Conscientiousness--rules govern Extroversion--socialble, talkative Agreeableness--social interaction, good natured Neuroticism--emotional stability or lack of |
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Costa & McCrae
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Factors stable into adulthood
High extraversion and low neuroticism=emotional well-being |
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Buss & Plomin--Temperament theory
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Emotionality--level of arousal
Activity--physical energy Socialbility--degree of preference for other people |
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Biological perspective
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every personality characteristic has a biological basis
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Temperament
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inborn disposition for activity, socialbility, and emotional responding
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Emotional responding
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can be highly reactive from birth or not very reactive at all
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Activity level
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predisposition to produce behavior--ranges from high to low
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Socialbility
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preference for social contact
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Underarousal hypothesis
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Baseline arousal--too high (panic attack, aversive), too low (boredom, aversive), will do anything to stay moderate
Antisocials--way too low, less frontal lobe activity, extreme situations needed for moderation |
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Genetics
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personality pathology is genetic, concordance rate is 2:1 for MZ:DZ (Tsuang)
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Cluster B personality disorders
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Narcissistic, Histrionic, Borderline, Antisocial--drama queens, genetics and enviromental causes
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Cluster B
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need to learn to regulate mood in childhood, cope in healthy way
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Neurotransmitter systems
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Monoamines: 5-HT, NE, DA
Acetylcholine--activates muscle readiness GABA--inhibits everything |
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Cluster B
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if pill works on 5-HT and NE over DA--stabilizes mood and remove personality disorder
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Neurogenesis
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Cortisol damages hippocampus, lots of cortisol in stress (regulated by hippocampus), cycle
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Rotter--Social Learning Approach
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Allowed cognitive variables into behaviorism
Act on our environemnt to bring about our most preferred outcomes |
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Rotter--Social Learning Approach
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Developed CBT--intervent to change way people think, can change neurotransmitter activity
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Rotter--Locus of control
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Internal--our own efforts set outcomes--advantages in life, daydream about achievement, healthier
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Rotter--Locus of control
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External--outside factors set outcomes--blame someone else, more likely to abuse substances, adjustment issues
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Rotter--Locus of control
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Learned in childhood and linked to paternal behavior
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Rotter--Assessment
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Internal-External Scale--23 forced choice options
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Bandura--modeling
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Bobo doll experiment--children are more likely to imitate aggressive behaviors when shown by model and not punished
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Bandura--4 things that increase chances of modeling
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1. Similarity--when modelees think models are like them
2. Status or prestige--high status person does behavior 3. Consistency--Across models or one model across time 4. Success--look at successful people and emulate them |
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Bandura--Self-efficacy
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Perceived competence to produce a behavior under certain circumstances
Our feelings of competence, adequacy Can be specific across domains |
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Bandura-Self-efficacy
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Short term failures in adulthood can lower
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Bandura--Observational Learning
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learning new responses by observing the behavior of other people
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Bandura--Vicarious Reinforcement
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learning a behavior by observing the behavior of others and the consequences of that behavior
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Bandura--Modeling
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a behavior modification technique that involves observing the behavior of others (models) and participating withthem in performing the desired behavior
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Bandura--Verbal Modeling
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Can also work, with detailed explanations
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Bandura--Disinhibition
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the weakening of inhibitions or constraints by observing the behavior of a model
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Bandura--Non-rational fears
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Acquired during modeling
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Bandura--Observational Learning Process
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Attentional Processes: developing our cognitive processes and perceptual skills so that we can pay sufficient attentiona to a model to imitate behavior
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Bandura--Observational Learning Process
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Retention Processes: retaining the model's behavior to repeat at a later time; form mental images
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Bandura--Observational Learning Process
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Production processes--translating the mental images or verbal symbolic representations of the behavior into our own overt behavior by doing the responses and receiveing feedback
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Bandura--Observational Learning Process
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Incentive and Motivation Processess--perceiving that the model's behavior leads to a reward and thus expecting that our learning of the same behavior will lead to similar consequences
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Bandura--self-reinforcement
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adminstering rewards or punishments to oneself for meeting, exceeding, or failing of one's own expectations--regulates behavior
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Bandura--Peformance attainment
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most influential source of efficacy judgment
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Bandura--Conditions to increase self-efficacy
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1. Exposing people to success experiences by arranging reachable goals increases performance attainment
2. Exposing people to appropriated models who perform successfully enhances vicarious success experiences 3. Providing verbal persuasion encourages people to believe they have the ability to perform successfully 4. Strenghtening physiological arousal through proper diet, stress reduction, and exercise programs increases strength, stamina, and the ability to cope |
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Bandura--Developmental stages
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Infancy--limited to immediate imitation
Age 2--developed sufficient attentional, retention, and production processes to delay imitation Children---influenced by teachers Adolescence--success depends of level of self-efficacy in childhood Adulthood--young adulthood and middle years--marriage, parenthood, family, work Old age--new self-appraisal as life changes |
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Bandura--modeling to reduce fears and phobias
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guided participation and covert modeling
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Bandura--Triadic reciprocality
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Three factors (behavior, cognitive processes, and environmental varibles) interact
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Skinner--Respondent behavior
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involves a response made to or eleicited by a specific stimulus
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Skinner--reinforcement
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the act of strengthening a response by adding a reward, increasing likelihood of behavior occuring again
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Skinner--Extinction
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the process of eliminating a behavior by withholding reinforcement
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Skinner--Operant Behavior
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behavior emitted spontaneously or voluntarily that operates on the environment to change it
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Skinner--Operant Conditioning
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the procedure by which a change in the consequences of a response will affect the rate at which the response occurs
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Behavior Modification
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a form of therapy that applies the principles of reinforcement to bring about desired behavioral changes
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Token Economy
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a behavior modificaiton technique in which tokes, which can be exchanged for valued objects or privileges, are awarded for desirable behaviors
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Functional Analysis
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An approach to the study of behavior that involves:
1. The frequency of the behavior 2. The situation in which the behavior occus 3. The reinforcement associated with the behavior |
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Three approaches to assessing behavior
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Direct observation, self-reports, physiological measurements
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Reversal experimental design
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a research technique that involves establishing a baseline, applying an experimental treatment, and withdrawing the experimental treatment to determine whether the behavior returns to its baseline value or wheter some other factor is responsible for the observed behavior change
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Instinctive drift
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the substitution of instinctive behaviors for behaviors that had been reinforced
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Idiographic
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Idiographic is based on what Kant described as a tendency to specify, and is expressed in the humanities. It describes the effort to understand the meaning of contingent, accidental, and often subjective phenomena.
Idiographic approaches are qualitative In psychology, idiographic describes the study of the individual, who is seen as an entity, with properties setting him/her apart from other individuals. The terms idiographic and nomothetic were introduced to American psychology by Gordon Allport in 1937 |
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Nomothetic
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Nomothetic is based on what Kant described as a tendency to generalize, and is expressed in the natural sciences. It describes the effort to derive laws that explain objective phenomena.
Usually, nomothetic approaches are quantitative. In psychology, nomothetic is more the study of a cohort of individuals. Here the subject is seen as representing a class or population and their corresponding personality traits and behaviours. |
