(from Modules 9 and 10 - Basic Forms of Learning or Conditioning)
Basic forms of learning (conditioning)
Learning associations
Classical conditioning (ucs, ucr, neutral stimulus, cs, cr); Ivan Pavlov
Acquisition, generalization, extinction, spontaneous recovery
examples of classical conditioning
conditioned emotional response (Watson)
conditioned physiological responses (e.g. immune changes)
(systematic desensitization will be covered later in the semester)
Instrumental conditioning; law of effect; Thorndike
Operant conditioning; Skinner; shaping an operant response
operant chamber or Skinner box; cumulative recorder
Reinforcement (positive vs negative reinforcement & punishment, primary vs secondary reinforcers)
ways of modifying behavior without using punishment
Shaping a response, contingencies, schedules of reinforcement
continuous reinforcement
partial reinforcement
FR, VR, FI, and VI schedules of reinforcement
Acquisition, generalization, extinction, spontaneous recovery of operant behaviors
Discriminative stimuli
accidental reinforcement and superstitious behavior
cognitive learning
Observational learning or social learning;Bandura; modeling, BoBo doll study
Cognitive maps (Tolman)
insight learning
biological preparedness
behavior modification
(from Module 17)
What developmental psychology is and what some of the basic issues of this field are
(Nature-nurture, stability vs change, continuity vs discontinuity in development)
longitudinal vs cross-sectional methods of developmental research
fertilization; placenta;  stages of prenatal development (germinal embryonic, fetal)
basic genetics ( see also p. 68)(chromosomes, genes, sex determination, inheriting traits from our parents, identical vs fraternal twins, amniocentesis & genetic testing
other prenatal influences on development( teratogens; sex hormones); fetal alcohol syndrome
genetically programmed reflexes and sensory function; capabilities of the newborn
proximodistal and cephalocaudal principles; maturation vs learning; developmental norms
Sexual differentiation, androgens, MIS, effects of early sex hormones on sexual orientation/gender role development (see also 338-343)
social and cognitive aspects of gender identity (social role theory and cognitive developmental theory; gender schemas)
gender differences in behavior
evidence of genetic effects on sexual orientation
limitations of research on genetic basis of sexual orientation
Attachment research ( Harlow's monkey research; secure vs insecure attachment of human infants, separation and stranger anxieties)
Kagan’s temperament research
Social cognitive theory of development
Piaget's stages of cognitive development and their characteristic behaviors (sensorimotor, preoperational, concrete operational, formal operations)
object permanence, egocentrism, conservation abilities
assimilation and accommodation
evaluation of Piaget’s theory
(from Modules 19-20)
what is personality
what does Freud’s psychodynamic theory of personality emphasize
unconscious forces and unconscious motivation
Techniques to reveal the unconscious
Freud's view of personality (parts of personality and their characteristics)
Freud's stages of psychosexual development and their characteristics
Unconscious conflicts as sources of anxiety or emotional distress
different defense mechanisms to reduce or avoid distress
Problems of psychosexual development (fixations and their impact on personality)
Oedipus complex/Electra complex, penis envy, castration anxiety
Freud’s impact; criticisms of Freudian theory
projective personality tests (Rorschach, TAT)
criticisms of projective tests
validity and reliability of psychological tests
Humanistic perspective
Maslow's hierarchy of needs
meeting deficency needs before you can work on growth needs
self-actualization
Carl roger's self theory (also called "person-centered")
real vs ideal self; positive regard (conditional and unconditional)
pros and cons of humanistic approach
Behavioral (Learning Theory) perspective on personality:
1)Strict behavioral view - B.f. Skinner - learned response tendencies in situational contexts
2)Social cogntive theory; environmental factors (reinforcement/learningin particular situations) x cognitive/personal
factors x behavior/actions all interacting
some example of cognitions that can affect how you behave (locus of control, ability to delay gratification, self-efficacy)
criticisms of social-cognitive theory
Trait theory approach to personality
Allport’s research, Cattell’s research
Is personality stable or changeable?
The big 5 (openness, conscientiousness, extroversion, agreeableness, neuroticism  (emotional stability))
person- situation interaction
genetic influences on personality
Objective personality tests (MMPI, Cattell’s 16PF)
Reliability and validity of personality tests