PSYC 1000 Lecture 15 Outline of Last Lecture I. Moral Intuitiona. Moral decisions are driven by thisb. Based off emotionsc. Moral actionII. Psychosocial Development: Erikson’s StagesIII. Social Development: Erik Eriksona. form an identity b. Adolescents may try out different “selves” in different roles with peers, with parents, and with teachers.c. role confusion IV. Other Eriksonian stages on the minds of adolescentsV. Peer InfluenceVI. Adulthooda. Physical Changes in Middle Adulthood and in Later Life Cognitive Development and declineb. Social Developmentc. Well-Being across the Lifespand. Dying and Deathe. Physical Developmentf. physical declineg. lifespan and deathh. sensory changesi. Cognitive Developmentj. memoryk. Social Developmentl. commitmentsVII. Adult Physical Developmenta. In our mid-20’s, we reach a peak in the natural physical abilities which come with biological maturation:b. Muscular strengthc. cardiac outputd. reaction timee. Sensory sensitivityVIII. Physical Changes: Middle AdulthoodIX. The Aging BodyThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.X. Life Expectancya. Nurture/Environmentb. GenesXI. Physical Changes with AgeXII. Health/Immunity Changes with AgeXIII. Exercise Can Slow the Aging ProcessXIV. Changes in the Brain with AgeXV. Alzheimer’s Disease a. Dementia, including the Alzheimer’s type, is NOT a “normal” part of aging.b. Dementia SymptomsOutline of Current Lecture I. Behavioral Perspectivea. A relatively permanent change in behavior that results from experienceb. a relatively permanent change in behavior or behavior potential as a result experience c. Learning is adaptiveII. Learning by Associationa. Classical conditioningb. Operant conditioningc. Cognitive learningd. Basic premise III. Learninga. Experienceb. AssociationIV. Acquisitiona. Refers to the initial stage of learning/conditioningV. Extinction a. refers to the diminishing of a conditioned response. If the US (food) stops appearing with the CS (bell), the CR decreases.VI. Generalization and Discriminationa. Generalizationb. Discrimination VII. Ivan Pavlov’s Discoverya. Neutral stimulus: b. Unconditioned stimulus and response: Current LectureModule 18: Basic Learning Concepts and Classical ConditioningI. Behavioral Perspectivea. A relatively permanent change in behavior that results from experienceb. a relatively permanent change in behavior or behavior potential as a result experience i. as opposed to changes as a result of maturationc. Learning is adaptiveII. Learning by Associationa. Classical conditioningi. learning to link two stimuli in a way that helps us anticipate an event to which we have a reaction ii. respondent 1. behavior, reflexive, automatic reactions such as fear or cravingiii. these reactions to unconditioned stimuli (US) become associated with neutral (thenàconditioned) stimuliiv. How it works 1. after repeated exposure to two stimuli occurring in sequence, we associate those stimuli with each other. v. Result1. our natural response to one stimulus now can be triggered by the new, predictive stimulus.vi. Classical conditioning vs Operant Conditioning1. Pavlov’s experiments and concepts2. Acquisition, Extinction, Spontaneous Recovery3. Generalization and Discrimination4. Applications of Classical Conditioningvii. Positive emotions1. happy jingles with products viii. Product begins as a Neutral Stimulus1. paired with US (happy jingle)ix. Drug cravings1. Former drug users often feel a craving when they again encounter cues [people, places] associated with previous highs; intervention includes requirement to stay away from settings and paraphernalia associated with the euphoria of previous drug useb. Operant conditioningi. changing behavior choices in response to consequencesii. operant behavior1. chosen behaviors which “operate” on the environmentiii. these behaviors become associated with consequences which punish (decrease) or reinforce (increase) the operant behavioriv. Child associates his “response” (behavior) with consequences.v. Child learns to repeat behaviors (saying “please”) which were followed by desirable results (cookie).vi. Child learns to avoid behaviors (yelling “gimme!”) which were followed byundesirable results (scolding or loss of dessert). c. Cognitive learningi. social learningii. acquiring new behaviors and information through observation and information, rather than by direct experience1. by observing events and the behavior of others. 2. by using language to acquire information about events experienced by others. d. Basic premise i. all behavior is a function of one’s environment.III. Learninga. Experiencei. when we learn to predict events we already like or don’t like by noticing other events or sensations that happen first.ii. when our actions have consequences.iii. when we watch what other people do.b. Associationi. when two stimuli (events or sensations) tend to occur together or in sequence. ii. when actions become associated with pleasant or aversive results. iii. when two pieces of information are linked.IV. Acquisitiona. Refers to the initial stage of learning/conditioningV. Extinction a. refers to the diminishing of a conditioned response. If the US (food) stops appearing with the CS (bell), the CR decreases.VI. Generalization and Discriminationa. Generalizationi. the tendency to have conditioned responses triggered by related stimulib. Discrimination i. the learned ability to only respond to a specific stimuli, preventing generalization.VII. Ivan Pavlov’s Discoverya. Neutral stimulus: i. a stimulus which does not trigger a responseb. Unconditioned stimulus and response: i. a stimulus which triggers a response naturally, before/without any