Psych 101 1st Edition Lecture 11 Ch.8/7Outline of Last Lecture I. Sleepa. Stage 1b. Stage 2c. Stage 3d. Stage 4II. Rem a. Rapid eye movementIII. Dreamsa. Memory theoryb. Threat stimulation theoryc.Activation theory IV. Sleep disorders a. Insomnia b. Narcolepsyc. Sleep apnead. Restless leg syndromee. Sleep walkingf. Night terrorsV. Brain damagea. Coma (deep sleep)b. Brain deathc. Near-death experienced. Seizures VI. Dependence and Addictiona. Toleranceb. Withdrawal c. Two components:i. Physical dependence ii. Psychological dependence VII. Addictionsa. Definition: compulsive drug cravings and useb. Myths about addictionVIII. Psychoactive drugs a. Definition: chemicals that change perception and moodThese 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.IX. Depressantsa. Barbituratesb. Alcoholc. OpiatesX. Stimulantsa. Definition: drugs that excite neural activity and speed up bodily functionsXI. Influences of drug usea. Biopsychosocial influencesXII. Other forms of consciousness a. Meditationb. HypnosisOutline of Current Lecture Ch.8 LearningI. Types of learningII. Learning in generala. Definition: relatively permanent change in an organisms behavior due to experiencei. TypesIII. Behavioristsa. Pavlov and Watsonb. Conditioning processIV. PavlovV. James B. WatsonCh.7 EmotionsI. Operant conditioninga. Reinforcementb. Shaping behaviorc. Types of behaviori. Positiveii. Negativeiii. Primaryiv. SecondaryII. Researcher: Wolfa. Chimpomat Current Lecture Ch.8Read: Chapter 7- why are we emotional through chartChapter 9- what are the advantages of memoryHow do we retrieve memories?Why do we forget?How can we improve memories?I. Types of learningII. Learning (general) Relatively permanent change in an organisms behavior due to experience a. Associative learning: two events occur closely togetheri. Aristotle, Locke b. Two types:i. Classical: we learn to anticipate events from our learned association from stimuliii. Operant: we learn to associate a behavior and its consequence 1. Things that bring reward are most likely to repeat, no reward likelyto endc. Observational learning: we learn from watching others III. Behaviorists: (Pavlov* and Watson)a. Psychology should be an objective scienceb. Study behavior without reference to mental processesi. Pavlov and Watson believes this applies to both humans and animals1. Pavlov- Classical Conditioninga. Studying digestion (dog salivation)b. Isolated dog to eliminate 3rd variablesc. Attached a device to measure amount of saliva producedd. Slid food bowl in or blew meat powder in the dogs mouthe. Next paired a neutral stimulus with the food in the dogs mouth (tone)f. After several pairing when the tone was sounded, the dogssalivated at the tone alone i. When you see conditioned= learnedii. When you see unconditioned= unlearned, automatic2. Unconditioned stimulus: stimulus that automatically triggers a response a. Ex: hand over a flame and the jerk back reaction 3. Unconditioned response: response to unconditioned stimulusa. Ex: pulling hand back from fire4. Neutral stimulus: stimulus that is perceived, but triggers no reaction/response = no conditioned responsea. Ex: tuning fork5. Ex: tuning fork + food = unconditioned responsea. When acquisition occurs: pairing two things together enough to then get a response (association numerous times)6. Conditioned stimulus: stimulus now triggers responsea. Ex: tuning fork7. Conditioned response: the response created in turn from stimulus after repeated processes ii. Neutral stimulus + Unconditioned stimulus paired to become conditionedc. Conditioning processes**i. Acquisition: paring 1. The neutral tone occurs before the unconditioned stimulus ii. Extinction: the diminishing of the conditioned response1. When the conditioned response does not follow the conditioned stimulusiii. Spontaneous recovery: spontaneous recovery of conditioned response 1. Response after response was extinguished 2. Not as strong3. Extinguishes very quickly againiv. Generalization: tendency once a response has been conditioned for stimuli similar to the conditioned stimulus to elicit similar responses1. Something similar, but not the same; that still triggers a similar response, but not exactly the same response2. You may receive no response if you are too far away 3. Some response, slightly different tonev. Discrimination: a learned ability to distinguish between the conditioned stimulus, and stimuli that are NOT the conditioned stimulus1. Different tones: reacts to tone one, but not tone twoa. Tones have to be different enough so that you are not generalizing i. Ex: dog salivating to 256 tone tune fork, and not salivating to a 392 tone tune forkd. Classical conditioning that ignores cognitions often have limited success e. Rescorla and Wagner showed animals could learn predictioni. The stronger the predictability= stronger response to stimulus1. Consider the person, and their situation for classical conditioningf. Biological Predispositionsi. Behaviors are already related to survival for classical conditioning1. Ex: Garcia experimented with taste aversiona. The rats he used averted to taste, but not sound, or lightIV. Pavlova. Gave us the way we learnb. Gave us an objective way to study learningc. No guessing as to what is going on in animals mindsd. Gave us aversion of scientific method to followe. Able to break to behaviors into steps and processesf. Influenced WatsonV. James B. Watsona. Worked with Rosalie Rainerb. Studied in 1920i. “Little albert” study:1. WHITE RAT********2. A little child under age of 33. As little albert tried to touch the white rat they banged a pan a. Generalized a fear of anything white and fuzzy VI. Operant conditioning- Ch. 7i. Ex: any type of training for animals ii. Father of operant conditioning: Skinneriii. Built upon Thorndike’s law of effect iv. Ex: skinner box 1. The rat could control environment2. Pressing the bar to get pellets (reinforcement)v. “Everything we do and are is determined by our history of rewards and punishmentsb. Reinforcement: what’s reinforcing varies across people and situationsi. Ex: everyday livesii. Strengthen behavior/responsec. Shaping behavior: procedure in which the reinforcers guide behavior toward closer and closer approximation toward desired behavior i. Discrimination1. You want to discriminate against what you are reinforcing 2. You do not reinforce