Psych 101 1st Edition Lecture 12 Ch.8/7 cont.Outline of Last 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 behaviorOutline of Current Lecture Ch.8 Learning I. Immediate vs. delayed reinforcersII. Schedules of reinforcementIII. PunishmentIV. Cont. SkinnerV. Observational learning Ch.7 EmotionsThese 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.I. Emotionsa. Definition: a response of the whole organismi. Physiologicalii. Expressiveiii. Consciousiv. Assessment II. James-Lange TheoryIII. Cannon-Bard TheoryIV. Two-Factor TheoryV. Emotions and the ANSa. Autonomic nervous systemVI. The biology of emotionsa. The amygdala and insula b. Cingulate cortex and basal gangliac. Cerebral cortexd. High road/low road VII. Culture and emotionsVIII. Expressing emotionsIX. Theories of emotions a. Somatovisceral Afference Model of Emotions (SAME)Current Lecture cont. Ch.8-Ch.7I. Immediate vs. delayed reinforcersa. Immediate: reaction occurs right awayb. Delayed: late reaction II. Schedules of reinforcementa. Continuous: the desired behavior is reinforced every time it occursi. Learning happens quicklyii. Behavior extinguishes quickly as welliii. Likely to get spontaneous recoveryiv. Doesn’t normally occur in everyday livesb. Partial: reinforcing a response only part of the timei. Slower learningii. Much greater resistance to extinction (behavior will continue)iii. 4 types:1. Fixed-ratio: reinforce a response only after a specific number of responses (ratio=counting responses)a. Ex: free coffee after a fixed number of purchases 2. Variable-ratio: reinforcement to a response after an unpredictable amount of responses (variable=unpredictable, ratio=number of responses)a. Ex: slot machine: keep playing and you may win cash3. Fixed-interval: (a set amount of time) reinforcement after a specific amount of time overlaps a. Amount of responses DO NOT matterb. Ex: quizzes occur after a certain amount of time4. Variable-interval: (unpredictable) reinforcers of response in time intervalsa. Ex: expecting a phone call or email, but don’t know whenIII. Punishment: an event that decreases as it follows (decreases behavior)a. Drawbacks:i. Can result in fear, aggressionii. Doesn’t tell you what you’re supposed to do, but does tells you what you’re NOT supposed to doiii. You can learn to avoid the person who does the punishmentiv. Suppresses the behavior, but doesn’t eliminate it b. Ex: spanking IV. Cont. Skinnera. Cognition: motivationi. Intrinsic: desire to perform a behavior for its own sakeii. Extrinsic: desire to perform a behavior due to a reward or punishment (skinners focus) b. Biological predispositionsi. Learn associations that are naturally adaptive quickly ii. Easier to get a subject to do something they’re meant to do c. Why he’s importanti. Focused on external environment and how it influenced our behaviorii. Wanted to improve societyiii. Controversialiv. All things we use todayd. Applicationsi. School: “students must be told immediately whether what they do is rightor wrong and, when right, they must be directed to the step to be taken next.” –skinnerii. Home: don’t punish, reinforce positive and specific behaviors, and explain(no spanking)V. Observational learning: learning by observing othersa. Modelingb. Begins earlyi. Ex: shortly after birthc. Classic modeling experiment (Albert Bandura): Bobo dolli. Children who watched adult hit bobo doll= more aggressive behavior toward dolld. Positive and negativei. Prosocial behavior: modeling good behaviorii. Antisocial behavior: modeling negative behaviore. T.V. and aggressioni. Experiments1. Ex: power rangersii. Violence effect: the more aggression you watch, the more aggressive you will be CH.7- EmotionsI. Emotions: a response of the whole organisma. Physiological arousali. Adrenalineb. Expressive behaviorsi. In face expressionii. Running awayc. Conscious experiencei. Cognitived. Assessment of surroundingsII. James-Lange Theorya. Founded by William James and Carl Langeb. Worked independently, but bind togetherc. Physiological arousal BEFORE emotional experience d. Each emotion has a different physiological arousal component to themi. Ex: you see a bear, and start running= you’re frightened because you’re runningIII. Cannon-Bard Theorya. Founded by Walter Cannon and Phillip Bardb. Emotion and physiological take place at the same timec. One is not causing the other (simultaneous)d. There is more to emotion than just physiology IV. Two-Factor Theorya. Founded by Stanley Schachter and Jerome Singerb. Physiology and cognitions create emotions c. Emotion is the result of the two combined i. Ex: You see bear, heart rate increases, you think ‘I’m afraid’, and you experience the emotionV. Emotions and the ANSa. Autonomic Nervous System: controls physiological arousali. Sympathetic division (fight or flight)ii. Parasympathetic division (calming)VI. The biology of emotionsa. The amygdala and insula b. Cingulate cortex and basal gangliac. Cerebral cortexi. Amygdala first senses dangerii. Cingular cortex is the emotion for singular pain (social pain) iii. Cerebral cortex the left hemisphere= positive correlations, the right= negative correlationsd. The high roadi. Goes through the cortexii. Primary and secondary (first thought and second thought)iii. Thinking about it moree. Low roadi. Immediate reaction ii. First thoughtVII. Culture and emotionsa. Worldwide same recognition of facial expressions b. The six emotions (survival) c. We respond to our whole body with emotionsVIII. Expressing emotionsa. Some facial expressions are universally understood b. Environment component:i. When we are taught to express certain emotionsIX. Theories of emotionsa. Somatovisceral Afference Model of Emotions (SAME) middle ground theoryi. Picture of a young girl and a old woman in one ii. The initial response leads to cognition processing iii. If you are unsure it will be harder to recognize what you are feeling/experiencing iv. Cognitive and