Authoritarian Authoritative Availability Heuristic Backward Conditioning Blocking Broca s Aphasia Circadian Rhythms Classical Conditioning Cognitive Motivations Complex Motivations Concrete Operational Piaget Conscious View Crystallized Intelligence Deep Structure Evolutionary View Sleep Extrinsic Motivation Fluid Intelligence Flynn Effect Place high value on obedience children are distrustful and have low independence Enforce standards but listen to kids independent children We decide that the events that we can easily recall are common and typical driving to grandma s is safer than flying to Iraq UCS follows the CS inhibits the response After conditioning to one stimulus the subject doesn t condition to a simultaneously presented 2nd stimulus Difficulties in speech long pauses missing function words problems in comprehending syntax but not word meanings Cycles of activity and inactivity usu lasting 1 day determined by internal brain timing mechanisms The CS is paired with the UCS the CS elicits a CR Aesthetics music art etc and amusement Phys Soc and Cog morals achievement etc 7 11 Reversible operations stage 3 Contemporary in awareness intended controlled and effortful Freudian in awareness intended controlled and effortful A person s acquired skills and knowledge The meaning of what the speaker is trying to express Sleep minimizes energy consumption at night predators sleep more than prey Means or secondary reinforcers rewards from achievement Mental processes not specific content Avg IQ increases 3 4 pts every 10 yrs better nutrition more exposure to technology genetics intermarriage The CS follows the unconditioned stimulus UCS 11 abstract ideas stage 4 of development signal enabling the organism to predict and prepare for the arrival of the UCS Brain damage alters only one mental ability Savants have differing intelligence levels There are differing courses of ability development Forward Conditioning Functional Operational Piaget Gallistel and Gibbon RU 2000 The conditioned stimulus CS is understood as a Gardner s Theory of Multiple Intelligences Howard Gardner s View of Intelligences Musical bodily kinesthetic spatial linguistic logical mathematical intrapersonal social Heuristics Indifferent Intrinsic Motivation IQ Intelligence Quotient Latent Content Manifest content Morphemes Negative punishment Negative Reinforcement Overjustification Effect Permissive Phonemes Positive punishment Positive Reinforcement Preoperational Piaget Problem Solving Prototypes REM Sleep Representativeness Heuristic Restorative View Sleep Sensorimotor Piaget Social Motivations Sternberg s Triarchic Theory Surface Structure Syntax Thorndike s Law of Effect 1911 interpersonal naturalistic intelligence existential intelligence tentative Cognitive shortcuts usually helping to produce a solutions Spend min time with kids kids lack discipline Ends or primary reinforcers enjoyment of the activity challenging goals Mental Age Chronological Age x 100 IQ Average IQ score for children is 100 Meaning can be inferred from the manifest The actual dream The smallest units of meaning compose phrases Removing an award making husband sleep on couch decreases likelihood of behavior Taking away a bad result AC takes away bad hot air increases likelihood of behavior Being rewarded reduces intrinsic motivation for engaging in the activity Impose few controls children are irresponsible The smallest units of sound Scolding or hitting for misbehaving decreases likelihood of behavior Giving a dog food for sitting increases likelihood of behavior 2 7 Symbolic but egocentric stage 2 Understanding the problem devising a plan carrying out the plan and looking back Concepts based on familiar typical members of the category Rapid eye movements dreams major voluntary muscle paralysis high autonomic nervous system activity We match an object to its category but don t process how likely the match is Sleep lets body fix wear and tear and is required for memory consolidation hallucinations 0 2 Thought action stage 1 of development Attachment and imitation Analytical Practical and Creative Intelligence The particular syntactically organized word sequence use to express the propositions Set of rules guiding the interpretation of meaning in utterances a k a instrumental conditioning Learning Behavior Consequences operant Unconscious View Wechsler Tests David Wernicke s Aphasia William s Syndrome Contemporary innate mental processes automated skills habits procedural learning priming effects Freudian anxiety provoking thoughts and desires actively kept from consciousness Wechsler Adult Intelligence Scare WAIS current version is the WAIS III test reliability is 96 Wechsler Intelligence Scale for Children WISC current version is the WISC IV Difficulties in comprehension meaningless speech that is syntactically well formed Sever genetic intellectual impairments but normal language abilities
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