Chemicals secreted by endocrine system into blood and bodily fluids

Genetic makeup of an individual

Characteristics shown by a person that have occurred because of their genes and the environment

System made up of brain and spinal cord

System which acts with CNS

Nerve cell that transfers info throughout nervous system

System which affects the transfer and secretion of hormones throughout body

Chemicals within cerebral fluid that transmit signals

A behaviour is more likely to reoccur because of avoidance of negative consequences

A behaviour is more likely to reoccur because of positive consequences

Learning due to positive or negative consequences of the behaviour

When a stimulus isn't associated with the conditioned response as it's too different from the original stimulus

When a stimulus becomes generalised to other related stimuli which are also associated with the conditioned response

Collection of ideas about person or situation formed through experience which helps individual to understand and predict the world around them

Technique pioneered by Wundt to gain insight into how mental processes work

Mental processes

1959

Ulric Neisser

We must refer to thought processes in order to explain behaviour

Thought processes should be studied scientifically (therefore feel introspection too unscientific and well controlled lab studies can investigate thinking)

Minds are like computers - have input from senses which then processes and produces output e.g behaviour

Stimulus and response appropriate but only if thought processes that occur between them are acknowledged (direct criticism of behaviourism)

Cognitive psychology

Cognitive science

Neuroscience

MIT in 1956

George Miller and Michael Gazzaniga

To bridge gap between neuroscience and cognitive science

As tech e.g scanning machines have advanced as easier to investigate brain activity

Cognitive psychology

Brain scanning technologies used by biological psychologists and the study of cognitive processes

Neuroscience discovery

When 2 patients show a mirror image of impairment

Shallice and Warrington (1969)

Poor STM but fully functioning LTM

Left parietal occipital lobe following bike accident

Milner and Scoville (1957)

Hippocampus following brain surgery

Poor LTM but functioning STM

HM and KF

LTM and STM are in different regions in brain

Trauma rarely limited to one area and sometimes some areas can recover

Existing knowledge in form of schemas plays important role in way info is remembered

Using existing knowledge to understand info we're receiving from environment

Participants listen to then recall native American folk tale - war of the ghosts. Participants left out elements culturally unfamiliar and changed some aspects to be more consistent with schemas

Shows implications of their accuracy as memories of events likely to be comprised of real memories and info based of schemas

Using existing knowledge to understand info we're recieving from environment

LTM

Scientific - can be observed and measured

Generalisation - mostly animals so less reliable

Limited explanation - ignores cognitions and biology

CC

OC

SLT

Behaviour rewarded, behaviour strengthened making it more likely to occur again

Escaping from/avoiding something unpleasant, strengthening behaviour

Stops behaviour from happening

Without reinforcement, behaviour becomes less likely to happen again and eventually die away

Continuous

Fixed interval

Variable interval

Fixed ratio

Variable ratio

Every single response is reinforced

Reinforcement given every 30 secs

Reinforcement given on average every 30 secs, unpredictable

Reinforcement given for fixed number of responses

Reinforcement given on average every 10 responses, unpredictable

Rate slow but steady

Rate speeds up as next reinforcement becomes available but overall slow

Rate steady over long periods

Pause after each reinforcement but high rate of responding leading to next reinforcement

Very high and very slow

1. Very low (quickest way to bring about extinction)

2. Fairly low

3. Very high

4. Fairly low

5. Very high (most resistant)

Gambling

If the consequences of a given behaviour are pleasurable, the likelihood of that behaviour happening again is increased

Didn't decondition

No protection from harm - stress

Can't be generalised as a case study

Subjective opinion - no objective measure of fear

Strengthens behaviour

Happens when characteristics of CS and an object become too different to be generalised

Association only occurs if UCS and NS are presented at the same/similar time

Learning by consequence

Positive reinforcement

Negative reinforcement

Punishment

If stimulus has characteristics close to CS, association can also be made to new stimulus

Pavlov - if varied pitch and tine of bell, still salivated

Little Albert - flightened by small, fluffy animals and white fluffy objects

That learning could be extinguished - if reinforcement ceased to be provided in response to lever, the rate would unlearn the connection

Box for rats - contained response lever which would prompt release of pellet for rat to eat

Contained loudspeakers and flashing lights which acted as visual and auditory signals - acted as cues

Floor metal so electric shock could be administered - punishment

Positive - pellet

Negative - avoiding electric shock

When rat learnt lever, would keep pressing

Pressing lever becomes learnt behaviour and rewarded with pellet - continuous reinforcement

Difficult to generalise

Controlled study

1. Antecedents - what happens just prior to behaviour being performed

2. Behaviours

3. Consequences - what happens following behaviour

Examine effects of continuous influence of model

Examine if sex of model influenced same sex and opposing sex participants to a different degree

36 m, 36f (37-69 mths)

2 adults, 1f, 1m was role model

8 experimental groups

1/2 observed agressive role model, 1/2 non agressive

Ps put into room one at time with model and bobo doll - agressive hit and shouted abuse

After witnessing for 10 mins, taken to another room with bobo doll and toys

Behaviour observed for 20 mins

Aggressive=agressive - boys more than girls

Greater level of imitation behaviour if role model same gender

There is a behaviour effect from observing aggressive behaviour and the behaviour continues after delay

Effects short term in experiment - difficult to see long term

Issues with interpretating behaviour - most would hit doll as designed to

Controlled study

Setting strange to child

Behaviours measured not same as genuine aggression - can't assume would act same towards other child

We learn behaviour vicariously - we don't receive reward or punishment but role model does so learn behaviour by observing positive or negative consequences of someone else's behaviour

Behaviours learned from environment so doesn't regard genetics

Behaviour learned from observing others and the reinforcement or punishment they receive