11/27-29 Intro to Personality and Freudian Theory

Intro to Personality Study Notebook p. 1---Reasons for Theories. Similarities and Differences. Notebook p. 2--- Ch. 9 Sec 2. Freudian Theory and Defense Mechanisms PSYCHOANALYSIS CONCEPT MAP STUDENT GOAL: To demonstrate your knowledge of Freud’s Psychoanalytic Theory. TO REACH YOUR GOAL: 1.Draw a picture or series of pictures that demonstrate how the terms below are involved in this theory. 2.Use your text or notes to assist you. (p. 378-380). 3.Make sure to label your concept map. 4.Be ready to explain it to your classmates. TERMS TO USE: CONSCIOUS MIND ID PLEASURE PRINCIPLE EGO REALITY PRINCIPLE SUPEREGO MORALITY PRINCIPLE UNCONSCIOUS MIND Extras----Explain a Freudian term such as a slip or a defense mechanism. Due on Monday

11/26 Learning and Memory Exam

Intro to Personality--Ch. 14 and 13.

11/19 Review

Review Memory and Learning. Exam on Monday 11/26

11/15-16 Memory

Multi Stage Model Storage Sensory Memory STM LTM Retrieval Ch. 10 S2 –Retrieval Define the following: 1. Recognition 2. Recall 3. reconstructive processes 4. confabulation 5. schemas 6. eidetic memory 7. Relearning 8. Forgetting 9. Decay 10. Interference Sentence Answers 11. What about state-dependent learning would make studying with headphones not worth your time? 12. Why is distributed practice better than cramming? 13. What are forms of elaborate rehearsal that you use to help you study? 14. Why are mnemonic devices useful? 15. Using p. 279, what are the four types of Long-Term memory? Describe each one.

11/14 Ch. 9 Pop Quiz

11/13 Observational Learning

Disinhibition

11/8-9 Social Learning

Bandura--Social Learning Cognitive---Latent Learning Learned Helplessness Psy I Name __________________________ —Learning and Memory Date ____________ Per. __________ This lesson is designed as both a group project and individual project. Each individual should answer the questions on the packet, while working together with their group to discuss the responses. Motivation Internal systems There are many systems and theories of motivation . But what if we look deeper? What are the internal structures that lead to us acting (as opposed, perhaps, to not acting). Here are the key systems involved: • Beliefs: are 'assumed truths' on which our understanding of the world is founded. • Emotions: are the fundamental internal systems that kick us into action. • Extrinsic Motivation: Driven by external factors. • Goals: that we set ourselves to achieve our needs. • Interest: those things that attract our attention. • Intrinsic Motivation: Driven by internal factors. • Needs: are the pre-programmed drivers that evolution has given us. • Values: are the social rules that we live by that enable our tribal societies to function. Now read p. 314-317 and answer the following questions: 1. What is motivation? 2. How does drive theory motivate us to act? 3. What is an activity that you engage in that has both intrinsic and extrinsic motivators. Learned Helplessness Theory Description How we attribute the events that occur in our lives has a significant effect on our attitudes and efforts in improving our lot. In particular there are three types of belief affect us: • Stable or unstable cause: If we believe that events are caused by factors which do not change, we assume that it is not worth us trying to change them. So if I believe my success is based on an unchangeable ability, it will seem that it is not worth my trying to improve myself. • Internal or External cause: We can believe that events are caused by ourselves or something outside of ourselves. If I assume a serious car crash was my fault, I will be less likely to drive again than if I attribute it to a greasy road. • Global or Specific cause: If we believe that events are caused by a large number of factors then we feel we can do less to change things than if we see few and specific causes. Research Seligman rang a bell whilst shocking a restrained dog. He then allowed it to move out of the way and rang the bell again. The dog did not move! What it had learned was not that ringing a bell means pain, but that it is futile trying to get away from shocks. Example If a poor test result is attributed to a lack of intrinsic capability as evidenced by many past failures, then we are likely to reduce our efforts, be more depressed and view ourselves in an ever-fading light. Using it To build influence, make and encourage attributions about other people so they learn helplessness and become dependent on you. To help people become less helpless, show them what is happening. Help them make attributions that lead to positive actions and 'learned confidence'. Defending Positively seek unstable, external and specific causes that mean you can change your world. Guard against friends and others who push you into dependence. Now read p. 260-261 on learned helplessness in the textbook and answer the following question: 4. (3pts) As a group, discuss and give an example of learned helplessness in the “real world” that you have personally witnessed or have been involved in. Attribution Theory Description We all have a need to explain the world, both to ourselves and to other people, attributing cause to the events around us. This gives us a greater sense of control. When explaining behavior, it can affect the standing of people within a group (especially ourselves). When another person has erred, we will often use internal attribution, saying it is due to internal personality factors. When we have erred, we will more likely use external attribution, attributing causes to situational factors rather than blaming ourselves. And vice versa. We will attribute our successes internally and the successes of our rivals to external ‘luck’. When a football team wins, supporters say ‘we won’. But when the team loses, the supporters say ‘they lost’. Our attributions are also significantly driven by our emotional and motivational drives. Blaming other people and avoiding personal recrimination are very real self-serving attributions. We will also make attributions to defend what we perceive as attacks. We will point to injustice in an unfair world. We will even tend to blame victims (of us and of others) for their fate as we seek to distance ourselves from thoughts of suffering the same plight. We will also tend to ascribe less variability to other people than ourselves, seeing ourselves as more multifaceted and less predictable than others. This may well because we can see more of what is inside ourselves (and spend more time doing this). In practice, we often tend to go through a two-step process, starting with an automatic internal attribution, followed by a slower consideration of whether an external attribution is more appropriate. As with Automatic Believing, if we are hurrying or are distracted, we may not get to this second step. This makes internal attribution more likely than external attribution. Research Roesch and Amirkham (1997) found that more experienced athletes made less self-serving external attributions, leading them to find and address real causes and hence were better able to improve their performance. Using it Beware of losing trust by blaming others (i.e. making internal attributions about them). Also beware of making excuses (external attributions) that lead you to repeat mistakes and leads to Cognitive Dissonance in others when they are making internal attributions about you. Defending Watch out for people making untrue attributions. Now Read p. 530-31 in your textbook and answer the following: 5. (2 pts) Give an example where you have committed a fundamental attribution error and felt like a jerk. 6. (2pts) Give an example of a self-serving bias that you have used.

11/6-7 Operant Conditioning--Practical Application

Operant Conditioning Skits Intro to Partial Schedules of Reinforcements

11/5 Inside Out Learning

11/1-2 Learning Intro Ch. 9

Learning and Memory Classical Conditiong p. 240-249 Ch. 9 S1 Define the Following in your Cornell Notes *classical conditioning * learning * acquisition * generalization * discrimination *extinction * behaviorism * behaviorists **Study the Figure 9.1 on pg. 243. Briefly explain what Pavlov did and the importance of his discovery? ** Read the case study on pg. 249. How was this study using “Baby Albert” unethical by today’s standards? Ch. 9 S2 P. 250-256 *operant conditioning ** Compare and Contrast operant conditioning and classical conditioning * Reinforcement---What’s the difference between a positive and reinforcer? * Describe and Diagram the 4 different schedules of reinforcement * Shaping * Response Chains