PSYC2301 Lecture 11.2.21-11 PDF

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Stephen F. Austin State University
General Psychology
Dr. Drury
Fall 2021...

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PYSC2301.014 Lecture 11.2.21 Chapter 9, continued (Intelligence) Francis Galton -

Crude measurement of basic tasks Factor – exploration – looked at family history of excellent students.

Alfred Binet -

Classroom children; intended for school aptitude; early definition of IQ = MA/CAx100

IQ tests are normally distributed. PSYC2301.014 Lecture 11.4.21 To-do List: -

R points survey (Front page of D2L) Reaction Paper (due 11/9) Discussion 5 (due 11/14) Test 4 (11/18)

Types of Intelligence (Emotional Intelligence, Goleman, 1994) -

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Self-Awareness – emotions, confidence (a form of self-recognition); we have the ability to recognize our emotions, although some people do not have the ability to regulate/recognize their emotional state. Social Awareness – empathy and organizational awareness (a form of social recognition) Self-Management – self-control, adaptability, initiative (a form of self-regulation) Relationship Management – leadership, influence, teamwork (a form of social regulation)

Growth Mind Set > Intellectual Abilities (Dweck, 1986) Correlates of Intelligence -

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Genetics Positive attitude: growth mindset Bias Gender differences? There are some at both ends, such as reading disorders. There are slight differences. Males sometimes appear slightly more advantaged. For some reason, females read a lot better than males. Unequal representation in STEM fields and among full professors Stereotype Threat – people tend to perform down to expectations such as, female students at MIT. See Testing Intelligence clip at 14:00 mark (slide 9).

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Claude Steel from Stanford University - males vs females, race, etc. – calls phenomenon the stereotype threat. Some people have a limited ability to perform, especially to perform difficult math problems. Stereotype Threat Study – brought both women and men that were very skilled in math. If women did not perform as well as the men, there would be a stereotype. If there is no gender difference, there is no difference.

Correlates of Intelligence Females -

Fine motor skills Acquired knowledge Reading Comprehension Decoding non-verbal expression Grades

Males -

Fluid reasoning related to math/science Perceptual tasks (e.g., moving objects) Transformations in working memory Chapter 10 - Conditioning and Learning

Learning is optimally taught over a 2-class period. Learning is a topic that can start out a bit confusing for students. The meaning of learning in this discussion—classical and operant conditioning—is likely a departure from students’ common usage, broadly defined as knowledge acquisition. This module is about the underlying mechanisms for learning. There is also a lot of specialized terminology, so being mindful of pace and repeating information throughout the lectures may be helpful. Explanation: Learning is not just the intellectual practice we often imagine it to be; it is also a reflexive/responsive process that is constantly happening, even when we’re not aware of it. Our behavior is constantly being altered by our experience, whether we know it or not, and this too is a crucial form of learning. Classical Conditioning – when we see police, for example, we tense up because of the consequences that may be presented if you are breaking the law, even if you are driving under the speed limit. Classical conditioning involves learning via an association between two events. In this conditioning – the conditioned stimulus (the officer) is associated with an aversive unconditioned stimulus. Behaviorism Explanation: Behaviorism can be defined as: psychological orientation focused on the measurement of observable behavior rather than internal processes, such as thoughts. Two champions of behaviorism are Ivan Pavlov (left) and BF Skinner (right). Each contributed significant theories based on behaviorism that demonstrate the effects of psychological conditioning. The work of Pavlov and Skinner is the primary focus of this (two part) lecture.

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Pavlov’s Experiment – feeding dogs meat powder and found that the precursor events caused them to salivate early. Won the Nobel Prize for Physiology and Medicine in 1904. Over repeated testing, the dogs salivated before the contact of the food. Just seeing the food caused salivating. Stimulus and response occur naturally. It is already classically conditioned. Arbitrary neutral stimulus becomes a conditioned stimulus.

Classical Conditioning Components -

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Unconditioned Stimulus (US) – a stimulus that elicits a particular response without prior training. Elicits response unconditionally, regardless of the experiment (automatic trigger). Example – the smell of cookies baking makes you hungry. Unconditioned Response (UR) – a response that occurs to a stimulus without prior training. Response is unconditional, regardless of the experiment (automatic response). Example – you become hungry when you smell cookies baking. Conditioned Stimulus (CS) – a stimulus that does not elicit a particular response initially, but comes to do as a result of CC. Ability to elicit response depends on an association with event (learned trigger). Example – the sound of opening a can of tuna brings a cat running. Conditioned Response (CR) – the response that is eventually elicited by the conditioned stimulus after repeated pairings with the unconditioned stimulus. Response depends on an associated with event (learned response). Example – the cat comes running when it hears the can of tuna being opened.

Pavlov’s Experiment – at first the dog hears the bell (CS) and does not respond. The dog has not been conditioned to respond to the bell. However, when the dog smells the meat (US), it begins to salivate (UR). Over many trials, the bell is rung (CS) at the same time the dog smells the meat (US) and begins to salivate (UR). Eventually, when the dog hears the bell (CS), it begins to salivate (CR) even in the absence of the meat. The dog has not been conditioned to respond to the ringing of the bell.

Classical Conditioning Examples – what are the CSs, USs, CRs, and the URs below? Unconditioned stimulus – restaurants (no need to prepare yourself ahead of time; typically, food is pleasant to most people) Conditioned stimulus – dentist (people tend to be tense and prepare themselves before the appointment)...