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8/29- Syllabus day ALL WRITING ASSIGNMENTS MUST BE SENT WITH PDF Study for tests with study smart discussion sections Final Exam: Dec 18th 1:30pm

9/5Defining psychology: ● The science of understanding affect (A), behavior (B), cognition (C) ○ Psychology is a science A science is anything that uses the scientific method- psychology uses the scientific method The A.B.C.s of psychology ● Affect: ○ Anything that relates to feeling ● Behavior: ○ Behavior ● Cognition: ○ The way we process information **Females and males in the class believe that uggs are still semi in fashion but that only really women have and wear them, but Uggs started in australia and was worn first by bush pilots and then by surfers and was mostly male

General theoretical perspectives: theories ● Biosocial (evolutionary) ○ Genetic chaos (mutations) ■ Some of these genetic differences can be in your thoughts and behaviors--thoughts and behaviors can be inherited ○ Life is hard-resources are limited ■ Some behaviors are going to be more “fit” to be adaptive ● “Fittest” survive and reproduce ○ Evolutionary psychology says that the behaviors and thoughts that have been passed down to you are supposed to help you either survive or reproduce ○ According to the biosocial theory we only do what we do in order to survive or reproduce

**So why do people wear uggs? Because it keeps my feet warm which keeps me safe from frostbite which keeps me safe from gangrene so then I wont die or be killed by other predators ●

Learning (behaviorism) ○ According to theorists organisms are designed to seek pleasure and avoid pain ■ Pleasure = biological or psychological needs (but basic needs) ■ Pain = something detrimental to well-being ○ Behavior is determined by experience with outcome ■ When a child touches a hot pot and gets burned they learn not to do that again--the behavior to not touch hot pots comes from the kid experiencing touching one and then getting the outcome of being in pain ○ According to learning theory people act randomly and then learn to act a certain way based on what they experience ○ Some species can learn by observation ○ NO PLANS according to learning theory--you just do something randomly and if it gives pleasure you do it again and if it gives pain you don't do it again

**why do we wear uggs? Because it keeps us warm...not because we need to survive but i randomly put them on and i got pleasure from them cause they’re warm so i keep doing it ●

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Socio-cultural ○ Group norms guide thought and behavior ■ True vs. False ■ Right vs. Wrong ■ Attractive vs. Repulsive ■ Masculine vs. Feminine ○ Some norms are written down but not all norms have to be ■ It’s a norm not to murder...that is written down, but we also have the norm to face the door in an elevator instead of the wall...that isn’t written down, but we still do it because it’s a norm Social cognitive ○ Thought and behavior are guided by: ■ Beliefs (facts)--the beliefs that you hold are cognition ■ Attitudes (evaluations of objects) ■ Expectations (e.g., placebos) ■ goals ■ Memory ○ The antithesis or response to the learning theory

**why do we wear uggs? I like uggs and my goal is to keep my feet warm/be attractive/whatever, so I wear uggs 1-2:30 BRB hallway: welcome to psych potential psych major thing

9/12Cognition ● Heuristics are mental shortcuts for making decisions--due to limited cognitive resources ● Motivated tactician: a theory that says people use the cognitive resources they have to process the information that they actually care about ○ They want to save that information so they don’t use it for the information they don’t care about ● Recognition vs. recall ○ Multiple choice (recognition) vs. short answer (recall) ○ When is recognition easier? When all the information is different--when everything is harder to recognize ○ When is recall easier? When all the information is similar--recall requires more cognition ● Memory is flawed and malleable ○ Fake childhood memories ○ 18-28 year old students were shown a fake photograph of childhood experience ○ 50% said they remembered the experience--but it never happened ○ Loftus and Palmer (1974) ■ Participants in the study are shown a video of a car crash--all shown the exact same video--then they are asked questions about the video but the person asking the question changes discription words each time he asks the question ● “About how fast were they going when they___into each other ○ “Hit” ○ “Contacted” ○ “Smashed” ○ “Crashed” ○ “Bumped” ■ Each person gave a diffrent answer depending on the word they were told in the description ● We have different speed associations with each of those words ● Each have a different schema associated with them ○ “Smashed” = fast and dangerous, “hit” = touched and slow ● “Did you see any broken glass?” (there was none) ○ “hit”--14% said yes ○ “smashed”--32% said yes ● Memory systems ○ [phase 1] Sensory:

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Capacity: (Unlimited) your sensory memory remembers everything--everything that all of your senses take in ■ Duration: a few seconds at the most ● Only the things that grab your attention make it to phase 2 (STM) ○ [phase 2] Short term (STM): ■ Capacity: 7 +or- 2 chunks of information ■ Duration: between 30 seconds and 3 minutes ● Maintenance rehearsal: when you practice/resay/rethink about the information you are resetting your 3 minutes ● Encoding: what you do to move something to your LTM ○ [phase 3] Long term (LTM): ■ Capacity: Unlimited ■ Duration: Unlimited ● Retrieval: when you need to recall information that you have stored in your LTM and move it to your STM so that you can recall and say it you need to retrieve it ● Some things do decay over time and just leak out ○ You need to find a way to get something from your STM to your LTM and then be able to move it back and forth between the two whenever you need it mnemonic devices ○ Elaborative rehearsal: when you elaborate on a specific schema: when you take a new concept and tack it onto a schema you already have ■ Schemas: a network of pieces of information about a concept ■ Take an old concept you know is in your LTM and tack a new concept onto it so that you have it easily accessible ○ Method of Loci (short for locations) ■ Need to remember a sequence? ■ Map each item onto a step in a known path with vivid sensory elaborations ■ Why would this technique help encoding, storage and retrieval ● Encoding: we make it vivid and interesting which is better for remembering ● Storage: we connect it to a schema ● Retrieval: just start along the path and it jumpstarts your memory ○ Most mnemonic devices start this way ○ Priming: when you make a part of a schema accessible in your brain

Quiet Dream Tired Midnight Yawn Vomit

Bedroom Blanket Pillow Exhausted Lamp sheets ● The Primacy effect: when you remember things at the beginning of the list ● Recency effect: when you remember things that you last saw/heard 9/26Interval has to do with time Exam 1 week from today (October 3rd) chapters 1-4 Study smart questions then bulleted points on open psych Learning theory and Behaviorism are the SAME THING Classical conditioning: where you take an organism and get a normal behavior from an abnormal sources--the outcome behavior is a natural behavior ● Pavlov and his crew ○ Pavlov’s dog--natural behavior is drooling...the learning theory part was that the dog was taught to drool when he heard a bell ring ● UCS: unconditioned stimulus--(meat) (having a full bladder) (loud noise) ● UCR: unconditioned response--(drool) (peeing) (crying) ● NS: neutral stimulus--neutral because it doesn’t create any response (metronome) (front door) (white rat) ● CS: conditioned stimulus--(metronome) (front door) (white rat) ● CR: conditioned response--(drool) (peeing) (crying) ○ The UCR has to be exactly the same as the CR ○ The NS has to be exactly the same as the CS ● The most effective pairing in classical conditioning is forward short-delay ● Garcia effect: ucr (vomit), ucs (virus), ns (sushi burrito), cs (sushi burrito), cr (vomit) ○ You can create a life-long food aversion from only one pairing ■ Can be either forward or backward pairing and still have the effect ■ Can happen quickly or after a very long delay ● This isn’t something that you are allergic to it’s just something that you associate with sickness after getting sick close to or right after you ate the food just one time ● Stimulus Discrimination: get the response only from the conditioned stimulus and not from a similar stimulus ○ Only gets sick when eating a sushi burrito but not when eating any other burrito ● Stimulus Generalization: get the conditioned response from stimulus similar to the conditioned stimulus even though it was never paired

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Little albert was conditioned to be afraid of white mice, but he generalized the stimulus and became afraid of every white, fluffy item, including santa clause ● Habituation vs. systematic desensitization ○ In this class habituation and flooding are the same thing ○ habituation/flooding: constantly forcing the stimulus on an organism until they no longer give a response ○ Systematic desensitization: show stimulus in different similar forms until finally working your way up to the actual stimulus that the person should then be desensitized to Operant Conditioning: condition a brand new behavior (that isn’t natural) out of an organism

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+R: -R: +P: -P: Reinforcement: want the behavior to increase Punishment: want the behavior to decrease - and + ○ Negative solely means taking something away ○ Positive solely means adding something ■ In real life, reinforcement is a lot more effective than punishment ● Punishment is effective if it’s immediate and consistent

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Ratio: the reinforcement is gonna be based on the number of times you do the desired behavior Interval: reinforcement is based off of doing the desired behavior over a set period of time Shaping: is the differential reinforcement of successive approximations towards a target behavior Sometimes animals including humans create superstitious behaviors--they think they are being reinforced for doing one thing when really they were being reinforced to do another

10/10How does your body know when it steps on a lego? Does your body give you a pain molecule that gets sucked into your body? NO! Somehow your body tells you that you should be in pain. Synapse Action Potentials ● Pre vs. postsynaptic ● Inhibition vs. excitation ● Thresholds and refractory periods Soma is the body of the cell Dendrites receive the signals Schwann cells Axon sends signals (the signals that they are sending are the action potentials) Ion: positively or negatively charged atom

When neuron is at normal state it’s at its resting potential---negative charge suck the positive ion in and out of the neuron---neuron is normally negative and ion is positive, so when the ion goes into the neuron it excites the whole thing and turns it positive, but when it gets spit back out the neuron is no longer excited and goes back to its negative state. Inside the terminal button are things called vesicles and inside those are neurotransmitters Vesicle is the pocket, neurotransmitter is the key and the key then opens the door (ion channels). Once the door is open it goes back into the pocket (called reuptake) An action potential is just a wave of activity Afferent: taking info in Efferent: sending info out Brain damage ● Language is lateralized on the left hemisphere ● Broca’s Aphasia: know what they want to say but have problems producing the speech ● Wernicke’s Aphasia: can produce speech but it doesn’t make sense---meaning is lost ○ Broca’s area and Wernicke’s area are both on the left hemisphere of the temporal lobe Hindbrain--the back Forebrain--wrinkly stuff on top---cerebrum The middle connects two hemispheres (right and left)--Corpus Callosum In general the information from one side of your brain goes to the opposite side of your body (your right brain controls your left eye etc.) 10/17Sensation happens in your sensory organs and then it gets sent to your brain where the perception happens--what you sent is not what you perceive Microsaccades (micro: small, saccades: jumps) ● Eyes always twitching (extraocular (outside the eye) muscles) ○ During prolonged focus even more so ● Creates the perception of movement ● Blind spot: ○ Can’t sense something when it’s in your blind spot because there are no sensory cells in your blind spot ● If i break my stapes does it affect sensation or perception? ○ Yes, both ■ Hallucination: affects perception

Monocular depth cues (only need one eye to do) ● Accommodation: based on how much you’re contracting your lens, i know how far away the thing that you are looking at must be--when you’re brain understands how much your ciliary muscle is contracting and therefore can sense the distance of the object you’re looking at ● Familiar size: we know how far away things are based off of how big or small they look next to objects of a familiar size ● Interposition: the thing that’s covering up something else is closer to you ● Linear perspective: things that are and look parallel, start to converge together in your sight as they get farther away ● Motion parallax: things closer to you look like they are moving quicker than things that are farther away ● Relative height: things that are higher up (closer to the horizon line) are further away than things that are lower down ● Shadow: ● Texture gradient: you can see more texture the closer you are top-down processing: understanding something based on context Bottom-up processing: get every little piece of information together before you can come to a conclusion Ames Room: Binocular Depth Cues ● Binocular disparity Rods and cones (cells that sense light) ● Cones: cones are in charge of distinguishing spectrums of color ● Rods: rods are in charge of distinguishing black and white After image: image happens after you fatigue your eyeball ● Olfaction: sense of smell Pheromones: molecules/chemicals that cause a change in a specific species 10/24Basic and Social emotions: ● Basic emotion: you’re born with it--born with the instinct ○ Paul Ekman ■ Studied what actual muscles are being contracted in your face to make certain emotions happen--had people contract certain muscles in their face until he got the emotion he wanted

● Micro-expressions: brief facial expressions of your actual emotions 6 basic emotions: ■ Anger ■ Disgust ■ Fear ■ Joy ■ Sadness ■ Surprise ● + Contempt (7th basic emotion) Micro Expressions and Lie Detection ○ Micro-expressions: brief facial expressions of your actual emotions Self-awareness: not just aware of myself, but aware that I am separate from other beings/stuff ○ Test for self-awareness with the “Mirror Test” ■ We can know if someone has self-awareness based on if they look in a mirror, see a spot on the person’s reflection and touch that spot on themselves (rather than on another person or trying to get it off the image in the mirror) ■ Or the cart and baby test (18 month old babies were able to identify that when they stood on the carpet, the cart wouldn’t move, so they got off the carpet and then pushed) ■ Not born with self-awareness, it’s developed around age 2 Theory of mind: I have a theory of mind when i have a theory that you have a mind of your own (that you have different thoughts and knowledge than I do) ○ Ball and box test ■ Anne puts ball in a basket then leaves. Joe comes in and moves the ball into the box and then leaves. Anne comes back in and looks for the ball. ● Having theory of mind would be if you think Anne will look in the basket for the ball (you know the ball is really in the box, but anne left, so she doesn’t have all the info that you now do, so she still thinks the ball is in the basket--I.E. Anne has different knowledge than you do) Moral (Social) emotions: ○ Position Taking--in order to experience these emotions, you need to have both self-awareness and theory of mind ○ You only experience these emotions when there is someone else around (or you perceive that someone else is around) ■ Guilt ■ Shame ■ Embarrassment ■ Pride Schachter and Singer (1962) 2-Factor Model ○ 1st factor: physiological arousal (doesn’t have to be sexual) ○

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2nd factor: brain says “why is my body reacting?” ■ When you experience an emotion, your body reacts and then you figure out what the emotion is Activity: misattribution to arousal ○ Cantor, Zillmann and Bryant (1975) ■ IV: Rest ■ DV: Rating ● Everyone runs on a treadmill for a minute and then are each randomly assigned to rest for either 1 minute, 5 minutes or 9 minutes, and then they are shown a sex scene and are asked how much they liked the sex scene ○ The group that liked the sex scene the most was the one who rested for 5 minutes ■ The one minute group attributed the arousal to the treadmill, the 9 minute group had rested for a while so they had no misattribution, and the 5 minute group were still kind of aroused from the treadmill, but thought they had rested and so liked the video a lot more because they misattributed their arousal to the video instead of the treadmill ■ Think--pair--share Arousal Polarizes (White et al., 1981) ○ Makes our response more exaggerated ○ Men ran then rated a photo of a woman ○ IV: arousal ■ 15 sec (low) ■ 2 min (high) ○ IV: attractiveness ■ Attractive ■ Unattractive ○ DV: rating of photo Drugs (and how they work in the Synapse) ○ Synapse: 4 neurotransmitters ■ 1: Dopamine: Associated with pleasure ■ 2: Serotonin: sensory experience--interpreting senses ■ 3:Glutamate: Excitatory ■ 4: GABA: Inhibitory ○ Cocaine: blocks the reuptake of dopamine--dopamine keeps binding--gives pleasure ○ Alcohol: in vesicles there is glutamate, binds for more action potentials, hurts glutamate--depressant--puts tape on the keyhole for glutamate (doesn’t let it bind). Alcohol helps GABA--inhibitory, lets in negatively charged ions (like a doorstop for gaba)

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LSD: mimes serotonin “fake key” Cannabinoids (Marijuana) and Opioids (Heroin) ■ Work in the same way with different receptors ■ Work by stopping the release of gaba in a presynaptic neuron and release more dopamine in a postsynaptic neuron

10/31Intra: within Intrasexual: within the sex Intersexual: between the sexes Evolutionary theory--heterosexual relationships Sex and Relationships: Sexual selection ● According to biosocial theory people do things either to survive or reproduce ● Natural selection vs. Sexual selection ○ Natural selection: individual survival ○ Sexual selection: the ability to reproduce and pass on your genes (and make sure your genes carry on--need to take care of your kids and make sure they pass the genes on too) ■ Intersexual selection: how people find mates (do not help natural selection, help you mate and pass on genes) ● Peacock spider: waves its hands up and flashes the colors on its tail ● Flamingos: move around together in a group and “dance” (move their necks around back and forth) ● Humans: wearing high heels, putting on makeup, etc. ■ Intrasexual selection: competition within the same sex to be the one to mate with the opposite sex ● Darwin’s beetle: male beetles fight each other and throw them off trees to be the strongest one and be the one to mate Mating Strategies ● Quantity vs. Quality (investment) ○ Males have to mate with lots of females--less invested in their kids and don’t always know which offspring is theirs ● Differential strategies ○ Males? ■ Biological constraints: ■ Parental certainty: males should be more concerned about the sexual constraints of their partner to assure that the offspring is theirs

■ Selection criteria: Females? ■ Biological constraints: ■ Parental investment: females should be more concerned about the investment that their partner has in their relationship and their offspring ■ Selection criteria: ○ Sexual double standard: there is a sexual double standard--men having a lot of sex--”boys will be boys”, women aren’t as sexually promisc...