behavior that can be observed directly by others

VS

behavior occuring inside a person not visible by others

• the position that psychology should be concerned with only objective environmental events and overt behaviors
• formalized by Watson

• all of the behaviors and attitudes construed as appropriate for a specific, socially defined group or status
• one person can simultaneously occupy several roles

• environmentally driven consensual dictates of appropriate behavior
• tend to be accepted and perpetuAted over time

• situationally specific behavior
• predominately carried out through nomothetic research
• tend to be parsimonious
• make minimal use of theoretical constructs
• attempt to minimize inferences

• said that 1.) organisms might be more prepared to form associations based on taste than sight or sound (more inherent)
• 2.) taste might be especially salient to the animal because it remains constant and is always recognized

• refers to the situation in which the expected effect of pairing a stimuli doesn't result in the CS producing the CR
• may occur because the pairing of stimuli was inconsistent, or the CS preceded the UCS or was temporally seperated from it

when the individuals become more sensitized to contextual cues, they often need more and more of a drug in order to experience the same intensity of response

a schedule of reinforcement in which the individual is reinforced every time the behavior to be strengthened in emitted

• a schedule of reinforcement in which the individual is reinforced after a set number of responses 
• usually produce a higher rate of responding

Hull's view of behavior

• B= (f) Drives(arousal) X Habits(associations between stimulus and response)
• Example: Running away(fear=arousal) X fear of object(stimulus) and reponse is to run away

Unconscious VS instrumental conditioning/avoidance

• provided explanations for phobias, neuroses, aggression, regression, displacement, repression, and identification
• Showed treatment for phobias(systematic desensitization) through
• 1.a hierarchy of feared stimulus
• 2.relaxation skills
• 3. gradual exposure to feared stimuli

• Developemental stages?
• ignorance of biology and its influences
• paid no attention to social cognition

Emotional agression=readiness to agress (emotions like jealousy, anger, pain, excitement) X eliciting cues (stimuli assoc. with agression like perpetrators, situations, or objects)

Behavior potential=(f) R.V (reward value) X expectations

(that Behavior = rewards)

• Npotential (several behaviors, persons, and contexts over time) =
• Nvalue (value of all rewards over time)

X

• Freedom of movement (generalized expectancy)
• ALSO an example of multiple act criterion

• intrensic/extrensic motivation
• introversion/extroversion
• efficacy expectations
• Npower

This is a trait that determines if someone believes that their behavior matters or not

High external=My behavior doesn't matter

High internal=my behavior matters, I'm in controL!

• memory decay
• " " distortions
• Socially desirable responding

Cross sectional studies

• studies in which diff. people at the same time are studied
• find that with increasing age the amount of control increases until elderly age
• CONFOUND: Age and generation (historical)

better alternative to cross sectional study, although these are timely and costly

COMPROMISE: Cohort-sequential design because it usually produces a happy medium between cross-sectional and longitudinal studies

Biological genotype for heritability coefficient: ???

Psychological phenotype " ": L.O.C.

Academic achievement

• Highly related to the LOCUS OF CONTROL
• high correlation between R.L.O.C and GPA

LOC highly correlated with this

RLOC highly correlated with situational issues and dispositions

• very powerful predictor of behavior because one measure doesn't describe all
• the focus is on a continuum, a person can be high in some areas (like relationships or academia), and low in some

• those conditions that, when present, increase the likelihood of occurence of specific behaviors.
• EXAMPLE: Thirst is a ___ ____ for drinking, whereas the presence of water may be a discriminant stimulus for drinking

• theory thought of by Bandura and Walters 
• an approach that views personality as acquired through conditioningm, modeling, and the family and cultural environment

• in observational learning, behavioral examples that influence how an observer acts, thinks, and behaves
• Dollard and Miller's idea

• specific component's of a model's behavior
• can be live or symbolic

• third stage of the observational learning theory
• refers to whether observers actually use the modeling cues as a guide for their own actions
• can take two forms of behavior: imitation or counterimitation

Will modeling cues be accepted? 

DETERMINANTS

• is the behavior of model similar to the observer?
• number and consistency of the models to whom the observer has been exposed
• consistent model reactions to situations
• more competent models=more commonly emulated

1.) does not try to provide a comprehensive account of personality
2.) no specific theories underlie environmental therapies
3.) error of affirming the consequent
4.) overdependance on unreliable lab experiments and situational tests
5.)limited acceptability
6.) simplistic view of personality/deterministic stance

• psychological situation
• reinforcement value
• expectancy
• behavior potential

a person's subjective estimate of the chances of obtaining a particular outcome by performing a particular behavior

VS

expectations that apply across a range of situations

self efficacy

• performance accomplishments
• vicarious experience
• vicarious persuasion
• emotional arousal

• self-imposed rewards and personal goals of an individual 
• provide motivation and direction for behavior

1. demands and restrictions of the situation

2. individual's person variables

3. interaction of situational and person variables

most often the consistency in a person's behavior is of ____ consistency, not cross-situational consistency

percieved competence and (f) situation...

NOT self esteem

behavior is a result of direct experiences

VS

outcome is the result of indirect experiences

1. performance accomplishments(mastery expect.)

2. vicarious expectancy (monkey see, monkey do)

3. verbal influence (persuasion)

4. physiological feedback

academic achievement

social cognition

health

conformity

social influence

STRENGTHS of Bandura's self-efficacy expect.

academic achievement

atheleticism

marriage

health

aggression

prosocial behavior

self regulation(moral develop.)

sex-typing

Warm/similar models (percieved)

boys- dad (masculine)

girls- mom (feminine)

experiment about seeking approval

D.V. is children's toys

Observer present- boys play with trucks and action figures

girls play with dolls and ovens

Observer absent- boys play with dolls and ovens

girls play with trucks and action figures

aggressions VS personal aggression

r= high kids

shock level VS peer ratings

r=high adults

Mundane realism

VS

experimental realism

 appearance VS functional

EXPERIMENTAL REALISM FAR MORE IMPORTANT

• 1.) Absence of biological influences (attachment)
• 2.) Role of affect (emotion) not present
• 3.) Developemental stages not present

these two factors were shown to effect behavior strongly in studies involving helping others

Good mood=higher level of help

bad mood= lower " "