High Yield Info

Classical Conditioning
Respondent conditioning: Pavlov. Form of
associative learning using conditioned
response and antecedent conditions. Pair a
neutral stimulus with a significant stimulus.
The neutral (unconditioned stimulus) evokes
an unconditioned response. Eventually the
neutral stimulus evokes a conditioned
response. (Fear conditioning, eye blink
conditioning). Dog/bell
 Classical Conditioning Example
• Ex: bell (neutral stimuli) paired with smell of food
(significant stimuli); this causes the dog to salivate.
Eventually the dog will begin to salivate even without
the smell of food, because the bell has become a
conditioned stimulus to a conditioned response
(salivation).
Classical Conditioning
 Operant Conditioning
• Skinner. The use of consequences to form a behavior.
Modification of “voluntary behavior, “operates” on the
environment. Utilizes reinforcement and punishment.
• Positive Reinforcement: reward a behavior to
encourage the behavior. Strengthen the behavior.
(Push the lever get food)
• Negative Reinforcement: remove a negative to
encourage the behavior. Strengthen the behavior. (If
leave early you have less traffic, so continue to leave
early)
 Operant Conditioning
• Punishment I: give a negative to stop/lessen
the behavior. Weakens the behavior. (If push
the lever get shocked, will stop pushing the
lever).
• Punishment II: take/remove something to stop
a behavior. Weakens the behavior. (If push the
lever will take away the food, will stop pushing
the lever).
 Operant Conditioning
• Extinction: stop the reinforcement and the
behavior eventually stops. (Stop giving food
when the lever is pushed, eventually will stop
pushing the lever).
• Habituation: Decrease in response to a
stimulus after repeated exposure overtime.
(Repeated loud horn).
Operant Conditioning Examples
 DSM
• DSM I: 1952 to 1960, Psychodynamic approach.
Distinguished b/n psychosis and neurosis.
• DSM II: 1968, Psychodynamic approach.
Distinguished b/n psychosis and neurosis.
• DSM III: 1980. Medical Model Approach. Clear
distinction b/n normal and abnormal. Started
using clear distinctive nomenclature. Used ICD-
9 codes.
 DSM
• DSM III-R: 1987
• DSM IV:1994- A major change from previous versions was
the inclusion of a clinical significance criterion to almost half of all
the categories, which required symptoms cause “clinically
significant distress or impairment in social, occupational, or other
important areas of functioning”.
• DSM IV TR:2000
• DSM V: 2010 to 2012
 Types of Knowledge
• Declarative knowledge – facts “of” “that”
• Procedural knowledge – skills “how”
• Modes of expression or retrieval include explicit (with conscious
awareness) and implicit (without conscious awareness).
 Confusing Terms
Alogia-poverty of speech and of content
Apraxia-can’t follow motor command, can’t carryout learned purposeful
movements
Akinesia-inability to initiate movement due to difficulty selecting/activating
motor programs
Alexia-inability to read
Aphasia-inability to produce and/or comprehend language
Agnosia-inability to recognize objects, persons, sounds, shapes, or smells
while the specific sense is not defective.
Aphonia-can’t produce speech sounds
Aphemia-alternate term for mutism
Acathexis-derive no emotion from an object
Aprosody-lack of patterns of stress and intonation in speech
 Reminders
• Statistics
• Erikson versus Freud
stages
• Child Psych
• Geriatric
• Emergency
• Defense Mechanisms
• Old PRITEs