CRIM 103 INTRODUCTION TO HUMAN BEHAVIOR

90問 • 1年前

問題一覧

Refers to any behavioral reactions or reflexes exhibited by people because of their inherited capabilities or the process of natural selection.

INHERITED BEHAVIOR

Involves knowing or adaptation that enhances human beings ability to cope with changes in the environment in ways which improve the chances of survival Learning behavior may be acquired through environment or training

LEARNING BEHAVIOR

Refers to demeanors which are resorted to in a regular basis. It may be further characterized as emotional and language.

HABITUAL

Are human conduct, which is unlearned and inherent, said to be present at birth of a person, and significantly influenced by heredity.

INSTINCTIVE

Are human conduct in response to stimuli undertaken by means of substitution.

SYMBOLIC

Refers to two or more habitual behavior which occurs in one situation.

COMPLEX

Behavior that are outwardly manifested or those that are directly observable

OVERT BEHAVIOR

Behaviors that are hidden not visible to the naked eye.

COVERT BEHAVIOR

Behavior is conscious when acts are within the level of awareness.

CONSCIOUS BEHAVIOR

When acts are embedded in one's subconscious - unaware.

UNCONSCIOUS BEHAVIOR

Involves less number of neurons.

SIMPLE BEHAVIOR

Involved more number of neurons; a combination of simple behaviors.

COMPLEX BEHAVIOR

When a person acted with sanity or reason

RATIONAL BEHAVIOR

When the person acted with no apparent reason or explanation as when a man loses his sanity and laugh out loud at nobody or nothing in particular.

IRRATIONAL BEHAVIOR

Is an act done with full volition or will such as when we discriminate, decide, or choose.

VOLUNTARY BEHAVIOR

Refers to the bodily process that goes on even when we are awake or asleep like respiration, circulation, and digestion.

INVOLUNTARY BEHAVIOR

This aspect of behavior pertains to our way of thinking, reasoning, solving, problem, processing info and coping with the environment.

INTELLECTUAL ASPECT

This pertains to our feelings, moods, temper, and strong motivational force.

EMOTIONAL ASPECT

This pertains to how we interact or relate with other people.

SOCIAL ASPECT

This refers to our conscience and concept on what is good or bad

MORAL ASPECT

This pertains to our being a man or a woman and the expression of love.

PSYCHOSEXUAL ASPECT

This pertains to our ideology towards society/government.

POLITICAL ASPECT

This pertains to our interest towards something, our likes and dislikes

VALUE/ATTITUDE

Feeling or impression of stimulus

SENSATION

Refers to the person's knowledge of a given stimulus which largely help to determine the actual behavioral response in a given situation

PERCEPTION

Refers to psychological activity based on interpretation and experience of the object stimulus

AWARENESS

This is the interval of life between conception and birth in humans, usually divided into embryonic and fetal periods.

PRENATAL LIFE

This refers on the earliest part of childhood. It is the period from birth through age one.

INFANCY

This occurs during ages 2-3 and are the end of early childhood

TODDLER YEARS

This takes place from ages 4-8

CHILDHOOD

The period from ages 9-13, which is the beginning of adolescence.

PUBERTY

The stage that takes place between ages 14-18.

OLDER ADOLESCENCE

The stage that takes place between ages 12-18

ADOLESCENCE

The period begins at age 19

ADULTHOOD

The period of adulthood that stretches from age thirty-one to fifty.

MIDDLE AGE

Extend from age 51 until the end of life.

SENIOR YEARS/OLD AGE

More logical and methodical manipulation of symbols. Less egocentric, and more aware of the outside world and events ->Operational thought

CONCRETE OPERATIONAL

Use of symbols to relate to abstract concepts. Able to make hypotheses, reversibility, and grasp abstract concepts and relationships

FORMAL OPERATIONAL

Motor activity without the use of symbols. All things learned are based on experiences, or trial and error ->Object permanence

SENSORIMOTOR

Development of language, memory, and imagination. Intelligence is both egocentric and intuitive> Symbolic thought

PRE-OPERATIONAL

INFANCY

TRUST VS MISTRUST

PRESCHOOL

INITIATIVE VS GUILT

EARLY CHILDHOOD/TODDLERHOOD

AUTONOMY VS SHAME AND DOUBT

EARLY SCHOOL YEAR/SCHOOL AGE

INDUSTRY VS INFERIORITY

ADOLESCENCE

IDENTITY VS CONFUSION

YOUNG ADULTHOOD

INTIMACY VS ISOLATION

MIDDLE ADULTHOOD

GENERAVITY VS STAGNATION

LATE ADULTHOOD

INTEGRITY VS DESPAIR

4 COGNITIVE STAGES OF DEVELOPMENT

JEAN PIAGET

ATTACHMENT THEORY

JOHN BOWLBY

PSYCHOSEXUAL THEORY AND DEVELOPMENT

SIGMUND FREUD

PSYCHOSOCIAL DEVELOPMENT

ERIK ERIKSON

COGNITIVE BEHAVIOR THEORY

AARON BECK

HUMANISTIC THEORY

ABRAHAM MASLOW

MORAL DEVELOPMENT THEORY

LAWRENCE KOHLBERG

SOCIAL LEARNING THEORY

ALBERT BANDURA

Boys are more attracted to their mother (Oedipus complex) and girls are more attracted to their father (Electra complex ).

PHALLIC STAGE

Pleasure-seeking centers are located in the bowels and bladder. Children begin potty training.

ANAL STAGE

In this stage, children develop social skills and find comfort in family and peer interactions.

LATENCY STAGE

The onset of puberty is demonstrated by showing strong interest in another person of the opposite sex.

GENITAL STAGE

Pleasure seeking is through infant's mouth during this stage. They like to put things in mouth

ORAL STAGE

Is a process gathered from relatively permanent changes in behavior that results from practice or interaction with the environment. • Involves modification of behavior and the formation of habits which results in the acquisition of new patters of behavior. • Relatively permanent change in behavior brought about by experience, maturation and performance

LEARNING

Is the simplest type of learning, it is a decline in the ability to respond to a situation that has become familiar due to constant repeated exposure.

HABITUATION

It is a method by which one solves problems by using random responses and choosing the correct answers from the many responses. When one is faced with the tasked of learning, he usually starts with the trial and error particularly when is working with the unfamiliar mechanical tasks.

CLASSICAL CONDITIONING

The learning is active, since the learner is the one acting and discovering how his behaviour affects the environment

OPERANT CONDITIONING

Using hungry cat, Called this trial and error learning.

EDWARD THORNDIKE

A hungry Rat

BURRHIES FREDRICK SKINNER

The presentation (positive reinforce) and removal (negative reinforce) of the particular stimulus may reinforce (increase) the strength of responses

PRINCIPLE OF REINFORCEMENT

The trainor of the experimenter shapes or conditions the natural variations in the animals (even human beings) action to produce a newly desired behavior. Training a dog to locate and sniff a drug or do some tricks and routines; training other animals (cat, monkey, lion, elephant) by trainors

PRINCIPLE OF SHAPING

The aversive stimulus (spanking, whipping, removal of an award) decreases the strength of the response or maintain it on a lower level. Punishment is the opposite of reinforcement. It is the behavior that is punished, not the person. Punishment can control behavior on a temporary nature, but it cannot increase the strength of a response.

PRINCIPLE OF PUNISHMENT

if the reinforcement is withdrawn or terminated, responses decrease until it returns to its predetermined frequency. If a behavior can be shaped, it can also be extinguished.

PRINCIPLE OF SPONTANEOUS RECOVERY

are perception, remembering, imagining, thinking, reasoning, evaluating, appreciating, abstracting and other processes. has become famous in explaining the behavior of animals and human beings.

COGNITIVE LEARNING

in this type of cognitive learning, when a learner has discovered the relationship that leads to the solution of a problem, it means he has a learned. Insight is a form of discovering learning which results in finding a solution and understanding why the solution works.

INSIGHT LEARNING

This type of learning does not only involve the senses but also the mental processes. Learning by modelling or imitation is one of the aspects of observational learning by Albert Bandura.

OBSERVATIONAL LEARNING

Often misinterpreted as educational readiness • Deals with attitudes and focus. "Why should I do this?" If nervous system is ready, conduction is satisfying and lack of conduction is annoying.

LAW OF READINESS

Strength of connections is proportional to frequency, duration, and intensity of its occurrence. ⚫ Justifies drill, repetition and review. ⚫ Seen today in behavior modification and basic skill instruction.

LAW OF EXERCISE

Responses that cause satisfaction strengthen connections and discomfort WEAKENS CONNECTION. Justifies use

LAW OF EFFECT

it refers to the integration of past experiences/ situations to new situations so that strong connection can be formed. Recalling past experiences will enable the learner to proceed smoothly with the new lessons or activities. ( review of activities and relating to new lessons or activities.

LAW OF APPERCEPTION

It asserts that two or more experiences are related to each other to form new connections

LAW OF ASSOCIATION

if there are several responses made by the stimulus, the more recent one is easily learned, remembered or recalled.

LAW OF FREQUENCY AND RECENCY

the more intense is the connection, the stronger is the connection, and consequently learning is effective. It is believed that those responses which are retained and strengthened are more likely aroused when a situation is presented than those responses which are not.

LAW OF INTENSITY

the first learned act will be better remembered than acts learned later. "if you believe in the saying FIRST IMPRESSIONS LAST"

LAW OF PRIMACY

meaningful stimuli are easily learned and less likely forgotten than the meaningful stimuli. Likewise, if the stimulus is overlearned and there is no intervening activity between learning, recalling, the stimulus is remembered longer and less rapidly forgotten.

LAW OF FORGETTING

For example if the learner is not yet ready or matured to learn to read, trying to learn to read will be annoying and frustrating for him.

READINESS OR MATURATION OF THE LEARNER

The higher the intelligence, the easier and faster the individual learns and vice versa.

INTELLIGENCE OF THE LEARNER

The individual with. better and richer opportunities for learning will learn more than one with less opportunities or none at all.

OPPORTUNITIES TO LEARNING

Can enhance or limit learning ability. The environmental conditions at home and in the community can also affect learning. In short, a conducive learning environment can motivate a learner to learn.

ENVIRONMENTAL CONDITIONS

Can also affect learning ability. A healthy individual can concentrate in learning than one who is sickly. If the individual is mentally and emotionally disturbed, he would not be able to concentrate well on his lesson or work.

HEALTH OF LEARNER

An individual with a good attitude of learning will have a better learning perspective than one with a poor attitude of learning. A learner with a good study habit will learn more than one with a "bahala na" attitude of studying

ATTITUDE OF THE LEARNER

Are generalized symbolic responses represent similar stimuli or situations. Concepts are in the mind of the learner. When these concepts are expressed out orally or in written form they become terms. Concepts are either abstract and concrete. Among children concrete concepts are easier to form and remember than abstract ones.

CONCEPT LEARNING

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問題一覧

Refers to any behavioral reactions or reflexes exhibited by people because of their inherited capabilities or the process of natural selection.

INHERITED BEHAVIOR

LEARNING BEHAVIOR

Refers to demeanors which are resorted to in a regular basis. It may be further characterized as emotional and language.

HABITUAL

Are human conduct, which is unlearned and inherent, said to be present at birth of a person, and significantly influenced by heredity.

INSTINCTIVE

Are human conduct in response to stimuli undertaken by means of substitution.

SYMBOLIC

Refers to two or more habitual behavior which occurs in one situation.

COMPLEX

Behavior that are outwardly manifested or those that are directly observable

OVERT BEHAVIOR

Behaviors that are hidden not visible to the naked eye.

COVERT BEHAVIOR

Behavior is conscious when acts are within the level of awareness.

CONSCIOUS BEHAVIOR

When acts are embedded in one's subconscious - unaware.

UNCONSCIOUS BEHAVIOR

Involves less number of neurons.

SIMPLE BEHAVIOR

Involved more number of neurons; a combination of simple behaviors.

COMPLEX BEHAVIOR

When a person acted with sanity or reason

RATIONAL BEHAVIOR

When the person acted with no apparent reason or explanation as when a man loses his sanity and laugh out loud at nobody or nothing in particular.

IRRATIONAL BEHAVIOR

Is an act done with full volition or will such as when we discriminate, decide, or choose.

VOLUNTARY BEHAVIOR

Refers to the bodily process that goes on even when we are awake or asleep like respiration, circulation, and digestion.

INVOLUNTARY BEHAVIOR

This aspect of behavior pertains to our way of thinking, reasoning, solving, problem, processing info and coping with the environment.

INTELLECTUAL ASPECT

This pertains to our feelings, moods, temper, and strong motivational force.

EMOTIONAL ASPECT

This pertains to how we interact or relate with other people.

SOCIAL ASPECT

This refers to our conscience and concept on what is good or bad

MORAL ASPECT

This pertains to our being a man or a woman and the expression of love.

PSYCHOSEXUAL ASPECT

This pertains to our ideology towards society/government.

POLITICAL ASPECT

This pertains to our interest towards something, our likes and dislikes

VALUE/ATTITUDE

Feeling or impression of stimulus

SENSATION

Refers to the person's knowledge of a given stimulus which largely help to determine the actual behavioral response in a given situation

PERCEPTION

Refers to psychological activity based on interpretation and experience of the object stimulus

AWARENESS

This is the interval of life between conception and birth in humans, usually divided into embryonic and fetal periods.

PRENATAL LIFE

This refers on the earliest part of childhood. It is the period from birth through age one.

INFANCY

This occurs during ages 2-3 and are the end of early childhood

TODDLER YEARS

This takes place from ages 4-8

CHILDHOOD

The period from ages 9-13, which is the beginning of adolescence.

PUBERTY

The stage that takes place between ages 14-18.

OLDER ADOLESCENCE

The stage that takes place between ages 12-18

ADOLESCENCE

The period begins at age 19

ADULTHOOD

The period of adulthood that stretches from age thirty-one to fifty.

MIDDLE AGE

Extend from age 51 until the end of life.

SENIOR YEARS/OLD AGE

More logical and methodical manipulation of symbols. Less egocentric, and more aware of the outside world and events ->Operational thought

CONCRETE OPERATIONAL

Use of symbols to relate to abstract concepts. Able to make hypotheses, reversibility, and grasp abstract concepts and relationships

FORMAL OPERATIONAL

Motor activity without the use of symbols. All things learned are based on experiences, or trial and error ->Object permanence

SENSORIMOTOR

Development of language, memory, and imagination. Intelligence is both egocentric and intuitive> Symbolic thought

PRE-OPERATIONAL

INFANCY

TRUST VS MISTRUST

PRESCHOOL

INITIATIVE VS GUILT

EARLY CHILDHOOD/TODDLERHOOD

AUTONOMY VS SHAME AND DOUBT

EARLY SCHOOL YEAR/SCHOOL AGE

INDUSTRY VS INFERIORITY

ADOLESCENCE

IDENTITY VS CONFUSION

YOUNG ADULTHOOD

INTIMACY VS ISOLATION

MIDDLE ADULTHOOD

GENERAVITY VS STAGNATION

LATE ADULTHOOD

INTEGRITY VS DESPAIR

4 COGNITIVE STAGES OF DEVELOPMENT

JEAN PIAGET

ATTACHMENT THEORY

JOHN BOWLBY

PSYCHOSEXUAL THEORY AND DEVELOPMENT

SIGMUND FREUD

PSYCHOSOCIAL DEVELOPMENT

ERIK ERIKSON

COGNITIVE BEHAVIOR THEORY

AARON BECK

HUMANISTIC THEORY

ABRAHAM MASLOW

MORAL DEVELOPMENT THEORY

LAWRENCE KOHLBERG

SOCIAL LEARNING THEORY

ALBERT BANDURA

Boys are more attracted to their mother (Oedipus complex) and girls are more attracted to their father (Electra complex ).

PHALLIC STAGE

Pleasure-seeking centers are located in the bowels and bladder. Children begin potty training.

ANAL STAGE

In this stage, children develop social skills and find comfort in family and peer interactions.

LATENCY STAGE

The onset of puberty is demonstrated by showing strong interest in another person of the opposite sex.

GENITAL STAGE

Pleasure seeking is through infant's mouth during this stage. They like to put things in mouth

ORAL STAGE

LEARNING

Is the simplest type of learning, it is a decline in the ability to respond to a situation that has become familiar due to constant repeated exposure.

HABITUATION

CLASSICAL CONDITIONING

The learning is active, since the learner is the one acting and discovering how his behaviour affects the environment

OPERANT CONDITIONING

Using hungry cat, Called this trial and error learning.

EDWARD THORNDIKE

A hungry Rat

BURRHIES FREDRICK SKINNER

The presentation (positive reinforce) and removal (negative reinforce) of the particular stimulus may reinforce (increase) the strength of responses

PRINCIPLE OF REINFORCEMENT

PRINCIPLE OF SHAPING

PRINCIPLE OF PUNISHMENT

if the reinforcement is withdrawn or terminated, responses decrease until it returns to its predetermined frequency. If a behavior can be shaped, it can also be extinguished.

PRINCIPLE OF SPONTANEOUS RECOVERY

are perception, remembering, imagining, thinking, reasoning, evaluating, appreciating, abstracting and other processes. has become famous in explaining the behavior of animals and human beings.

COGNITIVE LEARNING

INSIGHT LEARNING

This type of learning does not only involve the senses but also the mental processes. Learning by modelling or imitation is one of the aspects of observational learning by Albert Bandura.

OBSERVATIONAL LEARNING

Often misinterpreted as educational readiness • Deals with attitudes and focus. "Why should I do this?" If nervous system is ready, conduction is satisfying and lack of conduction is annoying.

LAW OF READINESS

LAW OF EXERCISE

Responses that cause satisfaction strengthen connections and discomfort WEAKENS CONNECTION. Justifies use

LAW OF EFFECT

LAW OF APPERCEPTION

It asserts that two or more experiences are related to each other to form new connections

LAW OF ASSOCIATION

if there are several responses made by the stimulus, the more recent one is easily learned, remembered or recalled.

LAW OF FREQUENCY AND RECENCY

LAW OF INTENSITY

the first learned act will be better remembered than acts learned later. "if you believe in the saying FIRST IMPRESSIONS LAST"

LAW OF PRIMACY

LAW OF FORGETTING

For example if the learner is not yet ready or matured to learn to read, trying to learn to read will be annoying and frustrating for him.

READINESS OR MATURATION OF THE LEARNER

The higher the intelligence, the easier and faster the individual learns and vice versa.

INTELLIGENCE OF THE LEARNER

The individual with. better and richer opportunities for learning will learn more than one with less opportunities or none at all.

OPPORTUNITIES TO LEARNING

Can enhance or limit learning ability. The environmental conditions at home and in the community can also affect learning. In short, a conducive learning environment can motivate a learner to learn.

ENVIRONMENTAL CONDITIONS

HEALTH OF LEARNER

ATTITUDE OF THE LEARNER

CONCEPT LEARNING