PreparED Study Materials

PSY 3233: Developmental Psychology

School: Midwestern University

Number of Notes and Study Guides Available: 1

Notes

Videos

Pavlov and the Basics of Classical Conditioning
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This video explores Ivan Pavlov's groundbreaking research on classical conditioning, detailing the key elements of the process and its implications for understanding how organisms learn and adapt to their environment.

Explicit vs. Implicit Memory: Understanding Their Roles
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Explore the nuances of Explicit and Implicit Memories. While Explicit Memory acts as our factual database and life's scrapbook, Implicit Memory operates subtly, influencing our actions through past experiences. Delve into their subtypes, from Episodic and Semantic to Procedural, Priming, and Conditioning.

Psychotherapy's Landscape: Exploring Biological, Cognitive & Behaviora
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Explore the rich tapestry of psychotherapy, rooted in Biological, Cognitive, and Behavioral perspectives. From Biomedical therapy's drug-based approach to Behavioral Modification's learning techniques, uncover the multifaceted ways therapy promotes mental wellbeing.

Decoding CER: Stimuli-Linked Emotional Responses
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Unpack the concept of CER, or Conditioned Emotional Response, in psychology. It signifies an emotional reaction stemming from classical conditioning, linking neutral stimuli with significant emotional events. Examples include fears developed after traumatic experiences.

Influence Techniques: Compliance Strategies and Their Names
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Explore persuasion techniques such as Door-in-the-face, Foot-in-the-door, That's-not-all, and Not-so-free sample, commonly used in psychology, marketing, and sales, where only Foot-in-the-door initiates with a small request to enhance compliance with a larger one later based on the consistency principle.

The Impact of Experience on Perception: Insights from Vision Research
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This video explores the impact of restored vision, sensory restriction, and perceptual adaptation on perception, highlighting the brain's adaptability and plasticity.

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