Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

WINTER 2023 > 213 Midterm 1 > Flashcards

213 Midterm 1 Flashcards

1
Q

method of studying cognition: neuroscience

A

studying the brain to link it to the mind - what parts of the brain carry out functions we see behaviorally?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

method of studying cognition: cognitive psychology

A

studying behaviour to understand the mind

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

method of studying cognition: computational modelling

A

using computers to simulate brain activity - if we can build a computer that can perform this function, we can understand how the brain does it, uses flow charts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is cognition?

A

processes that underlie complex behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

basic research

A

research to understand a phenomenon in its own right (discovery, no end-goal), can inspire applied research and investigation of new phenomena

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

applied research

A

research with a goal, to solve a real-world problem (treatments, improving conditions, etc.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is zoom fatigue?

A

exclusive focus on verbal cues because of a lack of other cues is more cognitively demanding (and the audio and visual cues are slightly disconnected), easy to get distracted in a home environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

hypothesis-based research

A

research is guided by a prediction about what will occur under specific circumstances (linking variables)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

phenomenon-based research

A

an effect is accidentally discovered, then follow-up research is conducted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

emotional enhancement effect

A

emotional stimuli are more easily attended to and remembered (at the expense of other stimuli), especially negative ones
amygdala activity predicts memory for emotional stimuli, but not non-emotional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

artificial intelligence

A

giving a computer a learning function to get it to perform a task, does well with predictable problems (like chess), but doesn’t have flexible intelligence (dealing with evolving, novel situations)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Plato’s epistemology

A

rationalism - complex thought is the result of the external world and our pre-existing knowledge (deductive reasoning is innate)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Aristotle’s epistemology

A

empiricism - knowledge comes from observation, we don’t have an innate mind, we just link observations together to form complex thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

structuralism

A

basic elements of thought combine to form complex thought
relies on introspection and self-report

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Wilhelm Wundt’s contributions to psychology

A

practiced structuralism using introspection and psychophysics (mental chronometry - thought meter) to establish the simplest units of the mind which followed certain laws (like the periodic table)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

psychophysics

A

linking sensory experience with physical changes (thresholds of detection and difference) - amount of time necessary to process a sensory experience is a unit of thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

criticisms of structuralism

A

experimental methods are too subjective, cannot be replicated
only studying simple sensory experiences, not complex thought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

functionalism

A

studying the function of how/why we think which is integral to how mental processing works (functions are adaptive to context)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

William James’ approach to psychology

A

functionalism/pragmatism - practical approaches to problems, emphasized the use of various methodologies (not just introspection) because the function of the mind is always changing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

behaviorism

A

shift away from studying the mind toward studying behaviour (which is applicable to the scientific method), looking at behavioural responses to stimuli, animal research

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

contributions from behaviorism

A

Pavlov and Watson - classical conditioning
Thorndike and Skinner - operant/instrumental learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

criticisms of behaviorism

A
  1. lack of focus on internal mental states/processes
  2. overestimated the scope of their explanations
  3. Tolman’s latent learning (learning without conditioning)
  4. language - we apply rules to form novel phrases
  5. individual differences when performing tasks (people have different ways of arriving at the same goal)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

cognitive revolution

A

acceptance of internal mental processes - mind is like a computer, it processes information (performs computations on information from the external world to arrive at a solution/behaviour)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

flow charts

A

boxes represent computational stages, arrows represent how information flows through the system

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Waugh & Norman’s model of memory

A

stimulus enters primary memory, rehearsal = secondary memory (performing a task after learning something = you can’t rehearse = info is forgotten)
rehearsal can be many things - like deep mental processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what is the relationship between reaction time and information processing?

A

it takes longer to process uncertain information to try to figure it out (amount of information to be processed is inversely related to how much we expect that information)
*Hick’s lamp experiment measuring reaction time and manipulating certainty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Hick’s law

A

the more information is contained in a signal, the longer it takes for us to produce a response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

decision fatigue

A

we have a limited amount of cognitive resources, and making decisions requires these resources

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Webster & Thompson air traffic controller experiment

A

air traffic controllers listened to simultaneous messages - one was a call signal (familiar), the other unrelated words (unfamiliar) = more memory for familiar messages (less information, so easier to process)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

ecological validity

A

the extent to which findings can be generalized to real-world settings (labs are highly controlled settings)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

physicalism/materialism

A

the only reality is physical

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

monism

A

mind and body are the same substance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

idealism

A

the only reality is mental

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

neutral monism

A

there is one substance (neither physical or mental) that is reality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

dualism

A

mind and body are separate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

interactionism

A

a form of dualism: mind (immaterial soul) and brain (physical) affect each other
Pineal gland as the seat of the soul (it actually produces melatonin)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

epiphenomenalism

A

mental thoughts (mind) are caused by physical events (brain), but not the other way around

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

phrenology

A

idea that when a particular brain region is used (which corresponds to a particular function), it will grow (and when it’s not, it will shrink)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

functional specialization

A

certain brain areas or networks support certain brain functions (like the FFA selectively responding to human faces)
could be more a matter of degree instead of brain response/no brain response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

behavioural measures to study the brain-behaviour link

A

studying voluntary behaviours like pressing a button in response to something

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

psychophysiological measures to study the brain-behaviour link

A

measuring activity in the PNS in response to perceptions/imagination (eye movements, skin conductance - skin conducts electricity when it sweats = physiological/emotional arousal)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

behavioural neuroscience to study the brain-behaviour link

A

animal studies (behaviour, lesioning the brain, physiological brain measures) = causality link, but isn’t necessarily generalizable to humans (and you can’t measure certain things like language and autobiographical memory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

neuropsychological cases to study the brain-behaviour link

A

comparing the function of brain-impaired participants and normal brains (Region X damage = impairment in task Y = task Y depends on region X)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

research on split-brain

A

left hemisphere = speech and language
right hemisphere = visual-spatial processing
unable to name a word in left visual field, but could draw it with left hand (can name a word in right visual field)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

electroencephalography

A

measuring electrical activity in large brain regions to see which brain regions are active at what time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

structural magnetic resonance imaging

A

anatomy of the brain - gray matter, structural abnormalities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

functional magnetic resonance imaging

A

measures blood flow (oxygenated blood flows to active areas of the brain) to create a spatial image of brain activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

transcranial magnetic stimulation

A

induces temporary change (stimulate/lesion) in brain activity (improvements in memory post-TMS of hipocampus), tests causality but the way it works isn’t clear (effects not localized)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

multi-voxel pattern analysis and functional connectivity

A

studying the brain as interconnected networks (MVPA gets a computer to recognize patterns of activity associated with different cognitive activities)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

lateral occipitotemporal cortex

A

active when perceiving body parts or inanimate objects

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

parahippocampal place area

A

responds when imagining a scene/spatial layout

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

supplementary motor area

A

active when performing or imagining movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

exteroceptive sensations

A

sensory organs absorb energy from the physical environment and convert it into electrical signals sent to the brain

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

interoceptive sensations

A

sensations from inside our body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

proprioception

A

where our limbs are in space

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

nociception

A

pain due to body damage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

equilibrioception

A

sense of balance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

synesthesia

A

neurological condition in which one sense automatically triggers the experience of another sense (grapheme-colour synesthesia = seeing colour with certain letters or numbers)
beneficial for creativity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

McGurk effect

A

change in auditory perception based on visual input (BAA is perceived as FAA if the mouth is articulating an F) - shows an integration of sensory information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

early visual processing pathway

A

light projected onto the retina - photoreceptors convert light waves into electrical signals - signal sent to bipolar and RGCs - axons combine into the optic nerve, which brings information to the brain

61
Q

rods vs. cones

A

rods best for low light (concentrated in the peripheral retina = less detail), cones sensitive to colour (most concentrated in the fovea = high visual acuity)

62
Q

blind spot

A

where the optic nerve leaves the eye, but we don’t notice it because of perceptual filling-in (with the surrounding)

63
Q

late visual processing pathway

A

information crosses contralaterally in the optic chiasm, relays in the thalamus, then to area V1 (edges, angles, colours, light), and visual association areas (ventral and dorsal)

64
Q

ventral and dorsal pathways of visual processing

A

ventral/what/perception: object recognition (shape, size) in the temporal lobe
dorsal/where/action: object localization (location, space, movement) in the parietal lobe

65
Q

bottom-up processing

A

influence of external world information on perception (sensory organs)

66
Q

top-down processing

A

influence on knowledge (expectation, context, goals) on perception

67
Q

Ponzo illusion

A

using expectations about depth to perceive the length of lines = mistaken perception

68
Q

examples of context affecting perception

A

Ames room: we assume a room is rectangular, not a trapezoid
letters in context effect: ability to read words in context even if letters are mixed
colour in context effect: colour on a dark background appears lighter than if on a light background
Munker-White illusion: columns over black rows

69
Q

damage to the primary visual cortex

A

blindsight - no conscious awareness of visual perception in the damaged visual field (but able to respond to questions about objects presented there = implicit perception exists)

70
Q

damage to the dorsal stream of visual processing

A

akinetopsia - inability to perceive motion (sees motion as a series of static photos)
optic ataxia - inability to interact with objects (but able to name them), can be specific for certain movements

71
Q

damage to the ventral stream of visual processing

A

visual agnosia - difficulties recognizing everyday objects
often damage to the lateral occipital cortex

72
Q

Greebles experiment

A

against functional specialization of the FFA: rather an expert discrimination area (it’s just used for faces because we’re experts at face recognition)

73
Q

agnosia subtypes

A

apperceptive agnosia: problems perceiving objects - cannot combine features into a whole (faces might look contorted, inability to distinguish facial expressions)
associative agnosia: difficulty assigning meaning/labeling to objects - cannot link visual input to knowledge and memory (cannot recognize famous faces)

74
Q

apperceptive agnosia

A

problems perceiving objects - cannot combine features into a whole (faces might look contorted, inability to distinguish facial expressions)

75
Q

associative agnosia

A

difficulty assigning meaning/labeling to objects - cannot link visual input to knowledge and memory (cannot recognize famous faces)

76
Q

constructivist theory of perception

A

we construct mental models of how things work which are activated during perception (making guesses because the external world is ambiguous)
focus on gestalt principles

77
Q

Gestalt principle of experience and figure-ground assignment

A

experience and knowledge drives figure-ground segmentation (figure is more likely based on what we know)

78
Q

Gestalt visual grouping principles

A

proximity
closed forms - shapes are closed
good contour - lines are continuous
similarity

79
Q

direct models of perception

A

perception involves using information directly from our environment (continuous perception-action feedback loop), no assumptions are necessary
the ambient optical array (AOA) has enough information to direct perception based on cues (like texture gradients - far objects are closer together)

80
Q

pattern recognition theories

A

identifying a pattern in visual input and matching it to existing patterns (concepts) in memory - a precept (trace) probes long-term memory traces to see which matches most

81
Q

template matching theory

A

every object has a template in LTM (doesn’t explain identification with shifting viewpoints, classification of novel stimuli)

82
Q

prototype theory

A

we store ideal versions of objects (most typical) and compare basic features of visual input to see what matches most (flexibility)

83
Q

feature detection

A

visual input is broken down into features, which are processed separately and re-assembled
recognition-by-components (RBC): all objects can be reduced to basic geometric shapes (geons)

84
Q

recognition in context

A

scene consistency effect - we perceive by considering what’s around us (scene-consistent objects are named more accurately)

85
Q

identification vs. classification

A

id.: ability to recognize an object across variations
class.: ability to recognize something as part of a category despite never having encountered it before

86
Q

motion parallax

A

objects further away change position on your retina more slowly

87
Q

binocular disparity

A

disparity changes based on how far away objects are

88
Q

figure-ground assignment

A

more convex = figure
bilateral symmetry = figure
smaller region = figure

89
Q

what is frequency and what perceptual property does it result in?

A

peak-to-peak cycles per second, results in the tone/pitch of a note

90
Q

what is amplitude and what perceptual property does it result in?

A

the peaks and valleys of a sound wave, results in loudness

91
Q

pathway of sound

A

pinna captures auditory stimuli - ear canal - eardrum (vibrates in response to the sound wave) - ossicles (malleus, incus, stapes which increase the pressure of the vibrations to amplify the signal) - cochlea (basilar membrane - hair cells which transduce mechanical signal to electrical) - primary auditory cortex - dorsal and ventral streams

92
Q

describe the tonotopic map in the basilar membrane

A

membrane goes from thick and narrow at the base (where high frequencies are encoded) to wide and thin where it’s most coiled (where low frequencies are encoded)

93
Q

connections of the primary auditory cortex

A

auditory nerve has afferent and efferent connections with the cortex, signal is continuously tonotopically transmitted to the auditory cortex, projects to Broca’s and Wernicke’s areas and the motor cortex, dorsal stream (sound localization) and ventral stream (sound properties)

94
Q

what is a phon and what is it a function of?

A

perceptual unit of measurement - how loud did you perceive a sound - a function of both frequency and amplitude (low frequency sounds have to be loud to be perceived, but high frequencies don’t have to be as loud)

95
Q

which will sound louder: a 50 Hz tone with a sound level of 70 dB, or 1,000 Hz tone with a sound level of 70 dB?

A

1000 Hz tone - higher frequencies are perceived as louder if amplitude is held constant (humans have better hearing for certain frequency ranges - human speech)

96
Q

Which sounds louder: a 50 Hz tone at 40 phon, or 1,000 Hz tone at 40 phon?

A

both will be perceived as equal - a phon is a unit of perception, so the same number of phons means they sound the same

97
Q

interaural time difference

A

sound arrives at one ear before the other = your auditory system can localize the sound by computing the difference

98
Q

interaural level difference

A

sound is slightly louder in one ear = your auditory system localizes the sound by computing the difference

99
Q

relation of anatomy to function for sound localization

A

the way the sounds hit the pinnae varies based on the vertical plane (up and down)

100
Q

what is different about the auditory system vs. the visual system

A

sound waves get mixed (as opposed to objects being occluded) so the auditory system has to parse them apart

101
Q

what is auditory scene analysis?

A

transforming sound waves into meaningful auditory units (mental representations) by using grouping and separating principles

102
Q

what is temporal grouping and what is it based on?

A

sequential integration: creating distinct auditory streams (one sound is melody, the other is rhythm) based on sounds’ relationship in time (physical cues - proximity in time)

103
Q

what is a complex sound wave?

A

summing various simple sound waves - there’s a relationship between the fundamental frequency and the harmonics

104
Q

what is the relationship between the fundamental frequency and the harmonics?

A

fundamental: lowest frequency component of the sound wave
harmonics: multiples of the fundamental

105
Q

pitch/harmonic grouping

A

figuring out whether many frequencies come from the same source by applying the frequency relationships between harmonics - if this relationship breaks, you hear different sounds

106
Q

spatial neglect

A

damage to the right parietal lobe (which helps direct attention) results in spatial neglect of the left visual field (less common in damage to the left hemisphere)
spans all sensory modalities, not just vision (also affects memory and imagination)

107
Q

which brain areas are involved in attentional processing

A

prefrontal cortex and parietal lobes

108
Q

which brain areas are involved in top-down attention?

A

intraparietal sulcus and frontal eye fields (FEF also involved in the interaction between top-down and bottom-up)

109
Q

which brain areas are involved in bottom-up attention?

A

temporo-parietal junction and ventral frontal cortex

110
Q

what are the three aspects of attention?

A

arousal: when you’re physically alert and present
bottom-up: guided by stimuli, attentional reflex
top-down: controlled attention - goals and expectations

111
Q

what are the types of top-down attention?

A

sustained attention: focus on a particular task for a long period of time
divided attention: shifting focus (multi-tasking)
selective attention: focus on one input and ignoring distractors

112
Q

why do we have selective attention?

A

there’s too much input from the environment (and we have limited cognitive resources) so we have to voluntarily focus on what we think is important (dynamic - depends on your goal)

113
Q

spatial-based attention

A

focus on a certain location in space (waiting for someone to walk through a particular door)

114
Q

feature-based selective attention

A

focus on particular stimuli (looking for someone in a crowded room)

115
Q

change blindness and related conclusion

A

failure to detect changes in an attended zone (we still cannot process everything when paying attention)

116
Q

flicker technique paradigm

A

presenting two similar visual images with an in-between mask (disrupts selective attention) = people tend not to notice small differences (only begin to notice large differences), more susceptible with age

117
Q

Broadbent’s early selection filter model of selective attention

A

information gets filtered out at the level of perception (before semantic analysis): we select which information gets processed based on physical properties - attended information is assigned meaning, unattended information is forgotten

118
Q

dichotic listening task

A

present two simultaneous messages to both ears - people are better at remembering ear-by-ear (because we don’t have to shift our filter from one ear to the other)
evidence for early selection models

119
Q

shadowing task

A

given two messages simultaneously and asked to attend and repeat to one - people cannot remember unattended content, but can give sensory features (gender of voice)

120
Q

problems with early selection models

A

unattended information can sometimes break through the filter (some semantic information gets processed)
evidence: ‘apple’ paired with a shock = it gains meaning (increased skin conductance even when unattended to in a shadowing task)

121
Q

Treisman’s attenuator model

A

early filter turns down the unattended information (like lowering the volume), so that important information (like your name) can get through

122
Q

late selection filter models

A

meaning is assigned to both attended and unattended information, then we choose what to attend to
evidence: Stroop task (reading colour names is an automatic task that accesses meaning and interferes with the controlled task, then you choose which information to attend to)

123
Q

automatic vs. controlled tasks

A

automatic: engage bottom-up processed without intention, very familiar tasks (like reading)
controlled: engage top-down processes, require effort and focus

124
Q

load theory

A

based on the idea that we have a limit to how much information we can process, the filter placement depends on how much of your resources are being allocated to your current task (high-load task = save your resources, early filter = less likely to be distracted, low-load task = extra resources, late filter = more likely to be distracted)

125
Q

central resource capacity view of load theory

A

we have one resource pool from which all attention resources are allocated (whether information is visual, auditory, etc. doesn’t matter)
evidence: low AUDITORY load vs. high auditory load when driving, low = more likely to see VISUAL stimulus)

126
Q

multiple resource capacity view of load theory

A

each perceptual stream has its own attentional pool (attentional capacity reached sooner if relevant and irrelevant information are from the same modality)
ex: more difficult to view directions and drive at the same time than listen and drive because both are pulling on your visual attentional load

127
Q

inattentional blindness and related conclusions

A

failure to attend to new or unexpected events in our attended environment when they are not part of our focused task (shows that our attention guides perception because we aren’t perceiving everything we could be)
stimuli that we are inattentionally blind to can still affect our behaviour unconsciously (“armpit” priming)

128
Q

Posner’s attentional spotlight theory

A

attention is about focusing on space (location-based) - attention allows us to shift our attentional space to ready a response

129
Q

Posner cuing task

A

spatial cue directs attention to a part of visual space (either valid or invalid cues) - reaction time to a target is measured (faster for congruent cue and target)
duration between cue and target (stimuli onset asynchrony) is long = valid trials have longer reaction times (inhibition of return)

130
Q

inhibition of return

A

attention is inhibited from returning to an attended space after it has been searched (adaptive - helps us effectively search our environment)

131
Q

attention as a feature-integrator

A

pre-attention phase: features are processed separately and automatically (bottom-up, lines and orientations)
focused attention phase: features are integrated, requiring top-down voluntary attention
conjunction errors occur when features aren’t properly bound together (because of insufficient attention)

132
Q

visual search tasks

A

feature search: target is different based on one feature (uses pre-attention phase, search time is independent from set size)
conjunction search: target is different on many features (uses top-down processing, search time is set-dependent)

133
Q

pop-out effect

A

time to find an object that is different on one feature is independent of the number of distractors (if the feature is processed automatically in the visual cortex - colour)

134
Q

embodied theories of attention

A

eye movements detect visual attention goals - your fixation points depend on your goals (what you are asked to focus on)

135
Q

overt vs. covert attention

A

overt: attending to something with your eye movements (eye tracking)
covert: attending to something without moving your eyes

136
Q

how does culture influence attention?

A

Western - more eye fixations on the central object of a busy scene
East Asian - more eye fixations on the background (sees a scene holistically)

137
Q

vigilance decrement in sustained attention

A

mind-wandering occurs when attention is sustained and breaks

138
Q

overload theory of vigilance decrement

A

attentional demands increase over time, so your attentional processes become overloaded

139
Q

underload theory of vigilance decrement

A

tasks cause boredom over time, so your attention divides between your focus and mind-wandering

140
Q

what is task-switching?

A

switching between mental sets (organizations of our attention based on goals)
switch cost: decline in performance when we have to switch between mental sets

141
Q

action slips

A

shift in mental resources from a primary (external) task toward internal thoughts (like mind-wandering) = mental thoughts bleed over into task

142
Q

endogenous attention

A

choosing to pay attention based on goals (activates intraparietal sulcus)

143
Q

exogenous attention

A

a property of the environment (salient cue, something unexpected could indicate danger) captures your attention (activates temporo-parietal junction)

144
Q

what types of stimuli automatically capture attention?

A

important for survival
functionally specialized regions for brain processing (faces and bodies - will pull attention away from a target task)
personally relevant stimuli (name)
addictive stimuli (cigarettes for nicotine addicts)
fearful stimuli

145
Q

cocktail party effect

A

we can selectively hear someone talking to us in a crowded room (interfering voices) - but it is possible for some extraneous stimuli to pass through the filter (like our name)

146
Q

medial temporal lobe

A

processing visual motion

147
Q

Balint syndrome

A

damage to both parietal lobes, resulting in attentional deficits (usually occulomotor apraxia and simultanagnosia)

148
Q

occulomotor apraxia

A

inability to conduct visually guided movements

149
Q

simultanagnosia

A

inability to identify or use more than one feature or object at once (focus on individual features instead of big picture)

WINTER 2023 (14 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions