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Psychology > 2nd Partial Exam > Flashcards

2nd Partial Exam Flashcards

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1
Q

Definition of consciousness:

A

Sensations and perceptions of external events and yourself. (memories, feelings, experiences, and self)

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2
Q

What is waking consciousness?

A

Being clear, organized alertness

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3
Q

Changes in quality and pattern in mental activity.

A

Altered state of consciousness (ASC)

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4
Q

Examples of shifts in altered state of consciousness:

A

Shifts in perception, emotions, memories, time sense, thoughts, feelings, and suggestibility.

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5
Q

Hallucinations, depression, euphoria, dreams, psychosis:

A

Altered state of consciousness (ASC)

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6
Q

How many years of our life do we tend to “sleep”?

A

25 years

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7
Q

Name 2 characteristics of “sleep”:

A
  • Not totally unresponsive

- Helps to remember the day before

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8
Q

Biological rhythm that can’t be ignored

A

Need for sleep

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9
Q

How can we avoid hallucinations and delusions?

A

With a regular sleep schedule

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10
Q

How many days without sleeping are bad for our health?

A

4 days

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11
Q

What are the cause of some of the diseases that can lead to coma or death?

A

Lack of sleep

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12
Q

What is sleep deprivation?

A

Lost of contact with reality, confusion, disorientation, delusions and hallucinations

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13
Q

Examples of things that can happen due to sleep deprivation:

A
  1. Speech slurred
  2. Not able to concentrate, remember, mention names.
  3. Trembling hands
  4. Drooping eyelids
  5. Irritability
  6. Discomfort
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14
Q

Excessive daytime sleepiness, more common in adolescents.

A

Hypersomnia

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15
Q

Examples of things that can happen due to hypersomnia:

A
  1. Trouble paying attention.
  2. Trouble staying alert
  3. Trouble at doing simple tasks
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16
Q

What are the 3 types of sleep patterns?

A
  1. Short sleepers
  2. Long sleepers
  3. Average
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17
Q

5 hours or less sleep pattern:

A

Short sleepers

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18
Q

9 or more hours of sleep:

A

Long sleepers

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19
Q

7 to 8 hours of sleep:

A

Average

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20
Q

TRUE OR FALSE: Power naps are recommended

A

true

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21
Q

To measure waves of sleep and consciousness

A

Electroencephalogram (EEG)

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22
Q

What happens when we close our eyes?

A

Body temperature drops, and breathing and pulse becomes slow

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23
Q

Small and fast waves when we are awake and alert:

A

Beta waves

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24
Q

Larger and slower waves before sleep:

A

Alpha waves

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25
Q

Mention the 4 sleep stages:

A
  1. Light sleep
  2. Sleep deepens and temperature drops
  3. Delta waves are large and slow
  4. Deep sleep
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26
Q

Heart rate slows down, breathing irregular and the muscles of the body relax. People may say they are asleep

A

1st stage: Light sleep

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27
Q

Sleep spindles happens; short brainwaves to prevent being awake by external stimuli:

A

2nd stage: Sleep deepens and temperature drops

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28
Q

Sleep is deeper, slow waves and loss of consciousness:

A

Stage 3: Delta waves are large and slow

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29
Q

If a person wakes up in this stage, he will be confused and may not remember he was woken up:

A

Stage 4: Deep sleep

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30
Q

Here happens the stages 1, 2 and 3. Recovery from body fatigue. Calm the brain. Fresh approach to the next day.

A

Non REM sleep (NREM)

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31
Q

Here we dream. Sharpen memories of the day. Stress increases. Stimulates developing brain. Longer, clearer, more detailed and bizarre. Storage of memory.

A

Rapid Eye Movement (REM sleep)

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32
Q

Difficulty in falling asleep, frequent nighttime awakening, waking too early or a combination:

A

Insomnia

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33
Q

Behavioral remedies for insomnia:

A
  1. Stimulus control: regular schedule
  2. Sleep restrictions: sleep only for bedtime hours
  3. Paradoxical intention: not fight the need of sleep
  4. Relaxation: progressive muscle relaxation, meditation, etc.
  5. Exercise
  6. Food intake: cookies, bread, pasta, oatmeal, etc.
  7. Stimulant avoidance: no coffee, alcohols, etc.
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34
Q

What is a nightmare?

A

Bad dream in REM sleep, associated with psychological distress.

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35
Q

What are night terrors?

A

Total panic, hallucinate frightening dreams images

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36
Q

Characteristics of night terrors:

A
  1. Happens during NREM sleep

2. Lasts from 15-20 minutes

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37
Q

What’s the most common way to alter human consciousness?

A

Psychoactive drugs

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38
Q

Is a substance that increases activity in the body and nervous system. (Ex.Coffee)

A

Stimulant

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39
Q

Is a substance that decreases activity in the body and nervous system.

A

Depressant

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40
Q

Drug dependence:

A
  1. Consume drugs
  2. Physical dependence (addiction)
  3. Withdrawal symptoms
  4. Tolerance
  5. Emotional dependence
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41
Q

Effects of lack of sleep in adolescents:

A
  1. Aggressiveness, Impatience, impulsiveness.
  2. Low self worth, irritable and mood swings.
  3. Higher depressing symptoms chance
  4. Bad school performance
  5. Risk of car accidents
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42
Q

Cognitives effects of lack of sleep in adolescents:

A
  1. Inhibition of creativity
  2. Decrease ability to concentrate and solve problems.
  3. Short-term and working memory
  4. Forget things
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43
Q

Response to pressure or threat, It has physical, cognitive and emotional responses.

A

Stress

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44
Q

Consequences of stress:

A
  1. Excessive worry
  2. Inability to concentrate
  3. Bad mood and maintaining attentions
  4. Anxiety, fears and phobias
  5. Susceptibility to accidents
  6. Sleep disorders
  7. Drug and alcohol addiction
  8. Depression and affective disorders
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45
Q

Desire that adolescents have that causes emotions to control behavior and can lead to risky behaviors

A

Instant gratification

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46
Q

Characteristics of decision making:

A
  1. Daily activity
  2. Requires thinking and controlling emotions
  3. Related to executive functions for self-regulation
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47
Q

Set of control mechanisms whose main objective consists of the regulation of cognition, behavior and emotions for the achievement of individual goals and objectives

A

Executive functions

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48
Q

What is learning?

A

A permanent change in behavior due to experience.

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49
Q

Main types of learning:

A

Associative and Cognitive learning

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50
Q

Associative learning definition:

A

When a person or animal forms an association between stimuli and response

51
Q

Cognitive learning definition:

A

Understanding, knowing, anticipating or making use of the information to make higher mental processes.

52
Q

Classical conditioning definition:

A

An antecedent stimulus that doesn’t produce a response is linked to one that does.

53
Q

Stimuli and responses that form part of classical conditioning:

A
  1. Unconditioned stimulus
  2. Unconditioned response
  3. Neutral stimulus
  4. Conditioned stimulus
  5. Conditioned response
54
Q

Unconditioned stimulus:

A

A stimulus capable of making a response.

55
Q

Unconditioned response:

A

A reflex response after an unconditioned stimulus.

56
Q

Neutral stimulus:

A

A stimulus that does not evoke a response

57
Q

Conditioned stimulus:

A

A stimulus that after the learning process it evoke a response.

58
Q

Conditioned response:

A

A learned response that is provoked by a conditioned stimulus.

59
Q

Classical conditioning ACQUISITION:

A

The period where a response is reinforced

60
Q

Weakening of a conditioned response through removal of reinforcement:

A

Classical conditioning EXTINCTION

61
Q

Classical conditioning SPONTANEOUS RECOVERY:

A

Reappearance of a learned response after its apparent extinction.

62
Q

A stimuli similar to the conditioned stimuli that may also trigger a response.

A

Classical conditioning GENERALIZATION

63
Q

Classical conditioning DISCRIMINATION:

A

Respond differently to various stimuli.

64
Q

Operant conditioning:

A

Learning is based on the consequence of responding.

65
Q

Operant conditioning: OPERANT EXTINCTION:

A

Responses that are not reinforced with gradually fade away.

66
Q

When making a response will remove an unpleasant event:

A

Operant conditioning: NEGATIVE REINFORCEMENT

67
Q

Operant conditioning: POSITIVE REINFORCEMENT:

A

A pleasant or desirable event follows a response

68
Q

Response with an unpleasant consequence:

A

Operant conditioning: PUNISHMENT

69
Q

Any event or thing that increases the probability that a response will happen again:

A

Reinforcements

70
Q

Adding something to decrease behavior:

A

Positive Punishment

71
Q

Adding something to increase behavior:

A

Positive reinforcement

72
Q

Subtracting something to decrease behavior:

A

Punishment (NEGATIVE)

73
Q

Subtracting something to increase behavior:

A

Negative reinforcement

74
Q

Operant primary reinforcement:

A

Produce comfort, end discomfort or fill physical need. Natural (food and water)

75
Q

Operant secondary reinforcement:

A

Money, praise, attention, approval, success, affection and grades.

76
Q

Is an active system that receives, stores, organizes, alters and recovers information

A

Memory

77
Q

Name the 3 stages of memory:

A
  1. Information is encoded or changed.
  2. Information encoded is now stored in the memory system.
  3. . Information must be retrieved, taken out so the person can make it useful
78
Q

Information that we just received is first encoded in:

A

Sensory memory

79
Q

Name the 2 types of sensory memory:

A
  1. Iconic memory: (visual sensory images) Stored for half a second.
  2. Echoic memory: Brief flurry of activity in the auditory system
80
Q

Stores small amount of information, what YOU´RE AWARE OF RIGHT NOW.

A

Short term memory

81
Q

How does short term memory encodes ?

A

STM can encode in IMAGES but it encodes more often PHONEMES (SOUND)

82
Q

It is very sensitive to interruption or interference:

A

Short term memory

83
Q

STM combined with other mental process like problem solving, thinking, analyzing, etc

A

Working memory

84
Q

What information holds the working memory?

A

Information that we need so we can achieve this mental processes.

85
Q

Characteristics of long term memory:

A
  1. LTM is encoded in the basis of meaning, not sound.
  2. If you can link STM knowledge to LTM it gains meaning.
  3. The more you know the easier it is to add new information, LTM is endless.
  4. The information that is important from STM and encoded in LTM that is a storehouse for knowledge.
86
Q

STM hacks:

A
  1. Chunking

2. Rehearsing information

87
Q

Bits of information grouped into larger units:

A

Chunking

88
Q

Helps you to “hear” the information many times.

A

Rehearsing information

89
Q

What is not a great way to study?

A

Rote rehearsal

90
Q

Makes information more meaningful so it is easier to remember by linking between old and new info

A

Elaborate processing

91
Q

LTM Hacks:

A
  1. Organizing memories

2. Redintegration

92
Q

Can be arranged in rules, images, categories, symbols, similarity, formal or personal meaning:

A

LTM in organizing memories

93
Q

This model views information in organized systems of linked information.

A

Network model

94
Q

When memory serves a function in which it triggers another memory, this way we well have a chain of association to other related memories

A

Redintegration

95
Q

Types of Long Term Memory:

A
  1. Procedural memory
  2. Declarative memory
  3. Semantic memory
  4. Episodic memory
96
Q

Procedural memory:

A

Basic conditioned responses and learned actions, like typing, driving or swinging a golf club.

97
Q

Declarative memory:

A

Specific factual information like names, facts, word, dates and ideas

98
Q

Semantic memory:

A

Mental dictionary or encyclopedia of basic knowledge. Names of objects, days of the week or months of the year

99
Q

Episodic memory:

A

Record of personal experiences, it stores life events. What, where and when. Your 1st day of school, first kiss, etc.

100
Q

Keys to the memory bank:

A
  1. Organization
  2. Whole vs Part learning
  3. Overlearning
  4. Space practice
101
Q

Whole vs part learning:

A

Practice whole packages of information rather than smaller parts.

102
Q

Organization:

A

Organizing class notes and summarizing chapters can be so useful

103
Q

Overlearning:

A

Continue studying beyond mastering

104
Q

Space practice:

A

Alternating short study sessions with brief rest periods.

105
Q

Intelligence:

A

Global capacity to act with a purpose, to think rationally and to deal effectively with the environment

106
Q

5 aspects of intelligence:

A
  1. Fluid reasoning
  2. Knowledge
  3. Quantitative reasoning:
  4. Visual-Spatial Processing:
  5. Working memory
107
Q

Fill in the missing shape or tell what´s going on in a series of pictures

A

Fluid reasoning

108
Q

Review the person’s knowledge in a variety of aspects

A

Knowledge

109
Q

Ability to solve problems involving numbers

A

Quantitative reasoning

110
Q

People with this skill are good at putting picture puzzles together and copying geometric shapes

A

Visual-Spatial Processing

111
Q

Ability to use short-term memory (repeating digits after hearing them)

A

Working memory

112
Q

Intelligence quotient

A

Mental age divided by chronological age and multiplied by 100

113
Q

Chronological age

A

A person´s age in years

114
Q

Women performed better in…

A

verbal activity, vocabulary and rote learning

115
Q

Men performed better in…

A

items that require spatial visualization and math

116
Q

Solving problems, insight and declines after middle age

A

Fluid intelligence

117
Q

Solving problems with information we already have and declines very little but until advanced age

A

Crystallized intelligence

118
Q

Causes of intellectual disability:

A
  1. Birth injuries (lack of oxygen)
  2. Fetal damage (prenatal)
  3. Metabolic disorders
  4. Genetic abnormalities (missing, extra or defective genes)
119
Q

Percentage of cases that have no known biological problem as a cause of intellectual disability

A

30-40%

120
Q

Characteristics of Down syndrome:

A
  1. This syndrome causes moderate to severe intellectual disability and a shortened life expectancy of 49 years.
  2. Is genetic but is not always hereditary
  3. Best hope for this syndrome is education that is adapted to every kid’s necessities so that it can lead them to fuller lives
121
Q

Factors that influence intelligence:

A
  1. Experiential intelligence
  2. Reflective intelligence
  3. Neural intelligence
122
Q

Knowledge and skills acquired over time

A

Experiential intelligence

123
Q

Ability to become aware of one’s own thinking habits

A

Reflective intelligence

124
Q

Speed and efficiency of the nervous system

A

Neural intelligence

Psychology (5 decks)

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