chap 3-4 Flashcards
consciousness
current awareness of self and environment
cognitive neuroscience
interdisciplinary study of the brain activity linked with cognition
hypnosis
social interaction in which one person suggests to another that certain perceptions , feelings, thoughts, or behaviors will spontaneously occur
automotize
doing things without thinking about it
selective attention
focusing conscious awareness on a particula stimulus
inattentional blindness
failure to see visible objects when attention is directed elsewhere
Change blindness
-failure to notice changes in the environment
-a form of inattentional blindness
dual processing
information is often simultaneously processed on separate conscious (explicit) and unconscious (implicit) tracks
-we know more than we know
blindsight awarness
person can respond to a visual stimulus without consciously experiencing it
-ex: the blind can see
parallel processing
processing many aspects of a stimulus or problem simultaneously
sequential processing
processing one aspect of a stimulus or problem at a time
-ex: processing new info or trying to solve difficult problems
sleep
natural loss of consciousness
-perceptual window is still open a crack
biological rhythms
-24 hour biological clock
-90 min sleep cycle for younger adults
circadia rhythm
-internal body clock of 24-hour cycle of day and night
-body temp rises in the morning, peaks during the day dips in early afternoon, and drops in the evening
-altered by age and experience
REM
-rapid eye movement
-sleep stage during which vivid dreams commonly occur
-sleep paralysis ( can’t move)
-most action
-genital arousal
-60 mins
REM rebound
tendency for REM sleep to increase following REM sleep deprivation
beta waves
-alert, waking state
alpha waves
-awake, relaxed, drowsy state
delta waves
slower, larger delta waves
N1 ( non-rem1)
-short (5mins)
-not asleep yet
-drowsy
N2 (non-rem 2)
-20 mins
-sometimes can sleep talk
N3 (non-rem 3)
-deepest sleep (30 mins)
-sleep talking and sleepwalking occur
-memory consolidation function
-night terror (screaming)
sleep deprevation
losing an hour of sleep for 3 consecutive days
hibbrigonic sensation
false dreaming, hallucinations
suprachiasmatic nucleus (SCN)
-controls circadian rhythm
-causes the decrease of production of melatonin in the morning and increased production in the evening
why do we sleep?
-plays a protective role by keeping people safe during potentially dangerous periods
-restore and repair damaged neurons
-strengthen neural connections
-promotes creative problem solving
-supports groth
results of sleep loss
-more anger
-relationship conflicts
-depressive disorders
sleep deprivation
-causes fatigue and irritability
-impairs concentration, productivity, memory consolidation
-can lead to depression
insomia
-recurring problems in falling or staying asleep
-may be due to stress or environment
Narcolepsy
-uncontrollable sleep attacks
-sometimes lapsing directly into REM sleep
sleep apnea
-stoppage of breathing while asleep
-associated with obesity, especially in men
night terrors
high arousal and appearance of being terrified
sleep aids
-exercise regularly (not in late afternoon)
-avoid caffeine after early afternoon
-relax before bedtime
-sleep on a consistent schedule
-hide time displays
-reassure yourself that temporary sleep loss does happen
-focus mind on non arousing, engaging thoughts
-manage stress
dreams
sequence of images, emotions and thoughts passing through a sleeping person’s mind
daydreams
familiar details of our life
REM dreams
vivid, emotional, bizzare
why we dream
-to satisfy own wishes
-file away memories
-develop and preserve neural pathways
-make sense of neural static
-reflect cognitive development
manifest content
the remembered story line of a dream
latent content
underlying meaning of a dream
psychoactive drug
substance that alters perceptions and moods
-depressants, stimulants, hallucinogens
substance use disorder
disorder characterized by continued substance craving and use despite significant life disruption/physical risk
Depressants
-calm neural activity and slow body functions
-ex: ALCOHOL, Barbiturates (tranquilizers)
barbiturates
-tranquilizer
-depress activity of central nervous system
-reduces anxiety
-impairs memory and judgement
-lethal when combined with alcohol
opiates
-includes opium, codeine, morphine, heroin
-addictive
-constricts the pupils, slow breathing, cause lethargy
-depress neural activity
-causes withdrawal when ingestion is stopped
stimulant drugs
-caffeine and nicotine, cocaine, Ecstasy (MDMA), methamphetamine
-stimulates neural activity
-causes dilation of pupils, increase heart and breathing rates
-rise in blood sugar, and drop in appetite
-increase in energy and self-confidence
nicotine (stimulant)
-highly addictive
-signals CNS to release a flood of neurotransmitters
-produces challenging acute cravings and withdrawal symptoms
-risk of heart disease, cancer
cocaine (stimulant)
-produces a quick rush of euphoria, confidence, energy
-crash of agitated depression occurs within 15-30 mins after the neurotransmitters levels drop
-depends on dosage and form consumed
Methamphetamine (stimulant)
-powerfully addictive
-causes euphoria, alertness, energy
-may cause irritability, insomnia, hypertension, seizures
Ecstasy (MDMA) (stimulant)
-synthetic stimulant and mild hallucinogen
-emotional elevation, disinhibition
-produces euphoria but with short-term health risks and longer term harm to mood and cognition
-may cause dehydration, overheating, depressive mood
Hallucinogens
-distort perceptions
-call up sensory images without any input from the senses
-Marijuana, LSD
Marijuana (hallucinogens)
-contains THC
-increases sensitivity to colors, sounds, tastses, and smells
-relief of pain, distortion of time, relaxation
-lingers in the body
-can relax, disinhibit, impair motor and perceptual skills
LSD (hallucinogen)
-lysergic acid diethylamide/ acid
-powerful hallucinogenic drug
-risk of panic
-interferes with serotonin neurotransmitter system
Heroin (depressant)
-rush of euphoria, relief from pain
-can cause depressed physiology, agonizing withdrawl
behavior genetics
study of the relative power and limits of genetic and environmental influences on behavior
heredity
the genetic transfer of characteristics from parents to offspring
environment
non genetic influences from prenatal nutrition to the people and things around us
-shared (experiences) vs. nonshared (unique to one person) environment
chromosomes
threadlike structures made out of DNA molecules that contain the genes
DNA (deoxyribonucleic acid)
complex molecules containing the genetic information that makes up the chromosomes
genome
the complete instructions for making an organism, consisting of all the genetic material in that organism’s chromosomes
identical twins
-same fertilized egg (monozygotic)
-occurs randomly
-not all share the same placenta
-don’t always have the same number of copies of genes
fraternal twins
-fertilized by 2 diff. sperms (dizygotic)
-runs in the families through the females
identical twins are….
-more identical
-behave more similar, have the similar personality traits, have the same abilities, similar brainwaves and heart rate
-similarities still found even though they are being raised in different homes
adopted children are more similar to……
their genetic relatives than to their environment/nurture relatives
Sibling are different beacause
-share only half of their genes
-differences become amplified as people react to them differently
-environment changes
- siblings are raised in slightly different families (youngest child has more siblings)
Temperment
-person’s characteristics emotional reactivity and intensity
-heritable
-carries on in life
Genetic effects appear in the form of…….
physiological differences like heart rate and nervous system reactivity
Heritability
the proportion of variation among individuals that can be attributed to genes
-large populations of people
Interaction
interplay that occurs when the effect of one factor depends on another factor
molecular genetics
study of molecular structure and function of genes
Epigenetics
study of environmental influences on gene expression that occur without a DNA change
molecular behavior genetics
study of how the structure and function of gene interact with our environment to influence behavior
Evolutionary psychology
study of evolution behavior and the mind using principles of natural selection
evolutionary psychologists
focus mostly on what makes us so much alike as humans
natural selection
inherited traits that better enable an organism to survive and reproduce in a particular environment will most likely be passed on to succeeding generations
Male-females differences in sexulaity
-men think more about sex than women do
-men think casual sex is more acceptable
Parental investment theory
-for men there is little cost to spreading their gene
-for women there is a greater cost for spreading their gene
evolutionary psychology theory: male-female diff
-males choices optimize the chance of producing offspring
-females choices seek to ensure offspring survival
Clark and Hatfield experiement
-going on a date: females and males same to say yes
-when asking to go to the apartment or to have sex more men tend to say yes and women tended to say no
well-used brain pathways……
work better
brain development happens more when….
the environment is enriched
parents have more influence on
account for less than 10% of children’s differences
-education/career path
-cooperation
-self-discipline
-responsibility
-charitableness
-religion
-interaction style with authority figures
peers have more influence on
–learning cooperation
-learning the path to popularity
-choice of music and other recreation
-choice of clothing and other cultural choices
-good and bad habits
culture
patterns of ideas, attitudes, values, lifestyle habits, and traditions shared by a group of people and passed onto future generations
-part of our nature
-each has a norm
culture shock
feeling lost about which behaviors are approproiate
variation can occur within the same culture
-languages changes
-pace of life quickens
-gender equality increases
-people sleep less, socialize in person less, and stare at screens more
-people marry more for love but expect more romance
Individualist culture
-value independence
-promote personal ideals, strengths, and goals, pursued in competition with others, leading to individual achievement and finding a unique identity
collectivist cultures
-value interdependence
-promote group and societal goals and duties
-blend in with group identity with achievement attribute to mutual support
Child raising practices
-reflect individual and cultural values
-children thrive under various child-raising conditions
individualist: child raising
raise children to be self reliant
collectivist: child raising
may raise children to be compliant, obedient, and integrated into webs of mutual support
sex
biologically influenced characteristics by which people define boy, girl, man. and woman
Gender
physical, social, and behavioral characteristics that are culturally associated with male and female roles and identity
-roles and characteristics that a culture expects from those defined as male and female
intersex
possessing male and female biological characteristic at birth
differences in men
-4 times more likely to die by suicide or develop alcohol dependence
-more likely to have childhood diagnosis of autism spectrum disorder, color-blindness, or ADHD
-greater risk for antisocial
differences in women
-enter puberty sooner and live 5 years longer
-have 70% more fat and 20% less muscle and are 5 inches shorter
-have twice the risk for developing depression
Aggression
any act intended to harm someone physically or emotionally
-typically men
relational aggression
act of aggression (physical or verbal) intended to harm a person’s relationship or social standing
-typically women
minor physical aggression
equally likely for men and women
interaction style
-men offer opinions
-women offer support
Gender differences
-group leadership typically assigned to males
-higher salaries paid to men in traditional occupations
-women are less successful than men in elections
-78% of governing bodies are held by males
-men are less religious and pray less
-by age 50 most parent-related differences subside
-males tend to be independent
-first-year college women are twice as likely as men to change roomates
Nature of gender: genetic
males and females have differing sex chromosomes
Nature of gender: physiologically
males and females have differing concentration of sex hormones
spermarche
first ejacululation
menarche
first menstrual period
social learning theory
social behavior is learned by observing and imitating others gender-linked behavior and by being rewarded or punished
gender typing
more than imitation is involved; children gravitate toward what feels right
formation of schemas
helps children make sense of the world
Gender schemas
form early in life and organize experiences of male and female characteristics
gender expression
can be seen as children drop hints in their language, clothing, interests, and possessions
androgyny
displaying both traditional masculine and feminine psychological characteristics
transgender
umbrella term describing people whose gender identity or expression differs from that associated with their birth sex
biological factors
evolution, genes, hormones, and brains
Psychological factors
experiences, beliefs, feelings, and expectations
social-cultural factors
parental/peer influences, cultural, individualism/collectivism, and gender norms
biopsychosocial approach
-biological factors, psychological factors, social-cultural factors
