Brainscape's Knowledge GenomeTM

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


See full index

psychology > chap 5-6 > Flashcards

chap 5-6 Flashcards

1
Q

When does learning of language begin?

A

In the womb

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

teratogen

A

an agent, like chemical or virus, that can reach the embryo/ fetus during prenatal development and cause harm

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

fetal alcohol syndrome

A

physical and mental abnormalities in children caused by a pregnants women heavy drinking
-signs include a small, out-of-proportion head and abnormal facial features

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

Newborn

A

-arrives with automatic reflex responses that support survival
-cries to elicit help and comfort
-searches for sights and sounds linked to other humans, especially mother
-smells and sees well and uses sensory equipment to learn
-possesses a biologically rooted temperament

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

Newborn habituation

A

-fetuses have adapted to a vibrating, honking device on mother’s abdomen
-gain familiarity with repeated exposure to sounds

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

Newborn prferences

A

newborns prefer face-like images and the smell of the mother’s body

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

infancy and childhood: physical development

A

-brain cells are sculpted by heredity and experience
-Birth: neuronal growth spurt and synaptic pruning
- 3-6 months: rapid frontal lobe growth and continued growth into adolescence and beyond
-early childhood: critical period for some skills
-throughout life: brain tissue changed by learning

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

infancy and childhood: Motor development

A

-develop as the nervous system and the muscles mature
-are primarily universal in sequence but not in timing
-are guided by genes and influences by the environment
-involve the same sequence throughout the world

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

back to sleep

A

-infants sleep on their backs
-position is associated with later crawling but not later walking

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

Jean Piaget

A

-noticed kids brain worked differently
-stage theorist
-Children are active thinkers
-mind develops through a series of universal stages
-children’s developing brains build schemas that are used and adjusted through assimilation and accommodation

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

maturation processes

A

biological development that is independent of experience/environment

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

schemas

A

organized structures that interprets information/ experience
-guides how you go about doing things

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

assimilation

A

forcing new info to fit
-interpreting one’s new experience in terms of one’s existing schemas

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

accommodation

A

essence of intellectual growth
-adapting one’s current understandings (schemas) to incorporate new information
-changing cognitive structure in order to accept something from the environment

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

Piaget’s Theory: sensorimotor stage

A

-birth to nearly 2 years
-uses senses to explore world
Milestones:
-object permanence (when have it move to next stage)
-stanger anxiety

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

Object permanence

A

awareness that things continue to exist even when not perceived
-move from sensorimotor stage to preoperational stage when they have this

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

Piaget’s Theory: Preoperational stage

A

-2-7 years
-learn to use language but can’t perform the mental operations of concrete knowledge- use intuitive rather than logical reasoning
-conservation
-theory of mind
Key milestones:
-egocentrism/curse of knowledge
-pretend play

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

conservation

A

quantity remains the same despite changes in shape

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

egocentrism/curse of knowledge

A

difficulty in taking another’s POV

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

Piaget’s Theory: concrete operational

A

-7-11 years
-children gain the mental operations that enable them to think logically about concrete events
-begin to understand the changes in form before changes in quantity
- they begin to understand simple math and conservation
Milestones:
-mathematical transformations
-conservation

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

Piaget’s Theory: Formal operation

A

-12-adulthood
-children are no longer limited to concrete reasoning based on actual experience
-able to think abstractly

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

Reflecting on Piaget’s theory

A

-children went through stages faster than he hypothesized
-milestones unfold basically as he proposed but is vague about when it goes from one stage to the other
-development is more continuous
-children may be more competent than revealed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

attachment

A

emotional tie with another person

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

stranger anxiety

A

fear of strangers
-parallels object permanence

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

stange situation

A

experiments show that some children are securely attached and others are insecurely attached

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

secure

A

responsive to caregiver attempt to soothe; very trusting
-when babysitter left :insecure
-when babysitter came back: secure

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

insecure

A

abnormally upset, threw tantrum
-when babysitter came back baby was mad

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

avoident

A

don’t care if anyone is there

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

Erik Erikson

A

believed that securely attached children approach life with a sense of basic trust
-social development: 1st stage (trust vs. mistrust)

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

authoritarian

A

-parents are coercive
-they impose rules and expect obedience
-many rules, can’t violate them
-spanking used as a means of control

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

authoritative

A

-more accepting towards the child violating the rules
-many rules, but explain consequences
-best

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

permissibe

A

-parents are unrestraining
-make few demands
-set few limits
-use little punishment
-turn out bossy/spoiled

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

Negligent

A

-parents are uninvolved
-neither demanding nor responsive
-leads to neglect, form of abuse, more likely to be psychotic

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

self-concept

A

an understanding and evaluation of who we are

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

self concept stages

A

-6 months: self-awareness begins with self recognition in mirror
-15 to 18 months: schema of how the face should look
-school age: more detailed descriptions of gender, group membership, psychological traits, peer comparisons begin
-8 to 10 years: self-image becomes stable

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

adolescence

A

transition from puberty to social independence

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

early-maturing boys

A

more popular, self-assured, independent and at greater risk for alcohol use, delinquency, and premature sexual activity

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

early-maturing girls

A

mismatch between physical and emotional maturity may encourage relationships with older teens; teasing or sexual harassment may occur

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

Kohlberg

A

developed moral reasoning

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

moral intuition

A

-Haidt: much mortality is rooted in moral intuitions that are made quickly and automatically
-Greene: moral cognition is often automatic but can be overridden

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

Moral action

A

-moral actions feeds moral attitudes
-Mischel: the ability to delay gratification is linked to more positive outcomes in adulthood

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

Kohlberg’s Levels of Moral Thinking: preconventional morality

A

-before age 9
self-interest, obey rules to avoid punishment, or gain rewards

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

Kohlberg’s Levels of Moral Thinking: Conventional morality

A

-early adolescence
uphold laws and rules to gain social approval or maintain social order

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

Kohlberg’s Levels of Moral Thinking: postconventional morality

A

-adolescence and beyond
actions reflect belief in basic rights and self-defined ethical principles

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

Adolescence: parent relationship

A

important when it comes to education, discipline, charitableness, responsibility, orderliness, and ways with interacting with authority figures

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

Adolescence: peers

A

important for learning cooperation, finding the road to popularity, inventing styles of interaction among the people of the same age

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

emerging adulthood

A

-18- mid twenties
-characterized by not yet assuming adult responsibilities and independence and feelings of being in between
-may involve living with and still being emotionally dependent on parents

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

Physical development: early adulthood

A

muscular strength, reaction time, sensory keenness, cardiac output peak

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

Physical development: middle adulthood

A

-physical vigor is more closely linked to health and exercise than age
-physical decline is gradual
-gradual decline in fertility

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

Physical development: late adulthood

A

-life expectancy is 71
-immune system weakens
-neural processing lags
-sharpness declines

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

Aging and memory: early adulthood

A

peak time for learning and memory

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

Aging and memory: middle adulthood

A

greater decline in ability to recall rather than recognize memory

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

Aging and memory: late adulthood

A

better retention of meaningful then of meaningless information; longer word production time

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

Aging and memory: end of life

A

terminal decline; happens during last 4 years of life

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

Transtitions

A

-occur in the early forties
-social clock varies
-change events have a lasting impact

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

commitments

A

intimacy and generativity

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

sensation

A

process by which our sensory receptors and nervous system receive and represent stimulus energies from the environment
-sight is the most important

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

perception

A

process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events

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

bottom-up processing

A

analysis that begins with the sensory receptors and works up to the brain integration of sensory information
- start with this but we don’t do this anymore, takes too long
-ex: building images from senses

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

top-down processing

A

information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations
-what we do after getting experience
-making assumptions about what i am seeing
-based on experiences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

transduction

A

transformation of stimulus energies such as sights, sounds, and smells into neural impulses the brain can interpret

62
Q

psychophysics

A

studies the relationships between the physical energy we can detect and its effects on our psychological experiences

63
Q

absolute threshold

A

minimum stimulation needed to detect a particular stimulus 50% of the time
-ex: can feel the slightest touch, can see a far away light

64
Q

subliminal stimuli

A

input, below the absolute threshold for conscious awareness
-stimuli you can not detect 50% of the time
-fuels the fire though mood

65
Q

priming (stimulus)

A

activating unconsciously associations in our mind
-setting us up to perceive, remember, respond to objects/events in a certain way

66
Q

subliminal sensation

A

sensation that is too fleeting to actually know what you are feeling

67
Q

subliminal persuasion

A

may produce a fleeting, subtle, but not powerful, enduring effect on behavior

68
Q

perceptual set

A

a mental predisposition to perceive in thing and not another

69
Q

What determines our perceptual set?

A

-schemas interpret unfamiliar information through experience
-pre-existing schemas influence top-down processing of ambiguous sensation interpretation, including gender stereotypes

70
Q

wavelength

A

distance between peaks

71
Q

short wavelength

A

high frequency

72
Q

long wavelength

A

low frequency

73
Q

frequency

A

number of complete wavelengths that can pass a point in a given time
-depends on the length of the wave

74
Q

amplitude

A

-height of wave, from peak to trough (top to bottom)
-determines the intensity of sound waves

75
Q

great amplitude

A

-bright colors
-louder
-very bright

76
Q

small amplitude

A

-dull colors
-not loud
-not bright

77
Q

eye: lens

A

to focus image in back of eyeball

78
Q

eye:pupil

A

-black part contracts to let certain amount of light in

79
Q

eye: Iris

A

sees color

80
Q

eye: cornea

A

protective layer to protect eye

81
Q

eye:retina

A

-light sensitive inner surface of the eye; contains receptor rods and cones
-point of transduction

82
Q

eye: fovea

A

point of central focus

83
Q

eye: blind spot

A

-point at which the optic nerve leaves the eye
-where no receptors are
-different places in both eyes

84
Q

eye: optic nerve

A

nerve that carries neural impulses from the eye to the brain

85
Q

eye: rods

A
  • detect black, white, and gray (no colors)
    -low light
    -sensitive to movement
    -perimeter of retina
    -peripheral vision
86
Q

eye: cones

A

-fovea
-function in daylight or well-lit conditions
-detect fine detail
-give rise to color sensations
-center of retina

87
Q

path of transduction in the eye

A
  1. light hits the retina
  2. cones and rods sends neural impulse
  3. bipolar cell
  4. ganglion cell
  5. Optic nerve: neural impulse goes to the visual cortex via the thalmus
88
Q

path of transduction in the eye

A
  1. light hits the retina
  2. cones and rods sends neural impulse
  3. bipolar cell
  4. ganglion cell
  5. Optic nerve: neural impulse goes to the visual cortex via the thalamus
89
Q

Young-Helmholtz trichromatic theory

A

proposes that the retina contains three different types of color receptors

90
Q

Hering’s Theory

A

proposes that then cone’s responses are processed by opponent-process cells
-also called opponent-process theory

91
Q

red is tied with

A

green
-most common

92
Q

blue is tied with

A

yellow

93
Q

black is tied with

A

white

94
Q

Gestalt principles

A

form perceptions
-figure-ground
-grouping
-depth perception

95
Q

Gestalt principles: Figure-ground

A

organization of the visual field into objects that stand out from their surroundings

96
Q

Gestalt principles: Grouping

A

perceptual tendency to organize stimuli into meaning groups
-see patterns and objects

97
Q

Gestalt principles: depth perceptions

A

-ability to see objects in 3D although the images that strike the retina are two dimensional
-allows us to judge distance

98
Q

binocular cues

A

depth cue that depends on the use of two eyes

99
Q

retinal disparity

A

-binocular cue for perceiving depth
-brain calculates distance by comparing images from the two eyes

100
Q

monocular cues

A

depth cue that is available to either eye alone

101
Q

monocular cue: light and shadow

A

-nearby objects reflect more light than distance objects
-shadows show shape

102
Q

monocular cue: relative motion

A

objects closer move faster and in opposing direction then those objects rather far away

103
Q

monocular cue: linear perspective

A

know parallel lines converge in the distance even if they are the same distance

104
Q

monocular cue: interposition

A

objects that occlude (block) other objects tend to be perceived as closer

105
Q

monocular cue: relative height

A

see higher objects as it to be further away than those that are lower

106
Q

motion perception

A

when large and small objects move at the same speed, the large objects appear to move more slowly

107
Q

phi phenomenon

A

illusion of movement created when two or more adjacent lights blink on and off in quick succession

108
Q

perceptual constancy

A

objects are perceived as unchanging even as illumination and retinal images change
-have consistent color, brightness, shape, and size
-“I know from my experience”

109
Q

color constancy

A

perceiving familiar objects as having a consistent color, even if changing illumination alters the wavelengths reflected by the object

110
Q

size constancy

A

-perception of having constant size even when our distance from them varies
-perception of the form of familiar objects as constant even when the retina receives changing images

111
Q

hearing: length/frequency

A

determines the pitch

112
Q

hearing: sound

A

is measured in decibels (dB)

113
Q

eardrum

A

what the sound waves strike causing it to vibrate

114
Q

cochela

A

-coiled, fluid-filled tube in the inner ear
-what tiny bones in the middle ear transmit the vibrations to

115
Q

hair cells

A

-line the surface of the inner ear
-ripples in the fluid of the cochlea bends this
-produces sound by moving
-triggers impulses in the nerve cells

116
Q

auditory cortex

A

where axons from the nerve cells transmit a signal to

117
Q

semicircular canals

A

-doesn’t play a role in hearing
-plays a role in balance and orientation

118
Q

oval window

A

gateway to inner ear

119
Q

auditory nerve

A

send the sounds to temporal lobe

120
Q

Sensorineural hearing loss (nerve deafness)

A

damage to cell receptors or associated nerves

121
Q

conduction hearing loss

A

damage to the mechanical system that conducts sound waves to the cochlea

122
Q

cochlear implant

A

device that converts sounds into electrical signals, stimulants sounds through electrodes to the brain

123
Q

what pitch do you lose first

A

the high pitch

124
Q

place theory in hearing

A

theory that links the pitch heard with the place where the cochlea’s membrane is stimulated
-best explains high pitches

125
Q

frequency theory (temporal theory) in hearing

A

theory that the rate at which nerve impulses travel up the auditory nerve matches the frequency of a tone which allows the pitch to be sensed
-best explains low pitches

126
Q

nonvisual senses: touch

A

mix of pressure, warmth, cold, pain

127
Q

sensory adaptations

A

constant pressure will not be felt after a while, adapts to the feeling

128
Q

hypnosis

A

-heightened state of influence over senses
-tell them to perceive things differently

129
Q

The pain circuit

A

-sensory receptors respond to potentially damaging stimuli by sending an impulse to the spinal cord
-spinal cord passes the message to the brain which interprets the signal as pain
-gates in spinal cord can open gates to relaxation, so you sense pain as good like a massage

130
Q

Controlling pain: placebo

A

-reduced CNS attention and responses to pain
-ex: give half patients pill that works other half pill that doesn’t to see how they react

131
Q

Controlling pain: distraction

A

-draws attention away from painful stimulation
-virtual reality play reduces the brain’s pain-related activity

132
Q

Hypnosis: social influence theory

A

dual-processing state sensory information does not reach areas where pain-related information is processed

133
Q

Hypnosis: Dissociation theory

A

a split between different levels of consciousness

134
Q

hypnosis is also

A

selective attention

135
Q

hypnosis: posthypnotic suggestion

A

made during hypnosis session to be carried out after the subject is no longer hypnotized

136
Q

survival functions of basic tastes: sweet

A

energy source
ex: candy

137
Q

survival functions of basic tastes: salty

A

sodium essential to physiological processes
ex: salt

138
Q

survival functions of basic tastes: sour

A

potentially toxic acid
ex: toxins

139
Q

survival functions of basic tastes: bitter

A

potential poisons
ex: toxins

140
Q

survival functions of basic tastes: umami

A

proteins to grow and repair tissue
ex: chicken

141
Q

how many taste buds are there on the tongue

A

200 taste buds

142
Q

olfaction system

A

-smell
-tied to memory; can trigger
-chemical sense
-80% of taste is smell

143
Q

Body position/movement: kinesthesia

A

-our movement sense
-system for sensing the position and movement of individual body parts
-interacts with vision

144
Q

Body position/movement: Vestibular sense

A

-balance sense
-sense of body movement and position

145
Q

embodied cognition

A

influence of bodily sensations, gestures, and other states on cognitive preferences and judgements
ex: physical warmth may promote social warmth
ex: social exclusion can literally feel cold
ex: political expressions may mimic body positions

146
Q

Most relevant ESP (Extra sensory perception) claims

A

-telepathy
-clairvoyance
-precognition
-psychokinesis

147
Q

ESP: telepathy

A

mind-to-mind communication

148
Q

ESP: Clairvoyance

A

-perceiving remote events
-ex:like a house on fire across the country

149
Q

ESP: precognition

A

perceiving future events

150
Q

ESP: psychokinesis

A

mind moving matter

151
Q

BEM experiment

A

-experiments that suggested that participants could anticipate future events
-pretty much dismissed now

psychology (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions