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Psychology 201 > Chapter 4 (sections 4 & 5), Chapter 5 & Chapter 6 > Flashcards

Chapter 4 (sections 4 & 5), Chapter 5 & Chapter 6 Flashcards

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1
Q

T or F: Some animals have no form of chemical sense

A

F

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2
Q

Olfactory perception accessory structures

A

nose, mouth, upper part of the throat

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3
Q

Olfactory perception

A

recieves messages regarding smells, goes through the olfactory bulb in the brain, does not connect through the thalamus

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4
Q

Gustatory perception accessory structure

A

mouth

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5
Q

Gustatory perception

A

detects chemicals in solutions that contact receptors in the mouth, about 10,000 taste buds in a person’s mouth

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6
Q

Tastebuds

A

grouped in structures called papillae, most on the tongue

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7
Q

Most familiar elementary sensations for the tongue

A

sweet, sour, bitter, salty; produced by an interaction b/w taste and smell

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8
Q

Where does transduction occur with touch?

A

in receptors or right below the skin

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9
Q

How does the skin encode intensity of a stimulus?

A

firing rate of individual neurons, number of neurons stimulated

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10
Q

perception

A

interpreting sensations using knowledge and understanding of the world

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11
Q

psychophysics

A

concerned with measuring perception: present people with a stimulus and ask them to report their perception, how much stimulation

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12
Q

threshold

A

boundary/level

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13
Q

absolute threshold

A

the minimum amount of stimulation that can be detected 50% of the time

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14
Q

subliminal stimulation

A

below the absolute threshold–stimulus too weak/brief for us to notice

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15
Q

supraliminal stimulation

A

above the absolute threshold–consistently detected/perceived

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16
Q

difference threshold

A

smallest difference b/w stimuli that can be detected 50% of the time

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17
Q

JND

A

Just Noticeable Difference

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18
Q

Weber’s Law

A

The difference threshold is directly proportional to the magnitude of the stimulus with which the comparison is being made

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19
Q

Fechner’s law

A

the stronger the stimulus/greater the magnitude of the stimulus, the bigger the change needed for a difference in stimulus intensity to be noticeable

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20
Q

K (constant) for weight as a stimulus

A

.02 or 2%

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21
Q

What school of thought conducted research on perception?

A

Gestalt Psychology

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22
Q

Perceptual organization (definition)

A

to make sense out of the things you see, you must impose some sort of organization

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23
Q

2 principles influencing perceptual organization

A

figure-ground & grouping

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24
Q

figure-ground

A

we organize stimuli into a central/foreground figure and a background

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25
Q

grouping

A

we put things together into groups

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26
Q

figure

A

part of visual field that has meaning, stands in front of the rest

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27
Q

ground

A

background

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28
Q

Principles of Grouping

A

proximity, similarity, continuity, closure

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29
Q

proximity

A

closer objects/events are to one another perceived as belonging together

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30
Q

similarity

A

similar elements that look alike

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31
Q

continuity

A

creates a continuous form/pattern

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32
Q

closure

A

filling in missing contours to form a complete object

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33
Q

perceptual set

A

a readiness to perceive stimuli in a certain way. Expectation, culture or experience can influence your perceptions, can impact a person’s perception of an object

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34
Q

perceptual constancies

A

allow us to recognize familiar stimuli under varying conditions, experience a stable perception, even though sensory output is changing you see things as the same

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35
Q

size constancy

A

changes in size of a retinal image, not change in actual size

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36
Q

shape constancy

A

the perceived shape of an object remains the same, even when seen at different angles

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37
Q

brightness/color constancy

A

brightness or color of object remains the same under different conditions or illumination, object seen as bright/same color regardless of lighting conditions

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38
Q

depth perception

A

distance between objects

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39
Q

binocular depth cues

A

require use of both eyes

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40
Q

eye convergence

A

produced by feedback from the muscles in your eyes. your eyes rotate inwards to view a close object or project it onto the retina

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41
Q

binocular disparity aka retinal display

A

each eye sees a different image, slight viewing angle in each eye

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42
Q

monocular depth cues

A

cues about distance that require only one eye

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43
Q

linear perspective

A

perception that parallel lines converge in the distance

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44
Q

interposition/partial overlap

A

objects closer to us may cut off part of your view of more distant objects

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45
Q

elevation

A

height in horizontal plane

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46
Q

texture gradient

A

closer objects have greater detail

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47
Q

relative size

A

if 2 objects are of smaller size, the one that looks smaller will be judged to be farther away

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48
Q

non-pictorial cue > motion parallax

A

if we are moving, nearby objects appear to move faster than ones farther off

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49
Q

ocular accomadation

A

changes in the ability of the lens to change its shape

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50
Q

depth perception in infancy

A

when do we perceive depth? fear and avoidance of dangerous depth don’t develop until an infant is old enough to crawl

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51
Q

perception of movement/motion

A

important: whether an object is moving, how fast it is going and where it is heading

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51
Q

perception of movement/motion

A

important: whether an object is moving, how fast it is going and where it is heading

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52
Q

2 types of motion

A

real motion, apparent motion

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52
Q

2 types of motion

A

real motion, apparent motion

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53
Q

real motion

A

physical displacement of an object from one position to another

53
Q

real motion

A

physical displacement of an object from one position to another

54
Q

looming (real motion)

A

involves a rapid expansion in the size of an image so it fills the retina. you interpret the stimulus as it’s approaching

54
Q

looming (real motion)

A

involves a rapid expansion in the size of an image so it fills the retina. you interpret the stimulus as it’s approaching

55
Q

apparent motion

A

perceive motion when there is none

55
Q

habitation

A

simplest form of learning, decrease in response to unchanging stimuli over time

56
Q

stroboscopic illusion (apparent motion)

A

illusion of movement/motion, created when we see slightly different images of slightly displaced lights flashed in rapid succession

56
Q

stroboscopic illusion (apparent motion)

A

illusion of movement/motion, created when we see slightly different images of slightly displaced lights flashed in rapid succession

57
Q

autokinetic illusion (apparent motion)

A

perceived motion created by a single stationary object, caused by slight movement of eye muscles

57
Q

autokinetic illusion (apparent motion)

A

perceived motion created by a single stationary object, caused by slight movement of eye muscles

58
Q

illusions

A

compelling but incorrect perceptions, doesn’t correspond to reality, visual stimuli that fool the eye

58
Q

illusions

A

compelling but incorrect perceptions, doesn’t correspond to reality, visual stimuli that fool the eye

59
Q

learning

A

a relatively permanent change in behavior and understanding due to experience

59
Q

learning

A

a relatively permanent change in behavior and understanding due to experience

60
Q

Additional terminology of classical conditioning (2)

A

acquisition, trial

61
Q

classical conditioning

A

making an association between 2 stimuli (by pairing them) such that 1 stimulus comes to elicit a response that originally elicited by the other stimulus

62
Q

Ivan Pavlov

A

Russian psychologist who taught dogs to salivate to tone

63
Q

Basic terminology of classical conditioning (5)

A

neutral stimulus, unconditioned stimulus, unconditioned response,conditioned stimulus (same as NS), conditioned response

64
Q

Neutral stimulus

A

stimulus that does not naturally elicit a response in an organism

65
Q

forward trace

A

the NS appears and then disappears and then the UCS is presented a fraction to 1-2 secs later

66
Q

Unconditioned response

A

not learned response. a reflexive or innate response that is elicited by a stimulus w/o prior learning

67
Q

Conditioned stimulus

A

learned stimulus. a stimulus that, through association w/a UCS, comes to elicit a conditioned response similar to the original UCR

68
Q

Conditioned response

A

learned response, a response elicited by a conditioned stimulus

69
Q

Additional terminology of classical conditioning (2)

A

acquisition, trial

70
Q

stimulus generalization (c. conditioning)

A

stimuli similar to the initial CS elicit a CR

71
Q

trial

A

each time NS & UCS is presented together

72
Q

types of interval pairings (4)

A

forward short-delay, forward trace, simultaneous, backward

73
Q

forward short-delay

A

NS appears 1st and is still present when the UCS appears

74
Q

psychologists involved in operant conditioning

A

E.L. Thorndike & B.F. Skinner

75
Q

simultaneous

A

the UCS is presented before the NS

76
Q

when is classical conditioning the strongest

A

there are repeating NS-UCS pairings, short time b/w NS & UCS

77
Q

extinction (classical conditioning)

A

a process in which the CS is presented repeatedly in the absence of the UCS, causing the CR to weaken and eventually disappear

78
Q

spontaneous recovery (classical conditioning)

A

the reappearance of a previously extinguished CR after a rest period & w/o new learning trials

79
Q

stimulus generalization

A

stimuli similar to the initial CS elicit a CR

80
Q

discrimination (c. conditioning)

A

a CR occurs in the prescence of 1 stimulus but not others

81
Q

higher-order conditioning

A

occurs when a neutral stimulus becomes a CS after being paired with an already established CS, produces a CR that is weaker & extinguishes more rapidly than the original CR. can be thought of as replacing UCS

82
Q

instrumental and operant conditioning (definition)

A

behavior is controlled by its consequences, making an association b/w response and consequence(s)

83
Q

psychologists involved in operant conditioning

A

E.L. Thorndike & B.F. Skinner

84
Q

Thorndike studied [blank].

A

the process by which animals utilize trial and error to achieve desired outcome. studied animals’ intelligence & ability to solve problems

85
Q

Law of Effect

A

a response followed by a satisfying consequence is strenghened & more likely to be repeated, a response followed by an annoying consequence is weakened and less likely to be repeated

95
Q

Skinner box

A

a special chamber used to study operant conditioning experimentally

96
Q

Skinner’s Operant Conditioning

A

distinguishes between 2 types of behavior

97
Q

respondent behavior

A

stimulus elicits a response, focuses on antecedents of behavior, behavior seen in classical conditioning

98
Q

operant behavior

A

stimulus emits a response, focus on consequences of behavior, behavior studied in operant conditioning

99
Q

reinforcement

A

increase in behavior (process)

100
Q

reinforcer

A

stimulus given or removed (object)

101
Q

punishment

A

decrease in behavior

102
Q

positive reinforcement

A

increase in behavior by GIVING something pleasant

103
Q

negative reinforcement

A

increase in behavior by REMOVING something unpleasant

104
Q

primary reinforcer

A

stimulus that an organism naturally finds reinforcing because they satisfy biological needs. ex: food & water

105
Q

secondary reinforcer

A

learned through classical conditioning, stimulus that acquires reinforcing properties through their association w/ a primary reinforcer. ex: money and praise

106
Q

Positive reinforcer

A

pleasant stimulus that is given

107
Q

Negative reinforcer

A

aversive stimulus that is removed/avoided

108
Q

punishment

A

response weakened by an outcome that follows it

109
Q

positive punishment

A

decrease in behavior by GIVING something unpleasant

110
Q

negative punishment

A

decrease in behavior by REMOVING something pleasant

111
Q

drawbacks of punishment

A

can become aggression if given in anger, does not “erase” an undesirable habit, can produce unwanted side effects

112
Q

effective punishment - basic principles

A

must occur after every transgression, must be swift, must be sufficient, should always include instructions

113
Q

additional terminology of operant conditioning (8)

A

acquisition, shaping, schedule of reinforcement, extinction, spontaneous recovery, generalization, discrimination, Premack’s principle escape v avoidance conditioning

114
Q

acquisition (c. conditioning)

A

the period during which a response is being learned, measured in trials

115
Q

acquistion (o. conditioning)

A

amount of time it takes to make association b/w response & consequence. wait for a behavior and then reinforce it

116
Q

shaping

A

reinforcing successive approximations towards a final response

117
Q

schedule of reinforcement

A

timetable for determining when a behavior should get reinforcement

118
Q

continuous

A

reinforce every correct response, very fast learning, very fast extinction

119
Q

partial/intermittent

A

only a fraction of the time that the behavior is engaged in will be reinforced

120
Q

fixed v variable reinforcement

A

set v changing

121
Q

ratio v interval

A

behavior (response) v time

122
Q

four partial schedules of reinforcement

A

fixed ratio, fixed interval, variable ratio, variable interval

123
Q

fixed ratio

A

reinforce set number of correct responses

124
Q

fixed interval

A

reinforce at set time intervals (have to engage in behavior first)

125
Q

variable ratio

A

reinforce unpredictable, changing number of correct responses, average responses

126
Q

variable interval

A

reinforce at unpredictable changing time intervals, average time

127
Q

partial reinforcement effect

A

variable schedules make behaviors resistant to extinction, quickest learning under continuous schedule, but extinction occurs quickly under continuous, stronger response rate with variable schedules, weaker response rate with fixed interval

128
Q

extinction (o. conditioning)

A

the weakening and eventual disappearance of a response because it is no longer reinforced

129
Q

extinction burst

A

behavior increases rapidly before it decreases during operant extinction

130
Q

spontaneous recovery (o. conditioning)

A

an extinguished response returns w/o reinforcement after a delay in presentation of stimulus

131
Q

generalization (o. conditioning)

A

an operant response occurs to a new antecedent stimulus or situation that is similar to the original one

132
Q

discrimination (o. conditioning)

A

an operant response will occur to one antecedent stimulus but not to another

133
Q

Premack’s principle

A

reinforcing a less desired behavior w/a more desired one, also called “Grandma’s Rule”

134
Q

Escape (o. conditioning)

A

learning to end painful stimuli, painful stimulus is present

135
Q

avoidance (o. conditioning)

A

responding to a signal to avoid a painful stimulus, painful stimulus is never present

Psychology 201 (8 decks)

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