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Psych 1000 > Chapters 6-8 > Flashcards

Chapters 6-8 Flashcards

1
Q

Automatic Processing

A

Behaviour is well learned

Not in awareness

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2
Q

Controlled Processing

A

Behaviour poorly learned

Aware

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3
Q

How to avoid jet leg

A 
Drink water
Avoid alcohol
Eat small meals
Get up and stretch
Expose to sunlight on arrival
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4
Q

Consciousness

A

Awareness of the relationship between self and the external world

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5
Q

How often do we daydream and why?

A

90minutes

Alters mood in positive direction, low risk way to deal with problems and increases arousal

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6
Q

As you get older you sleep more/less

A

More - amount increases back to infant amount

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7
Q

Signs of sleep

A

Lowered HR, respiration, muscle activity, temperature

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8
Q

How does the EEG change from awake to eyes closed

A

eyes open: beta pattern - 40cps

eyes closed: alpha pattern - 10 cps

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9
Q

As brain waves slow down they get…

A

larger

AKA inverse relationship

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10
Q

Stage 1 Sleep

A

Theta waves
6 cps
May experience sudden body jerks

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11
Q

Stage 2 Sleep

A

1) Sleep spindles - fast @ 12-16 cps

2) K complex - 1-2 cps; very slow with high amplitude

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12
Q

Where else is a K complex seen?

A

Epilepsy

Restless leg syndrome

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13
Q

Stage 3 Sleep

A

Intro to delta waves (1cps)

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14
Q

Stage 4 Sleep

A

All delta waves (1cps)

Deepest stage - very hard to wake up

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15
Q

What happens after stage 4 sleep?

A

Cycle all the way back up to stage 1 but this time stage 1 is very different (REM) - looks very similar to an awake person

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16
Q

REM

A 
Rapid eye movement
Beta and theta waves 
Dreams occur here
Muscles immobilized
AKA paradoxical - seem awake
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17
Q

How much time do you spend in REM sleep compared to stage 4?

A

As the night goes on:

Less time in stage 4
More time in REM

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18
Q

Reasons for sleep

A 
Restorative (attention, irritation) - AKA restoration model
Evolutionary - AKA evolutionary/circadian sleep model
REM helps with memory
Better mood (depressed individuals cycle into REM quickly - maybe because their body wants to feel better)
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19
Q

Insomnia

A

Sleep disorder
Difficulty getting to sleep (young adults) or staying asleep (older adults)
Situational (stressor) vs. chronic (circadian rhythm) vs thermoregulation problems

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20
Q

Sleep Apnea

A

Sleep disorder
Interruption in breathing during sleep
Normal but people do not start breathing again until they wake up
Caused by air passage obstruction (snores) or abnormal brain function

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21
Q

Narcolepsy

A 
2-8% 
1min to 1 hour
Suddenly fall asleep at random times
Begins with REM
Caused by abnormal timing cycle for REM, depleted supply or insensitivity to hypocretins or triggered by strong emotions
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22
Q

Parasomnia

A

Includes: sleepwalking, sleep talking, bed wetting, night terrors

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23
Q

Sleepwalking

A

15% of children but rare in adults
Occurs in stage 4
Hard to wake up
Runs in families

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24
Q

Sleep talking

A

Occurs in stage 1 or 2

Sensitive to external world

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25
Q

Night Terrors

A 
Suddenly sit up and scream
Dilated pupils
HR and breathing high
Not associated with dreams - occurs in stage 3 or 4
Difficult to wake
Disappears with age
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26
Q

Dreams

A 
2 or more per REM (3-4REMS per night)
Duration: 1-5 min
Content: familiar places, real people, strong emotions, sexual (rare), monsters (rare)
Mostly visual in color
Duration directly related to REM
Quickly forgotten
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27
Q

Which dreams do we remember?

A

The ones in the last REM period

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28
Q

Lucid Dreams

A

Aware you are dreaming and can control what you do

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29
Q

Nightmares

A

High cortical activity
Stress increases frequency
In adults it is correlated with psychopathology (anxiety)

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30
Q

Freud’s Psychoanalytic Theory of Dreaming

A

Main purpose: wish fulfillment - gratification of unconscious
Latent: unconscious wishes
Manifest: censored by the ego is what you actually dream

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31
Q

Activation-Synthesis Theory of Dreaming

A

You have a dream state generator controlled by brain stem
Dreams mean nothing
Pons doing random things the brain is trying to make sense of

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32
Q

Ways to measure states of consciousness

A

Self report: people describe inner experiences
Physiological measures: establish relationship between body stages and mental process
Behaviour measures: performance of special tasks

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33
Q

Freud’s Three Level Model of Consciousness

A

1) Conscious mind - contains thoughts, perceptions and other mental events we are currently aware of
2) Preconscious - mental events that are outside current awareness but can be easily recalled
3) Unconscious - events cannot be brought into awareness under normal circumstances

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34
Q

Do cognitive psychologists agree with the unconscious?

A

No they believe that it works to support the conscious

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35
Q

Divided Attention

A

Facilitated by automatic processing
Performing more than one activity at a time
May have negative consequences: texting and driving

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36
Q

Emotional Unconscious

A

The unconscious can effect our emotions

AKA not knowing why you are in a bad mood but you are

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37
Q

Visual Agnosia

A

Inability to visually recognize objects
Recognize peoples faces and object by touch
Are still able to see

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38
Q

Blindsight

A

Report they cannot see

But will respond to visual stimuli during tests

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39
Q

Modular Model of Mind

A

No single place in the brain that gives rise to consciousness
In our brain there are separate information processing modules that perform tasks simultaneously and then they talk and we experience a unitary conscious

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40
Q

Free Running Circadian Rhythm

A

If you never saw daytime, you naturally have a 25 hours cycle

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41
Q

Morning vs night person

A

Morning people go to bed early and risk early - they are morning people because their body temp, BP and alertness peak earlier
Varies with age and culture

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42
Q

SAD

A

Seasonal affective disorder
Cyclic tendency to become psychologically depressed during certain months of the year
Usually fall/winter - less daylight

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43
Q

How can fatal accidents caused by night shift work be fixed?

A

Rotating shiftwork: schedule that makes a persons waking day longer rather than compressing it

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44
Q

Circadian rhythms regulated sleep directly/indirectly?

A

Indirectly by controlling alertness

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45
Q

Slow Wave sleep

A

Stages 3 and 4

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46
Q

What area of the brain initiates REM sleep?

A

Reticular formation at the pons

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47
Q

List 3 important changes with sleep that occur as we age?

A

1) Sleep less
2) REM decreases during childhood but remains stable thereafter
3) Time spent in stages 3 and 4 declines

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48
Q

What are the effects of sleep deprivation?

A

Worse mood, irritable, confused, anxious, angry

Physical cost: insulin resistance, high BP, headache, stomach ache, allergic reactions

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49
Q

REM rebound effect

A

A tendency to increase the amount of REM sleep after being deprived of it

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50
Q

REM Sleep Behaviour Disorder

A

Normal REM sleep paralysis is absent
Kick violently, punch, get out of bed
Injure sleep partners or themselves

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51
Q

Hypnagogic State

A

The transitional state from wakefulness through early stage 2 sleep

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52
Q

Problem Solving Dream Models

A

Dreams can help us find creative solutions to our problems because they are not constrained to reality

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53
Q

Cognitive Process Dream Theory

A

Focus on how we dream

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54
Q

Is there an agreed upon model of dreaming?

A

No

Integrating stuff from several

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55
Q

Opiates and amphetamines are examples of?

A

Agonist drugs

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56
Q

Antipsychotics is an example of?

A

Antagonist drug

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57
Q

Tolerance

A

When a drug is used repeatedly, the intensity of the effects produced by the same dosage level may decrease over time
The body is trying to maintain optimal balance and will produce compensatory mechanisms to serve the opposite function of the drug

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58
Q

Withdrawal

A

Occurrence of compensatory responses after discontinued use

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59
Q

Overdose

A

Usually occurs at the same usual dose but in an unfamiliar environment because the body doesn’t produce the compensatory mechanisms it learned (classical conditioning) to do in the usual environment

60
Q

Drug Addiction

A

A maladaptive pattern of substance use that causes a person significant distress
Along with physiological dependence (not a diagnostic term) - just a strong craving

61
Q

True or false: drug tolerance always leads to significant withdrawal

A

False

62
Q

True or false: Physiological dependence is the major cause of drug addiction

A

False

63
Q

Depressants

A

Reduce NS activity - reduce tension/anxiety

64
Q

Alcohol

A

Withdrawal can lead to death
Increases activity of GABA (main inhibitory NT) and decreases activity of glutamate
Initial up then down

65
Q

Barbiturates and Tranquilizers

A

Sleeping pills and anti-anxiety drugs
At high doses barbs cause initial excitation then slurred speech, loss of coordination, etc.
Overdoses with alcohol can cause coma and death

66
Q

Stimulants

A

Increase neural firing and arouse NS

Increase BP, respiration, HR and alertness

67
Q

Amphetamines

A 
Reduce fatigue and appetite
Increase dopamine and NE activity
Can cause heart failure and cerebral hemorrhage
Hallucinations
Types: crystal meth, MDMA (ecstasy)
68
Q

Cocaine

A

Derived from cocoa plant
Excitation through NE and dopamine
Once used as a local anaesthetic

69
Q

Opiates

A

Product of opium poppy
Drugs: morphine, codeine, heroin
Pain relief and mood changes
Fentanyl and oxycodone - result in death

70
Q

Hallucinogens

A

Powerful mind altering drugs
Cultures consider it sacred
Greatest danger is unpredictability

71
Q

Marijuana

A

Hemp plant
THC is the active ingredient
Increases GABA - slow neural activity

72
Q

List 3 myths about marijuana

A

1) chronic users because apathetic - unmotivational syndrome
2) causes people to start using more dangerous drugs
3) no significant dangers

73
Q

Hypnosis

A

Technique where clinicians make suggestions to individuals who have undergone a procedure designed to relax them and focus their minds
Does not consist of: involuntary behaviour or more accurate memory
Does consist of: pain relief

74
Q

Dissociation Theories

A

Hypnosis is an altered state involving a division of consciousness
One stream responds to hypnotist and other is in consciousness (hidden observer)

75
Q

Social Cognitive Theories of Hypnotism

A

Hypnotic experiences result from expectations of people who take on role of being hypnotized

76
Q

Behaviourism

A

Focuses on stimulus and response

77
Q

Classical (Pavlovian) Conditioning

A

Association of neutral stimulus with one that consistently elicits a response

78
Q

Model of Classical Conditioning

A

1) UCS –> UCR
2) CS + UCS
3) CS –> CR

79
Q

3 important notes about classical conditioning

A

1) Have to be paying attention for stimulus to work
2) Model is NOT contingent on a response - AKA we don’t care what response the animal gives - as long as the association of UCS with the CS is there
3) CR not equal to UCR - they often look the same but the UCR might be under control of the PNS whereas the CR is under control of the CNS

80
Q

Reinforcement-Affect Model

A

Love is a classically conditioned response to an individual being able to be around - Don Byrne

81
Q

Acquisition Curves

A

Measure response strength
Two types:
1) Latency (CS-CR): how long to produce CR when presented with the CS
- curve is negatively accelerated (steep at beginning)
2) Output measure: eg) dogs saliva - over time the amount increases as association becomes stronger

82
Q

Temporal Contiguity

A

Relationship between the CS and the UCS

83
Q

How is temporal contiguity measured?

A

1) Forward pairing: the CS is presented just before the UCS
2) Simultaneous: CS and UCS at same time
3) Backward pairing: UCS before the CS

84
Q

Which type of temporal contiguity works best?

A

Forward pairing with an interval of 0.5 seconds

85
Q

Higher Order Conditioning (with classical vs instrumental conditioning)

A

Classical:Pair primary CS with another neutral stimulus
Not effective. CR extinguishes.
Instrumental: works much better
Primary SR bond is still reinforced + secondary reinforcement

86
Q

Extinction

A

Decrease in response strength because the CS no longer paired with UCS
eg) just ring the bell and don’t present food
You do NOT unlearn the bond between the UCS and CS - it is just masked

87
Q

Index of Strength

A

If something is learned very well it will take longer to become extinct because it had a high index of strength (like phobias)

88
Q

Savings

A

Doesn’t take as long to train a second time around

89
Q

Generalization

A

Degree of responding to a stimuli similar to training stimulus
The narrower the generalization gradient the better

90
Q

Instrumental or Operant Conditioning

A

Association of a stimulus and a response is strengthened by reinforcement
Works through law of effect

91
Q

Law of Effect

A

When you reinforce behaviour you are making it more likely to occur - strengthen bond
When you punish a behaviour you make it less likely to occur - weaken bond
Thorndike

92
Q

Model of Instrumental Conditioning

A

1) Stimulus situation has a dominant response
2) Choose and reinforce a target response
3) Stimulus situation now results in target response

93
Q

Is the response contingent in instrumental conditioning?

A

yes

94
Q

Positive vs negative

A

Give vs take away

95
Q

When is punishment effective?

A

Only if it happens quickly after, consistent and aversive

96
Q

Which works best: positive/negative punishment/reinforcement?

A

Discrimination training!!!

Punish inappropriate behaviour, then quickly start rewarding proper behaviour - AKA a combination

97
Q

Can reinforcement be delayed?

A

Yes but most effective if presented immediately

98
Q

BF Skinner

A

Gave us operant conditioning
Like instrumental but better
Introduced operants: work on environment to produce response

99
Q

Shaping

A

train an animal to do something using a method of successive approximation

100
Q

What are the schedules of reinforcement?

A

1) Continuous: reinforce every correct response
2) Fixed Ratio: every nth correct response
3) Fixed Interval: first correct response after _time
4) Variable Ratio: on average, every nth correct response
5) Variable Interval: on average, first correct response after _time

always has to be a correct response

101
Q

What has the fastest response?

A

variable ratio schedule

102
Q

Unique to fixed ratios

A

Pause after reinforcement

With FI - there is a scallop curve - AKA long pause like they know the interval is over

103
Q

Which is most resistant to extinction?

A

VI

104
Q

Cognitive Approach

A

Learning not mechanical “stamping in”, but involves formation of cognitions

105
Q

Escape response

A

animal is presented with aversive stimulus and it escapes it

106
Q

Avoidance response

A

A few seconds before an aversive stimulus, there is a warning stimulus

107
Q

2 Factor Theory of Avoidance

A

1) Classical: UCS (shock) –> UCR (fear) = CS (light) –> CS (fear)
2) Operant: End of light is a negative reinforcement

108
Q

Reinforcement

A

Teaches contingency - reward is contingent on performance of target response
Contingency is not perfect

109
Q

Learned Helplessness

A

Animals who previously had no control over their environment learned there was nothing they could do to stop shock
No contingency between response and reinforcement

110
Q

Perception of control study

A

Ability to tolerate noise levels when doing various tasks
As soon as you introduce a panic button that will shut off noise, no one ever uses it but people are able to work better just thinking they have the option

111
Q

Illusion of control study

A

At the end of questionnaire, gives each participant a lottery ticket for 100 dollars. Half got to pull their own ticket and half got theirs pulled by the experimenter. Then they all asked it they would sell their lottery ticket. People who were in control and pulled their own were less likely to sell

112
Q

Symptoms of major depression

A 
Loss of appetite
Sleep disturbance
Fatigue
Little, if any, interest in sex
Suicide
113
Q

When is the risk of suicide highest in people with depression?

A

Risk increases as patient comes out of depression
Risk is low while patient is in worst depression
Highest on weekend leaves shortly after discharge

114
Q

Simple Phobia

A

Intense, irrational fear of object or situation
Common
Anxiety disorder
Over 200 recognized

115
Q

Agoraphobia

A

Open spaces

116
Q

Claustrophobia

A

Enclosed spaces

117
Q

Aracnophobia

A

Spiders

118
Q

Triskaidekaphobia

A

Number 13

119
Q

Uxorphobia

A

One’s wife

120
Q

How to treat a phobia?

A

Exposure: fear is viewed as CR, extinguish by repeated presentation
Types: flooding, implosion, counter conditioning, systematic desensitization, aversion therapy

121
Q

Flooding

A

Patient continuously presented with fearful object until no longer produces a response

122
Q

Implosion

A

Patient must continuously imagine fearful situation

123
Q

Counter-conditioning

A

Replace CR of fear with a more pleasant one

Identify a pleasant UCS-UCR, use fearful object as CS and then this replaces CR

124
Q

Systematic Desensitization

A

1) train client in muscle relaxation on cue
2) client imagines fearful situation and receives relaxation cue
3) increase intensity of feared object gradually
4) feared object now results in positive CR

125
Q

Which treatment is best for fear response?

A

Systematic desensitization

126
Q

Aversion Therapy

A

Behaviour is only maintained because of reinforcement contingency (staying in house avoids fear) - to change behaviour, change contingency
Eg) alcoholic given Antabuse so drinking causes illness

127
Q

Learning

A

Experiences produces a relatively enduring change in organisms behaviour

128
Q

Habituation

A

Decrease in strength of a response to a repated stimulus

129
Q

Sensitization

A

An increased in the strength of a response to a repeated stimulus

130
Q

Acquisition

A

Refers to the period during which a response is being learned

131
Q

Spontaneous Recovery

A

After a rest period following extinction, presentation of the CS elicits a weaker CR that extinguishes more quickly than before

132
Q

Discrimination

A

The occurrence of a CR to one stimulus but not to another

133
Q

Operant behaviour includes 3 kinds of events

A

1) antecedents - stimuli that are present before a behaviour occurs
2) Behaviours - that the organism emits
3) consequences - that follow the behaviours

134
Q

Primary vs. Secondary/Conditioned Forces

A

Primary - satisfy basic biological needs: food and water

Secondary - things you like but don’ need

135
Q

Delay of gratification

A

The ability to forgo immediate rewards for delayed but more satisfying outcomes

136
Q

Chaining

A

An operant conditioning procedure used to develop a sequence of responses by reinforcing each response with the opportunity to perform the next response

137
Q

Token Economies

A

A procedure in which desirable behaviours are reinforced with tokens or points that can later be redeemed for other reinforcers

138
Q

Applied Behavioural Analysis

A

A process (also called behaviour modification) in which operant conditioning is combined with scientific data collection to solve individual and societal problems

139
Q

Preparedness

A

The notion that evolutionary factors have produced an innate readiness to learn certain associations that have had survival implications in the past

140
Q

Instinctive Drift

A

A conditioned response drifts back toward instinctive behaviour

141
Q

Insight

A

The sudden perception of a useful relationship that helps to solve a problem

142
Q

Cognitive Map

A

A mental representation of the spatial layout of an area

143
Q

True or false: the most important factor in classical conditioning is not how often the CS and UCS are paired, but how well the CS predicts the appearance of the UCS

A

true

144
Q

Latent Learning

A

Learning that occurs in the absence of reinforcement, but which is not displayed until reinforcement is later introduced into the situation

145
Q

Observational Learning

A

Learning through observing the behaviour of a model
Involves mirror neurons
Also known as modelling

146
Q

Bandura’s Social Cognitive Theory

A

Modelling as four step process:

1) Attention: must pay attention to models behaviour
2) Retention: retain the info in memory
3) Reproduction: must be physically capable of reproducing behaviour
4) motivation: be motivated to display the behaviour

Psych 1000 (3 decks)

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