Brainscape's Knowledge GenomeTM

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


See full index

MCAT > concept 6b part 1 > Flashcards

concept 6b part 1 Flashcards

You may prefer our related Brainscape-certified flashcards:
MCAT flashcards
1
Q

formation of memories

A

encoding
storage
retrieval

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

encoding

A

process of putting new info into memory

much of that info is passively absorbed from the environment

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

automatic processing

A

information that is gained without effort

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

controlled processing

A

effortful processing
active memorization
actively work to gain information
with practice controlled becomes automatic

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

types of encoding processes

A

visual (weakest form)
acoustic
semantic
self-reference effect (strongest form)

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

visual encoding

A

visualize information

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

acoustic encoding

A

store info by the way it sounds

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

semantic encoding

A

put information into meaningful context

when using the more vivid the context the better

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

self-reference effect

A

put information into the context of our own lives

best form of recall

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

maintenance rehearsal

A

repetition of a piece of information to either keep it within working memory (to prevent forgetting) or to store it in short-term memory and eventually long-term memory
active repetition

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

mnemonics

A

common way to memorize info
lists of information
can be acronyms, rhyming phrases or shortcuts

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

method of loci

A

associating each item in the list with a location along a route to memorization

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

peg-word

A

associates numbers with items that rhyme with or resemble the numbers

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

chunking

A

clustering

taking individual elements of a large list and grouping them together into groups of elements with related meanings

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

storage

A 
memory is stored 
several types varying in retention level 
sensory memory (less retention) 
short term memory 
working memory 
long-term memory (most retention)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

sensory memory

A

consists of iconic (visual) and echoic (auditory) memory
lasts only for a short time
eyes and ears get detailed representation of surroundings
fades quickly unless info is attended to

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

short-term memory

A

info that we pay attention to the info we are exposed to
fades quickly without rehearsal (after about30 seconds)
has limited capacity 7+-rule

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

working memory

A

integrates attention and function
related to short term memory
enables us to keep a few pieces of info in our consciousness simultaneously and to manipulate that information
allows us to do simple math in our heads

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

long-term memory

A

lifetime memory
knowledge that we are able to recall on demand
elaborative rehearsal
without rehearsal info moves from short term to long term

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

2 types of long-term memory

A

implicit (nodeclarative) memory-unconscious

explicit (declarative) memory- conscious

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

implicit memory

A

procedural memory
consists of our skills and conditioned responses
unconscious

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

explicit memory

A

declarative memory
memories that require conscious recall
2 types: semantic and episodic

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

semantic memory

A

the facts and concepts that we know

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

episodic memory

A

our experiences or events

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

retrieval

A

process of demonstrating that something that has been learned has been retained
can be thought about in terms of recall

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

recall

A

retrieval and statement of previously learned information

learning can be additionally demonstrated by recognizing or quickly relearning information

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

recognition

A

process of merely identifying a piece of info that was previously learned
easier than recall
identifying known information

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

relearning

A

way of demonstrating that info has been stored in long-term memory
we are able to rememorizes a list quicker after it has previously been learned

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

spacing effect

A

phenomenon of retaining larger amounts of information when the amount of time between sessions of learning is increased
cramming is not nearly as effective as spacing out studying over an extended period of time

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

semantic network

A

how the brain organizes ideas

concepts are linked together based on similar meaning

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

spreading activation

A

unconscious activation of closely linked nodes of a semantic network
at the heart of priming

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

priming

A

recall is aided by first being presented with a work or phrase that is close to the desired semantic memory
retrieval cue

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

context effects

A

recall is aided by being in the physical location where encoding took place
location retrieval cue

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

state-dependent memory

A

recall is affected by a person’s mental state

if person is intoxicated while encoding they will recall the info better when they are intoxicated

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

serial position effect

A

retrieval cue that appears while learning lists
higher recall for first and last items on the list
primacy (first) and recency (last) effect

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

reasons for forgetting

A

brain disorders
decay
interference
aging

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

brain disorders

A

Alzheimer’s disease
Korsakoff’s syndrome
Agnosia

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

Alzheimer’s disease

A

degenerative brain disorder thought to be linked to loss of acetylcholine in neurons that link to the hippocampus
exact cause is not known
marked by progressive dementia and memory loss with atrophy of the brain
neurofibrillary tangles and beta-amyloid plaques
sundowning occurs- worse in late afternoon and evening

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

Korsakoff’s syndrome

A

memory loss caused by thiamine deficiency in the brain
marked by retrograde amnesia and anterograde amnesia
common symptom is confabulation

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

retrograde amnesia

A

loss of previously formed memories

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

anterograde amnesia

A

inability to form new memories

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

confabulation

A

process of creating vivid but fabricated memories

typically thought to be an attempt made by the brain to fill in the gaps of missing memories

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

agnosia

A

loss of the ability to recognize objects, people, or sounds
usually only one of the three
usually caused by physical damage to the brain, like stroke or neurological disorder (multiple sclerosis)

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

decay

A

memories are simply lost naturally over time as the neurochemcial trace of a story-term memory fades
Ebbinghaus “curve of forgetting”

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

interference

A

retrieval error cauised by the existence of other (usually similar) information
can be classified by its direction

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

proactive interference

A

old information is interfering with new learning

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

retroactive interference

A

new information causes forgetting of old information

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

prospective memory

A

remembering to perform a tast at some point in the future

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

misinformation effect

A

phenomenon in which memories are altered by misleading information provided at the point of encoding and recall
new info alters memory of what you perceived

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

source amnesia

A

confusion between semantic and episodic memory

a person remembers the details of an event but confuses the context under which those details were gained

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

neuroplasticity

A

neural connection form rapidly in response to stimuli

reorganization of the brain in response to stimuli

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

synaptic pruning

A

weak connections are broken while strong connections are strengthened
increasing the efficiency of our brains’ ability to process info
infants have many connections adults have fewer–> quality over quantity

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

long-term potentiation

A

the strengthening of neural connections due to rehearsal or relearning
thought to be the neurophysiological basis of long-term memory

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

cognition

A

how our brain processes and reacts to the information overload presented by the world
processed in the frontal lobe, why it is disproportionally large compared to the rest of the brain

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

information processing model

A

thinking requires sensation, encoding, and storage of stimuli
stimuli must be analyzed by the brain, rather than responded to automatically, to be useful in decision-making
decisions made in one situation can be extrapolated and adjusted to help solve new problems (situational modification)
problem-solving is dependent not only on the person’s cognitive level, but on the context and complexity of the problem

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

cognitive development

A

development of one’s ability to think and solve problems across the lifespan

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

early cognitive development

A

limited by the pace of brain maturation

includes learning control of one’s own body and learning how to interact with and manipulate the environment

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

Piaget’s stages of cognitive development

A

sensorimotor
preoperational
concrete operational
formal operational

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

Jean Piaget

A

influential figures in developmental psychology
insisted that there are qualitative differences b/w the way children and adults think
divide the lifespan into 4 stages of cognitive development
believed that passage though each of these stages was a continuous and sequential process in which completion of each stage prepares for next stage

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

Piaget’s explanation of learning

A

infants learn mainly through instinctual interaction with the environment

61
Q

schema

A

include a concept, a behavior, or a sequence of events
organized patterns of behavior and thought
as child proceeds though the stages new info is placed into different shemata

62
Q

adaptation

A

how Piaget thought new information was processed
adaptation to information comes about by 2 complementary processes
assimilation and accommodation

63
Q

assimilation

A

process of classifying new information into existing schemata

64
Q

accommodation

A

process by which existing schemata are modified to encompass new information
if new info doesn’t fit neatly into existing schemata

65
Q

sensorimotor stage

A

starting at birth and lasting until about 2 yo
child learns to manipulate his or her environment in order to meet physical needs
2 types of circular reactions begin
development of object permanence

66
Q

circular reactions

A

repetitive action that achieves a desired response
seen during Piaget’s sensorimotor stage
primary and secondary

67
Q

primary circular reactions

A

are the repetition of a body movement that originally occurred by chance
sucking the thumb
usually the behavior is repeated bc a child finds it soothing

68
Q

secondary circular reactions

A

occur when manipuation is forced on something outside the body
repeatedly throwing toys from a high char
often repeated bc the child gets a response from the environment, parent picking up dropped toy

69
Q

object permanence

A

the understanding that objects continue to exist even when out of view
idea behind peak-a-boo
developed in sensorimotor stage
marks the beginning of representational thought

70
Q

representational thought

A

child has begun to create mental representations of external objects and events

71
Q

preoperational stage

A

from about 2-7 yo

characterized by symbolic thinking, egocentrism, and contraption

72
Q

symbolic thinking

A

ability to pretend, play make-believe, and have an imagination

73
Q

egocentrism

A

inability to imagine what another person may think or feel

74
Q

centration

A

tendency to focus on only one aspect of a phenomenon

or inability to understand the concept of conversation

75
Q

concrete operational stage

A

from 7-11 yo
children can understand conversation and consider the perspectives of others
able to engage in logical thought as long as they are working with concrete objects or information that is directly available
no yet developed the ability to think abstractly

76
Q

formal operational stage

A

starts around 11 and is marked by the ability to think logically about abstract ideas, generally adolescence
ability to reason about abstract concepts and problem-solve
diff b/w this thought and concrete operational is illustrated by Piaget’s pendulum experiment

77
Q

pendulum experiment

A

children were given a pendulum in which they could vary the length of the string, the weight of the pendulum, the force of the push, and the height of the swing
in concrete operational-manipulated the variables at random and even distorted data to fit preconceived hypotheses
adolescents were able to hold all variables but one constant at given time, proceeding methodically to discover only the length of string affect frequency

78
Q

Lev Vygotsky

A

educational psychologist
proposed that the engine driving cognitive development is child’s internalization of culture
this includes interpersonal and social rules, symbols, and languages
figure in psychology of identity

79
Q

fluid intelligence

A

ability to quickly identify relationships and connections
then use those relationships and connections to make correct deductions
problem-solving skills
shows peak during early adulthood, then declines with age

80
Q

crystallized intelligence

A

cognitive capacity to understand relationships or solve problems using information acquired during schooling and other experiences
use of learned skills and knowledge
shows peak during middle adulthood, increases with age until middle adulthood then decreases

81
Q

conditions that affect cognition

A

problems with brain itself (brain disorders)
genetic and chromosomal conditions
metabolic derangements
long-term drug use
environment affects cognitive development and day-to-day cognition
parenting styles

82
Q

fetal alcohol syndrome

A 
slowed cognitive development and distinct craniofacial features 
skin flows at corner of eye 
low nasal bridge 
short nose
indistinct philtrum (groove b/w nose and lip)
small head circumference 
small eye opening 
small mid face 
thin upper lip
83
Q

delirium

A

rapid fluctuation in cognitive function that is reversible
caused by medical (nonspychological) causes
electrolyte and pH disturbances, malnutrition, low blood sugar, infection, drug reaction, alcohol withdrawal, and pain

84
Q

delirium tremens

A

delirium associated with alcohol withdrawal
can be life-threatening
alcohol is a depressant, the only major drug of abuse in both overdose and withdraw can be lethal

85
Q

steps of problem solving

A
  1. frame the problem: create a mental image or schematic of the issue
  2. generate a potential solution and begin to test them, may be derived from a mental set
  3. evaluate the results of tested solutions, consider other potential solutions that may have been easier or more effective
86
Q

mental set

A

tendency to approach problems in the same way

repeat solutions that have yielded positive results in the past

87
Q

functional fixedness

A

inability to identify uses for an object beyond its usual purpose
demonstrated by Duncker’s candle problem

88
Q

Duncker’s candle problem

A

tested the following scenario: you walk into a room and see a box of matches, some tacks, and a candle
your task is to mount the candle on the wall so it can be used without dropping wax on the floor
if you take the candle to the wall wax will drop on the floor
have to realize the matchbox can serve not just as a container for the matches but a holder for the candle, so take the box to the wall and put the candle on top of it

89
Q

types of problem solving

A

trial-and-error
algorithms
deductive reasoning
inductive reasoning

90
Q

trial-and-error

A

various solutions are tried until one is found that seems to work
usually only effective when there are relatively few possible solutions
less sophisticated type of problem solving

91
Q

algorithms

A

a formula or procedure for solving a certain type of problem
can be mathematical or a set of instructions
designed to automatically produce the desired solution

92
Q

deductive reasoning

A

top-down reasoning
starts from a set of general rules and draws conclusions from the information given
exp. logical puzzle where one has to synthesize a list of logical rules to come up with a single possible solution to the problem
*key to success on the MCAT

93
Q

inductive reasoning

A

bottom-up reasoning
seeks to create a theory via generalizations
starts with specific instances and then draws a conclusion from there

94
Q

heuristics

A

simplified principles used to make decisions
are colloquially called rules of thumb
availability and representativeness

95
Q

availability heuristic

A

shortcut in decision-making that relies on the information that is most readily available rather than the total body of information on a subject
used when trying to decide how likely something is

96
Q

representativeness heuristic

A

shortcut in decision-making that relies on categorizing items on the basis of whether they fit the prototypical, stereotypical, or representative image of the category

97
Q

base rate fallacy

A

using prototypical or stereotypical factors while ignoring actual numerical information

98
Q

disconfirmation principle

A

the evidence obtained from testing demonstrated that the solution does not work and the solution should be discarded
presence of confirmation bias may prevent an individual from eliminating the solution

99
Q

confirmation bias

A

tendency to focus on information that fits an individual’s beliefs while rejecting information that goes against them
contributes to overconfidence
together they can impede a person’s analysis of available evidence

100
Q

overconfidence

A

tendency to erroneously interpret one’s decisions, knowledge, and beliefs as infallible

101
Q

intuition

A

the ability to act on perceptions that may not be supported by available evidence
perceptions about a situation that may or may not be supported by available evidence but are nonetheless perceived as info that may be used to make a decision
people may have beliefs that are not supported but the person “feels” to be correct

102
Q

recognition-primed decision model

A

a decision-making model in which experience and recognition of similar situations one has already experienced play a large role in decision-making and actions
also one of the explanations for the experience of intuition

103
Q

emotion

A

subjective experience of a person in a certain situation
how a person feels often influences how a person thinks and makes decisions
emotions in decision making are not limited to the emotion experienced while making a decision but how the person expects to feel from a particular decision

104
Q

multiple intelligences

A

Garner’s theory
one of the most all-encompassing definitions of intelligence
with 7 defined types of intelligence
Gardner argues that western cultures value linguistic ability and logical-mathematical abilities over the others, these are the 2 abilities tested on traditional IQ tests

105
Q

Gardner’s types of intelligences

A 
linguistic
logical-mathematical 
musical
visual-spatial
bodily-kinestheitc
interpersonal 
intrapersonal
106
Q

intelligence quotient

A

way to measure intelligence with the use of standardized tests
pioneered by Alfred Binet who created the Stanford-Binet IQ test
IQ=(mental age/chronological age)*100

107
Q

consciousness

A

one’s level of awareness of both the world and one’s own existence within that world

108
Q

states of consciousness

A

alertness
sleep
dreaming
altered state of consciousness: hypnosis, meditation, and drug-induced altered states

109
Q

alertness

A

state of consciousness in which we are awake and able to think
able to perceive, process, access information, and express that info verbally
certain level of physiological arousal
higher cortisol levels and electroencephalogram (EEG) waves indicate waking state

110
Q

maintaining alertness

A

maintained by neurological circuits in the prefrontal cortex
fibers from the prefrontal cortex communicate with the reticular formation to keep the correct awake and alert
brain injury that results in disruption of these connections result in coma

111
Q

reticular formation

A

neural structure located in the brainstem

112
Q

studying sleep

A

studied by recording brain wave activity occurring during the course of a night’s sleep
done with electroencephalography (EEG)

113
Q

electroencephalogram (EEG)

A

records an average of the electrical patterns within different portions of the brain
test used to monitor electoral activity in the brain
19 recording electrons placed on the scalp
used to study sleep and identify areas of unusual brain activity

114
Q

EEG patterns

A

4 characterisic patterns correlated with the stages of waking and sleeping:
beta, alpha, theta, and delta waves
5th wave that corresponds to REM sleep

115
Q

beta waves

A

characterize brain wave activity when we are awake
high frequency
occur when a person is alert or attending to a mental task that requires concentration
when neurons are randomly firing

116
Q

alpha waves

A

characterize brain wave activity when we are awake
occur when we are awake but relaxing with our eyes closed
somewhat slower than beta waves
aslo more synchronized than beta waves

117
Q

stage 1 of sleep

A

enter this stage as soon as you doze off
detected on the EEG by the appearance of theta waves
very light sleep, just dozed off

118
Q

theta waves

A

irregular wave forms
slower frequency and higher voltages
appear during stage 1 of sleep when you doze off

119
Q

stage 2 of sleep

A

as you fall more deeply asleep

EEG shows theta waves along with sleep spindles and K complexes

120
Q

stage 3 and 4 of sleep

A

aka slow-wave sleep (SWS)
EEG activity grow progressively slower until only a few sleep waves per second are seen
deep sleep
during these stages it becomes difficult to rouse someone from sleep
associated with cognitive recovery and memory consolidation, declarative memory
increased growth hormone release

121
Q

sleep spindles

A

appear during stage 2 of sleep with theta waves

are small areas of very high frequency waves

122
Q

K complex

A

appear during stage 2 of sleep with theta waves
area of extreme voltage during 1 frequency
high peak and trough appear

123
Q

delta waves

A

low frequency and high voltage sleep waves
seen in stage 3 and 4 of sleep
EEG activity grows progressively slower until only a few sleep waves per second are seen

124
Q

NREM sleep

A

non-rapid eye movement sleep

see during stages 1-4 of sleep

125
Q

REM sleep

A

rapid eye movement sleep
interspersed b/w cycles of NREM sleep stages
arousal levels reach that of wakefulness but muscles are paralyzed
aka paradoxical sleep bc one’s heart rate, breathing patterns, and EEG mimic wakefulness but individual is still asleep
stage where dreaming is most likely to occur
associated with memory consolidation, procedural memory

126
Q

sleep cycles

A

single complete progression though the sleep stages
about 90 min per cycle
makeup changes during the course of the night
early in the night SWS predominates as brain falls to deep sleep then into more wakeful state
later in night REM predominates

127
Q

sleep deprivation

A

causes diminished cognitive performance
person who is sleep-deprived is unlikely to recognize that performance is subpar
also negatively affects mood, problem-solving, and motor skills
extreme deprivation can cause psychosis

128
Q

circadian rhythms

A

daily cycle of waking and sleeping
in humans and animals it is a 24 hr cycle that is somewhat affected by external cues such as light
biochemical signals underlie rhythms
sleepiness attributed by blood levels of melatonin
also regulated by cortisol

129
Q

melatonin

A

serotonin-derived hormone from the pineal gland
retina has direct connections to the hypothalamus, which control the pineal gland
decreasing light can cause a release of melatonin

130
Q

cortisol

A

steroid hormone produced in the adrenal cortex
related to the sleep-wake cycle
levels slowly increase during early morning bc increasing light causes the release of corticotropin releasing factor (CRF) from hypothalamus, which causes release of adrenocorticotropic hormone (ACTH) from anterior pituitary, which stimulates cortisol release
contributes to wakefulness

131
Q

activation-synthesis theory of dreams

A

dreams are caused by widespread, random activation of neural circuitry
activation can mimic incoming sensory information and may consist of pieces of stored memories, current and previous desires, met and unmet needs, and other experiences
cortex tries to stitch this unrelated information together, resulting in a dream that is bizarre and familiar

132
Q

problem-solving dream theory

A

dreams are a way to solve problems while sleeping
dreams are untethered by the rules of the real world and thus allow interpretation of obstacles differently than during waking hours

133
Q

cognitive process dream theory

A

dreams are merely the sleeping counterpart of stream-of-consciousness
as you may be thinking of upcoming trip when your consciousness quickly shift and change
the content of a dream can also rapidly shift and change

134
Q

neurocognitive models of dreaming

A

seek to unify biological and psychological perspectives on dreaming by correlating the subjective, cognitive experience of dreaming with measurable physiological changes

135
Q

sleep disorders

A

2 categories: dyssomnias and parasomnias
types of sleep disorders: insomnia, narcolepsy, sleep apnea, night terrors, sleepwalking
most occur during NREM sleep

136
Q

dyssomnias

A

refers to disorders that make it difficult to fall asleep, stay asleep, or avoid sleep
insomnia
narcolepsy
sleep apnea

137
Q

parasomnias

A

abnormal movements or behaviors during sleep
night terrors
sleepwalking

138
Q

insomnia

A

difficulty falling asleep or staying asleep
most common sleep disorder
may be related to anxiety, depression, medications, or disruption of sleep cycles and circadian rhythms

139
Q

narcolepsy

A

condition characterized by lack of voluntary control over the onset of sleep
person may just randomly and uncontrollably fall asleep
symptoms are cataplexy, sleep paralysis, hypnagogic and hypnopompic hallucinations

140
Q

cataplexy

A

loss of muscle control and sudden intrusion of REM sleep during waking hours
usually caused by emotional trigger

141
Q

sleep paralysis

A

sensation of being unable to move despite being awake

142
Q

sleep apnea

A

an inability to breathe during sleep
people w/ this disorder awaken often during the night in order to breathe
can be obstructive (occurs when a physical blockage in the pharynx or trachea prevents airflow) or central (occurs when brain fails to send signals to the diaphragm to breathe)

143
Q

hypnagogic hallucinations

A

hallucinations that occur when one is Going to bed

hypnaGOgic and GOing to bed

144
Q

hypnopompic hallucinations

A

hallucinations that occur when one is popping out of bed (when awakening)
hypnoPOmPic and POPping out of bed

145
Q

night terrors

A

periods of intense anxiety that occur during slow-wave sleep
common in children
often thrash and scream
show signs of sympathetic overdrive, high heart rate and rapid breathing
bc its during SWS it is difficult to wake them and they usually don’t remember it in the morning

146
Q

sleepwalking

A

somnambulism
occurs during SWS
may eat, talk, have sexual intercourse, or even drive great distances while sleeps
no recollection of the event
most return to their beds and awake in the morning
awakening a sleepwak will not harm the person but suggested to quietly guid them back to bed to avoid disturbing SWS

147
Q

hypnosis

A

state in which a person appears to be in control of his or her normal function but is in a highly suggestible state
hypnotized person easily succumbs to suggestion of others
used to recover repressed memories of trauma, pain control, psychological therapy, memory enhancement, weight loss, and smoking cessation

148
Q

process of hypnosis

A

starts with hypnotic induction, hypnotist seeks to relax the subject and increase the subjects level of concentration
then hypnotist can suggest perceptions or actions to the hypnotized person

149
Q

meditation

A

state of consciousness entered voluntarily
characterized by a decreased level of physiological arousal and a quieting of the mind
central practice in religions of Buddhism, Hinduism, Taoism, Judaism, and others
often used for counseling and psychotherapy
causes physiological changes such as decreased heart rate and blood pressure
on EEG it resembles stage 1 of sleep with theta and slow alpha waves

MCAT (18 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions