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PS101 Exam 1 > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Wilhelm Wundt

A

Structuralism

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2
Q

Structuralism

A
  1. Studied the mind by breaking it down into its most basic components.
  2. Asks “how”?
  3. e.g. which brain structure is associated with sleep?
  4. Uses introspection
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3
Q

Introspection

A

Technique where a mental process is examined to gain insight into how it works. (examination of one’s conscious thoughts and feelings)

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4
Q

William James

A

Functionalism

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5
Q

Functionalism

A
  1. A school of thought that studies the functions of consciousness.
  2. Asks the question of “why”?
  3. e.g. why is it adaptive to sleep at night instead of the day?
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6
Q

Sigmund Freud

A

Psychodynamic

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7
Q

Psychodynamic

A

Unconscious wants/desires dictate behavior.
- Repressed memories, unresolved conflicts, etc. control our behavior even though we are not aware of them
- Behaviour reflects unconscious, inevitable conflict between impulses and defenses. Since this conflict is dynamic in nature, the name is psychodynamic.

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8
Q

Psychoanalysis

A

Therapeutic method that aims to understand the unconscious mind. For example, techniques like hypnosis, dream journals, ink blot studies are used to gain insight on what’s bothering a patient. This information can be used to diagnose and treat a patient.

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9
Q

Humans have strong inborn sexual and aggressive drives.

A

Psychodynamic, Freud (the human’s job is to kill to survive (food) and reproduce (sex))

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10
Q

Adult personality is largely determined by childhood experiences.

A

Psychodynamic, Freud

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11
Q

Defense mechanisms help us cope with anxiety.

A

Psychodynamic, Freud

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12
Q

Behavioral Perspective

A
  • Behavior is caused by stimuli in the environment.
  • Knowledge is gained empirically (factual, e.g. I eat lemon and it is sour)
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13
Q

Ivan Pavlov

A

Behavioralism (classical conditioning)

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14
Q

Classical Conditioning

A
  • Environment shapes behavior through association of events with one another
  • Pavlov’s dogs would start salivating when the delivery guy would walk by, as they associated it with a sign of food.
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15
Q

John Locke

A

Behavioralism, Empiricism

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16
Q

Empiricism

A

The mind is a blank slate at birth, so you gain knowledge from experiences in the environment that surrounds you.

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17
Q

John Watson

A

Behavioralism, operant conditioning
- e.g. Little Albert

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18
Q

Edward Thorndike

A

Behavioralism, instrumental conditioning (same thing as operant conditioning)
- Thorndike’s Law of Effect (1911)

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19
Q

Operant Conditioning

A

Voluntary behaviors are modified by association with reward or adverse stimuli.
- I clean my room to avoid being punished for not cleaning
- I set the table because I get allowance if I do it.

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20
Q

Thorndike’s Law of Effect

A
  • Behaviors followed by satisfying consequences are more likely to recur.
  • Behaviors followed by unsatisfying consequences are less likely to recur.
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21
Q

B. F. Skinner

A

Behavioralism, operant conditioning.

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22
Q

Cognitive Perspective

A
  • The cause of your behavior is due to your thought process.
  • Opposite of structuralism, (the whole is more than the sum of its parts)
  • Studies how we perceive, organize and store information
  • View brains as information processors, computers
  • e.g. different people respond to alarm clock differently – variability between thoughts, mood, and person influences processing of stimuli and therefore behavior.
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23
Q

Humanist Perspective

A
  • The cause of behavior is from the innate human tendency to grow for the better.
  • Emphasizes free will and the attempt to find meaning in one’s existence
  • Humans are not controlled by unconscious processes, and humans do not merely react to the environment
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24
Q

Gestalt Psychology

A
  • Cognitive perspective, looking at the big picture
  • The whole is more than the sum of it’s parts
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25
Q

Carl Rogers

A

Humanist Perspective

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26
Q

Abraham Maslow

A

Humanist perspective, self actualization

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27
Q

Self actualization

A
  • Abraham Maslow
  • People can progress up the hierarchy of self actualization if their lower needs are met e.g. physiological, safety, love needs
  • Then if their growth needs are met (e.g. aesthetics), they can eventually become self-actualized
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28
Q

Socio-cultural perspective

A
  • The cause of behavior is from our cultural environment. Culture can affect behaviours, thoughts, and feelings
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29
Q

Social norms

A

Rules for acceptable and expected behavior for members of the group or within the group.
e.g. take shoes off when you enter the house (asian)

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30
Q

Cross cultural psychology

A

Explores similarities and differences between people of different cultures
- e.g. even though eastern asian cultures have very different governments, how education is valued is the same

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31
Q

Biological Perspective

A
  • Cause of behavior is due to NTs, hormones, genes, evolution
  • Examines biological influences on behavior
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32
Q

Karl Lashley

A
  • Biological perspective
  • Did work on brain mapping through surgical lesions in mouse brain, and observed how it affected memory
  • Memory is not localized to a single area, rather was distributed across the cerebral cortex
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33
Q

Donald Hebb

A
  • Biological perpspective
  • Discovered neurotrasmitters
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34
Q

Serotonin (5HT)

A
  • Long term regulation of mood, appetite, sleep, and other drives
  • Lack of serotonin is seen in depression
  • SSRI (selective serotonin reuptake inhibition) is taken when someone is depressed (lexapro, prozac)
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35
Q

Dopamine (DA)

A
  • Important for short term pleasure/reward
  • Important for large muscle movement coordination
  • Important for learning and memory –> lots of dopamine released = good for survival
  • Important for working memory
  • Important for motor learning
  • Lack of dopamine is seen in Parkinson’s disease
  • Too much dopamine is seen in schizophrenia
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36
Q

Norepinephrine

A
  • Released in fight or flight
  • Important NT for attention and arousal
  • Lack of NE = lack of motivation, concentration, attention
  • Lack of norepinephrine is seen in ADHD
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37
Q

Glutamate

A
  • Excitatory signal
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38
Q

Gaba

A
  • Inhibitory signal
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39
Q

Acetylcholine (Ach)

A
  • Important for muscle movements
  • Long term memory formation
  • Blocking of ACh release can lead to botulism (disease where you can’t move muscles voluntarily)
40
Q

Behavioral Genetics

A
  • Examines how genetic factors influence behavioral tendencies
41
Q

Concordant twin studies

A
  • Investigated whether or not twins share a level of agreement in phenotype of a disease
  • Can determine if the cause of the disease is genetic or more environmental
42
Q

Adoption studies

A
  • Examine twins who did not grow up together
  • Often time see crazy coincidences
  • Can examine whether a disease is more environmental or genetic
43
Q

Three major types of neurons

A

Sensory neurons, motor neurons, interneurons

44
Q

Sensory neurons

A

Carry input messages to spinal cord and brain

45
Q

Motor neurons

A

transmit messages from brain and spinal cords to muscles and organs

46
Q

Interneurons

A

Neurons between sensory and motor that make mental functions, emotions, and behavior possible
- processing of information

47
Q

arborization

A
  • fine branching of structures at the end of a nerve fiber
  • many synapses can form due to this fine branching
48
Q

Endorphins

A
  • NT that acts as body’s natural painkiller (opiate)
  • Runner’s high is caused by high release of endorphins due to pain, leading to dopamine release
49
Q

Bipolar Disorder

A

Lack of serotonin = depressive
Too much serotonin = euphoric

50
Q

Sympathetic nervous system

A
  • Activation/arousal function
  • Fight or flight
51
Q

Parasympathetic

A
  • Slows down body processes
  • Rest and digest
52
Q

Methods for studying the brain: observation

A

E.g. someone has a head injury , what’s their corresponding behavior?

53
Q

Methods for studying the brain: Destruction and stimulaton

A
  • Destroy/stimulate parts of brain –> what is the corresponding behavior? (can’t do in humans)
54
Q

Neuropsychological tests

A
  • E.g. clock test
  • Can be used as an early detection method to check cognition
55
Q

Basic Research v.s. Applied Research

A

Basic research = expanding on general principles through theoretical application
Applied research = aims to solve specific practical problems e.g. how can we get Alzheimer’s patients to eat independently?

56
Q

Steps in synaptic transmission

A

Synthesis, storage, release, binding, deactivation

56
Q

Methods for studying the brain: EEG

A

Checks for abnormal brain electrical activity (overstimulated, understimulated?)

57
Q

CT Scan

A

Provides details about the brain tissue
- e.g. ratio of grey to white matter
- location/presence of blood –> stroke

57
Q

Methods for studying the brain: Imaging

A

Look at the brain through fMRI, PET scan, CT scan, etc.
- Good for looking at issue anatomically, but does not address cognitive details

57
Q

PET scan

A
  • Radioactive tracer used to look at brain activity through color.
  • Lack of or too much activity or a certain region can be viewed through PET scan
    –> e.g. low activity in patient with alzheimers
58
Q

fMRI

A
  • gives live recording of activity of brain
  • high activity = more blood flow
  • can see what brain regions are important for certain functions
59
Q

Transcranial Magnetic Stimulation

A
  • Electric current is passed through brain to temporarily disrupt specific brain area
  • important brain-mapping technique
60
Q

Medulla

A
  • Part of the brainstem
  • Important for vital body functions like heartbeat, breathing , blinking
  • Decussation (left-right crossover)
61
Q

Decussation

A
  • Left right crossover of sensory input and motor output
62
Q

Pons

A
  • Part of the brainstem
  • Bridge between medulla and spinal cord to thalamus/cerebellum (info to higher levels in nervous system)
63
Q

Reticular Formation

A
  • Regulates flow of incoming information and filters information to send to other brain areas (thalamus)
  • Location of synthesis of NTs like NE and 5HT
  • Regulates consciousness
  • why you stop getting somatosensory input of how your clothes feel against you –> reticular formation decides it is not important and filters it out
64
Q

Cerebellum

A
  • Important function in muscular movement coordination (both voluntary and involuntary –> e.g. we sit up without falling down)
  • Important for motor learning (procedural learning) –> e.g. learning how to ride a bike (at some point these memories were learned - conscious memory - but after a while, they became second nature - unconscious memory)
65
Q

Family that walks on all fours

A
  • Disease where their cerebellum did not form in utero
  • Also had cognitive issues, showing that cerebellum is important for cognition to some extent
66
Q

Thalamus

A
  • Sensory switchboard
  • Organizes input from senses and sends to brain
67
Q

Hypothalamus

A
  • Regulates appetites, drives, motivation, and emotion (homeostasis)
68
Q

Limbic system

A
  • A group of interconnected brain structures that help regulate emotions and behavior
  • Contains thalamus, hypothalamus, amygdala, and hippocampus
  • Limbic system is evolutionarily conserved –> important!!
69
Q

Hippocampus

A
  • Involved in retrieving and forming memories (especially long-term memories)
  • In alzheimer’s patient CT, you can see that hippocampus mass is disintegrated
70
Q

Amygdala

A
  • Organizes motivational and emotional responses to stimuli (e.g. aggression, fear)
  • Regulates primary emotions
  • Input from thalamus, hippocampus, hypothalamus needed to organize emotional responses
  • Threat detector
  • Picks up social cues from others
71
Q

Cerebral cortex: four lobes

A

Frontal, Parietal, Occipital, Temporal

72
Q

Frontal Lobe

A
  • Executive functioning, impulse control, decision making, attention, working memory, short term memory
  • Broca’s area
  • Motor cortex (voluntary movement)
  • Association cortex
73
Q

Broca’s area

A
  • Only on the left hemisphere
  • Area important for speach formation. You can still comprehend speech without it, but you can’t form comprehensible speech
  • Right hemisphere of this region is important for understanding tone of speech
74
Q

Motor cortex

A
  • In frontal lobe
  • Important for voluntary motion
75
Q

Association cortices

A
  • Combine information from two or more senses
  • E.g. primary motor area in the frontal lobe and the primary somatosensory area in the parietal lobe
76
Q

Frontal-Temporal v.s. Temporal Dementia

A
  • Frontal-Temporal = Difficulties with executive functioning, and memory
  • Temporal = Only difficulties with memories
77
Q

Phineas Gage

A
  • Injury to left frontal cortex
  • Was an upright citizen, became an alcoholic womanizer, with lack of executive function and inhibition
  • Aggressive and sexual nature came out when he had lack of inhibition.
78
Q

Parietal Lobe

A
  • Primary somatosensory area (decoding somatosensory stimulus)
  • Left parietal lobe is important for language processing
  • Right parietal lobe is important for visual spatial stimulus decoding, geometry, and music
79
Q

Prefrontal cortex

A
  • Decision making, personality
80
Q

Left parietal lobe

A
  • Important for language comprehension
  • e.g. Pre-processing of sound to decipher if it’s language or not
81
Q

Right Parietal Lobe

A
  • Important for visual-spatial understanding, geometry, music
82
Q

Temporal lobe

A
  • Contains auditory cortex
  • Important for language formation and face and object recognition
83
Q

Left Temporal lobe

A
  • Contains Wernicke’s area, which is important for speech comprehension
84
Q

Right temporal lobe

A
  • Important to face and object recognition, perception
  • People with damage to the right temporal lobe cannot perceive faces
85
Q

prosopagnosia

A
  • Face blindness (in ability to perceive faces
86
Q

Agnosia

A
  • In ability to perceive objects
87
Q

Occipital Lobe

A
  • Contains primary visual cortex
  • Important for breakdown of visual information and sending it to parietal/temporal lobe
  • Damage in primary visual cortex can present as blindness
88
Q

Aphasia

A
  • Language disorder that affects a person’s ability to understand language and express language
  • Both Broca’s area and Wernicke’s area need to work in unison to prevent this
89
Q

Corpus Callosum

A
  • Tract of white matter that connects hemispheres of brain to exchange information
90
Q

Right v.s. Left Occipital Lobe

A

R- Perceives right side of visual field (from both eyes)
L - Perceives left side of visual field (from both eyes)

91
Q

Alien Hand Syndrome

A
  • When a hand operates independently out of someone’s control
  • Usually caused due to damage to the corpus callosum
92
Q
A

PS101 Exam 1 (3 decks)

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