Exam 1 Flashcards

(95 cards)

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
Carl Rogers
Humanist Perspective
26
Abraham Maslow
Humanist perspective, self actualization
27
Self actualization
- 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
28
Socio-cultural perspective
- The cause of behavior is from our cultural environment. Culture can affect behaviours, thoughts, and feelings
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Social norms
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)
30
Cross cultural psychology
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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Biological Perspective
- Cause of behavior is due to NTs, hormones, genes, evolution - Examines biological influences on behavior
32
Karl Lashley
- 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
33
Donald Hebb
- Biological perpspective - Discovered neurotrasmitters
34
Serotonin (5HT)
- 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)
35
Dopamine (DA)
- 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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Norepinephrine
- 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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Glutamate
- Excitatory signal
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Gaba
- Inhibitory signal
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Acetylcholine (Ach)
- 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
Behavioral Genetics
- Examines how genetic factors influence behavioral tendencies
41
Concordant twin studies
- 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
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Adoption studies
- Examine twins who did not grow up together - Often time see crazy coincidences - Can examine whether a disease is more environmental or genetic
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Three major types of neurons
Sensory neurons, motor neurons, interneurons
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Sensory neurons
Carry input messages to spinal cord and brain
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Motor neurons
transmit messages from brain and spinal cords to muscles and organs
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Interneurons
Neurons between sensory and motor that make mental functions, emotions, and behavior possible - processing of information
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arborization
- fine branching of structures at the end of a nerve fiber - many synapses can form due to this fine branching
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Endorphins
- 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
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Bipolar Disorder
Lack of serotonin = depressive Too much serotonin = euphoric
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Sympathetic nervous system
- Activation/arousal function - Fight or flight
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Parasympathetic
- Slows down body processes - Rest and digest
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Methods for studying the brain: observation
E.g. someone has a head injury , what's their corresponding behavior?
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Methods for studying the brain: Destruction and stimulaton
- Destroy/stimulate parts of brain --> what is the corresponding behavior? (can't do in humans)
54
Neuropsychological tests
- E.g. clock test - Can be used as an early detection method to check cognition
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Basic Research v.s. Applied Research
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?
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Steps in synaptic transmission
Synthesis, storage, release, binding, deactivation
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Methods for studying the brain: EEG
Checks for abnormal brain electrical activity (overstimulated, understimulated?)
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CT Scan
Provides details about the brain tissue - e.g. ratio of grey to white matter - location/presence of blood --> stroke
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Methods for studying the brain: Imaging
Look at the brain through fMRI, PET scan, CT scan, etc. - Good for looking at issue anatomically, but does not address cognitive details
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PET scan
- 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
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fMRI
- gives live recording of activity of brain - high activity = more blood flow - can see what brain regions are important for certain functions
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Transcranial Magnetic Stimulation
- Electric current is passed through brain to temporarily disrupt specific brain area - important brain-mapping technique
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Medulla
- Part of the brainstem - Important for vital body functions like heartbeat, breathing , blinking - Decussation (left-right crossover)
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Decussation
- Left right crossover of sensory input and motor output
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Pons
- Part of the brainstem - Bridge between medulla and spinal cord to thalamus/cerebellum (info to higher levels in nervous system)
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Reticular Formation
- 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
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Cerebellum
- 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)
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Family that walks on all fours
- Disease where their cerebellum did not form in utero - Also had cognitive issues, showing that cerebellum is important for cognition to some extent
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Thalamus
- Sensory switchboard - Organizes input from senses and sends to brain
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Hypothalamus
- Regulates appetites, drives, motivation, and emotion (homeostasis)
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Limbic system
- A group of interconnected brain structures that help regulate emotions and behavior - Contains thalamus, hypothalamus, amygdala, and hippocampus - Limbic system is evolutionarily conserved --> important!!
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Hippocampus
- Involved in retrieving and forming memories (especially long-term memories) - In alzheimer's patient CT, you can see that hippocampus mass is disintegrated
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Amygdala
- 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
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Cerebral cortex: four lobes
Frontal, Parietal, Occipital, Temporal
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Frontal Lobe
- Executive functioning, impulse control, decision making, attention, working memory, short term memory - Broca's area - Motor cortex (voluntary movement) - Association cortex
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Broca's area
- 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
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Motor cortex
- In frontal lobe - Important for voluntary motion
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Association cortices
- 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
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Frontal-Temporal v.s. Temporal Dementia
- Frontal-Temporal = Difficulties with executive functioning, and memory - Temporal = Only difficulties with memories
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Phineas Gage
- 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.
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Parietal Lobe
- 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
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Prefrontal cortex
- Decision making, personality
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Left parietal lobe
- Important for language comprehension - e.g. Pre-processing of sound to decipher if it's language or not
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Right Parietal Lobe
- Important for visual-spatial understanding, geometry, music
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Temporal lobe
- Contains auditory cortex - Important for language formation and face and object recognition
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Left Temporal lobe
- Contains Wernicke's area, which is important for speech comprehension
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Right temporal lobe
- Important to face and object recognition, perception - People with damage to the right temporal lobe cannot perceive faces
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prosopagnosia
- Face blindness (in ability to perceive faces
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Agnosia
- In ability to perceive objects
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Occipital Lobe
- 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
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Aphasia
- 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
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Corpus Callosum
- Tract of white matter that connects hemispheres of brain to exchange information
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Right v.s. Left Occipital Lobe
R- Perceives right side of visual field (from both eyes) L - Perceives left side of visual field (from both eyes)
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Alien Hand Syndrome
- When a hand operates independently out of someone's control - Usually caused due to damage to the corpus callosum
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