Exam 2 Flashcards

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1
Q

sensation vs perception

A

sensation = physical process where sensory organs respond to stimuli, perception = psychological process to make sense of stimuli

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2
Q

absolute threshold

A

smallest amount of a stimuli needed for it to be sensed, measured with signal detection

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3
Q

just noticeable difference

A

smallest amount of change needed to differentiate between stimuli

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4
Q

top down vs bottom up processing

A

top down = using existing knowledge/past experiences to understand something, bottom up = all new information

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5
Q

Weber’s Law

A

bigger stimuli will need larger differences to be noticed

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6
Q

sensory adaptation

A

if a stimulus does not change, our receptors will stop responding to it

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7
Q

dark and light adaptation

A

our eyes adapt to dark or light conditions to be able to see

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8
Q

trichromatic vs opponent process theory

A

trichromatic = 3 types of cones differentiated by wavelength of light they can absorb, opponent process = color is understood based on differences in wavelengths (how much more of color x than its opponent)

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9
Q

rods vs cones

A

rods perceive light while cones perceive light and color

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10
Q

process of vision (anatomically)

A

light -> retinal ganglion cells, bipolar cells, photoreceptor cells, optic nerve, lateral geniculate nucleus, primary visual cortex (occipital lobe)

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11
Q

process of hearing (anatomically)

A

sound -> pinna, external auditory canal, tympanic membrane, ossicles, oval window, cochlear fluid, cochlear cilia, nerves, primary auditory cortex (temporal lobe)

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12
Q

multimodal perception

A

effects of multiple stimuli on perceiving the world

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13
Q

super-additive effect of multi-sensory integration

A

you gain more information from multiple senses than just 1

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14
Q

principle of inverse effectiveness

A

you don’t gain as much when you are using multiple senses but really only need to use 1

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15
Q

emotions are

A

intentional/directed, valenced/+ or -, conscious

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16
Q

intrapersonal vs interpersonal uses of emotion

A

intra: prepare body for action, influence thought, motivate behaviors; inter: facilitate behaviors in perceivers, signal nature of relationships, social referencing, etc

17
Q

universalist vs constructivist

A

universalist = all cultures share common primordial ancestry so emotions are the same cross-culturally, constructivist = humans have adapted to different environments so emotions have evolved within specific cultures

18
Q

Paul Ekman studies

A

people looked at a series of faces and said what emotion they thought the face was signaling, could effectively be done cross-culturally

19
Q

independent vs interdependent self

A

north american = independent (high arousal state, enthusiastic, individualistic) east asian = interdependent (low arousal state, peaceful, community-oriented)

20
Q

lifespan vs life course theories

A

life span is based on change and individual differences while life course is based on social expectations and normative thinking

21
Q

cognitive processes of aging

A

fluid intelligence decreases while crystallized intelligence increases

22
Q

succesful aging contributors

A

low-risk factors, maintenance, active engagement

23
Q

5 features of emerging adulthood

A

identity exploration, instability, self-focused, feeling in-between, and many possibilities

24
Q

drive state

A

an affective experience that motivates organisms to complete a goal, help us maintain homeostasis

25
Q

motivation

A

psychological driving force that enables action in the pursuit of a goal

26
Q

intrinsic vs extrinsic motivation

A

intrinsic = motivated by process, extrinsic = motivated by achievement

27
Q

deliberative vs implemental phase of self-regulation

A

deliberative = deciding, implemental = planning specific actions

28
Q

prevention vs promotion focus

A

prevention = emphasizes safety, promotion = emphasizes gain

29
Q

sensorimotor stage

A

children begin to understand the enduring reality of objects (birth-2)

30
Q

preoperational reasoning stage

A

children can represent objects but cannot solve logical reasoning problems (3-6)

31
Q

concrete operational reasoning stage

A

children can think logically about concrete situations but cannot understand scientific/systematic reasoning (7-11)

32
Q

formal operational reasoning stage

A

children attain the reasoning power of mature adults (12-life)