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Psych 202 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

4 Models of Memory: Information Processing Approach

A

Memory processes like a computer storing files; encoding information, storing it, retrieving it (during retrieval info can be added to memory)

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2
Q

4 Models of Memory: Parallel Distributed Processing Model

A

Memory is distributed across regions of the brain; wide network of interconnected neurons

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3
Q

4 Models of Memory: Levels of Processing Approach

A

strength of memory depends on the degree and depth of processing that occurs (ex. active recall study method; deep processing)

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4
Q

4 Models of Memory: Stage Model

A

Sensory input-> sensory memory (+attention)-> STM (30 seconds if unrehersed or it goes away)
–encoding-> LTM

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5
Q

Working Memeory

A

memories/ information you can hold in your mind for brief time while working with it

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6
Q

What role does attention play in memory processing?

A

only senesory memeories we pay attention to go to STM; If held in STM long enough and with enough attention -> encoded in a way which we can retrieve it

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7
Q

2 Types of sensory memory

A

iconic and echoic memory

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8
Q

iconic memory

A

transduced/ encoded visual snap shot that lasts less than 1 second.

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9
Q

echoic memory

A

brain registers and temporarily stores a perfect version of the sounds around you until it’s processed; a few seconds

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10
Q

Short Term Memory

A

-requires attention
-limited capacity; about 7 plus or minus 2 things stored at a time for around 30 seconds

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11
Q

Primacy effect

A

remember first pieces of information in given information set

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12
Q

Chunking

A

a process by which small individual pieces of a set of information are bound together to create a meaningful whole; increases STM capacity

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13
Q

Recency effect

A

remember last pieces of information in given information set

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14
Q

Implicit memory

A

memory that does not require conscious recall (procedural memory)

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15
Q

Explicit Memory

A

memory that requires conscious recall

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16
Q

2 types of explicit memory

A

semantic and episodic memory

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17
Q

Semantic memory

A

facts and general knowlegde

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18
Q

Episodic memory

A

memories regarding personally experienced events

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19
Q

recall

A

intentionally bringing explicit memory/ info to awareness
*deeper/ stronger explicit memory

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20
Q

recognition

A

encoding an input and meaning to a stored representation; feeling of familiarity when something previously experienced is again encountered

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21
Q

encoding

A

transforming perception into memories

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22
Q

elaborative encoding

A

relating new information to information already in memory

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23
Q

visual imagery encoding

A

stringing info by means of creating a mental picture of it

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24
Q

organizational encoding

A

process of categorization of info according to relationships
ex. servers remember who ordered what at a table

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25
Q

semantic network

A

a representation of memory that describes the organization of declarative facts and knowledge in the mind; idea connections
-ex concept map

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26
Q

what role does sleep play in memory consolidation?

A

it plays an active role:
-increased hippocampal activity
-increased interaction between hippocampus and frontal lobe

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27
Q

Hippocampus role in memeory

A

critical as an index for LTM

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28
Q

HM Case study

A

-hippocampusremoved to prevent seizures
-has STM for 30 seconds (receives but does not encode) and procedural memories but no LTM

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29
Q

EP Case Study

A

-viral damage to hippocampus and tissues around
-LTM VERY intact (can remember how to navigate his childhood neighborhood), implicit memory and working memory BUT no STM (resets every few mins)
-Hippocampus role not where LTM stored

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30
Q

Clive Wearing Case Study

A

-musician who had viral damage to right and left temporal lobe and one side of his frontal lobe
-only sees and perceives the moment then resets
-like he is waking up for the first time all the time
-musical skills still intact

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31
Q

Anterograde Amnesia

A

inability to transfer info from STM to LTM ; can’t form new memories
-ex. Alzheimer’s and Dementia

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32
Q

Retrograde Amnesia

A

inability to retrieve info from before a certain time

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33
Q

Consolidation

A

process by which memories become more stable

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34
Q

Reconsolidation

A

memories can become vulnerable to disruption when they are recalled (can add to them or misremember) requiring them to be reconsolidated again

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35
Q

Alzheimer’s Disease

A

-decrease in explicit/ declarative memory
-LTM initially good but then starts to decline
-fail to recall facts, information and personal life experiences
-confusion; ex think their adult child is a baby again
-Acetylcholine neurotransmitter

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36
Q

How are neurons impacted by memeory/ role in memoery formation?

A

repeated synapse stimulation by memory activation causes dendrites to grow and form new neural connections (knowledge) memory strengthens synaptic connection between neurons

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37
Q

NMDA Receptor

A

receptor site on hippocampus that influences flow of info between neurons by controlling initiation of long term potential

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38
Q

Long Term Potential (LTP)

A

communication across synapse between neurons strengthens connection and makes communication easier (involves glutamate)

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39
Q

Encoding Specificity Principle

A

way in which info is encoded (strength of associations) impacts how easily retvial of that info is

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40
Q

State Dependent retrieval

A

info better recalled when in the same state as one was when it was encoded/ retrieved (ex substances used or emotional state)

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41
Q

Alcohol Myopia and memory

A

Alcohol causes
-cognitive nearsightedness (not everything in environment perceived)
-decrease in reasoning and concentration
-failure to process and store environmental cues

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42
Q

False memory

A

gain a new memory based on inputs from others and from environment
-RLS: eyewitness testimonies; Robert Cotton false SA charge + DNA test (unreliable)

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43
Q

repressed memory

A

traumatic events lead to failure to encode details/ encoding the memory so it is not easily retrieved

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44
Q

Transience

A

forgetting what occurs with the passage of time

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45
Q

Retroactive interference

A

situations in which information learned later impacts memory of old info

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46
Q

proactive interference

A

situations in which old info impacts memory processing of new information

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47
Q

Absentmindedness

A

lapse in attention that causes memory failure

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48
Q

False Recognition

A

feeling of familiarity about something you have never encountered (ex. false deja vu)

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49
Q

Blocking

A

failure to retrieve info from memory when trying to recall (“tip of the tongue”)

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50
Q

Memory Misattribution

A

assigning recollection or idea to wrong source (ex. Oklahoma city bombing eyewitness testimony)

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51
Q

3 types of Biases

A

-consistency bias: reconstruct past to ft present
-change bias: exaggerate difference of thoughts and feelings over time
-egocentric bias: exaggerate difference between then and now to make ourselves look good/ feel better

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52
Q

Persistence

A

intrusive recollection of events that we wish we could forget (often emotionally inducing events; trauma)

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53
Q

Flashbulb memory

A

detailed recollection of when and where we heard about or experienced an emotionally stimulating event (ex. 9/11)

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54
Q

What parts of brain invilved with emotinal memeory

A

amygdala works with hippocampus to facilitate stronger connections; without amygdala role in memory all events would be remember to the same degree

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55
Q

Impact of Adderall/ Norepinephrine levels on Soldiers and PTSD

A

Increased Norepinephrine levels lead to increased alertness so traumatic events consolidated and formed stronger-> higher levels of PTSD

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56
Q

PTSD

A

unwanted intrusive memories that appear to be happening “here and now”

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57
Q

Learning

A

-intellectual process of acquiring explicit information
-experiences shape/change or behavior
-retrieval response process
-can happen outside of conscious awareness

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58
Q

Pavlov Dog Experiment

A

UR: dog salivating at food
Natural Stimulus: food
CS: bell
CR: dog salivates at bell bc of association with food

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59
Q

Classical Conditioning

A

when neutral stimulus produces a response after being paired with a stimulus with a naturally occurring response (US) to produce conditioned response (CS)

60
Q

Acquisition Phase

A

conditioned stimulus and unconditioned stimulus presented; learning process

61
Q

Extinction

A

gradual elimination of learned response when US is no longer present

62
Q

Spontaneous Recovery

A

tendency of learned behavior to recover from extinction after rest period because not erased from memory/ learning

63
Q

Generlization

A

CR is observed even though CS is slightly different (ex. slightly different sound as CS)

64
Q

How is PTSD a learning process?

A

pairing traumatic experiences/ memories with previously neural environmental cues (ex. smells, sounds, places, etc.)

65
Q

Discrimination

A

distinguish between slightly different CR; CR is not observed even though CS is slightly different

66
Q

Classical Conditioning: Drug Overdose

A

-new environment/ situation changes tolerance
-saline inject cause temporary relief bc of injection classical conditioning

67
Q

Classical Conditioning: Advertising

A

pair what is being advertised with certain images or sounds to drive association either pos or neg
-ex. political campaign commercials, old cigarette ads, corona relax on beach ads, etc

68
Q

Classical Conditioning: Anticipatory Nausea

A

ex. Chemotherapy treatment -> seeing hospital or surroundings lead to nausea

69
Q

John Watson: Little Albert Study

A

US: loud noise
UR: crying/ fearful response
CS: white rat
Result: CS+ US caused fearful crying when he saw white rat or anything that resembled one

70
Q

Avoidance Learning

A

individual learns a response to get away from conditioned stimulus; pos and neg reinforcement response

71
Q

Phobias

A

classifies under anxiety disorders; panic or great anxiety surrounding certain thing

72
Q

Agaraphobia

A

fear of having panic attacks; can lead to people not going out in fear of having panic attacks certain places

73
Q

Systematic Desensitization (SD)

A

treatment for phobias; bringing classical conditioning to the realm of cognitive process

74
Q

Exposure therapy

A

desensitization to fears
-VR example and Snake example from videos

75
Q

Flooding

A

overexposure of fear; ineffective because person never reaches relaxed state
-ex. snakes, dark and heights treatment (floating dark box with snakes)

76
Q

Counter Conditioning

A

undo/ change perception of stimuli slowly and in a state of relaxation

77
Q

Operant Conditioning/ Skinner’s Philosophy

A

consequences of behaviors determine probability that behavior will occur again; reinforcement and schedules of reinforcement

78
Q

What is positive and negative reinforcement

A

increases behavior
pos: giving positive stimuli (reward)
neg: taking away negative stimuli (ex.anxiety)

79
Q

What is positive and negative punishment

A

decreases behavior
pos: giving negative stimuli (ex. hitting or fining)
neg: taking away positive stimuli (ex. grounding/ taking phone or keys away)

80
Q

positive and negative meaning in terms of reinforcement

A

positive: add something
negative: take something away

81
Q

Alcohol Reinforcement ex

A

positive reinforcement: drink as a reward after a long day

negative reinforcement: angry/ bad mood and have a drink to cope

82
Q

non effective punishment ex.

A

-class clown: want attention so sending to principal’s office is reinforcement

-Speeding tix: speed and not get caught more often then speeding and getting caught

-Kid in the candy store; whining and getting candy
kid: positive reinforcement for whining
parent: negative reinforcement for giving in

83
Q

shaping

A

rewarding of gradual approximations to the desired behavior (ex training a dog)

84
Q

Fixed Ratio Schedule of reinforcement

A

-reward given after completing something a set number of times
-learned fast but unlearned fast after reward removed
-ex. potty chart

85
Q

Variable Ratio Schedule of reinforcement

A

-unpredicted/ changing number of responses until reward
-learned fast and unlearned slow
-ex. training a dog to sit, gambling

86
Q

Fixed Interval Schedule of reinforcement

A

-reinforced after a set time
-learned slow and unlearned fast after reward removed
-ex paycheck

87
Q

Variable Interval Schedule of reinforcement

A

-reinforced after a varying set of times
-learned slow but also unlearned slow
-ex. pop quiz

88
Q

Overjustification Effect

A

external reward changes likelihood of engaging in behavior by changing meaning; reward provides unneeded justification/ reward for behavior

-ex. getting paid for charity work you volunteered for

89
Q

Social Learning Theory

A

theory focusing on the importance of observing and modeling behaviors, attitudes and emotion; observation and learning

90
Q

Bandura research focus and experiment

A

-Focused on social learning of aggression;
-Bobo doll experiment: children observing aggression as well as being rewarded or punished -> impacts on behavior

91
Q

Biological Bases of Learning: Reward

A

activation of dopamine neurons in nucleus accumbens; dopamine pleasure center in the limbic system

92
Q

What activates dopamine reward system?

A

cocaine, amphetamines, money, good grades; anything that installs pleasure -> cause addiction
-dopamine implicated in the intracranial self-stimulation (ICSS); associated with drug abuse problems

93
Q

Treatment for drug abuse

A

take drug that interferes with dopamine so physically cannot get high; classical conditioning process

94
Q

Nature vs Nurture

A

Nature: humans are genetically predetermined
Nurture: humans born as a blank slate; environment influences development
Reality: both genetics and environment

95
Q

Critical Periods

A

periods where certain experiences must occur for normal development

ex. babies with untreated cataracts cannot see when treated later
ex. language and grammar development

96
Q

Sensitive Perids

A

not impossible if learned outside of this period but much easier to learn when young and brain still developing
ex. language (bilingualism)

97
Q

Piaget reaserch

A

cognitive development

98
Q

Piagets Stages of Cognitive Development:Sensorimotor

A
  • birth-2
    -develop schemas through sense/motor
    -object permanence (cant see=does not exist; mirror example)
99
Q

Piagets Stages of Cognitive Development:nPreopperational

A

-2-6
-language development
-think symbolically (word formation and association)
-egocentric view (everyone sees what I see)
-operation/ complex thought (brothers brother question ex)
*Theory of the mind

100
Q

Theory of the Mind

A

people don’t know what goes on in each others mind; developmentally lead to lying and manipulation

101
Q

Piagets Stages of Cognitive Development: Concrete Operational

A

-6-11
-can perform operations but very concrete
-no metaphorical or abstract interpretation

102
Q

Piagets Stages of Cognitive Development: Formal Operation

A

-11+
-can think hypothetically and abstractly
Criticism: brain develops into 20’s; does not stop at 11

103
Q

Cognitive Development

A

understanding how the physical world works and how the mind represents it

104
Q

Schemas

A

cognitive structures consisting of organized ideas; pattern of thought or behavior that organizes categories of information and the relationships among them

105
Q

Assimilation

A

absorb new info into schema

106
Q

Accomodation

A

adjust schemas based on new info input

107
Q

Kohlberg Moral Reasoning: Preconventional Stage

A

-birth-adolescence
-what is wrong based on consequences
-punishment and obedience
ex. video of kids saying they would do what their mom said (go straight to party) rather then helping other kid

108
Q

Kohlberg Moral Reasoning: Conventional Stage

A

-adolescents/ young adult
-rules must be followed
-law and order
-morality confined by following social rules

109
Q

Kohlberg Moral Reasoning: Post Conventional Stage

A

-adulthood
-social contract vs universal ethics dilemma
-general principles reflect core values

110
Q

Moral Reasoning

A

Morality shaped by environment, parents/ superiors, situation and nature

111
Q

At what age to children start moral development

A

7-8 years old

112
Q

Eriksons 8 stages of development: childhood

A

-trust vs mistrust (0-1)
-autonomy vs shame/doubt and initiative vs guilt; functioning independently (1-6)
-industry vs inferiority; success and accomplishment (6-12)
-Identity vs role confusion (12-20)

113
Q

Eriksons 8 stages of development: adulthood

A

-Intimacy vs Isolation (20-30)
-did i do something good with my life? (30-65)
-reflection on life (65+)

114
Q

Socio-emotional selectivity theory

A

select emotional focus based on ones stage in life
-older adults (reflecting retirement stage) have a more positive, present focus while young adults have a more negative, future perspective

115
Q

Lifespan based on relationship status: Men v. Woman

A

Married AND widowed woman have longest lifespan while ONLY married men reflect this lifespan; need for companionship

116
Q

Attachment Definition

A

strong emotional bond with others that continues over time

117
Q

Imprinting definition

A

a behavioral trait that altricial animals experience hours after being born where they develop an extremely close bond with the animals it first meets, usually their parents
-ex. Lorenz and geese study

118
Q

What did harlow’s research with monkeys find?

A

contact comfort important for forming attachment, even more than food (cloth mother vs wire mother with milk) debunking previous ideas; food main contributor for attachment

119
Q

What do attachment bonds include (2 factors)

A
  • safe based when distressed
  • safe base that’s there for when exploring new environments
120
Q

Levels of Attachment

A

-secure attachment: distressed when caregiver leaves but consoled easily
-avoidant attachment: not as distressed when caregiver leaves (not as attached)
-anxious attachment: very anxious and upset; inconsolable upon return of caregiver

121
Q

The Strange Situation Test

A

experiment that puts kids in a new situation, has caregiver leave and return, testing response
ex. Baby Lisa and Lisbet video (secure attachment)

122
Q

Deprivation of Attachment

A

-abuse, neglect
ex. orphanages; if not adopted/fostered before age 2 -> poor attachment

123
Q

Parenting Styles

A

-Permissive: indifferent towards child and their feelings -> leads them to not care how people feel
-Authoritarian: strict and rigid, often comes with physical discipline
-Authoritative: healthy mix, adapting parenting to needs of child

124
Q

Day Care Outcomes

A

-higher thinking/ language skills
-higher aggression (more social interaction ex. kid stealing toy)
-more stress hormone (cortisol)
Overall good (no effect on attachment) of high quality daycare (enough attention and resources)

125
Q

Aspects of Divorce that impact child development

A

-parental conflicts
-abuse being witnessed
-absence of one parent post divorce
-poverty post divorce

126
Q

Child Temperaments impact on behaviors later in life

A

“easy children”
-lower stress reactivity
-form attachment easier
-less likely to get overwhelmed by stimuli; ex spinning mobil
-predicts extroverted behavior

“difficult children”
-higher stress reactivity
-physically and emotionally overwhelmed (motor movement and crying) by over stimulation
-predicts introverted behavior

127
Q

Pale Grey Fabric Metaphor

A

-Biological impact on behavior: white
-Environmental/ experience impact on behavior: black threats
Overall human behavior perfect blend

128
Q

Maslow’s hierarchy of needs

A

TOP: Self actualization; inner fulfillment

Esteem; self worth, accomplishment, confidence

Social; fam, friends, belonging

Security; safety, assets, employment

BOTTOM/BASIC NEEDS: Physiological; food, water, shelter, warmth

129
Q

Motivation

A

the wants or needs that direct behavior towards a goal

130
Q

Intrinsic motivation

A

motivation from an internal source; personal satisfaction

131
Q

Extrinsic motivation

A

external source of motivation (ex. money)

132
Q

Arousal Theory of Motivation

A

Normal distribution curve
-low arousal/ underaroused= boredom
-high arousal/over aroused= high anxiety
-peak of graph optimal level of arousal to be motivated

133
Q

Emotion

A

complex reactions that engage our bodies AND our minds

134
Q

Facial Feedback Hypothesis

A

face muscles react to emotional state
ex. smile -> elevated mood state

135
Q

Facial Feedback Hypothesis: Botox

A

paralyzed facial muscles -> loss of expressive capacity influences emotional experience and intensity

136
Q

Emotional Theories: James-Lange Theory

A

physiological response (activation of ANS/ fight or flight) causes emotion to arise

137
Q

Emotional Theories:Cannon-Bond Theory

A

emotion (fear) and physiological response happen simultaneously

138
Q

Emotional Theories: Schachter-Singer Theory

A

cognitive appraisal (how you think about what you are feeling) influences the emotions you feel

139
Q

Emotional Theories: Lazarus

A

emotions are determined by cognitive appraisal (like Schachter-Singer) HOWEVER cognitive appraisal is immediate and unconscious

140
Q

How can emotions be misattributed/ misinterpreted by physiological sensations?

A

ex. Love/attraction and fear video; heart beat increase

141
Q

What parts of the brain are involved in emotion processing?

A

-thalamus: sensory info relay center
-hypothalamus: activation of sympathetic NS (physiological response)
-amygdala: processing emotional information
-hippocampus: emotional experience + cognition

142
Q

6 Universal emotional expressions

A

happy, sad, angry, disgust, fear, surprise

143
Q

Why are emotional expressions biologically based?

A

evidence:
-all different cultures exhibited and recognize these expressions (new Guinea study)
-blind and deaf children still exhibit these expressions (ex. smile when happy) even though not seeing

144
Q

Display Rules (communication through face)

A

how one should or should not display emotions in certain situations
**varies culturally; study: american and japanese teens watching gruesome video -> americans showed full expression when being observed while japanese did not (cultural norms)

145
Q

Lateralization of emotional system

A

-right hemisphere: dominant negative effect; deficiency is stress response system -> slower to recover from emotional challenge
-left hemisphere: dominant positive effect; bounces back from emotional challenge quicker

146
Q

Emotional Intelligence

A

the ability to manage both your own emotions and understand the emotions of people around you; empathy, social and self awareness, etc

147
Q

Delayed gratification

A

self control of resisting an impulse to take an immediately available reward in the hope of obtaining a more-valued reward in the future
**develops around the age of 5-6
Studies: marshmallow test, choc piece vs whole bar test

Psych 202 (4 decks)

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