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Psych 101 > Exam #2 > Flashcards

Exam #2 Flashcards

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1
Q

Transduction

A

Conversion of stimulus to electrical signal

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2
Q

Absolute Threshold

A

The smallest amount of a stimulus we can detect 50% of the time

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3
Q

Just Noticeable Difference

A

The smallest change we can detect in stimulus strength

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4
Q

Sensory adaption

A

A decrease in the noticeability of a stimulus over time - happens at the sensory receptor level

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5
Q

Perception

A

The brain’s interpretation of raw sensory input

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6
Q

Sensation vs. Perception

A

Sensation gathers information from the external world, perception helps us make sense of that information

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7
Q

Perception = ? + ? + ? + ?

A

Sensory input + past perceptions + context + guesses

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8
Q

T/F? Sensory input is always complete

A

F

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9
Q

Signal to noise ratio

A

sometimes the stimulus is unclear so our brain makes its best guess

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10
Q

Perceptual constancy

A

the process by which we perceive stimuli consistently across varying conditions - shape consistency of a door, interpreting distance of things

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11
Q

Pupil

A

Hole that allows light into the eye

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12
Q

Iris

A

colored part, muscle that controls the pupil

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13
Q

Cornea

A

outside covering that helps protect and focus light

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14
Q

Lens

A

disc that focuses light on the back of the eye

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15
Q

Retina

A

membrane on the back of the eye containing sensory receptors

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16
Q

optic nerve

A

transmits visual signals to the rest of the brain from the eye

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17
Q

Fovea

A

Area on the retina where light is focused, controls how well you see

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18
Q

(Myopia) Nearsighted; (Hyperopia) Farsighted

A

Light focuses too soon; light focuses too late

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19
Q

Sound

A

vibrations that the ears interpret

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20
Q

Pitch

A

Property of sound corresponding to the frequency of the wave, measured in hertz (hz)

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21
Q

Ossicles

A

Hammer, Anvil, Stirrup

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22
Q

Outer Ear

A

Pinna & Ear Canal - Funnels sound waves onto the eardrum

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23
Q

Middle ear

A

Eardrum, ossicles - Transmits frequency of sound wave from eardrum to inner ear

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24
Q

Inner ear

A

Semicircular Canals, Cochlea - Converts vibration of sound waves into neural activity (transduction)

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25
Q

Cochlea

A

Organ of Cortical & Basilar membrane: contains hair cells that perform transduction
Fluid in cochlea bends Cilla, causing hair cells to fire APs

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26
Q

Place Theory

A

Different regions of the basilar membrane correspond to different frequencies: Inner = lower freq.

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27
Q

Chunking

A

Grouping complex information into meaningful patterns to remember better

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28
Q

Maintenance rehearsal

A

Repeating information to keep it in STM

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29
Q

Elaborative rehearsal

A

Linking information in a meaningful way to improve STM

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30
Q

Levels-of-processing model

A

The more deeply we process information, the better we remember it

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31
Q

LTM

A

Permanent store of skills, experiences, facts
Long duration & unlimited capacity
can last as long as you live

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32
Q

Explicit LTM

A

Conscious memories we recall intentionally

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33
Q

Explicit - Semantic LTM

A

Knowledge of facts

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34
Q

Explicit - Episodic LTM

A

Autobiographical memory, experience from your first person perspective

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35
Q

Implicit LTM

A

Unconscious memories we don’t reflect on deliberately

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36
Q

Implicit - Procedural LTM

A

Memory of how to do things, motor skills & habits

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37
Q

Encoding

A

Mechanism that transfers info. from STM to LTM

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38
Q

Retrieval

A

“Remembering” - becoming consciously aware of stored information

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39
Q

Context-dependent learning

A

Recall info better in the place we learned it

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40
Q

Godden and Baddeley 1975

A

Scuba divers learning underwater or on land, then switched and tested. Remembered better in same conditions

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41
Q

State-dependent learning

A

We recall info better in the same physiological & psychological state we learned it in

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42
Q

Primacy & Recency effects

A

Primacy: Remember words from the beginning of a list (LTM)
Recency: Remember words from the end (STM)

43
Q

Flaws of memory

A

Major distortions in them over time

44
Q

Elizabeth Loftus

A

False memory researcher
described memory as suggestive, subjective & malleable

45
Q

Loftus & Palmer 1974

A

Asked people to estimate the speed of cars that collided in a crash, them saying the cars “smashed” vs “contacted” changed the reported memories greatly

46
Q

Misinformation effect

A

altering memories by providing misleading information after the event

47
Q

Retrograde Amnesia

A

Loss of ability to remember old things, like a “reset” on memory
Loss of episodic memory
Implicit & semantic memories remain intact

48
Q

Anterograde Amnesia

A

Inability to form new memories
Like breaking the encoding process
Loss of ability to form new explicit memories
Implicit memory remains intact
Can learn how to do something but forget that you know how to do it

49
Q

H.M.

A

Hippocampi removed, both anterograde and retrograde amnesia
BUT procedural memory remained intact, we know implicit memory is not stored in the hippocampi

50
Q

Clive Wearing

A

Hippocampi destroyed, leads to anterograde amnesia

51
Q

Hippocampus

A

Involved in forming NEW memory but NOT LTM

52
Q

Scheme

A

Mental representation of a specific object: what it does, what its for, how to interact w/ it

53
Q

Assimilation

A

new object added to an existing scheme

54
Q

Accommodation

A

Schemes change to accommodate new items

55
Q

Operation

A

A reversible action

56
Q

Sensorimotor Stage

A

Birth - 2 years
Develop schemes
Lack object permanence

57
Q

Preoperational Stage

A

2 - 7 years
Can use symbols to represent things
HAS Object permanence
Centration: focusing only on the most obvious feature of something
Conservation tasks

58
Q

Concrete-operational

A

7 - 12 years
Overcome centration, understand objects based on principles
Understanding still tied to personal experience
Reasoning is rule-based

59
Q

Formal-operational

A

Ages 11 +
Children no longer tied to experiences
Can think of theoretical situations & hypotheticals

60
Q

Critiques of Piaget’s development stages

A

Depicts thinking as too consistent
Underestimates abilities of children
Understates role of social world

61
Q

Vygotsky’s Theory of Development

A

Focused on social contribution to cognitive development
Idea that children learn because people teach them

62
Q

Scaffolding

A

Initial help is given but gradually removed as children learn

63
Q

ZPD (Zone of Proximal Development)

A

Stage at which children benefit from instruction, can do more tasks with assistance

64
Q

Attachment (humans)

A

Form attachment to primary care giver
Ensures children don’t wander into danger
important for normal development

65
Q

Attachment (animals)

A

Imprinting: baby birds attach to the first large moving object they see

66
Q

Harlow’s monkey experiments

A

Monkeys attached to the cloth mother more, develops “Contact Comfort”

67
Q

Contact Comfort

A

Positive emotion caused by touch

68
Q

John Bowlby

A

Theories for how attachment develops over time

69
Q

Mary Ainsworth

A

Measurement of attachment quality

70
Q

Attachment:

A

Provides a secure base to explore the world from

71
Q

The Strange Situation

A

Measures children’s attachment
Capitalizes on stranger anxiety and separation anxiety

72
Q

Secure attachment style

A

Baby upset by PCG’s departure & comforted by their return

73
Q

Insecure-avoidant attachment style

A

Baby indifferent to both departure and return

74
Q

Insecure-ambivalent

A

Upset by PCG’s departure and not comforted by their return

75
Q

Disorganized

A

Inconsistent or confused reactions to PCG departure & return

76
Q

Attachment types…

A

Depend on infant and parent
Vary across cultures. Secure attachment % remains same but different percentages of different attachment styles

77
Q

Permissive Parenting Style

A

High acceptance, low control

78
Q

Authoritarian

A

Low acceptance, high control

79
Q

Authoritative

A

High acceptance, high control

80
Q

Uninvolved

A

Low acceptance, low control

81
Q

Authoritative parenting…

A

Best outcomes in middle class USA
But there are cross-cultural differences

82
Q

Reflexes

A

Beginning of motor development
Sucking, rooting, grasping, stepping

83
Q

Steps in locomotion

A

Dependent on muscle strength and physical development, tied to development of other abilities too

84
Q

Milestones for motor development

A

3 months: prone, pushing up with hands
5-6 months: sit up without support
8.5 months: crawling
10 months: stand with support
12 months: first steps
15 months: walking by themselves
18-24 months: running

85
Q

Theory of Mind

A

Understanding others’ thoughts and perspectives
Others have beliefs, desires, attentions that can be different from ours & reality
Developed around 4 years of age

86
Q

Understanding of self

A

Develops 18-24 months, precursor to theory of mind
Understanding that you exist and are separate from others
Rouge test: do they recognize themselves in a mirror

87
Q

Self-control

A

Ability to inhibit impulses
Children are not good at it,
Related to frontal lobe functioning
Delay of gratification predicts later life success

88
Q

Components of language

A

Phenomes, morphemes, syntax, extra linguistic info.

89
Q

1st language learning

A

Cannot learn a first language after a specific amount of time
Learn from parents at home, no direct instruction

90
Q

2nd language learning

A

no time limit, can always learn a second language… but, ability degrades over time
Learn in school

91
Q

Statistical learning

A

recognizing patterns in a speech stream

92
Q

Phenome

A

sounds of a language, th r z ah

93
Q

Morpheme

A

Smallest units of meaning in a language, prefixes & suffixes

94
Q

Syntax

A

Rules for how words should be put together, plurals & tenses

95
Q

Extra linguistic info

A

Other clues to meaning: tone, gestures, sarcasm - Pragmatics

96
Q

Language learning timeline

A

Before birth: learn flow of native language, prefer native language over other languages (but can have multiple native languages
2 months: cooing and vowel sounds
3-4 months: syllables and consonant sounds
6 months: reduplicative babbling
10 months: conversational babbling : mimics intonation of real conversation
10-12 months: first words, comprehension precedes production
1-1.5 years: 20-100 words, holophrases
2 years: several hundred words, two word phrases “more juice” etc.

97
Q

Holophrase

A

One word that can have the meaning of a whole sentence to an infant, like “doggie” could mean they want to pet the dog, or that theres a big scary dog, etc.

98
Q

Critical period

A

Deadline for acquiring a skill or ability
After it passes you can no longer acquire those skills

99
Q

Sperling experiment

A

No-one reported all letters, partial report
we have all the info but cant keep it in stm

100
Q

Iconic memory

A

Usual sensory memory, lasts <1 second, inattentional blindness

101
Q

Echoic memory

A

auditory sensory memory
lasts a few seconds, cocktail party effect

102
Q

STM

A

aka working memory
attention transfers info from sensory memory to stm
short duration, small capacity
7 +/- 2 pieces of info

103
Q

Retroactive interference

A

New info inhibits old info

104
Q

PRoactive interference

A

Old info inhibits new info

Psych 101 (1 decks)

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