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PS101 Exam 1 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Consciousness

A
  • Our moment to moment awareness of ourselves and our environment.
  • Subjective/private, dynamic, and central to sense of self
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2
Q

3 ways to measure states of consciousness

A
  1. Self reports (e.g. on a scale of 1-10 how awake are you? –> subjective)
  2. Physiological measures (e.g. BAC level in field sobriety test)
  3. Behavioral measures (e.g. how many yawns in one lecture)
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3
Q

Preconscious

A

Information that you’re not thinking of in the moment, but it will easily come out when prompted.

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4
Q

Unconscious

A

Information that is not easily accessed. (e.g. Do you have any unresolved trauma?)

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5
Q

Freud’s Iceberg Theory

A

What you are conscious of in an instant is only a small proportion of everything in the preconscious and unconscious

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6
Q

Controlled processing

A

Conscious use of attention, and effort (e.g. learning how to ride a bicycle)

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7
Q

Automatic processing

A

Perform tasks with little or no conscious awareness or effort (e.g. showering, riding a bicycle once you’ve learned how to do those skills)
- Over practiced, and no longer take effort

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8
Q

Circadian Rhythm

A
  • Daily 24-hour biological cycles
  • Affect body temperature, some hormonal secretions, and other bodily functions
  • e.g. sleep
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9
Q

Suprachiasmatic nuclei (SCN)

A
  • SCN links to the pineal gland, which secretes melatonin
  • SCN resides in the hypothalamus
  • Regulates circadian rhythm through this secretion of melatonin
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10
Q

Stages of sleep

A
  • Roughly cycle through 5 stages of sleep roughly every 90 minutes
  • 5 stages are defined by different brain waves
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11
Q

Beta waves

A

Brain waves that occur when we are awake and alert (15-30cps)

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12
Q

Alpha waves

A

Brain waves that occur when we are relaxed and drowsy (8-12cps)

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13
Q

Stage 1 (describe brain waves and time )

A
  • Lots of theta waves
  • 3 - 5 minute stage, transition between awake and sleep
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14
Q

Stage 2

A
  • Lots of theta waves and presence of sleep spindles (bursts of brain activity that occur during non-rapid eye movement sleep, and are a key indicator of sleep onset)
  • 15-25minute light sleep
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15
Q

Stage 3 and 4

A
  • Delta waves appear
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16
Q

Delta waves

A
  • Slowest brain waves with lowest frequency
  • Associated with sleep
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17
Q

REM

A
  • Eye moves in socket
  • Beta waves –> closest to being awake (high arousal)
  • Lots of memory consolidation occurs during REM
  • Vivid, frequent dreaming occurs
  • Limbic system and visual cortex have increased activity
  • Motor cortex is active but blocked (doesn’t take in sensory information, so you don’t move too much in your sleep)
  • Decreased activity in prefrontal cortex
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18
Q

Describe the depth of sleep throughout the night.

A
  • The first two cycles go from stage 1 to REM.
  • After that body doesn’t go to stage 3,4. Just stage 2 and REM (REM = 25 % of the sleep at night)
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19
Q

Describe changes in sleeping with aging

A
  • REM sleep decreases during infancy/childhood, and is stable after
  • Time spent in stages 3,4 also declines
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20
Q

Restoration Model

A
  • Sleep recharges bodies, and allows recovery from mental and physical fatigue.
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21
Q

Evolutionary/circadian models

A
  • Each species evolved a sleep-wake pattern that increased its chances of survival in relation to environmental demands
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22
Q

Wish Fulfilment

A
  • Freud’s theory on why we dream
  • Dreams can provide us with gratification from unconscious desires and needs
  • Dreams contain manifest content and latent content
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23
Q

Manifest Content

A

“surface story” of a dream
–> e.g. fish was in my dream

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24
Q

Latent Content

A

Disguised psychological meaning of dream
–> fish can be indicative of pregnancy. Maybe one of my friends is pregnant

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25
Q

Cognitive-process dream theory

A
  • Dreams and waking thoughts are produced by the same systems in the brain and involve processes that are more similar than we typically realize
  • Dreams are process of sifting and sorting information about the day (due to memory consolidation)
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26
Q

Activation synthesis theory

A

Dreams are merely the byproduct of neural activity. Brain synthesizes ”best fit” story in response to random neural activation

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27
Q

What are content of dreams affected by?

A
  • Negative/unpleasant content is common
  • Affected by cultural background, life experiences, current issues
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28
Q

Drugs and the blood brain barrier

A
  • Drugs work by crossing the blood brain barrier
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29
Q

3 factors that can influence the effects of drugs

A
  • Dose (how much do you take?)
  • Set (behavior, rituals beforehand)
  • Setting (Environment familiar/unfamiliar)
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30
Q

Depressants

A
  • Decrease nervous system activity
  • Includes alcohol, tranquilizers, pain killers
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31
Q

Alcohol

A
  • Most widely used recreational drug in many cultures (depressant)
  • Increases activity of GABA, decreases activity of glutamate
  • Depress activity of inhibitory control centers (more social, more sexual, lower inhibition)
  • Slowed reaction time, impaired motor skills, slurred speech
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32
Q

Sedatives

A
  • Subcategory of depressants
  • Valium, Ambien, ketamine, ruffees belong in this category
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33
Q

Valium

A
  • prescription anti-anxiety medication
  • sedative
  • you can build tolerance, which leads to addiction
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34
Q

Ambien

A
  • prescription sleeping medication
  • sedative
  • you can build tolerance, which leads to addiction
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35
Q

Special K, Ketamine

A
  • Horse tranquilizer
  • Sedative
36
Q

Ruffees

A
  • Sedative
  • Often put in drinks at parties to make people pass out
37
Q

Opiates

A
  • Subcategory of depressants
  • Derived from morphine (heroin, oxycontin, codeine)
  • The body has natural opiate system (endorphins) which these opiates bind to.
  • Intake of opiates results in blocking of GABA receptors, which gives a flood of glutamate and leads to a flood of dopamine.
  • 2 MAJOR EFFECTS: block pain, produce euphoria
38
Q

Stimulants

A
  • Increase neural firing and arouse the nervous system
  • Work to directly activate the reward pathway
  • Legal stimulants: caffeine, nicotine, Adderal
  • Illegal stimulants: Cocaine, ecstasy, amphetamines
39
Q

Amphetamines

A
  • Increase dopamine and norepinephrine activity
  • Increase in dopamine = addiction
  • Increase in Norepinephrine = high blood pressure, higher risk of heart attack
  • Too much dopamine can result in having a psychotic break
40
Q

Cocaine

A
  • increases activity of dopamine and norepinephrine
  • dopamine reuptake is blocked
  • chronic use is associated with increased risk of cognitive impairment and brain damage
41
Q

Ecstasy (MDMA) (Molly)

A
  • Produces feelings of pleasure, elation, empathy
  • Chemically half stimulant half halucinogen
  • Interferes with serotonin reuptake, cells reuptake molly instead of serotonin –> punch a bunch of serotonin with no proper reuptake
  • can affect body temperature
  • can lead to depression, sluggishness, poor memory
42
Q

Hallucinogens

A
  • Distort or intensify sensory experience (influences information taken in)
  • Can blur boundaries between reality and fantasy
  • Peyote, LSD, ayahuasca, etc
43
Q

Marijuana

A
  • Can be categorized as a stimulant, hallucinogen, and depressant
  • Most widely used illegal drug in the US
  • Increase in dopamine, decreases GABA, can produce hallucinogenic effects
  • Can only develop a psychological dependence
  • Has cancer-causing substances and alters reaction time, thinking, memory
44
Q

Memory

A
  • The process that allows us to record, store, and retrieve
  • It allows us to learn from experience and to adapt to changing environments
45
Q

Memory as information processing (3 basic processes)

A
  • encoding, storage, retrieval
46
Q

Encoding

A
  • Translating information into a neural code that the brain processes
47
Q

Storage

A
  • Retaining information over time
48
Q

Retrieval

A
  • Processes that access stored information
49
Q

Three stage model of memory

A
  • Sensory memory
  • Working (short-term memory)
  • Long-term memory
50
Q

Sensory memory

A
  • Briefly holds sensory information (visual and auditory information)
  • Visual information lasts a milisecond
  • Auditory information lasts 1-3 sec
51
Q

Short-term (working memory)

A
  • Temporarily holds a limited amount of information
  • Stores and processes information of which we are conscious
  • 7 +-2 items in memory
  • 5-9 meaning full items
  • Shelf life of 20 seconds for information
52
Q

How can you increase short-term memory?

A

Chunking
- Combining individual items into larger units of meaning e.g. phone number -> instead of 10 digits, 781-517-6150

Mnemonic Devices
- acronym, rhymes
- memory aids that we use to help us remember things

53
Q

Working memory

A
  • “mental workspace”
  • stores information, actively processes it, supports problem solving and planning
  • e.g. calculating 67*28
  • 3 divisions of working memory: phonological loop, visual-spatial sketchpad, central executive (Baddeley discovered)
54
Q

Phonological loop

A
  • Auditory storage
  • can hold info taken in in 2 second period, and starts to decline as time passes from incident
  • visual information can be translated to auditory, as it lasts longer
  • eg repeating phone number so you can write it down
55
Q

Visual-spatial sketchpad

A
  • Storage of mental images and spatial information
    -eg seeing math addition while doing math problems
56
Q

Central Executive

A
  • Directs attention, recall from long term memory, and integration of auditory and visual input
57
Q

Long-term memory

A
  • Limitless number of long term memories (storage capacity unlimited)
58
Q

Effortful processing

A
  • Intentional and conscious encoding of information in long-term memory
  • Eg learning in school
59
Q

Automatic processing

A
  • Unintentional and requires minimal attention when encoding information in long term memory
  • e.g. knowing where the phone and keys are without putting effort in
60
Q

Maintenance Rehearsal

A
  • A type of effortful processing
  • Repeating something over and over to remember it
  • Shallow processing and not optimal
61
Q

Elaborative Rehearsal

A
  • A type of effortful processing
  • Focuses on the meaning of the information and elaborates on the information
  • eg Won’t remember the name Jon alone, but will remember if you connect it with “oh the same name as my dad”
62
Q

Schemas

A
  • Organizational framework. Our brain categorizes things into different groups
  • Eg. we know if a song played is pop vs rap vs country due to a schema
63
Q

Levels of processing theory of encoding

A
  • Made up of three levels: structural, phonemic, semantic
  • For example, processing the word house

Structural: 5 letters, written in blue ink (visual)
Phonemic: Rhymes with mouse (auditory)
Semantic: We can determine that “house fits into the sentence “Wanna come over to my ___ to study” because we are processing the word’s meaning.

MAIN IDEA: Deeper processing leads to better retrieval of information

64
Q

Long term potentiation

A
  • High-frequency stimulation in a synapse in the hippocampus that strengths it
  • Leads to memory formation (short term in hippocampus)
  • Once time passes, memories can move out of the hippocampus and consolidate in other regions of the brain (eg visual cortex, somatosensory cortex)
65
Q

HM

A
  • Patient in 1960s with bilateral lesion to treat seizure
  • Severe anterograde and some retrograde amnesia
  • Other lesions in the cortex show how long term memories are stored differently
66
Q

Serial Position Effect

A
  • Primacy effect: better recall for the beginning of a list (LTP has started to occur)
  • Recency effect: better recall for end of a list

HM: Can remember last few words when not interrupted. Recency effect intact, primacy effect gone: no encoding benefit (LTP doesn’t occur)

KF: Damaged joining of occipital and parietal lobe Primacy effect intact, regency effect gone.

67
Q

Two types of long term memory

A
  1. Explicit (declarative) memory (conscious memory)
  2. Implicit (procedural) memory
    (unconscious memory, but memory still influences behavior even with no conscious awareness)
68
Q

Two types of declarative memory

A

Semantic memory
- facts, general knowledge

Episodic memory
- personally experienced events

69
Q

Recall vs recognition

A

Both retrieval of memory
- Recall is like short answer question
- Recognition is like multiple choice (distinct activation of memory with key words)

  • Multiple cues lead to a better retrieval of memory
69
Q

Two types of procedural memory

A

Skills
- motor and cognitive

Classical conditioning effects

70
Q

Distinctiveness

A
  • Distinct, novel, unique things capture our memory
  • cause us to remember later on
71
Q

Context-dependent memory

A
  • Easier to remember something in the same environment that it was encoded in
    (eg taking test in same room as class)
72
Q

State-dependent memory

A
  • Memory is enhanced when conditions present during retrieval match those present during encoding
    (eg sick studying, do better on test when sick)
73
Q

Mood-congruent recall

A

-Tend to recall information or events congruent with current mood.
- good mood –> recall good memories

74
Q

Priming

A
  • Cue to retrieve certain/specific thing
  • e.g. cat –> dog
  • e.g. fork –> spoon
75
Q

Flashbulb memories

A
  • Vivid, clear recollections like snapshots in time.
  • Typically surrounding big events e.g. first kiss
  • Strong release of hormones creates a strong memory, and you remember even irrelevant details.
76
Q

Encoding failure

A

Lack of attention or processing and memory never gets converted into long-term memory

77
Q

Decay of memory trace

A
  • Long-term physical trace in nervous system fades away over time and with disuse
78
Q

Interference

A
  • Information forgotten because other items in long term memory impair ability to retrieve it
  • Proactive interference and retroactive interference
79
Q

Proactive interference

A
  • Past material interferes with the recall of newer material
80
Q

Retroactive interference

A
  • New information interferes with ability to recall older information
81
Q

Tip of the tongue state

A
  • On verge of remembering but can’t recall something
82
Q

Motivated Forgetting

A

Conscious or unconscious repression of a memory (e.g. trauma)

83
Q

Alzheimer’s disease

A
  • Severe retrograde and anterograde amnesia
84
Q

Misinformation effect

A
  • Distortion of memory by misleading post-event information
  • Can affect eye witness testimonies
  • Think of experiment with stolen tape recorder
85
Q

Suggestive Questioning

A
  • Can distort children’s memories (think court case with day care)
  • Different words used can alter the perception of something e.g. car crash

PS101 Exam 1 (3 decks)

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