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Psych 110 > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

Define perception and sensation

A

Sensation involves the sensory receptors and nervous system receiving stimuli from the environment, while perception is the interpretation of these sensory inputs by the brain

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2
Q

Identify all the senses (vision, smell, taste, hearing, touch, vestibular

A

Senses include vision, hearing (audition), smell (olfaction), taste (gustation), touch, and the vestibular sense for balance and spatial orientation

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3
Q

Explain the opponent-process theory of color vision

A

This theory suggests color vision is enabled by opposing retinal processes (red-green, yellow-blue, white-black), with certain cells stimulated by one color and inhibited by its opponent

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4
Q

Distinguish between the difference threshold and other sensory thresholds

A

The difference threshold (just noticeable difference) is the smallest detectable difference between two stimuli, whereas absolute threshold is the minimum stimulus needed to detect a stimulus 50% of the time

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5
Q

Analyze the impact of culture on perception

A

Cultural experiences and context influence perception, as seen in cultural-specific interpretations of visual illusions and differing attention to detail or context in visual tasks

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6
Q

Describe Gestalt principles

A

Gestalt principles include proximity, similarity, continuity, closure, and figure-ground, emphasizing the brain’s ability to create whole perceptions from incomplete elements

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7
Q

Interpret the Muller-Lyer illusion

A

This illusion involves two lines of equal length appearing unequal due to arrow-like ends, showcasing perceptual misinterpretation due to visual context

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8
Q

Explain selective attention

A

Selective attention refers to focusing on specific stimuli while ignoring others, allowing efficient processing but potentially leading to inattentional blindness

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9
Q

Label the main eye structures and describe their roles in vision

A

Key structures: Cornea (focuses light), Lens (further focuses light), Retina (contains photoreceptors), Fovea (central high-acuity area), Pupil (controls light entry), Iris (controls pupil size

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10
Q

Summarize the trichromatic theory of color vision

A

This theory posits three types of cones sensitive to red, green, and blue, combining to produce color perception

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11
Q

Describe the gate control theory of pain

A

Pain signals can be blocked by spinal “gates” influenced by other sensory signals, explaining why pressure or other stimuli can mitigate pain perception

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12
Q

Compare bottom-up processing with top-down processing

A

Bottom-up processing involves sensory input guiding perception, while top-down processing uses prior knowledge to interpret sensory data

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13
Q

Define hue in the context of vision

A

Hue is the color perceived from light, determined by its wavelength

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14
Q

Evaluate the research on eyewitness testimony by Elizabeth Loftus.

A

Loftus found that memory is reconstructive and susceptible to misinformation, suggesting eyewitness accounts can be unreliable

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15
Q

Relate the findings of the visual cliff study to theories of perception.

A

The study showed infants avoid a perceived drop-off, indicating depth perception develops early and may be partly innate

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16
Q

Define consciousness

A

Consciousness is the awareness of ourselves and our environment, encompassing thoughts, sensations, and perceptions

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17
Q

Explain biological rhythms

A

Biological rhythms are regular cycles in bodily functions, such as circadian rhythms (24-hour cycle) and ultradian rhythms (e.g., 90-minute sleep cycles)

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18
Q

Summarize the stages of sleep

A

Sleep includes stages: NREM-1 (light sleep), NREM-2, NREM-3 (deep sleep), and REM (rapid eye movement, associated with dreaming)

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19
Q

Evaluate the purpose of sleep

A

Sleep aids in protection, recuperation, memory consolidation, creative problem-solving, and growth

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20
Q

Identify all the sleep disorders discussed (insomnia, narcolepsy, sleep apnea, etc.)

A

Disorders include insomnia (difficulty sleeping), narcolepsy (sudden sleep attacks), sleep apnea (breathing stops), and night terrors

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21
Q

Classify the drugs discussed in class (cocaine, caffeine, marijuana, opioids, hallucinogens, etc.).

A

Depressants** (alcohol), stimulants (cocaine, nicotine), hallucinogens (LSD, marijuana), opiates (morphine, heroin)

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22
Q

Explain drug interactions and their potential dangers.

A

Combining depressants (e.g., alcohol with barbiturates) can enhance effects, leading to severe consequences like respiratory failure

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23
Q

Define drug tolerance, dependence, and withdrawal.

A

Tolerance**: needing more for the same effect; dependence: reliance on a substance; withdrawal: physical/psychological symptoms after stopping

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24
Q

Evaluate the purpose of dreams.

A

Theories propose dreams process emotions, consolidate memories, stimulate neural pathways, and reflect cognitive development

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25
Q

Analyze why teens might begin using drugs

A

Reasons include peer pressure, curiosity, stress relief, and rebellion; teens may be influenced by cultural portrayals and social modeling

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26
Q

Define learning

A

Learning is acquiring new, enduring information or behaviors

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27
Q

Differentiate between classical conditioning, operant conditioning, and observational learning theories

A

Classical conditioning**: linking stimuli (Pavlov); operant conditioning: consequences shape behavior (Skinner); observational learning: learning by watching others (Bandura)

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28
Q

Apply knowledge of classical conditioning to label UR, US, CS, CR, and neutral stimulus

A

US**: unconditioned stimulus; UR: unconditioned response; CS: conditioned stimulus; CR: conditioned response; neutral stimulus is initially unassociated

29
Q

Define extinction and shaping

A

Extinction**: diminishing of a conditioned response; shaping: reinforcing steps toward a desired behavior

30
Q

Explain stimulus generalization

A

Tendency for stimuli similar to the conditioned stimulus to elicit similar responses

31
Q

Compare reinforcement and punishment (both positive and negative)

A

Positive reinforcement** adds a reward; negative reinforcement removes discomfort; positive punishment adds an aversive stimulus; negative punishment removes a pleasant stimulus

32
Q

Illustrate the schedules of reinforcement

A

Fixed-ratio** (reward after set responses), variable-ratio (reward after variable responses), fixed-interval (first response after set time), variable-interval (first response after variable time)

33
Q

Explain the Premack principle

A

Higher-frequency behaviors can reinforce lower-frequency ones (e.g., dessert after vegetables)

34
Q

Evaluate the most effective way to discipline a child

A

Reinforcement-based methods are generally more effective than punishment, especially when reinforcement is immediate and consistent

35
Q

Analyze when punishment might not work to change behavior

A

Punishment may fail if it causes fear, models aggression, or if not applied consistently

36
Q

Explain the law of effect

A

Behaviors followed by favorable outcomes are more likely to recur (Thorndike)

37
Q

Describe a token economy

A

A behavioral system where tokens for desired behaviors are exchanged for rewards

38
Q

Differentiate between primary and secondary reinforcers

A

Primary**: naturally reinforcing (food); secondary: acquire power through association (money)

39
Q

Explain systematic desensitization

A

Gradual exposure to feared stimuli paired with relaxation techniques reduces anxiety

40
Q

Analyze Bandura’s research on aggression and its implications for violent video games and media.

A

Bandura’s Bobo doll study showed that children imitate aggressive behaviors, suggesting that media violence could influence real-world aggression

41
Q

Define memory

A

Memory is the process of encoding, storing, and retrieving information

42
Q

Classify different types of memory (semantic, procedural, declarative, episodic)

A

Semantic**: facts, procedural: skills, declarative: facts/events, episodic: personal experiences

43
Q

Explain the tip of the tongue phenomenon

A

Temporary inability to retrieve information, despite feeling close to recall

44
Q

Differentiate between anterograde and retrograde amnesia.

A

Anterograde**: can’t form new memories; retrograde: can’t recall past memories

45
Q

Define retroactive interference

A

New information interferes with recalling old information

46
Q

Apply strategies for learning information (mnemonic devices, chunking, spaced practice, etc.

A

Techniques like chunking, mnemonics, and spaced practice enhance memory retention

47
Q

Explain Miller’s magic number

A

Miller proposed short-term memory can hold about 7 (±2) items

48
Q

Analyze the serial position effect

A

Tendency to remember the first and last items in a list better than the middle

49
Q

Define personality.

A

Personality is a pattern of thinking, feeling, and acting that characterizes a person

50
Q

Distinguish between objective and subjective personality tests.

A

Objective tests** are structured, like the MMPI; subjective tests include projective tests like TAT

51
Q

Explain how personality is assessed

A

Assessed through inventories like the MMPI or projective tests like the Rorschach

52
Q

Identify different types of projective personality tests (Rorschach, TAT, sentence completion, etc.)

A

Rorschach** inkblots, TAT images, and sentence completion tests are common projective tests

53
Q

*Explain the MMPI tests and scales

A

MMPI assesses personality traits and psychopathology through a series of true/false questions

54
Q

Evaluate the advantages and disadvantages of projective tests

A

Advantages**: insight into unconscious; disadvantages: low reliability and validity

55
Q

Define key testing concepts (norms, bell curve, statistics)

A

Norms**: standards based on population data; bell curve: normal distribution; statistics: analyzing data patterns

56
Q

Describe the Big Five theory (OCEAN).**

A
  • Personality dimensions: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism
57
Q

Summarize the contributions of Allport and Cattell to personality theory

A

Allport**: traits shape personality; Cattell: developed a 16-trait model using factor analysis

57
Q

Define libido and thanatos.**

A
  • Libido: life drive (promotes survival); Thanatos: death drive (linked to aggression and risky behavior)
58
Q

Explain factor analysis.**

A
  • Statistical method identifying clusters of traits, used to categorize personality traits
59
Q

Explain Freud’s id, ego, and superego theory.**

A
  • The id seeks pleasure, ego mediates, and superego upholds morals
60
Q

Summarize Karen Horney’s theory.**

A
  • Horney emphasized social influences on personality and critiqued Freud’s views on gender
61
Q

Identify different defense mechanisms.**

A
  • Mechanisms include repression, denial, projection, rationalization, displacement
62
Q

Explain Freud’s psychosexual stages and the implications of fixation at each stage.**

A
  • Stages include oral, anal, phallic, latency, and genital, with fixation potentially leading to adult personality issues
63
Q

Summarize Maslow’s theory of self-actualization.**

A
  • Maslow’s hierarchy prioritizes needs, culminating in self-actualization, where one reaches their full potential
64
Q

Explain Roger’s theory of positive regard, congruence, and conditions of worth.**

A
  • Rogers argued that people thrive under unconditional positive regard, with congruence between self-image and actions
65
Q

Evaluate research on personality based on twin studies.**

A
  • Twin studies suggest significant genetic influence on personality but also the impact of environmental factors
66
Q

Describe a hardy personality according to the textbook.**

A
  • Hardy individuals are stress-resistant, see challenges positively, and feel a sense of control
67
Q

Differentiate between extroversion and introversion.**

A
  • Extroverts are energized by social interaction, while introverts recharge through solitude

Psych 110 (1 decks)

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