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Psych 101 > Exam 2 Ch 5-7 > Flashcards

Exam 2 Ch 5-7 Flashcards

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1
Q

consciousness

A

the awareness of internal and external stimuli

  1. awareness of external events
  2. awareness of internal sensations
  3. the awareness of yourself as the unique being having these experiences
  4. awareness of thoughts about these experiences
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2
Q

levels of awareness

A

freud argued that the unconscious and the conscious preocesses are different levels of awareness

consciousness not all or none

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3
Q

EEG

A

electroencephalograph records activity from broad swaths of the cortex-monitors electrical activity of the brain over time by means of recording electrodes attached to the surface of the scalp

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4
Q

beta waves

A

13-24 cps (frequency)

normal waking thought alert problem solving

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5
Q

alpha waves

A

8-12 cps (frequency)

deep relaxation, blank mind, meditation

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6
Q

theta waves

A

4-7 cps (frequency

light sleep

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7
Q

delta waves

A

less than 4cps (frequency)

deep sleep

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8
Q

biological rhythms

A

periodic fluctuations in physiological functioning-means that organisms of biological clocks that monitor the passage of time

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9
Q

circadian rhythms

A

the 24 hour biological cycles found in humans and many other species
-Regulation of sleep/other body functions

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10
Q

physiological pathway of the biological clock

A

based in in light levels, which go from the eye to an area of the brain called the suprachiasmatic nucleus (SCN) (in the hypothalamus). This nucleus tells the pineal gland to secrete melatonin, a hormone that adjusts biological clocks

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11
Q

EMG

A

electromyograph records muscular activity and tension

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12
Q

EOG

A

electrooculograph records eye movements

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13
Q

EKG

A

electrocardiograph records contractions of the heart

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14
Q

stage 1 sleep

A

lasts 10-12 mins

alpha waves in relaxed wakefulness lower freq. and theta waves are prominent

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15
Q

stage 2 of sleep

A

respiration rate, heart rate, muscle tension and body temp decline even more
brain waves become higher in amp. and lower in freq. as you move towards slow wave sleep

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16
Q

slow wave sleep

A

sleep stages 3 and 4
low freq. delta waves more prominent in EEG recordings

takes less than an hour to reach typically and slow wave sleep remains for about a half hour

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17
Q

REM sleep

A 
after stage 4 
Rapid eye movements 
deep sleep
rock
high freq. brain waves (similar to ordinary wakefulness)
dreaming
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18
Q

sleep cycling

A

cycle repeated about 4 times
first REM stage a few mins
gradually gets longer peaking at 40-60 mins

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19
Q

REM sleep in babies vs adults

A

50% of sleep in infants is REM 20% in adults

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20
Q

cultural variations in sleep

A

black and whites sleep worse than hispanics and asians

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21
Q

sleep deprivation/sleep restriction effects

A

impairs attention, reaction time, motor coordination, decision making may also have neg effects on endocrine system and immune system

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22
Q

effects of REM deprivation

A

little effect on daytime functioning and task performance
end up shifting into REM sleep more quickly, the more you are deprived of REM sleep (vice versa goes for slow wave sleep deprivation)

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23
Q

memory consolidation

A

REM and slow wave sleep together help firm up learning that takes place during the day–why we need both types of sleep

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24
Q

REM sleep and memory

A

helps to foster neurogenesis (formation of new neurons)

may promote creative insight related to recently learned info

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25
Q

sleep loss and health

A

sleep restriction: -increases hunger due to shifting hormones

  • increased obesity
  • imaired immune system function
  • increased inflammatory responses
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26
Q

mortality risk and amount of sleep

A

> 8 hours elevated mortality risk

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27
Q

insomnia

A

refers to chronic sleep problems

  • difficulty falling asleep
  • difficulty staying asleep
  • consistently early-morning wakening
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28
Q

insomnia demographics

A

increases with age

more common in women than men (50%)

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29
Q

insomnia treatment

A 
nonbenzodiazepine sedatives (ambien, lunesta, sonata) 
benzodiazepine sedatives originally developed to relieve anxiety

sedatives are poor long time solutions

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30
Q

narcolepsy

A

sudden and irresistible onsets of sleep during normal waking periods-go directly from wakefulness to REM sleep for 10-20 mins

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31
Q

sleep apnea

A

frequent reflexive gasping for air that awakens a person and disrupts sleep-person stops breathing for at least 10 seconds

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32
Q

somnambulism

A

sleep walking- occurs when a person arises and wanders about while remaining asleep

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33
Q

dreams

A

almost always first person perspective

negative and potentially traumatic events

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34
Q

wish fulfillment

A

freud believed this was the principle purpose of dreams

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35
Q

Xproblem-solving view

A

cartwright- purpose to dreams according to some-continuity between wakeful and sleeping thoughts-how to solve problems in dreams bc not constrained by logic or realism

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36
Q

Xactivation synthesis model

A

hobson-cortex constructs a story to make sense of internal signals from lower brain centers

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37
Q

Xhypnosis

A

systematic procedure that produces a heightened state of suggestibility

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38
Q

Xhypnotic phenomena

A

1-anasthesia
2- sensory distortions and hallucinations
3-disinhibition (will sometimes disrobe in public)
4-posthypnotic suggestions and amnesia (told that they will remember nothing while hypnotized)

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39
Q

napping across cultural lines

A

siesta cultures allow for 1-2 hour midday nap
found in tropical regions
prevents working in hottest part of the day
not found in industrialized societies

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40
Q

meditation

A

refers to a family of practives that train attention to heighten awareness an bring mental processes under greater voluntary control

deliberate effort to alter consciousness

2 main styles: focused attention and open monitioring

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41
Q

focused attention

A

1 of 2 main styles of meditation where attention is concentrated on specific object, image or bodily sensation like breathing

supposed to narrow attention to clear mind of clutter

ex: transcendental meditation roots in hinduism

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42
Q

open monitoring

A

1 of 2 main styles of meditation where attention is directed to contents of ones own moment-to-moment experience in nonjudgemental or reactive way

ex: mindfulness meditation-roots in zen buddhism

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43
Q

in meditative state

A

alpha and theta waves more prominent in EEG recordings meaning deep relaxation and very similar to light sleep-sort of like a unique state of consciousness

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44
Q

why do we sleep-evolutionary significance

A

3 hypotheses:
1-to conserve energy
2-to be immobilized and therefore out of danger
3-to restore energy and other resources used during waking hours

3 has most support-still debated

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45
Q

stimulants

A

drugs that tend to increase central nervous system activation and behavioral activity-caffeine, nicotine, cocaine, amphetamines

46
Q

stimulant effects

A

euphoria, buoyant elated energetic “i can conquer the world”, alertness

47
Q

physical dependence

A

exists when a person must continue to take the drug to avoid withdrawal illness

48
Q

psychological dependence

A

when a person must continue to take the drug to satisfy intense mental and emotional craving

49
Q

learning

A

any relatively durable change in behavior or knowledge that is due to experience

50
Q

classical conditioning

A

type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus

phobias often come from classical conditioning

51
Q

unconditioned stimulus

A

(US) comes from Pavlov

stimulus that evokes an unconditioned response without previous conditioning

52
Q

unconditioned response

A

UR-Pavlov

unlearned reaction to an unconditioned stimulus that occurs without previous conditioning

53
Q

unconditioned association

A

between unconditioned stimulus and unconditioned response

ex: meat powder and dog salivation

54
Q

conditioned stimulus

A

(CS) previously neutral stimulus that has through conditionig acquired the capacity to evoke a conditioned response

55
Q

conditioned response

A

(CR) learned reaction to a conditioned stimulus that occurs because of pervious conditioning

56
Q

evaluative conditioning

A

changes in the liking of a stimulus that result from pairing that stimulus with other positive or negative stimuli

acquisition of like and dislikes through classical conditioning

57
Q

extinction

A

the gradual weakening conditioned response tendency
classincal conditioning: occurs with continued exposure to CS without the US
operant conditioning: responding gradually slows and stops after reinforcement is terminated

58
Q

spontaneous recovery

A

reappearance of an extinguished response after a period of non-exposure to the conditioned stimulus
this reappearance of extinguished response ususally has a weaker response than the original peak response

59
Q

stimulus generalization

A

occurs when an organism that has learned a response to a specific stimulus responds in the same way to new stimuli that are similar to the original stimulus-adaptive because organisms rarely encounter exact same stimulus more than once

classical conditioning: CR is elicited by new stimulus that resembles CS

operant conditioning: responding increases in presence of new stimulus that resembles original discriminative stimulus

60
Q

stimulus discrimination

A

occurs when organism that has learned a response to a specific stiumulus does not resond in the same way to new stimuli that are similar to the original stimulus- adaptive because survival may depend on ability to distinguish edible from poisonous food etc.

classical conditioning: CR not elicited by new stimulus that resembles original CS

operant conditioning: responding does not increase in the presence of new stimulus that resembles original discrim stimulus

61
Q

operant conditioning

A

form of learning in which voluntary responses come to be controlled by their consequences-organisms tend to repeat responses that are followed by favorable consequences—says operant conditioning shapes behavior
named by BF Skinner

ex: study because it leads to good consequences which do not precede the studying

62
Q

skinner box

A

small enclosure in which an animal can make a specific response that is systematically recorded while the consequences of the response are controlled

63
Q

reinforcement contingencies

A

circumstances or rules that determine whether responses lead to the presentation of reinforcers
ex: whether a behavior should be rewarded or not

64
Q

cumulative recorder

A

creates graphic record of responding and reinforcement in a skinner box as a function of time

65
Q

shaping

A

in operant conditioning, operant responses are established through the gradual process of shaping. shaping is the reniforcement of closer and closer approximations of a desired response

66
Q

little albert

A

study done by watson,founder of behaviorism where every time 11 month old boy presented with rat there was a loud startling noise–eventually rat elicited fear response which eventually generalized to a fear of all white fluffy things (like the rat)

67
Q

primary reinforcers

A

events that are inherently reinforcing because they satisfy biological needs

68
Q

secondary reinforcers

A

events that acquire reinforcing qualities by being associated with primary reinforcers (ex: money, good grades, attention, flattery, praise, applause)

69
Q

continuous reinforcement

A

every instance of a designated response is reinforced

used to shape and establish a new response

70
Q

intermittent reinforcement

A

designated response is reinforced only some of the time-tends to have longer lasting effects-more resistant to extinction that continuous reinforcement

71
Q

positive reinforcement

A

response is strengthened because it is followed by the presentation of a rewarding stimulus

72
Q

negative reinforcement

A

response is strengthened because it is followed by the removal of an unpleasant stimulus

73
Q

albert bandura

A

observational learning

74
Q

observational learning

A

albert bandura-occurs when an organism’s responding is influenced by the observation of others who are called models

after observing your behavior may change

4 basic processes:
attention
retention
reproduction (mental image converts into overt behavior)
motivation (you won’t copy the model unless you believe that response will pay off)

75
Q

basic processes of memory

A

encoding
storage
retreival

76
Q

encoding

A

involves forming a memory code-

77
Q

storage

A

maintaing encoded information in memory over time

78
Q

retrieval

A

recovering info from memory stores

79
Q

attention

A

involves focussing awareness on a narrowed range of stimuli or events-need to pay complete attention in order to encode information

80
Q

levels of processing

A

not all attention created equal-there is shallow, intermediate and deep processing–shallow processing occurs when there is just structural encoding (structure of stimulus)–intermediate occurs with phonemic encoding (what a word sounds like)–deep processing occurs with semantic encoding (meaning of stimulus)

81
Q

levels of processing theory

A

deeper levels of processing result in longer-lasting memory codes

82
Q

to enrich encoding

A 
elaboration (enriches semantic encoding)
visual imagery (forms a whole other code in addition to semantic code)
83
Q

elaboration

A

linking stimulus to other information at the time of encoding. creating additional connections help you semantic encode

84
Q

visual imagery

A

creating visual images as you learn-helps facilitate memory because it provides a second kind of memory code-2 codes are better than 1

85
Q

dual coding theory

A

memory is enhanced by forming both semantic and visual codes since either can lead to recall

86
Q

short term memory

A

limitted capacity store that can maintain unrehearsed info for up to about 20 seconds
limitted in number of items it can hold–why chunking helps

87
Q

to aid retrieval

A

chunking

schemas (remember things that are consistent with schema better remembered)

88
Q

chunking

A

creating groups of familiar stimuli stored as a single unit

89
Q

working memory

A 
modular system for temporary storage and manipulation of information 
4 components-
phonological loop
visuospatial sketchpad
central executive system
episodic buffer
90
Q

phonological loop

A

at work when you use recitation to temporarily hold onto a phone number

91
Q

visuospatial sketchpad

A

allows people to temporarily hold and manipulate visual images–at work when you try to mentally rearrange the furniture in you bedroom

92
Q

central executive system

A

controls deployment of attention and switching the focus of attention and dividing attention as needed

93
Q

episodic buffer

A

temporary limited capacity store that allows the various components of working memory to integrate info and it serves as an interface between working memory and long term memory

94
Q

long term memory

A

unlimited capacity store that can hold info over lengthy periods of time

95
Q

retreival cues

A

stimuli that help gain access to memories such as hints related info or partial recollections

96
Q

tip of the tongue syndrome

A

temporary inability to remember something you know accompanied by a feeling that its just out of reach-retrieval cues help

97
Q

context cues

A

help to aid retrieval when put back in the context of forgotten event

98
Q

schemas/scripts

A

organized cluster of knoledge a particular object or event abstracted from previous experience with the object or event–people more likely to remember things consistent with their schema

script: series of actions

99
Q

elizabeth loftus

A

researched eyewitness testimony and found that the misinformation effect distorts recollections which show up in eyewitness testimony

100
Q

misinformation effect

A

occurs when participants’ recall of an event they witnessed is altered by introducing misleading post event info

ex: how fast when cars hit vs how fast when cars smashed

effect due in part to source monitoring which is the process of making inferences about the origins of memories

101
Q

ebbinghaus

A

used nonsense sylables (consonant-vowel consonant) and memorized long lists of them and tested his retention to form a forgetting curve which for him showed that he forgot more than 60% of syllables in 9 hours–less forgetting when material has meaning

102
Q

retention

A

proportion of material retained/remembered

103
Q

recall measure

A

requires participants to reproduce info on their own without any cues

104
Q

recognition measure

A

requires participants to select previously learned info from array of options

105
Q

decay theory

A

forgetting occurs because memory traces fade with time

106
Q

retroactive interference

A

new info impairs the retention of previously learned info

107
Q

proactive interference

A

occurs when previously learned info interferes with the retention of new info

108
Q

episodic memory system

A

made up of chronological or temporally dated recollections of personal experiences

109
Q

semantic memory system

A

contains general knowledge that is not tied to the time when the info was learned

110
Q

retrospective memory

A

involves remembering events from the past or previously learned info

111
Q

prospective memory

A

remembering to perform actions in the future

Psych 101 (3 decks)

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