Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSY 201 > Exam #3 > Flashcards

Exam #3 Flashcards

1
Q

conciousness

A

One’s moment to moment subjective experience of the world

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

global workspace model

A

Contents of consciousness depend on which brain circuits are active as part of a coordinated network of brain areas
Too little activity will cause stimuli to be subliminal
Activity can be magnified if attention is drawn to a stimulus
No single brain region responsible for awareness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Traumatic brain injury (TBI)

A

(ex: Concussion): impairments in mental functioning raised by a blow to or very sharp movement to the head, concussion is a minor TBI

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

coma

A

allows brain to rest, doesnt respond to external stimuli

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

vegetative state/unresponsive wakefulness syndrome

A

not normal brain activity, no signs of consciousness, move eyes spontaneously

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

minimally conscious state

A

people who emerge from comas make deliberate movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

locked-in syndrome

A

Paralyzed except for the muscles that control eye movement. Conscious (aware) and can think and reason, but cannot move or speak;

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

brain death

A

irreversible loss of brain function, die cuz cant breathe

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

attention

A

notice taken of someone or something; the regarding of someone or something as interesting or important.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Overt Attention

A

directing attention by moving the eyes, head, and body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Covert Attention

A

Directing attention without moving the eyes, head, and body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

cocktail-party effect

A

can listen to and understand one person’s voice while ignoring all others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

shadowing

A

the participant receives different auditory messages in each air but is required to “shadow” (repeat) only one, will only attend to one input
Cannot repeat content of unattended input
Cannot report oddities in unattended input
Can report change in pitch/disappearance of unattended input, low-level sensory processing is there

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

divided attention

A

People can also divide their attention and deal with a great deal of high level information concurrently.
Some argue that practice does not increase the amount of information to which a person can attend, but rather increases the amount of information that he/she can analyze automatically, without attention.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Stroop interference effect

A

An example of a perceptual skill that has become automatic (to the point of being obligatory) with practice, naming color of words as fast as possble

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

cell phones and driving

A

Talking on cell phones (hands free or not) while driving is as dangerous as driving while intoxicated due to inattention to the driving task (attention is divided).
Drunk Driving => drive more aggressively.
Cell Phone Driving => Slower reaction times + greater chance of getting into an accident.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Treisman’s Feature Integration Theory

A

We automatically identify certain “primitive” features in the environment (color, orientation, shape, motion) we analyze different features independently from each other
Identifying an object based on one unique feature is fast
In contrast, putting together features of an object to form a complete percept requires focal attention

feature search –> one type of feature that the participant is looking for
conjunction search –> multiple features asked to find

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

change blindness

A

failure to notice large changes in the environment, when there is no sudden transient in the image to draw our attention to the change, only detect changes in attended items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Attention and stimulus

A

Attention can enhance the processing of (and neural activity for) a specific type of stimulus or the location of a stimulus.
PPA: Parahippocampal place area - properties of scenes and places for neural processing
FFA: Fusiform Face Area - properties of faces for neural processing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Learning

A

Associative Learning: Linking two stimuli or events that occur together

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Learning (a behaviorists view)

A

A kind of adaptation to the environment which occurs within the lifetime of an individual.
A set of processes through which sensory experience at one time affects an individual’s behavior at a future time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Behaviorism

A

an attempt to understand behavior as the relationship between observable stimuli and observable responses. Learning is emphasized. Recognize 2 different learning processes: classical and operant conditioning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

classical conditioning

A

A type of associate learning in which a neutral stimulus comes to elicit a response when it is associated with a stimulus that already produces that response (salivate to bell) learning predictable signals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Features of classical conditioning (UCS, UCR, NS, CS, CR, the paradigm)

A

UCS (unconditioned stimulus): A stimulus that elicits a response, such as a reflex, without prior learning
UCR (unconditioned response): A response that doesnt have to be learned, such as a reflex unconditioned reflex (UCS=>UCR)
NS (neutral stimulus): a stimulus that at first elicits no response
CS (conditioned stimulus): a stimulus that elicits a response only after learning
CR (conditioned response): A response to a conditioned stimulus, a response that has been learned, conditioned reflex (CS => CR)

–Paradigm: NS + UCS => UCR, CS => CR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

(CC) Temporal contiguity

A

CS must precede UCS by a very short time (1/2 – 1 sec)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

(CC) Contingency

A

CS must reliably predict UCS’s occurrence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

(CC) Extinction

A

A process in which the conditioned response is weakened when the conditioned stimulus is repeated without the unconditioned stimulus (different from forgetting)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

(CC) spontaneous recovery

A

the reemergence of conditioned responding to an extinguished conditioned stimulus (CS) with the passage of time since extinction.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

(CC) stimulus generalization and discrimination

A

Change the CS slightly. Still elicits the CR

29
Q

(CC) Counterconditioning

A

Allows for the reduction of a phobia by pairing the feared conditioned stimulus with a favored stimulus.

30
Q

Pavlov’s dogs

A

Unconditioned Stimulus (Food) > Unconditioned Response (Salivate); Neutral Stimulus (Metronome) > No Conditioned Response. The dogs salivating for food is the unconditioned response in Pavlov’s experiment. A conditioned stimulus is a stimulus that can eventually trigger a conditioned response. In the described experiment, the conditioned stimulus was the ringing of the bell, and the conditioned response was salivation.

31
Q

Phobias & fear conditioning (little Albert)

A

a 9-month-old infant who was tested on his reactions to various neutral stimuli. He was shown a white rat, a rabbit, a monkey and various masks. A hammer was struck against a steel bar behind his head, startling him and making him cry. The white rat was presented and seconds later the hammer was struck against the steel bar. After seven pairings of the rat and noise (in two sessions, one week apart), Albert reacted with crying and avoidance when the rat was presented without the loud noise. By now little Albert only had to see the rat and he immediately showed every sign of fear. He would cry (whether or not the hammer was hit against the steel bar) and he would attempt to crawl away.

32
Q

Tolerance response and drug addiction

A

Tolerance = a decrease in responsiveness to a drug (helps protect body from drug)
Drug (UCS) => tolerance response (UCR) (reflex)
NS (familiar setting) + UCS (drug) => UCR (tolerance response)
CS (familiar setting) => CR (tolerance response)
With time, tolerance increases. Use more drugs for the same effect.
What happens when you take drugs in an unfamiliar setting?

33
Q

Conditioned taste (food) aversion

A

special learning mechanism to associate taste and smell of food in mammals with illness even when illness occurs hours after food eaten. One trial learning. Biologically adaptive

34
Q

Operant Conditioning

A

Learning about the consequences of behavior (R => S => change in R) –Thorndyke’s puzzle boxes and the Law of Effect

35
Q

operant chamber (Skinner box)

A

an apparatus for the laboratory study of operant behavior. It typically consists of a small enclosure and is equipped so that all stimuli are presented, and all responses are detected and recorded, automatically

36
Q

Shaping

A

a process of operant conditioning; involves reinforcing behaviors that are increasingly similar to the desired behavior

37
Q

partial reinforcement schedules

A

Reward only some of the responses. Learning isn’t faster, but it is better (more resistant to extinction).

Positive reinforcer: the administration of a stimulus that increases the probability of a behavior’s reoccurrence (stimulus there)
Negative reinforcer: the removal of an unpleasant stimulus to increase the probability of a behavior’s reoccurrence (stimulus taken away)
Positive Punishment: the administration of a stimulus to decrease the probability of a behavior’s reoccurrence (if you want the behavior to stay, you reinforce it)
Negative Punishment: the removal of a stimulus to decrease the probability of a behavior’s recurrence (if you don’t want the behavior to stay, you negatively react to it)

**go over intervals and ratios part

38
Q

Slot machines

A

Slot machines use operant conditioning to efficiently train addictive behaviors.
*Partial reinforcement to maximize persistence of behavior.
*Ratio schedules to maximize rate of responding.
*Flashing lights, bells & music heighten excitement with each win.
*Losses Disguised as Wins (LDWs): payouts smaller than the original bet
are revealed just like wins (flashing lights, bells & music).

39
Q

latent learning

A

learning not immediately demonstrated in behavior. Learn things that are not reinforced

40
Q

Cognitive maps

A

Rats learn an internal representation of a maze = a cognitive map, rather than just a series of left-right turns.

41
Q

Observational Learning

A

the process of learning by watching the behaviors of others. The targeted behavior is watched, memorized, and then mimicked.

42
Q

Biological basis of learning

A

Learning involves changes in the brain that result from exposure to environmental events.

43
Q

Associative learning is Hebbian

A

“cells that fire together wire together”
if you keep using the same neural pathways it makes the path stronger

44
Q

Information Processing Model of Memory

A

sensory memory => STM (short term memory) <=> LTM (long term memory)

45
Q

Control processes - attention

A

the concentration of awareness on some phenomenon to the exclusion of other stimuli. Sensory memory to short term memory.

46
Q

Control processes - rehearsal

A

the repetition of information in an attempt to maintain it longer in memory

47
Q

Control processes - encoding

A

the initial learning of information. Short term memory to long term memory.

48
Q

Control processes - storage

A

refers to maintaining information over time

49
Q

Control processes - retrieval

A

the ability to access information when you need it

50
Q

Instinctual drift

A

the animal acts on the button in a way that is similar to how they would interact to the reward

51
Q

Implicit (procedural) knowledge

A

a learned skill of habitual response (ex. Riding a bike). Only accessible through performance. The knowledge of how to perform a specific skill or task, and is considered knowledge related to methods, procedures or operation of equipment.

52
Q

Explicit (declarative) knowledge

A

can be made explicit or declared in words or with a picture. Knowledge that is straightforwardly expressed and shared between people.

53
Q

Semantic (declarative) knowledge

A

general knowledge of the world (ex. Meaning of the word “bird”). The general knowledge and features that make up concepts that people have acquired and abstracted from their experiences.

54
Q

Episodic (declarative) knowledge

A

the ability to recall and mentally re-experience specific episodes from one’s personal past.

55
Q

biological basis of learning operant conditioning

A

the neural basis of positive reinforcement in operant conditioning is the release of the neurotransmitter dopamine in the reward centers of the brain. The activation of dopamine neurons in the nucleus accumbens (part of the limbic system) is associated with the experience of pleasure.

56
Q

sensory memory

A

there are separate stores for each. Allows us to experience the world as a continuous stream of information rather than as discrete sensations.

57
Q

iconic memory

A

visual sensory memory → large capacity (nearly perfect cued recall) but duration is short (<1 sec)
Sperling (when they flashed the letters and told you what row to recall after (from Zaps)

58
Q

Echoic memory

A

auditory sensory memory (3-4s long)

59
Q

Haptic memory

A

touch sensory memory (<1s long)

60
Q

Function of sensory memory

A

enables us to experience the world as a continuous stream of information

61
Q

STM / Working Memory

A

The ability to encode, maintain, and manipulate information in one’s immediate awareness. The only memory storage accessible to consciousness. It has to be maintained by rehearsal, otherwise it decays and is lost.
Verbal STM: approx. 7 items (+or- 2)
True capacity (non verbal STM) → harder to rehearse
STM/working memory capacity is correlated with intelligence.
Function: Active processing of information and is important for problem solving.
Decays within 20-30 seconds unless rehearsed or actively manipulated.
Neurally, maintained by active firing of neurons representing the information

62
Q

primacy effect

A

First #s in a sequence are remembered in LTM w/ rehearsal

63
Q

Recency Effect

A

Last #s in a sequence are remembered in STM
Recall more items from beginning (primacy effect) and end (recency effect) of list. Final items recalled because they are still in STM. Early items are recalled because they are rehearsed more than later ones and therefore have a better chance of being encoded into LTM. (matters on when you test them → if you test them before 20-30 seconds, the recency effect would be stronger than primacy, but after that, primacy is more effective).

64
Q

Ways to increase recall

A

Attention
Deep encoding (meaning)
Elaborative rehearsal (chunk/organize knowledge & relate facts to each other and what you know).
Use verbal and visual mnemonics for rote memory.
Practice retrieving information (e.g., answering test questions; recalling the information)
Overlearning (repetition, especially spaced)!
Distributed study time (vs. cramming).
Adequate sleep!

65
Q

testing effects

A

when studying it’s better to test yourself

66
Q

overlearning / repetition

A

the more you study on one day the better you are the next day
Spacing effect: Information is retained better when repetition is distributed over time.
Massed practice (doing your studying on one day) produces speedy short term-learning but poorer long-term recall. Distributed study (vs. cramming) produces better long term recall.

67
Q

Fusiform face area

A

face recognition (in regards to attention)

68
Q

Parahippocampal place area

A

places recognition (in regards to attention)

69
Q

Chunking

A

Info can be “chunked”into larger units.
Chunking especially useful if can organize items to
match something in LTM.

PSY 201 (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions