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exam revision Flashcards

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1
Q

define nature and nurture

A

nature: genetic info you’re born with
nurture: environment and way you were raised

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2
Q

define sensitive and critical periods

A

sensitive: flexible time when you can more easily learn a skill, although it can be learned later
critical: set time period where you have to learn a skill or it will never develop

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3
Q

define the 3 types of Ainsworth attachments

A

secure: good
avoidant: comfortable with anyone
resistant: clingy and difficult to comfort

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4
Q

what was the conclusion of hubel and weisel cat experiment

A

eyes didn’t develop because they were closed during the critical period.

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5
Q

harry harlows rhesus monkeys conclusion

A

babies prefer comfort over food

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6
Q

piaget stages, two key concepts

A

concrete operational: conservation (two glasses hold the same amount even though theyre different sizes)

formal operational: abstract thinking

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7
Q

erik eriksons stages of psychosocial development, names

A

hope, will, purpose, competence, fidelity, love, caring, wisdom

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8
Q

erik erikson key crisies

A

trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority

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9
Q

typical vs atypical behaviour

A

normal vs abnormal
e.g speaking at normal times vs saying random things randomly

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10
Q

mental health continuum

A

mentally healthy: can cope
mental health problem: struggles coping, short term, behaviour makes them struggle sometimes
mental disorder: cant cope, long term, behaviour impairs ability to function.

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11
Q

forebrain, midbrain, hindbrain

A

front, middle, back

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12
Q

cerebellum, pons, medulla (hindbrain)

A

cerebellum: ball + Cauliflower like
regulates posture and balance.
regulates muscle tone & coordination
damage
problems with muscle coordination & balance

pons: nerve bundle above medulla
sleep, dreaming and arousal from sleep (‘waking’), helps control breathing
relays messages between areas of brain

medulla: Controls automatic functions such as breathing, heart rate, blood pressure, digestions

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13
Q

reticular formation (midbrain)

A

helps us selectively focus our attention & alertness
regulates arousal and muscle tone (tension)

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14
Q

Thalamus, cerebrum (in forebrain)

A

thalamus: sits on top of brain stem,
Relay station - filters information from almost all the sense receptor sites (except the nose), then passes it to the cerebral cortex

cerebrum: Outer layer known as cerebral cortex
responsible for almost everything we consciously think, feel and do.
they are the lobes

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15
Q

frontal lobe
Parietal Lobe
Occipital Lobe
Temporal Lobe

A

frontal lobe: planning and reasoning.
attention, personality and control of emotions.
Prefrontal cortex - association area Primary motor cortex - controlling voluntary bodily movements.
Broca’s area - speech

Parietal Lobe: Behind the frontal lobe and occupies the upper back half of the brain
Receives and processes sensory information from the body
Involved with spatial reasoning
Primary Somatosensory Cortex (PSC) (touch / pain / pressure)

Occipital Lobe: back of the head.
Receives & processes visual information
integrates visual information with other information.
Eg: Interacts with Temporal Lobe association area to recognize faces

Temporal Lobe: above and around the top of each ear.
Receive and process sounds from both ears.
Memory of facts & personal memories - links emotions to memories
Helps us Identify objects and recognise faces
Left Lobe also has Wernicke’s Area - understanding speech

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16
Q

Wernicke’s aphasia
brocas aphasia

A

Wernicke’s aphasia: wordy speech (says random things and struggles putting rational sentences together)

broca’s aphasia: broken speech (knows what they want to say but struggles to say / think of the words and how to say them)

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17
Q

Sensory Neurons
interneurons
motor neurons

A

Sensory Neurons: receive and carry sensory information, from the external world via our sense organs and internally within the body from muscles joints and tendons to the CNS

interneurons: (connecting neurons) act as a link between sensory and motor neurons, allowing them to communicate with one another.

motor neurons: carry messaged from the CNS to enable muscles to move, cause glands to secrete chemicals and help function of internal organs like the heart

18
Q
A

dendrites: short widely branching nerve fibres detect and receive neural info from other neurons

soma/ cell body: structure that determines whether the neuron will be activated & send a message

axon: Single tubelike fluid filled extension that transmits information from the soma to other cells in the body

myelin sheath: White fatty covering that helps insulate the axon to help deliver messages quicker

nodes of ranvier: small gaps where the myelin sheath is missing.

axon terminals: Branches on the end of the axon containing small sacs of neurochemicals

terminals buttons: hold neurotransmitters which are released to carry messages to the dendrites of other neurons.

19
Q

synaptic transmission, lock and key process

A

The neurotransmitter (KEY) will search for the receptor site that has a complementary shape.
Once the neurotransmitter finds the matching receptor on the dendrite (LOCK) and binds to it
This “unlocks” the postsynaptic neuron.
A dendrite can have many different types of receptor sites on it so it can receive different types of neurotransmitters.

20
Q

electrical message.
chemical message

A

electrical: The message travels within the neuron as an action potential.
chemical: When a message is sent from one neuron to the next neurotransmitters are released.

21
Q

Some neurotransmitters have an excitatory effect (Glutamate)
Other neurotransmitters have an inhibitory effect (GABA)

A

glutamate:They make the post-synaptic neuron more likely to fire.
GABA: They make the post-synaptic neuron less likely to fire.

22
Q

Neural plasticity and how

A

is the ability of the brain’s neural structure and function to be changed by experience throughout the lifespan.
new neural pathways can form and link up with existing pathways
existing pathways may interconnect with other pathways
they re-organise and re-assign neural connections and pathways based on which parts of the brain are overused, under used and/or injured.

23
Q

Developmental plasticity - Myelination
Developmental plasticity - Synaptogenesis
Developmental plasticity - Synaptic Pruning

A

myelination: The process of creating myelin to protect & insulate neurons - this has the effect of making neural transmission more efficient and effective. high in infancy and adolescence
synaptogenesis: Is the the rapid expansion in the formation of new synapses as part of this neurons also develop new dendrites and more dendrite branches
high before birth and infancy.
synaptic pruning:

24
Q

adaptive plasticity- Re-routing
adaptive plasticity- sprouting

A

re-routing: An undamaged neuron that has lost a connection with an active neuron may seek a new active neuron and connect with it instead.
sprouting: Growth of additional branches on axons or dendrites to enable new connections. Sprouting can also involve re-routing when sprouting occurs from a damaged area and the new growth activates previously deactivated neurons.

25
Q

Frontal Lobe Damage
Parietal lobe damage

A

frontal: Biological changes – often problems with motor activities
Psychological changes – emotion, personality and cognition (thinking) which in turn affect behaviour.
Social changes – socially inappropriate behaviour which in turn affects relationships
parietal: Spatial neglect – patients with damage to rear area of the parietal lobe are unable to notice anything on one side of their body.

26
Q

Chronic Traumatic Encephalopathy (CTE)

A

Is the result of too many subconcussive hits to the head.Symptoms can begin as early as the age of 30, most commonly in sufferers 40’s and 50’s.
Can only be diagnosed using a post-mortem
Symptoms include: problems in thinking and memory, changes in personality, slowness in cognitive functioning.
In some cases this leads to an early dementia.

27
Q

scientific method

A

the steps followed when conducting research or scientific experiments

28
Q

ipod

A

independent variable
population
outcome
dependent variable

29
Q

what is iv and dv
extraneous variable

A

iv: variable that is changed for different groups / conditions
dv: variable measured, affected by the iv
extraneous: another variable other than the iv that has an unwanted effect on the dv

30
Q

experimental group and control group

A

experimental experiences change in iv
control is constant so it can be compared

31
Q

9 types of research methodologies

A

controlled
correlation
case studies
classification and identification
feildwork
modelling
simulation
product, process or system development
literature reveiws

32
Q

between-subjects within subjects and mixed subject designs

A

between: 2 or more separate groups of participants
-bigger sample size :)
-time efficient :)
-participant related variables
within: 1 group of participants exposed to experimental and control conditions
-no participant related variables:)
- order effect :(
-time consuming:(
mixed: combination of between and within
-no order effects:)
-Participant related variables:(
-time consuming:(

33
Q

sample and population
sampling types

A

sample: group of people chosen for the study from the population
population: group of interest from which the sample is taken.
convenience: participants readily available
- time efficient and easy:)
- generally not a good rep of population:(
random: everyone has equal chance of being chosen
- better rep of population:)
-time consuming:(
stratified: experimenter groups on particular characteristics and only samples from those groups
-equal rep:)
-time consuming, even more than random :(

34
Q

variable types

A

participant: differences between participants in each group that may have unwanted effects on iv

non-standardised instructions and procedures: differences in instructions and procedures for each group that may influence results

order: participants have already experienced a condition and may influence results.

placebo: participant believes something will occur

experimenter: experimenter unwillingly influences dv

35
Q

primary and secondary data

A

primary: first hand from researcher
secondary: collected by someone before them

36
Q

quantitative and qualitative data

A

quantitative: info that can be counted or measured, numerical
qualitative: language and descriptions

37
Q

accuracy, true value, uncertainty and precision

A

accuracy: how close thing being measured is to the true value
true value: perfect, used to build other things and compare to
uncertainty: not knowing exactly what the true value is
precision: how close a set of measurement values are to each other

38
Q

systematic and random errors

A

systematic: consistent differences in the process of measurement
random: differences that occur randomly during measurement, unpredictable

39
Q

repeatability, reproducibility and validity

A

repeat: how easy/ close replicates of the measurements and results are to each other
reproduce: conditions being altered being measured again
valid: how well scientific investigation is designed and how useful and generalisable the info is

40
Q

5 ethical concepts

A

beneficence: commitment to do whats right / good
integrity: being honest and reliable
justice: being fair and not taking too many risks, costs or resources for too little benefit
nonmaleficence: benefit outweighs risk. avoiding harm and protection
respect: treating people well and treating people based on their individual needs.

41
Q

6 ethical guidlines

A

confidentiality
debriefing
informal consent procedures: people know what they’re getting into.
use of deception in research
voluntary participation
withdrawal rights

psychology (5 decks)

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