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1
Q

person’s characteristic emotional reactivity and intensity

A

temperament

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2
Q

focuses on our ability to understand our own and others’ mental states (those with ASD struggle with this ability)

A

Theory of the Mind

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3
Q

normal process by which we form emotional ties with important others.

A

attachment

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4
Q

occurs only in certain animals that have a critical period very early in their development during which they must form their attachments and they do so in an inflexible manner

A

imprinting

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5
Q

coercive parenting

A

authoritarian

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6
Q

unrestraining parenting

A

permissive

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7
Q

confrontive parenting

A

authoritative

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8
Q

retina contains 3 different – which when stimulated in combination can produce the perception of any color

A

color receptors

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9
Q

sodium essential to physiological process

A

salty

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10
Q

proteins

A

umami

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11
Q

energy source

A

sweet

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12
Q

potential toxic acid

A

sour

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13
Q

potential poison

A

bitter

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14
Q

brain interpreted loudness from – of activated hair cells

A

number

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15
Q

place theory: we hear different pitches because different sound waves trigger activity of different places along –

A

cochlea’s basilar membrane

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16
Q

sound strikes one ear sooner and more intensely than other which helps with deterring the – of sound

A

location

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17
Q

system for sensing position and movement of individual body parts

A

kinesthesia

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18
Q

sense of body movement and position (balance)

A

vestibular sense

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19
Q

associates 2 stimulus and thus anticipates events

A

classical conditioning

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20
Q

associates response (our behavior) and its consequence

A

operant conditioning

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21
Q

neutral stimulus are events the dog could see and hear but not – with food

A

associate

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22
Q

fMRI

A

spatially precise

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23
Q

MRI

A

spatially precise

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24
Q

PET

A

spatially precise

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25
Q

EEG

A

temporally precise

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26
Q

somatosensory cortex is in the – lobe

A

parietal

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27
Q

primary motor cortex is in the – lobe

A

frontal

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28
Q

3 main levels of analysis

A

biology, psychology, social-cultural

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29
Q

pyschodynamic emphasized by –

A

Freud

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30
Q

T/F: genes are static

A

false, genes can change due to stress

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31
Q

What are three ways we forget?

A

encoding failure, storage decay, and retrieval failure

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32
Q

unattended info never entered our memory system

A

encoding failure

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33
Q

info fades from our memory

A

storage decay

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34
Q

we cannot access stored info accurately, sometimes due to interference or motivated forgetting

A

retrieval failure

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35
Q

When we are tested immediately after viewing a list of words, we tend to recall the first and last items best, which is known as the –

A

serial position

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36
Q

activation (often without our awareness) of associations

A

priming

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37
Q

example of – is like seeing a gun might temporaily predispose someone to interpret an ambiguous face as threatening or to recall a boss as nasty

A

priming

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38
Q

Which brain area responds to stress hormones by helping to create stronger memories?

A

amygdala

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39
Q

The neural basis for learning and memory, found at the synapses in the brain’s memory-circuit connections, results from brief, rapid stimulation is called

A

long-term potentiation

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40
Q

implicit memories (non declarative) without conscious recall is –

A

automatic

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41
Q

explicit declarative memories with conscious recall is –

A

effortful

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42
Q

automatic memory processing occurs in

A

cerebellum and basal ganglia

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43
Q

effortful memory processing occurs in

A

hippocampus and frontal lobes

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44
Q

space, time, frequency (where you ate dinner yesterday) is a – memory process

A

automatic

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45
Q

T/F: motor and cognitive skills like riding a bike is an automatic memory processing

A

true

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46
Q

classical conditioning such as reaction in dentist’s office is a – memory process

A

automatic

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47
Q

T/F: facts and general knowledge is a form of effortful memory processing

A

true

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48
Q

personally experienced events (family holidays) is an – memory process

A

effortful

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49
Q

T/F: Remembering how to tie shoes but not recall a conversation after a brain damage –> our implicit memories are processed by more ancient brain areas which apparently escape damage during brain accident.

A

true

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50
Q

Making material personally meaningful involves processing at a deep level, because you are processing – based on the meaning of words

A

semantically

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51
Q

deep processing leads to – retention

A

greater

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52
Q

At which of Atkinson-Shiffrin’s three memory stages would iconic and echoic memory occur?

A

sensory memory

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53
Q

Multiple choice questions test our –

A

recognition

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54
Q

Fill-in-the-blanks test our –

A

recall

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55
Q

It would be better to test your memory with – rather than recognition

A

recall

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56
Q

What two new concepts update the classic Atkinson-Shiffren’s three stage info processing model: 1. We form some memories through – without our awareness. The Atkinson-Shiffren model only focused on conscious memories

A

automatic processing

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57
Q

What two new concepts update the classic Atkinson-Shiffren’s three stage info processing model: 2. The newer concept of a – emphasizes the active processing that we now know takes place in Atkinson-Shiffren’s short-term memory stage

A

working memory

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58
Q

What are the two basic functions of working memory?

A

active processing of incoming visual-spatial and auditory info; focusing our spotlight of attention

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59
Q

Knowing the way from your bed to the bathroom in the dark.

A

Latent learning

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60
Q

Your little brother getting in a fight after watching a violent action movie.

A

Observational learning

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61
Q

Salivating when you smell brownies in an oven.

A

Classical conditioning

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62
Q

Disliking the taste of chili after becoming violently sick a few hours after eating chili

A

Biological predisposition

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63
Q

Your dog racing to greet you on your arrival home

A

Operant conditioning

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64
Q

Jason’s parents and older friends all smoke, but they advise him not to. Juan’s parents and friends don’t smoke but they say nothing to deter him from doing so. Who is more likely to smoke?

A

Jason because observational learning studies suggest that children tend to do as others do and say what they say

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65
Q

give a desired stimulus

A

positive reinforcement

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66
Q

take away a desired stimulus

A

negative punishment

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67
Q

give an undesired stimulus

A

positive punishment

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68
Q

take away an undesired stimulus

A

negative reinforcement

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69
Q

Telemarketers are reinforced by which schedule?

A

variable ratio (varying number of calls)

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70
Q

People checking the oven to see if the cookies are done are on which schedule?

A

fixed interval

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71
Q

Airline frequent-flyer programs that offer a free flight after every 25,000 miles of travel are using which reinforcement schedule?

A

fixed ratio

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72
Q

Baby stops crying once parents grant her wish. baby is showing – reinforcement

A

negative

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73
Q

Parents – reinforce a baby’s crying by letting her sleep with them

A

positively

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74
Q

In Watson and Rayner’s experiments “Little Albert” learned to fear a white rat after repeatedly experiencing a loud noise as the rat was presented. What was the unconditioned stimulus?

A

loud noise

75
Q

In Watson and Rayner’s experiments “Little Albert” learned to fear a white rat after repeatedly experiencing a loud noise as the rat was presented. What was the unconditioned response?

A

fear response to the noise

76
Q

In Watson and Rayner’s experiments “Little Albert” learned to fear a white rat after repeatedly experiencing a loud noise as the rat was presented. What was the neutral stimulus?

A

rat before it was paired with the noise

77
Q

In Watson and Rayner’s experiments “Little Albert” learned to fear a white rat after repeatedly experiencing a loud noise as the rat was presented. What was the conditioned stimulus?

A

rate after pairing

78
Q

In Watson and Rayner’s experiments “Little Albert” learned to fear a white rat after repeatedly experiencing a loud noise as the rat was presented. What was the conditioned response?

A

fear of rat

79
Q

If viewing an attractive nude (a US) elicits sexual arousal (UR), then pairing the US with a new stimulus (violence) could turn the violence into a – that also becomes sexually arousing, a conditioned response

A

conditioned stimulus

80
Q

US –> UR
US + NS –> UR
neutral stimulus becomes –

A

conditioned stimulus

81
Q

If the aroma of baking a cake sets your mouth watering, what is the US? CS? CR?

A 
US = cake
CS = associated aroma
CR = mouth watering to aroma
82
Q

An experimenter sounds a tone just before delivering an air puff to your blinking eye. After several repetitions, you blink to tone alone. What is NS? US? UR? CS? CR

A 
NS = tone (before conditioning)
US = air puff
UR = blink to air puff
CS = tone (after conditioning)
CS = blink to tone
83
Q

Habits form when we repeat behaviors in a given context and as a result learn – often without our awareness

A

associations

84
Q

source of vision

A

light waves striking the eye

85
Q

receptors for vision

A

rods and cones in retina

86
Q

source of hearing

A

sound waves striking the outer ear

87
Q

sound receptors

A

cochlear hair cells in inner ear

88
Q

source of touch

A

pressure, warmth, cold on skin

89
Q

touch receptors

A

skin receptors detect pressure, warmth, cold, and pain

90
Q

source of taste

A

chemical molecules in the mouth

91
Q

taste receptors

A

basic tongue receptors

92
Q

source of smell

A

chemical molecules breathed in through the nose

93
Q

smell receptors

A

millions of receptors at top of nasal cavity

94
Q

source of body position (kinesthesia)

A

any change in position of a body part, interacting with vision

95
Q

body position (kinesthesia) receptors

A

kinesthetic sensors in joints, tendons, and muscles

96
Q

source of body movement (vestibular sense)

A

movement of fluids in the inner ear caused by head/body movement

97
Q

body movement (vestibular sense) receptors

A

hairlike receptors in the semicircular canals and vestibular sacs

98
Q

We have – basic touch sense

A

four

99
Q

We have – basic taste sensations

A

five

100
Q

T/F: we have no basic smell receptors

A

true

101
Q

Different combinations of odor receptors send messages to the – enabling us to recognize some 10,000 different smells

A

brain

102
Q

sensory receptors that enable the perception of pain in response to potentially harmful stimuli

A

nociceptors

103
Q

gate-control theory states that the spinal cord contains a neurological “gate” that blocks – or allows them to pass on to the brain

A

pain signals

104
Q

pate is opened by the activity of pain signals traveling up the – and is closed by activity in larger fibers or by information coming from the brain

A

small nerve fibers

105
Q

T/F: If a hair cell loses sensitivity to soft sounds, it may still respond to loud sounds

A

true

106
Q

harder-tohear sounds are amplified more than loud sounds

A

compressed sound

107
Q

The longer the sound waves are, the – their frequency is and the – their pitch

A

lower; lower

108
Q

The outer ear collects sounds waves, which are translated into – by the middle ear and turned into fluid waves in the inner ear

A

mechanical waves

109
Q

The – translates the energy into electrical waves and sends them to the brain (thalamus then auditory cortex), which perceives and interprets the sound

A

auditory nerve

110
Q

The outer ear funnels sound waves to the –

A

ear drum

111
Q

The bones of the middle ear amplify and relay the eardrum’s vibrations through the oval window and into the fluid-filled –

A

cochlea

112
Q

opponent-process cells in the – for red-green, yellow-blue, and white-black

A

retina

113
Q

The Young-Helmoltz and opponent-process theories are – and outline the two stages of color vision

A

complementary

114
Q

generativity vs stagnation

A

middle adulthood

115
Q

integrity vs despair

A

late adulthood

116
Q

initiative vs guilt

A

preschool

117
Q

intimacy vs isolation

A

young adulthood

118
Q

identity vs role confusion

A

adolescence

119
Q

competence vs inferiority

A

elementary school

120
Q

trust vs mistrust

A

infancy

121
Q

autonomy vs shame and doubt

A

toddlerhood

122
Q

object permanence

A

sensorimotor

123
Q

pretend play

A

preoperational

124
Q

conservation

A

concrete operational

125
Q

abstract logic

A

formal operational

126
Q

ability to reverse math operations

A

concrete operational

127
Q

having difficulty taking another’s point of view (as when blocking someone’s view of the TV)

A

preoperational

128
Q

Developmental researchers who emphasize learning and experience are supporting –

A

continuity

129
Q

those who emphasize biological maturation are supporting –

A

stages

130
Q

– theory is supported by Piaget (cognitive development), Kolhberg (moral development), and Erikson (psychosocial development) but challenged by findings that change is more gradual and less culturally universal than these theorists suggested

A

stage

131
Q

some traits such as temperamne do exhibit remarkable – across many years but we do change in other ways such as in our social attitudes

A

stability

132
Q

an amplified recording of the waves of electrical activity sweeping across the brain’s surface (these waves are measured by electrodes placed on the scalp)

A

electroencephalogram (EEG)

133
Q

visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task

A

PET scan

134
Q

technique that uses magnetic fields and radio waves to produce computerized images of soft tissue; shows brain anatomy

A

MRI scan

135
Q

– nervous system controls the more autonomous (self-regulating) internal functions

A

autonomic

136
Q

ANS’s – arouses and expends energy

A

sympathetic

137
Q

ANS’s – calms and conserves energy, allowing routine maintenance

A

parasympathetic

138
Q

– carry info from sensory receptors to brain

A

sensory afferent neurons

139
Q

– carry info from brain and spinal cord to muscles and glands

A

motor efferent neurons

140
Q

more verbal hemisphere

A

left

141
Q

hemisphere that excels in visual perception and recognition of emotion

A

right

142
Q

– % are left handed

A

10

143
Q

dual processing: mind processes info on two separate tracks one for – and one for –

A

explicit (conscious sequential) and implicit (unconscious parallel)

144
Q

T/F: consciousness sometimes arrives late to the decision-making party

A

true

145
Q

T/F: unconscious parallel processing is faster than sequential conscious processing

A

true

146
Q

Erikson’s idea that – is formed in infancy by our experiences with responsive caregivers

A

basic trust

147
Q

The brain’s – mature during adolescence

A

frontal lobe

148
Q

the tendency to choose similar others

A

selection effect

149
Q

age of middle adulthood

A

40-65

150
Q

T/F: as years pass, recall begins to decline especially for meaningless info but recognition memory remains strong

A

true

151
Q

T/F: surveys show that life satisfaction is unrelated to age

A

true

152
Q

– is the difference we can discern between two stimuli 50% of the time

A

difference threshold = just noticeable threshold

153
Q

minimum stimulation necessary of us to be consciously aware of it 50% of the time

A

absolute threshold

154
Q

to recognize an object we must perceive it or see it as a – distinct from its surroundings (the ground)

A

figure

155
Q

people given glasses that shift the world slightly to the left or right experience

A

perceptual adaptation

156
Q

sound waves differ in amplitude

A

loudness

157
Q

sound waves differ in frequency

A

pitch

158
Q

explains how we hear high-pitched sound

A

place theory

159
Q

explains how we hear low-pitched sound

A

frequency theory

160
Q

Through – we sense the position and movement of our body parts

A

kinesthesia

161
Q

we monitor our head’s (and thus our body’s) position and movement and maintain our balance

A

vestibular sense

162
Q

we associate two events we do not control and respond automatically

A

respondent behavior

163
Q

we learn that certain events occur together

A

associate learning

164
Q

we learn to associate two or more stimuli

A

classical conditioning

165
Q

Pavlov’s work on classical conditioning lead the foundation for – the view that psychology should be an objective science that studies behavior without reference to mental processes

A

behaviorism

166
Q

A CS is a previously NS that after association with a – comes to trigger a CR

A

unconditioned stimulus

167
Q

associating NS with US so that the NS begins triggering a CR

A

acquisition

168
Q

– are satisfying because we have learned to associate them with more basic rewards

A

conditioned or secondary reinforcers

169
Q

3 processing stages in Atkinson-Shiffren’s model

A

sensory, short-term, long-term

170
Q

short-term capacity is about – but this info disappears from memory quickly without rehearsal

A

7 +/- 2

171
Q

working memory capacity varies with

A

age, intelligence, etc

172
Q

effective effortful processing include

A

chunking, mneomincs, hierarchies, and distributed practice

173
Q

in – we encode words based on their structure or appearance

A

shallow processing

174
Q

we easily remember material that is personally meaningful

A

self-reference effect

175
Q

very stressful events can trigger – memories

A

flashbulb

176
Q

appears to be the neural basis of learning

A

long-term potentiation

177
Q

In LTP, neurons become more efficient at releasing and sensing the presence of – and more connections develop between neurons

A

neurotransmitters

178
Q

the idea that cues and contexts specific to a particular memory will be most effective in helping us recall it

A

specificity principle

179
Q

returning to the same physical context or emotional state in which we formed a memory can help us retrieve it

A

mood congruency

180
Q

inability to form new memories

A

anterograde amnesia

181
Q

inability to retrieve old memories

A

retrograde amnesia

182
Q

people have formed false memories, incorporating misleading details, after receiving wrong info after an event or by repeatedly imagining and rehearsing something that never happened

A

misinformation effect

183
Q

interferes with recall of new info

A

proactive

184
Q

new learning disrupts old info

A

retroactive

Psych 10 (22 decks)

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