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Final 102 Flashcards

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1
Q

Activation-synthesis theory

A

theory that dreams reflect inputs from brain activation originating in the pons, which the forebrain, then attempts to weave into a story

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2
Q

theory that dreams reflect inputs from brain activation originating in the pons, which the forebrain, then attempts to weave into a story

A

Activation-synthesis theory

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3
Q

neurocognitive theory

A

theory that dreams are a meaningful product of our cognitive capacities, which shape what we dream about

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4
Q

theory that dreams are a meaningful product of our cognitive capacities, which shape what we dream about

A

neurocognitive theory

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5
Q

Past life regression theory (hypnosis)

A

therapeutic approach that hypnotizes and supposedly age-regresses patients to a previous life to identify the source of a present-day problem

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6
Q

therapeutic approach that hypnotizes and supposedly age-regresses patients to a previous life to identify the source of a present-day problem

A

Past life regression theory

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7
Q

sociocognitive theory (hypnosis)

A

approach to explaining hypnosis based on people’s attitudes, beliefs, and expectations

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8
Q

approach to explaining hypnosis based on people’s attitudes, beliefs, and expectations

A

sociocognitive theory

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9
Q

dissociation theory (hypnosis)

A

approach to explaining hypnosis based on a separation between personality functions that are normally well integrated

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10
Q

approach to explaining hypnosis based on a separation between personality functions that are normally well integrated

A

dissociation theory

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11
Q

Visual Neglect

A

a complex attention disorder characterized by a tendency to ignore things that appear on one side of the body, usually the left side

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12
Q

a complex attention disorder characterized by a tendency to ignore things that appear on one side of the body, usually the left side

A

Visual Neglect

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13
Q

circadian rhythms

A

biological activities that rise and fall in a 24-hour cycle

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14
Q

biological activities that rise and fall in a 24-hour cycle

A

circadian rhythms

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15
Q

biological clock

A

brain structures that schedule rhythmic variations in bodily functions by triggering them at the appropriate times

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16
Q

brain structures that schedule rhythmic variations in bodily functions by triggering them at the appropriate times

A

biological clock

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17
Q

memory consolidation

A

REM plays a role in strengthening or consolidating new memories

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18
Q

REM plays a role in strengthening or consolidating new memories

A

memory consolidation

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19
Q

Manifest content

A

things seen and otherwise experienced by dreamer

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20
Q

things seen and otherwise experienced by dreamer

A

Manifest content

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21
Q

Latent content

A

hidden desires that are too disturbing to be confronted directly

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22
Q

hidden desires that are too disturbing to be confronted directly

A

Latent content

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23
Q

Threat simulation

A

dreaming evolved to help us practice the skills needed to avoid threats

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24
Q

dreaming evolved to help us practice the skills needed to avoid threats

A

Threat simulation

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25
Q

Dyssomnia

A

problems associated with the amount, timing, and quality of sleep

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26
Q

problems associated with the amount, timing, and quality of sleep

A

Dyssomnia

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27
Q

hypersomnia

A

too much sleep

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28
Q

too much sleep

A

hypersomnia

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29
Q

somnambulism

A

mainly childhood; non-REM sleep; sleep-walking

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30
Q

mainly childhood; non-REM sleep; sleep-walking

A

somnambulism

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31
Q

Noctural enuresis

A

bedwetting

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32
Q

bedwetting

A

Noctural enuresis

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33
Q

Myths hypnosis

A
  1. Hypnosis produces a trance state in which “amazing” things happen
  2. Hypnotic phenomena are unique
  3. Hypnosis is a sleeplike state
  4. Hypnotized people are unaware of their surroundings
  5. Hypnotized people forget what happened during hypnosis
  6. Hypnosis enhances memory
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34
Q

hypnotically induced behaviour characterized by an ability to hold one or more limbs in a rigid position for long periods of time without tiring; motivated nonhypnotized subjects can enact catalepsy as well as hypnotized subjects

A

Catalepsy

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35
Q

Catalepsy

A

hypnotically induced behaviour characterized by an ability to hold one or more limbs in a rigid position for long periods of time without tiring; motivated nonhypnotized subjects can enact catalepsy as well as hypnotized subjects

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36
Q

people have an idea about what hypnosis is about and act accordingly

A

Social Role-Playing

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37
Q

Social Role-Playing

A

people have an idea about what hypnosis is about and act accordingly

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38
Q

Hypnotic Dissociation

A

a hypothesized, hypnotically induced splitting of consciousness during which two streams of awareness are said to coexist; one that is fully under the sway of the hypnotist’s suggestions and one that remains more aloof and objective

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39
Q

a hypothesized, hypnotically induced splitting of consciousness during which two streams of awareness are said to coexist; one that is fully under the sway of the hypnotist’s suggestions and one that remains more aloof and objective

A

Hypnotic Dissociation

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40
Q

Meditation

A

manipulation of awareness, often used for relaxation and self-reflection

“altered state of mind”, relaxation, and involves an induction ceremony

breathing, mantra, passive state of mind

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41
Q

manipulation of awareness, often used for relaxation and self-reflection

“altered state of mind”, relaxation, and involves an induction ceremony

breathing, mantra, passive state of mind

A

Meditation

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42
Q

Biofeedback

A

a technique by which individuals can monitor and learn to control the involuntary activity of some of the body’s organs and functions

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43
Q

a technique by which individuals can monitor and learn to control the involuntary activity of some of the body’s organs and functions

A

Biofeedback

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44
Q

Orienting response

A

an inborn tendency to shift one’s focus of attention toward a novel or surprising event – automatic

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45
Q

an inborn tendency to shift one’s focus of attention toward a novel or surprising event – automatic

A

Orienting response

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46
Q

Habituation

A

the decline in the tendency to respond to an event that has become familiar through repeated exposure

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47
Q

the decline in the tendency to respond to an event that has become familiar through repeated exposure

A

Habituation

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48
Q

Sensitization

A

an increase in the tendency to respond to an event that has been repeated; sensitization is more likely when a repeated stimulus is intense

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49
Q

an increase in the tendency to respond to an event that has been repeated; sensitization is more likely when a repeated stimulus is intense

A

Sensitization

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50
Q

Learning (4 concepts)

A

Is inferred from a change in behaviour or performance

Results in an inferred change in memory

Is the result of experience

Is relatively permanent

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51
Q

Unconditioned stimulus (UCS)

A

elicits an automatic response without proper conditioning

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52
Q

elicits an automatic response without proper conditioning

A

Unconditioned stimulus (UCS)

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53
Q

Unconditioned response (UCR)

A

automatic response to an unconditioned stimulus

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54
Q

automatic response to an unconditioned stimulus

A

Unconditioned response (UCR)

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55
Q

response elicited by a previously neutral stimulus as a result of conditioning

A

Conditioned response (CR):

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56
Q

Conditioned response (CR):

A

response elicited by a previously neutral stimulus as a result of conditioning

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57
Q

Conditional stimulus (CS):

A

initially neutral stimulus which, after conditioning, elicits a condition response (CR)

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58
Q

initially neutral stimulus which, after conditioning, elicits a condition response (CR)

A

Conditional stimulus (CS):

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59
Q

Acquisition:

A

learning phase during which a conditioned response is established

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60
Q

learning phase during which a conditioned response is established

A

Acquisition:

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61
Q

Extinction

A

gradual reduction and eventual elimination of the CR after the CS is presented repeatedly without the US

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62
Q

gradual reduction and eventual elimination of the CR after the CS is presented repeatedly without the US

A

Extinction

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63
Q

Spontaneous recovery

A

sudden reemergence of an extinct CR after a delay following an extinction procedure

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64
Q

sudden reemergence of an extinct CR after a delay following an extinction procedure

A

Spontaneous recovery

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65
Q

Renewal effects

A

sudden reemergence of a CR following extinction when an animal is returned to the environment in which the CR was acquired

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66
Q

sudden reemergence of a CR following extinction when an animal is returned to the environment in which the CR was acquired

A

Renewal effects

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67
Q

Stimulus generalization

A

process by which CS similar but not identical to the original CS elicit a CR

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68
Q

process by which CS similar but not identical to the original CS elicit a CR

A

Stimulus generalization

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69
Q

Stimulus discrimination

A

process by which organisms display a less pronounced CR to CS that differ from the original CS

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70
Q

process by which organisms display a less pronounced CR to CS that differ from the original CS

A

Stimulus discrimination

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71
Q

Higher-order conditioning

A

developing a CR to a CS by virtue of its association with another CS

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72
Q

developing a CR to a CS by virtue of its association with another CS

A

Higher-order conditioning

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73
Q

Radical Behaviourism

A

a perspective on the analysis of human and animal behaviour that emphasizes explaining behaviour in terms of environmental events and that minimizes the use of internal explanations like thoughts, beliefs, and intentions

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74
Q

a perspective on the analysis of human and animal behaviour that emphasizes explaining behaviour in terms of environmental events and that minimizes the use of internal explanations like thoughts, beliefs, and intentions

A

Radical Behaviourism

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75
Q

Who founded Radical Behaviourism?

A

B.F. Skinner

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76
Q

B.F. Skinner

A

Who founded Radical Behaviourism?

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77
Q

Continuous reinforcement schedule

A

one in which a reward is delivered each and every time the target behaviour is performed

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78
Q

one in which a reward is delivered each and every time the target behaviour is performed

A

Continuous reinforcement schedule

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79
Q

Partial reinforcement schedule

A

can be fixed or variable, and ratio or interval

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80
Q

can be fixed or variable, and ratio or interval

A

Partial reinforcement schedule

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81
Q

fixed-ratio

A

number of responses required for reinforcement is fixed and does not change from trial to trial

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82
Q

number of responses required for reinforcement is fixed and does not change from trial to trial

A

fixed-ratio

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83
Q

variable-ratio

A

a certain number of responses is required for reinforcement, but the # of required responses typically changes from trial to trial

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84
Q

a certain number of responses is required for reinforcement, but the # of required responses typically changes from trial to trial

A

variable-ratio

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85
Q

fixed-interval

A

the reinforcement is delivered for the first response that occurs following a fixed interval of time

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86
Q

the reinforcement is delivered for the first response that occurs following a fixed interval of time

A

fixed-interval

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87
Q

variable-interval

A

the allotted time before a response will yield reinforcement changes from trial to trial

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88
Q

the allotted time before a response will yield reinforcement changes from trial to trial

A

variable-interval

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89
Q

Triskaidekaphobia

A

extreme superstition regarding the number thirteen.

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90
Q

extreme superstition regarding the number thirteen.

A

Triskaidekaphobia

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91
Q

Latent learning

A

learning that’s not directly observable

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92
Q

learning that’s not directly observable

A

Latent learning

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93
Q

Cognitive map

A

mental representation of how a physical space is organized

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94
Q

mental representation of how a physical space is organized

A

Cognitive map

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95
Q

latent inhibition

A

difficulty establishing classical conditioning to an already familiar stimulus

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96
Q

difficulty establishing classical conditioning to an already familiar stimulus

A

latent inhibition

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97
Q

conditioned compensatory response

A

a CR that is the opposite of the UCR and serves to compensate for the UCR

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98
Q

a CR that is the opposite of the UCR and serves to compensate for the UCR

A

conditioned compensatory response

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99
Q

Fetishism

A

sexual attraction to nonliving things

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100
Q

sexual attraction to nonliving things

A

Fetishism

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101
Q

operant conditioning

A

learning controlled by the consequences of the organism’s behaviour

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102
Q

learning controlled by the consequences of the organism’s behaviour

A

operant conditioning

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103
Q

Mirror neurons

A

cell in the prefrontal cortex that becomes activated by specific motions when an animal both performs and observes that action

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104
Q

cell in the prefrontal cortex that becomes activated by specific motions when an animal both performs and observes that action

A

Mirror neurons

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105
Q

Preparedness

A

evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value (e.g., snakes, heights, phobias)

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106
Q

evolutionary predisposition to learn some pairings of feared stimuli over others owing to their survival value (e.g., snakes, heights, phobias)

A

Preparedness

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107
Q

tendency for animals to return to innate behaviours following repeated reinforcement

A

Instinctive drift

108
Q

Instinctive drift

A

tendency for animals to return to innate behaviours following repeated reinforcement

109
Q

Memory

A

Retention of information over time

110
Q

Retention of information over time

A

Memory

111
Q

Sensory Memory

A

the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended.

112
Q

the shortest-term element of memory. It is the ability to retain impressions of sensory information after the original stimuli have ended.

A

Sensory Memory

113
Q

Short-term Memory

A

seems to be between 15 and 30 seconds, according to Atkinson and Shiffrin (1971). Items can be kept in ________ memory by repeating them verbally (acoustic encoding), a process known as rehearsal.

114
Q

seems to be between 15 and 30 seconds, according to Atkinson and Shiffrin (1971). Items can be kept in ________ memory by repeating them verbally (acoustic encoding), a process known as rehearsal.

A

Short-term Memory

115
Q

Long-term Memory

A

the final stage of the dual memory model proposed in the Atkinson-Shiffrin memory model, in which information can be stored for long periods of time. (indefinitely)

116
Q

the final stage of the dual memory model proposed in the Atkinson-Shiffrin memory model, in which information can be stored for long periods of time. (indefinitely)

A

Long-term Memory

117
Q

Decay

A

fading of information from memory over time

118
Q

fading of information from memory over time

A

Decay

119
Q

Interference

A

loss of information from memory because of competition from additional information

120
Q

loss of information from memory because of competition from additional information

A

Interference

121
Q

Retro-interference

A

interference with retention of old information due to acquisition of new information

122
Q

interference with retention of old information due to acquisition of new information

A

Retro-interference

123
Q

Pro-active interference

A

interference with acquisition of new information due to previous learning of information

124
Q

interference with acquisition of new information due to previous learning of information

A

Pro-active interference

125
Q

The magic number

A

the span of short-term memory, according to George Miller is seven plus or minus two pieces of information

126
Q

the span of short-term memory, according to George Miller is seven plus or minus two pieces of information

A

The magic number

127
Q

Chunking

A

organizing information into meaningful groupings, allowing us to extend the span of short-term memory

128
Q

organizing information into meaningful groupings, allowing us to extend the span of short-term memory

A

Chunking

129
Q

repeating information to extend the duration of retention in short-term memory and promote the likelihood of transfer to long-term memory

A

Rehearsal

130
Q

Rehearsal

A

repeating information to extend the duration of retention in short-term memory and promote the likelihood of transfer to long-term memory

131
Q

Maintenance rehearsal

A

repeating stimuli in their original form to retain them in short-term memory (e.g., phone number)

132
Q

repeating stimuli in their original form to retain them in short-term memory (e.g., phone number)

A

Maintenance rehearsal

133
Q

Elaborative rehearsal

A

linking stimuli to each other in a meaningful way to improve retention of information in short-term memory (e.g., remembering names)

134
Q

linking stimuli to each other in a meaningful way to improve retention of information in short-term memory (e.g., remembering names)

A

Elaborative rehearsal

135
Q

semantic

A

Long-term errors in memory, (based on the meaning of the information);

136
Q

Long-term errors in memory, (based on the meaning of the information);

A

semantic

137
Q

acoustic

A

short-term errors, based on the sound of the information we have received)

138
Q

short-term errors, based on the sound of the information we have received)

A

acoustic

139
Q

Primacy effect

A

tendency to remember words at the beginning of a list especially well

140
Q

tendency to remember words at the beginning of a list especially well

A

Primacy effect

141
Q

Recency effect

A

tendency to remember words at the end of a list especially well

142
Q

tendency to remember words at the end of a list especially well

A

Recency effect

143
Q

graph depicting both primacy and recency effects on people’s ability to recall terms on a list

A

Serial position curve

144
Q

Serial position curve

A

graph depicting both primacy and recency effects on people’s ability to recall terms on a list

145
Q

von Restorff effect

A

Tendency to remember stimuli that are distinctive or that stick out like sore thumbs from other stimuli

146
Q

Tendency to remember stimuli that are distinctive or that stick out like sore thumbs from other stimuli

A

von Restorff effect

147
Q

Semantic memory

A

our knowledge of facts about the world (e.g., capital of Thailand)

148
Q

our knowledge of facts about the world (e.g., capital of Thailand)

A

Semantic memory

149
Q

Episodic memory

A

recollection of events in our lives

150
Q

recollection of events in our lives

A

Episodic memory

151
Q

Explicit memory

A

memories we recall intentionally and of which we have conscious awareness

152
Q

memories we recall intentionally and of which we have conscious awareness

A

Explicit memory

153
Q

Implicit memory

A

memories we don’t deliberately remember or reflect on consciously

154
Q

memories we don’t deliberately remember or reflect on consciously

A

Implicit memory

155
Q

Procedural memory

A

memory for how to do things, including motor skills and habits

156
Q

memory for how to do things, including motor skills and habits

A

Procedural memory

157
Q

our ability to identify a stimulus more easily or more quickly after we’ve encountered similar stimuli

A

Priming

158
Q

Priming

A

our ability to identify a stimulus more easily or more quickly after we’ve encountered similar stimuli

159
Q

Encoding

A

process of getting information into our memory banks (many strategies – very individualistic)

160
Q

process of getting information into our memory banks (many strategies – very individualistic)

A

Encoding

161
Q

Mnemonic

A

a learning aid, strategy, or device that enhances recall (e.g., HOMES)

162
Q

a learning aid, strategy, or device that enhances recall (e.g., HOMES)

A

Mnemonic

163
Q

Pegword method

A

Rhyming (e.g., one is a bun – bun is the pegword)

Pictures (from textbook – hippocampus – hippo camping under a tree)

164
Q

Rhyming (e.g., one is a bun – bun is the pegword)

Pictures (from textbook – hippocampus – hippo camping under a tree)

A

Pegword method

165
Q

Method of Loci

A

Places or location

166
Q

Places or location

A

Method of Loci

167
Q

Keyword Method

A

depends on your ability to think of an English word (keyword) that reminds you of the word you are trying to remember

168
Q

depends on your ability to think of an English word (keyword) that reminds you of the word you are trying to remember

A

Keyword Method

169
Q

Schemas

A

organized knowledge structure or mental model that we’ve stored in memory

170
Q

organized knowledge structure or mental model that we’ve stored in memory

A

Schemas

171
Q

Scripts

A

“stories” that we have for certain events; social stories used with different target groups

172
Q

“stories” that we have for certain events; social stories used with different target groups

A

Scripts

173
Q

Retrieval cues

A

hints that make it easier for us to recall information

174
Q

hints that make it easier for us to recall information

A

Retrieval cues

175
Q

Recall

A

generating previously remembered information

176
Q

generating previously remembered information

A

Recall

177
Q

Recognition

A

selecting previously remembered information from an array of options

178
Q

selecting previously remembered information from an array of options

A

Recognition

179
Q

Relearning

A

reacquiring knowledge that we’d previously learned but largely forgotten over time

180
Q

reacquiring knowledge that we’d previously learned but largely forgotten over time

A

Relearning

181
Q

Distributed practice

A

Studying in smaller increments/chunks over a longer amount of time

182
Q

Studying in smaller increments/chunks over a longer amount of time

A

Distributed practice

183
Q

Mass practice

A

Studying in large increments over a brief amount of time (massed)

184
Q

Studying in large increments over a brief amount of time (massed)

A

Mass practice

185
Q

Encoding specificity

A

Phenomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it

186
Q

Phenomenon of remembering something better when the conditions under which we retrieve information are similar to the conditions under which we encoded it

A

Encoding specificity

187
Q

Context-dependent learning

A

superior retrieval of memories when the external context of the original memories matches the retrieval context

188
Q

superior retrieval of memories when the external context of the original memories matches the retrieval context

A

Context-dependent learning

189
Q

State-dependent learning

A

superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding

190
Q

superior retrieval of memories when the organism is in the same physiological or psychological state as it was during encoding

A

State-dependent learning

191
Q

Engram

A

physical trace of each memory in the brain (Karl Lashley)

192
Q

physical trace of each memory in the brain (Karl Lashley)

A

Engram

193
Q

Long-term potentiation (LTP)

A

Gradual strengthening of the connections among neurons from repetitive stimulation

194
Q

Gradual strengthening of the connections among neurons from repetitive stimulation

A

Long-term potentiation (LTP)

195
Q

Suggestive memory technique

A

procedure that encourages patients to recall memories that may or may not have taken place

196
Q

procedure that encourages patients to recall memories that may or may not have taken place

A

Suggestive memory technique

197
Q

Misinformation effect

A

creation of fictitious memories by providing misleading information about an event after it takes place

198
Q

creation of fictitious memories by providing misleading information about an event after it takes place

A

Misinformation effect

199
Q 
Suggestibility
Misattribution
Bias
Transcience
Persistence
Blocking
Absentmindedness
A

Seven Sins of Memory

200
Q

Seven Sins of Memory

A 
Suggestibility
Misattribution
Bias
Transcience
Persistence
Blocking
Absentmindedness
201
Q

Features of language (4)

A

Phonemes, Morphemes, Syntax, Extralinguistic information

202
Q

Phonemes, Morphemes, Syntax, Extralinguistic information

A

Features of language (4)

203
Q

Phonemes

A

the sounds of our language

204
Q

the sounds of our language

A

Phonemes

205
Q

the smallest units of meaningful speech

A

Morphemes

206
Q

Morphemes

A

the smallest units of meaningful speech

207
Q

the grammatical rules that govern how we compose words into meaningful strings

A

Syntax

208
Q

Syntax

A

the grammatical rules that govern how we compose words into meaningful strings

209
Q

Extralinguistic information

A

elements of communication that aren’t part of the content of language but are critical to interpreting its meaning, such as facial expressions and tone of voice

210
Q

elements of communication that aren’t part of the content of language but are critical to interpreting its meaning, such as facial expressions and tone of voice

A

Extralinguistic information

211
Q

Related words often have similar-sounding initial consonant clusters

A

phonesthemes

212
Q

phonesthemes

A

Related words often have similar-sounding initial consonant clusters

213
Q

Pragmatics

A

the practical knowledge used to comprehend the intentions of a speaker and to produce an appropriate response

214
Q

the practical knowledge used to comprehend the intentions of a speaker and to produce an appropriate response

A

Pragmatics

215
Q

Social Pragmatics Account

A

suggests that specific aspects of the social environment structure of language learning

216
Q

suggests that specific aspects of the social environment structure of language learning

A

Social Pragmatics Account

217
Q

General Cognitive Processing Account

A

Proposed that children’s ability to learn language results from general skills that children apply across a variety of activities (e.g., children’s ability to perceive, learn, and recognize patterns may be all they need to learn language)

218
Q

Proposed that children’s ability to learn language results from general skills that children apply across a variety of activities (e.g., children’s ability to perceive, learn, and recognize patterns may be all they need to learn language)

A

General Cognitive Processing Account

219
Q

Linguistic determinism

A

view that all thought is represented verbally and that, as a result, our language defines our thinking

220
Q

view that all thought is represented verbally and that, as a result, our language defines our thinking

A

Linguistic determinism

221
Q

Linguistic relativity

A

view that characteristics of language shape our thought processes

222
Q

view that characteristics of language shape our thought processes

A

Linguistic relativity

223
Q

Before we read we must:

A
  1. realize that writing is meaningful
  2. understand that writing moves in a specific direction
  3. learn to recognize the letters of the alphabet
  4. learn that printed letters have specific sounds
224
Q

Thinking

A

any mental activity or processing of information, including learning, remembering, perceiving, communicating, believing, and deciding, often in an attempt to reach a goal such as solving a problem

225
Q

any mental activity or processing of information, including learning, remembering, perceiving, communicating, believing, and deciding, often in an attempt to reach a goal such as solving a problem

A

Thinking

226
Q

Cognition

A

Includes both contents (what you know) and processes (how you manipulate these processes)

227
Q

Includes both contents (what you know) and processes (how you manipulate these processes)

A

Cognition

228
Q

Framing

A

the way a question is formulated, which can influence the decisions people make

229
Q

the way a question is formulated, which can influence the decisions people make

A

Framing

230
Q

Problem solving

A

generating a cognitive strategy to accomplish a goal

231
Q

generating a cognitive strategy to accomplish a goal

A

Problem solving

232
Q

Algorithm

A

step-by-step procedure to solve a problem (e.g., fixing a carburetor, performing a surgical procedure, making a sandwich)

233
Q

step-by-step procedure to solve a problem (e.g., fixing a carburetor, performing a surgical procedure, making a sandwich)

A

Algorithm

234
Q

Emotion

A

Mental state or feeling associated with our evaluation of our experiences

235
Q

Mental state or feeling associated with our evaluation of our experiences

A

Emotion

236
Q

Seven primary emotions

A

Anger, disgust, fear, happiness, sadness, surprise, contempt

237
Q

Display rules

A

cross-cultural guidelines for how and when to express emotions

238
Q

cross-cultural guidelines for how and when to express emotions

A

Display rules

239
Q

theory of emotion that argues that body reactions precede and drive the subjective experience of emotions (I feel afraid because my heart is pounding)

A

James-Lange Theory

240
Q

James-Lange Theory

A

theory of emotion that argues that body reactions precede and drive the subjective experience of emotions (I feel afraid because my heart is pounding)

241
Q

a theory of emotion that argues that body reactions and subjective experiences occur together, but independently (The dog makes me feel afraid and my heart pounds).

A

The Cannon-Bard Theory

242
Q

The Cannon-Bard Theory

A

a theory of emotion that argues that body reactions and subjective experiences occur together, but independently (The dog makes me feel afraid and my heart pounds).

243
Q

a theory of emotion that argues that the cognitive interpretation, or appraisal, of a body reaction creates the subjective experience of emotion

A

The Schachter Theory or Two-factor Theory

244
Q

The Schachter Theory or Two-factor Theory

A

a theory of emotion that argues that the cognitive interpretation, or appraisal, of a body reaction creates the subjective experience of emotion

245
Q

Non-verbal Expression of Emotions

A

Facial features; Body language; Gestures

246
Q

Proxemics

A

the study of personal space

247
Q

the study of personal space

A

Proxemics

248
Q

Public distance

A

3 metres (12 feet for more)

249
Q

3 metres (12 feet for more)

A

Public distance

250
Q

Social distance

A

1.25 to 3 metres (4 to 12 feet)

251
Q

1.25 to 3 metres (4 to 12 feet)

A

Social distance

252
Q

Personal distance

A

0.5 metres to 1.25 metres (1.5 to 4 feet)

253
Q

0.5 metres to 1.25 metres (1.5 to 4 feet)

A

Personal distance

254
Q

Intimate distance

A

0 to 0.5 metres (0 to 1.5 feet)

255
Q

0 to 0.5 metres (0 to 1.5 feet)

A

Intimate distance

256
Q

Instincts

A

unlearned characteristic patterns of responding that are controlled by specific triggering stimuli in the world; not thought to be an important factor in explaining goal-directed behaviour in humans

257
Q

unlearned characteristic patterns of responding that are controlled by specific triggering stimuli in the world; not thought to be an important factor in explaining goal-directed behaviour in humans

A

Instincts

258
Q

Primary drive

A

a psychological state that arises in response to an internal physiological need, such as hunger or thirst

259
Q

a psychological state that arises in response to an internal physiological need, such as hunger or thirst

A

Primary drive

260
Q

Secondary drive

A

a drive learned by association with a primary drive (e.g., the need for money)

261
Q

a drive learned by association with a primary drive (e.g., the need for money)

A

Secondary drive

262
Q

Homeostasis

A

the process through which the body maintains a steady state, such as a constant internal temperature or an adequate amount of fluids

263
Q

the process through which the body maintains a steady state, such as a constant internal temperature or an adequate amount of fluids

A

Homeostasis

264
Q

Incentive Motivation

A

external factors in the environment – such as money, an attractive person, or tasty food – that exert pulling effects on people’s actions (Incentive theories – theories that propose that we’re often motivated by positive goals)

265
Q

external factors in the environment – such as money, an attractive person, or tasty food – that exert pulling effects on people’s actions (Incentive theories – theories that propose that we’re often motivated by positive goals)

A

Incentive Motivation

266
Q

Achievement Motivation

A

a need for achievement that varies in strength across individuals; its strength on any given task depends on a. one’s expectations about success and b. how much value one places on succeeding at the task

267
Q

a need for achievement that varies in strength across individuals; its strength on any given task depends on a. one’s expectations about success and b. how much value one places on succeeding at the task

A

Achievement Motivation

Psych 102 (2 decks)

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