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PSYO 310 > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Breath of Life Theory

A

Humans in an interconnected web of reality; INDG perspective, community-based approach

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2
Q

Socrates

A

objects are learned and grouped in memory, based on functionality (context)

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3
Q

Socrates

A

When you see a Prius vs. Dodge Ram; you can group them together as “vehicles”

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4
Q

Plato

A

Memory like wax; eventually our mind had metaphorical indentations in it from learning

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5
Q

Aristotle

A

Memory is compartmentalized; hierarchical

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6
Q

Aristotle’s Association

A

different mechanisms for learning; similarity, contiguity, causality

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7
Q

Similarity

A

You have an argument with someone while you’re in a bad mood - associate past memories with the present argument; memories are highly interconnected based on this

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8
Q

Contiguity

A

golden arches and hamburgers (McDonalds)

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8
Q

Contiguity

A

When things appear to us, they might remind us of something else

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8
Q

Causality

A

Something is always going to cause something else, an event that reliably produces another outcome

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9
Q

Descartes

A

I think, therefore I am

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9
Q

Empiricism

A

all the ideas we have are a result of experience

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9
Q

Empiricism

A

Opposed to nativism

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9
Q

Descartes

A

Mind-Body dualism; mind and body exist as separate entities

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10
Q

Reflex Arc

A

Descartes; automatic pathway from sensory stimulus to a motor response

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10
Q

John Locke

A

tabula rasa; blank slate

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10
Q

John Locke

A

associationism; red + sweet = cherry

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10
Q

Kant

A

born with biological capacity to interpret the world; nativism

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11
Q

Kant

A

idealism - we make inferences, schema; abstract knowledge that is mentally formed of the external world (concept of truth)

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12
Q

Hebbian Theory

A

When an axon of cell A is near enough to excite a cell B; and repeatedly takes part in firing it

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13
Q

Some growth process or metabolic change takes place in one or both cells (i.e. A’s efficiency as one of the cells firing B)

A

Hebbian Theory

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14
Q

Habituation

A

decreased gill withdrawal reflex in Aplysia

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15
Q

Sensitization

A

shock, gentle touch in Aplysia

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16
Q

Learning

A

Process by which changes (in behaviour) as a result of an organisms experience interacting with the world

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17
Q

Memory

A

Organism’s internal record of past experiences acquired through learning

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18
Q

Humans are separated from animals by souls

A

Yes = Plato, Descartes

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19
Q

Humans are separated from animals by souls

A

No = Darwin

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20
Q

Nativism

A

Yes = Plato, Descartes, Kant

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21
Q

Nativism

A

Yes = Plato, Descartes, Kant

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22
Q

Nativism

A

No = Aristotle, Locke

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23
Q

What are the reasons Herman Ebbinghaus’ research would not meet modern standards?

A

external validity, subject bias, blind design, experimenter bias

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24
Q

External validity

A

the applicability of results to a broader population

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25
Q

subject bias

A

influence of subject’s prior knowledge or expectations on outcome of an experiment; conscious or unconscious

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26
Q

blind design

A

participants do not know the hypothesis being tested or their treatment group

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27
Q

experimenter bias

A

influence of experimenter’s prior knowledge on outcome of an experiment

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28
Q

Cognition

A

Forms of knowing and awareness such as perceiving, remembering, reasoning, judging, imagining and problem solving

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29
Q

Embodied cognition

A

school of thought wherein cognition is centered around perception-action phenomenon

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30
Q

recency effect

A

the last words you viewed were the easiest ones to remember

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31
Q

primacy effect

A

words you see first are easier to remember

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32
Q

recency/primacy effect together

A

Forget the middle words

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33
Q

Dr. Mary Whiton Calkins

A

Paired-association technique, what has our biology evolved to learn best

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34
Q

Paired-association technique

A

cue hints at target word; cue is given - participants asked to recall target

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35
Q

conceptual connection

A

sun = beach

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36
Q

rhyming connection

A

fable = table

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37
Q

selective interference tasks

A

interrupt main task with a secondary task; dual task

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38
Q

memorizing a word list with simultaneous instrumental music or speech audio

A

dual task; selective interference tasks

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39
Q

implicit learning task

A

testing of incidental learning; below conscious awareness

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40
Q

Performance measurements

A

accuracy, efficiency

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41
Q

accuracy

A

percent correct, incorrect, missed; recall

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42
Q

efficiency

A

speed to correct response, response time, reaction time, response latency

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43
Q

mental chronometry

A

time required to process mental events

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44
Q

assumption with mental chronometry

A

faster = more efficient processing; stimulus - brain - output behaviour

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45
Q

testing implicit bias

A

automatically activated response occurring outside of conscious awareness

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46
Q

explicit bias

A

one that someone can choose to conceal, more likely to be expressed

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47
Q

harder to measure because of explicit bias

A

deception; because a person is aware of what they are doing

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48
Q

Implicit association test

A

measures the strength of associations between concepts and evaluations

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49
Q

IAT

A

measures not concerned with accuracy

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50
Q

adultification bias

A

perception that a child is older and more mature than their age

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51
Q

EOL

A

ease of learning; predict how easily you can learn new material

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52
Q

JOL

A

Judgement of learning; confidence in material previously studied

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53
Q

FOK

A

feeling of knowing

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54
Q

Computed tomography shows…

A

brain structure and anatomy

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55
Q

Magnetic Resonance imaging shows…

A

structure through magnetic fields/radio waves

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56
Q

Shows differences in topography (shape) and volume

A

CT and MRI

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57
Q

Electroencephalography

A

summative measure - not specific focus of the locus of where activity is coming from

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58
Q

EEG shows activity in….

A

real time; millivolts mV

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59
Q

Position emission tomography shows…

A

activity by monitoring oxygen

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60
Q

Patient ingests radioactive substance and activity shows up where that radioactive substance latches…

A

PET scan; it integrates into blood stream

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61
Q

Function MRI shows…

A

changes in oxygen levels to measure activity

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62
Q

fMRI

A

monitors the change in oxygen levels in the brain, i.e. the presence of blood; indirect measure of brain activity

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63
Q

metamemory judgements

A

what participants think of their own memory (confidence ratings); EOL, JOL, FOK

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64
Q

Specialized expertise is required for execution and analysis

A

con to using fMRI

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65
Q

high resolution imaging which provides a lot of data

A

pro to using fMRI

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66
Q

What variables cannot be controlled for using a within-subjects design?

A

Age, brain damage; i.e. you cannot make someone be 9 and 20 at the same time, you cannot make someone have brain damage and not have brain damage at the same time.

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67
Q

Quasi-independent vairable

A

when true random assignment is not possible

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68
Q

examples of quasi-independent variables

A

gender, brain damage, age; cannot randomly assign people to a brain damaged group

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69
Q

Internal validity

A

methodology

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70
Q

internal validity involves…

A

design and execution of the study

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71
Q

external validity involves…

A

the generalizability to other situations

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72
Q

ecological validity concerns…

A

the extent to which the experiment mirrors real-life situations/behaviours

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73
Q

Henry Holaison

A

lost ability to form new memories, retained knowledge of everything prior to surgery; conscious learning stopped

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74
Q

What is the CNS composed of?

A

Neurons

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75
Q

Designed for communication

A

axons and dendrites

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76
Q

dendrites

A

accept incoming information

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77
Q

where are neurotransmitter receptors located?

A

dendrites

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78
Q

send information to other cells

A

axons

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79
Q

play the role of accepting incoming information

A

the dendrites; like branches on a tree

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80
Q

neurotransmitter receptors

A

wait for molecules to land/chemically bind to them

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81
Q

action potential

A

starts at the neuron’s cell body, chemical/electrical wave runs down the length of the axon

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82
Q

transmembrane channels

A

formed of g-protein coupled receptors

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83
Q

neurotransmission

A

axons carry electrical signals to other cells

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84
Q

synaptic potentials are…

A

graded

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85
Q

hyperpolarized between -50 and -80 mV at rest

A

neurons

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86
Q

neurons are…

A

negatively charged ions across the membrane

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87
Q

negatively charged molecules are

A

pushed out of the gates along the axon

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88
Q

positively charged molecules are…

A

drawn into the axons

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89
Q

passive maintenance

A

through pores

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90
Q

active maintenance

A

through pumps; requires energy

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91
Q

calcium

A

very important in the nervous system; important in release of neurotransmitters

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92
Q

voltage-gated calcium sensitive channels activate at terminal and neurotransmitter is released

A

during action potential when - charged molecules exit the neuron and + charged move into the neuron

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93
Q

neurotransmitters are created

A

inside the neurons that release them; contained in vesicles

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94
Q

synapse

A

the gap between the neuron and other cells

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95
Q

neurotransmitters that make the postsynaptic neuron less polarized

A

excitatory; closer to the threshold for firing

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96
Q

neurotransmitters that decrease the polarity of the postsynaptic neuron

A

inhibitory; less likely to fire

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97
Q

reuptake

A

when neurotransmitters may be reabsorbed by the original neuron

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98
Q

involved in diffusion across synapse

A

reuptake and degradation

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99
Q

nonassociative learning

A

learning in which only one stimulus is involved, learning comes from exposure to that stimulus

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100
Q

nonassociative learning in Aplysia

A

gill withdrawal reflex weakens if the siphon is touched repeatedly

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101
Q

habituation

A

decrease of a behavioural response to a stimulus after repeated

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102
Q

habituation in aplysia

A

delays between siphon taps bring back original strength of gill withdrawal reflex

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103
Q

spontaneous recovery

A

response reappears after a delay

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104
Q

sensitization

A

the increase of future responses, due to a previous experience

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105
Q

staggering stimuli

A

can result in strong responses

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106
Q

long term potentiation

A

when repeat stimulation of a neuron triggers stimulation of the next post-synaptic cell

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107
Q

LTP has

A

improved efficiency of neurotransmission

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108
Q

long term depression

A

decrease in neural response at a synapse i.e. habituation to a stimulus

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109
Q

LTD is

A

weakened neurotransmission at a synapse, i.e. decreased presence of synaptic receptors

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110
Q

What task will a baby stare at longer? impossible or possible scenario

A

impossible task

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111
Q

neurogenesis

A

the creation of new neurons

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112
Q

neurogenesis inadvertently creates

A

synapses (synaptogenesis)

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113
Q

pruning

A

destruction of unneccesary neural connections in the CNS

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114
Q

classical conditioning

A

simple associations between events, emotions and memories

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115
Q

how we learn to use a cue as a signal for what is about to happen

A

basic classical conditioning

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116
Q

who coined classical conditioning?

A

pavlov

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117
Q

cultural transmission

A

learning a behavior mostly through imitation; i.e. food sources, bird songs

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118
Q

pavlov’s dogs

A

small amount of dilute acid on tongue = salivation, dogs would salivate before administration

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119
Q

unconditional stimulus

A

that elicits a response without training

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120
Q

UCS

A

the food in pavlov’s dog experiment

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121
Q

unconditional response

A

does not require training to establish; innate

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122
Q

UCR

A

salivation in pavlov’s dog experiment

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123
Q

conditional stimulus

A

previously neural stimulus that through training elicits a response

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124
Q

CS

A

the tone in pavlov’s dog experiment; learned to associate the tone with being fed

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125
Q

repeatedly presenting the conditional stimulus without the unconditional stimulus

A

the response to the CS alone fades; CS as a cue is no longer predicitve

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126
Q

After a car accident, the person drives on the same road what is the UCS?

A

having had the accident on that road

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127
Q

After a car accident, the person drives on the same road what is the CS?

A

emotional response; i.e. fear and pain

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128
Q

training

A

present CS with UCS

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129
Q

conditional response

A

whose occurrence depends on particular conditions of training

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130
Q

CR in Aplysia

A

gill withdrawal reflex

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131
Q

neutral stimulus

A

before learning is the CS

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132
Q

delay conditioning

A

conditional stimulus (CS) prior to unconditional stimulus (UCS) onset

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133
Q

trace conditioning

A

CS terminated before UCS onset

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134
Q

is trace or delay conditioning weaker?

A

trace conditioning

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135
Q

simultaneous coniditoning

A

CS and UCS have the same onset/offset; no predictive value (no conditioning), not adaptive to learn about CS

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136
Q

backward conditioning

A

UCS is presented first then the CS is presented; no predicted value of UCS, may produce likelihood of UCS

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137
Q

strongest conditioning to CS occurs when

A

it is presented before UCS

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138
Q

saliency

A

does that stimulus actually mean something to me; i.e. that I have to pay attention to it, importance to me

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139
Q

why is conditional learning not permanent?

A

if CS no longer predicts UCS

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140
Q

extinction

A

repeated presentation of CS without UCS = decreased CR

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141
Q

car accident =

A

unconditional stimulus (UCS)

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142
Q

location of car accident

A

conditional stimulus (CS)

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143
Q

emotional response

A

conditional response (CR)

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144
Q

how is extinction used in behavioural therapy?

A

exposure therapy; wanting the predictive value of the CS

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145
Q

exposure therapy

A

experiencing negative emotion (CR) without consequence

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146
Q

chained association

A

CS2 - CS1 - US; conditioned stimulus 2 - conditioned stimulus 1 - unconditional stimulus

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147
Q

direct association

A

CS2 - US; conditioned stimulus 2 - unconditional stimulus

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148
Q

What is the UCS in the safe injection site example?

A

response of drug

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149
Q

What is the CS in the safe injection site example?

A

safe injection site

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150
Q

what is the CR in the safe injection site example?

A

experience of tolerance (cannot reach as high of a high)

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151
Q

closed-loop skills

A

execution of behaviour; immediate feedback on next steps for continuous motion

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152
Q

environment for activity is predictable; i.e. tracing a line, table air hockey

A

closed-loop skills

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153
Q

open-loop skills

A

necessary in dynamic environment; i.e. team sports

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154
Q

blocked schedules

A

one movement, repeatedly; feedback by seeing result and repeat

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155
Q

Faster learning and interference of multiple skills

A

blocked schedules

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156
Q

random schedule

A

not clear which move is required next; feedback is less clear in the moment

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157
Q

longer lasting learning, increased retention, transfer and retain skills beyond learning context

A

random schedule

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158
Q

operant conditioning

A

observable behaviours explain learning; how we learn from consequences/outcomes

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159
Q

law of effect

A

behaviours that lead to a preferred situation are likely to be repeated, aversive situation less likely to be repeated

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160
Q

positive reinforcement

A

existing behaviors could become strengthened after presentation of a rewarf

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161
Q

behaviorists view of reinforcement

A

behaviours are made beacuse of previous reward

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162
Q

requirements for operant conditioning

A

antecedent cues, response, consequence

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163
Q

operant conditioning responses

A

focus on the likelihood of the behaviour rather than the behaviours themselves

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164
Q

response tendency

A

likelihood of producing the same behaviour to antecedent cue in the future

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165
Q

without consequences

A

behaviours extinguish

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166
Q

positive consequences

A

when the environment provides something as a result of an action; something was added

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167
Q

negative consequences

A

when the environment removes something as a result of an action; something was taken away

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168
Q

Premack’s principle

A

any behaviour that is likely to be performed is reinforcing for a behaviour that is less likely to be performed

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169
Q

example of Premack’s principle

A

chores = tv, studying = hang out with friends; the first is less likely to be performed - what we are looking forward to will reinforce what we are not looking forward to

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170
Q

response deprivation hypothesis

A

behaviours are more reinforcing when we have the opportunity to do them after restriction

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171
Q

role of dopamine in reinforcement

A

strengthens association between cue and reward; cue –> over trials –> stronger motivation to perform behaviour

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172
Q

ratio schedule of reinforcement

A

provided at fixed or variable number of correct behaviours

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173
Q

interval schedules of reinforcement

A

reinforcement provided at fixed or variable periof of time

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174
Q

example of FR

A

buy 9 coffees get the 10th free

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175
Q

FR50 schedule

A

learner needs to produce the desired behaviour 50 times before receiving reinforcement

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176
Q

post reinforcement pause

A

produces pauses in performing after reinforcement

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177
Q

variable ratio

A

learner is reinforced on some average number of performances, number required is unknown

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178
Q

example of VR

A

slot machines

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179
Q

fixed interval

A

reinforcement after a specific amount of time has elapsed; as long as the behaviour is completed by that time

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180
Q

example of FI

A

getting a salary

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181
Q

FI schedule of reinforcement

A

not the most effective; scalloped performance; e.g. cramming

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182
Q

variable interval schedule of reinforcement

A

administered at an average time interval

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183
Q

VI schedule

A

less continuous behavioural responses than on a FI; more uniform performance; less cumulative frequency compared to VR

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184
Q

matching law

A

performing behaviours consistent with the observed pattern of reinforcement

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185
Q

differential reinforcement of low rates schedule

A

only given after the behaviour is performed after a specific time has passed

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186
Q

DRL

A

clock starts again if a behaviours performed before the specific time

187
Q

differental reinforcement of high rates schedule

A

DRH; fixed number of responses have to occur within a time frame; encourages bursts of high responding

188
Q

shaping

A

reinforcement of approximate behaviours until a new behaviour is learned; gradually reinforcement is only given as the behaivour starts looking as intended

189
Q

example of shaping

A

training a dog to go outside; tapering down the rewards

190
Q

response chain

A

reinforcement delivered for a sequence of behaviours; same action multiple times or multiple actionse

191
Q

example of response chain

A

dog competition; dog is rewarded after competing the whole course

192
Q

total task chain

A

cueing behaviours at random; random block

193
Q

forward chain

A

learner taught behaviours (or facts) in the order they will later be retrieved

194
Q

primacy effect

A

learn the things at the beginning much better

195
Q

backward chain

A

start with the final behaviour and work backward

196
Q

pros for backward chain

A

always ending on a positive note/success with familiar material

197
Q

stimulus control

A

how a behaivour is influenced by different stimuli

198
Q

instinctive drift

A

return of instinctive behaviours over reinforced training

199
Q

avoidance conditioning

A

learning to make a behaviour to prevent or delay aversive stimulus

200
Q

example of avoidance conditioning

A

leaving your house early to avoid traffic and being late

201
Q

escape conditioning

A

making a behaviour to remove an aversive stimulus

202
Q

example of escape conditioning

A

Thorndike’s cats; make a behaviour (pressing the lever) to remove aversive stimulus (cage)

203
Q

avoidance conditioning requires…

A

the cue detection of the pre-aversive stimulus

204
Q

active avoidance

A

evading an aversive stimulus with a specific action; i.e. changing the route to work to avoid traffic

205
Q

passive avoidance

A

evading an aversive stimulus with a lack of behaviour; i.e. not volunteering for a responsibility

206
Q

learned helplessness

A

prior experience informs organisms about likelihood of operant behaviour’s success

207
Q

when behaviours do not produce change they may extinguish

A

learned helplessness; dogs with no electrical shock escape option will stop trying to escape shocks in later trials

208
Q

learned helplessness is related to…

A

a lack of apparent control and can be unlearned/prevented

209
Q

punishment

A

consequence that lowers the likelihood of a behaviours presentation

210
Q

postive punishment

A

an aversive consequence is presented after a behaviour

211
Q

example of positive punishment

A

GIVING a speeding ticket

212
Q

negative punishment

A

valued object or activity is removed after a behaviour

213
Q

example of negative punishment

A

getting grounded (loss of privileges); PAYING a speeding ticket

214
Q

reversing Premack’s principle

A

when a probable behaviour is followed by a less probable behaviour - the less probable is punishing

215
Q

example of reversing Premack’s principle

A

if watching TV means more chores, then this decreases the likelihood of watching TV

216
Q

decelerator

A

behaviour control for the purpose of slowing down or stopping a behaviour

217
Q

overcorrection

A

individuals encouraged to demonstrate correct behaviours

218
Q

example of overcorrection

A

painting over your own graffiti

219
Q

escape extinction

A

no escape is allowed; no avoidance permitted

220
Q

example of escape extinction

A

an oral exam, student is not allowed to leave until they get it correct

221
Q

response blocking

A

not permitting a behaviour through restraint

222
Q

stimulus = presented, behaviour = strengthened

A

positive reinforcement

223
Q

stimulus = presented, behaviour = weakened

A

positive punishment

224
Q

stimulus = removed, behaviour = strengthened

A

negative reinforcement

225
Q

stimulus = removed, behaviour = weakened

A

negative punishment

226
Q

social learning theory

A

individuals can learn by observing/viewing outcomes; learning without behaviour change

227
Q

latent learning

A

collecting observations and using them at a later time

228
Q

modelling

A

act of an individual demonstration of some sort of behaviour

229
Q

aspects of modelling

A

attention, retention, production , retrieval, motivation

230
Q

bandura’s model of reciprocal causation

A

person -> behaviour -> environment ->

231
Q

bandura’s model

A

reciprocal determinism, personal successes and failures change perception of own abilities

232
Q

attribution theory

A

people attribute results of actions to own efforts/external factors

233
Q

internal attribution

A

believing that work is attributed to our personal ability

234
Q

external attribution

A

believing that work is attributed to random chance or situational factors

235
Q

more likely to engage in learning if we make an

A

internal attribution

236
Q

self-efficacy

A

confidence a person has in their ability to perform a task under a set of conditions

237
Q

self-esteem

A

value we place on ourselves

238
Q

self-concept

A

information and knowledge we have about ourselves

239
Q

what drives self-efficacy

A

prior successes and failures; recency effect (getting good grades in high school and expecting the same in uni)

240
Q

self-regulation theory

A

tasks need to be defined, set goals and make a plan, enact strategies and put the to use, adapt to experiences

241
Q

self-monitoring

A

continual sense of how a process is going relative to our standards

242
Q

self-control

A

process of executing various actions and adaptations as needed to support learning

243
Q

piaget

A

constructivist, knowledge we accrue about the world is constructed by ourselves; learning through reflection and interaction with the environment

244
Q

piaget - semantic information

A

conscious information about the world, through interactions with the environment

244
Q

assimilation

A

child uses pre-existing knowledge to respond successfully to a situation

245
Q

appropriately handing situation through assimilation

A

equilibrium

246
Q

accomodation

A

child adopts existing knowledge to fit in an unexpected situation

247
Q

confusion produces motivation to understand new situation

A

disequilibrium

248
Q

sensorimotor stage

A

birth to 18/24 mnths; primary/secondary/tertiary circular reactions

249
Q

preoperational stage

A

18/24 mnths - 7 yrs; formation of basic plans, ability to create schemas; centration and egocentrism

250
Q

centration

A

focus on a single aspect of a problem rather than possible interacting factors; lack of conservation

251
Q

egocentrism

A

trouble seeing the world from other’s perspectives; physical and mental

252
Q

concrete operations stage

A

6/7 - 11/12; more logical, rational thinking; able to focus on multiple elements of a problem (graduation beyond centration)

253
Q

formal operations stage

A

11/12 - adult; children can logically reason about hypothetical/abstract concepts

254
Q

open-ended/discovery learning

A

providing children opportunities of active exploration

255
Q

inquiry learning

A

guided activities where students are asked to consider what they know, make predictions, and gather info to make conclusions

256
Q

Lev Vygotsky

A

cognitive development from a social learning perspective, children have a reliance on others to construct their reality

257
Q

zone of proximal development (Vygotsky)

A

range of cognitive functioning for some task or domain, more assistance required from others at high end

258
Q

scaffolding

A

guidance provided to help accomplish a task, physical (e.g. someone teaching you a golf swing), mental (e.g. explaining the concept of fairness)

259
Q

technoference

A

interruptions in interpersonal interactions due to technology

260
Q

internalizing behaviours

A

sadness, worry, withdrawal, lethargy, negative perceptions of self

261
Q

externalizing behaviours

A

impulsivity, disruptive, aggression, hyperactivity

262
Q

phubbing

A

phone snubbing; decreased engagement in in-person conversations while using phone

263
Q

technoference was associated with

A

increased externalizing behaviour -> increased parental stress -> increased technoference

264
Q

technoference and secure attachment

A

increased sociality/compliance to requests

265
Q

technoference and insecure attachment

A

hostility, social isolation, withdrawal

266
Q

construct validity

A

association with other measures that an item should relate to; ex. in an inventory if 2 questions are related to one another, expect a consistent correlation

267
Q

criterion validity

A

association with a variable that an item should relate to; ex. answer should exhibit real-life correlation , answer should relate to behaviour

268
Q

child assent

A

affirmation from a child, but still require consent from adult

269
Q

results: technoference and attachments

A

mothers’ rating of technoference was not associated with own rating of attachment security, mothers’ rating of technoference negatively correlated with child rating of attachment security

270
Q

more mothers’ technoference

A

lower secure attachment as rated by child

271
Q

results: technoference and social-emotional functioning, social skills

A

higher rate of technoference -> lower mothers’ rating of child’s social skills

272
Q

technoference not associated with

A

child’s ratings of own social skills

273
Q

results: technoference and social-emotional functioning, internalizing behaviours

A

higher reports of mothers’ technoference -> higher mothers’ rating of child’s internalizing behaviours

274
Q

results: technoference and social-emotional functioning, externalizing behaviours

A

higher reports of mothers’ technoference -> higher mothers’ rating of child’s externalizing behaviours

275
Q

results: moderating effect of attachment

A

more secure attachment, decreased rating of child’s externalizing behaviour only when there was low technoference

276
Q

when technoference is low

A

high maternal attachment is associated with reduced externalizing behaviours based on mothers’ reports

277
Q

amygdala

A

regulation of norepinephrine

278
Q

implicit learning

A

the observer doesn’t know they are learning

279
Q

latent learning

A

the teacher doesn’t know you are learning

280
Q

two-factor theory of emotions

A

stimuli trigger physiological responses, e.g. fear produces a higher galvanic response than anger

281
Q

misattribution of arousal

A

inaccurate perception of what brings on a state of arousal

282
Q

emotion

A

specific state of feeling that is temporary and occurs as part of an event

283
Q

mood

A

long-term emotional state, not necessarily tied to an event

284
Q

affect

A

core dimension of emotions and moods, pleasure, tension, energy (arousal)

285
Q

valence

A

negative to positive emotions; processed in prefrontal cortex

286
Q

pleasure-displeasure dimension

A

valence

287
Q

sleepy-activated dimension

A

arousal

288
Q

arousal

A

amygdala and hippocampus activation

289
Q

unpleasant activation

A

upset/tense

290
Q

happiness activation

A

happy/alert

291
Q

unpleasant deactivation

A

sad/fatigued

292
Q

happiness deactivation

A

content/calm

293
Q

yerkes-dodson law

A

mild amount of anxiety is normal and energizes the learner

294
Q

motivated reasoning

A

hot cognition; interest in material increases involvement and focus on relevant strengths of issues

295
Q

flow

A

pleasurable state of being when completely absorbed in an activity; learner feels in control

296
Q

self-determination theory

A

ability to act on our own, enhances motivation to learn; external pressure can detract from ability to form personally motivating goals

297
Q

intrinsic motivation

A

by personal interests, goals, desires, inherent satisfaction, curiosity

298
Q

extrinsic motivation

A

by external reinforcements and punishments (operant conditioning)

299
Q

over justification effect

A

external reinforcement for performance in an activity can decrease desire to do the activity when external reinforcement is removed

300
Q

deficiency needs

A

problems that de-motivate people until they can be resolved

301
Q

growth needs

A

involving personal growth

302
Q

Maslow’s hierarchy

A

physiological needs -> safety and security -> love and belonging -> esteem -> self actualization

303
Q

self-actualization

A

desire to become everything that you are capable of becoming

304
Q

Niita’pitapi

A

someone who is completely developed or who has arrived

305
Q

positive deviants (Blackfoot)

A

disproportionately successful individuals

306
Q

negative deviants (Blackfoot)

A

disproportionately unsuccessful/unlawful individuals

307
Q

perceived task value

A

worth that someone assigns to a task; subjective judgement

308
Q

why do goals workk well?

A

increase self-management of learning

309
Q

mastery goal

A

desire to achieve success because interested in personal growth

310
Q

performance goal

A

pursuing goal to achieve a certain status; social end

311
Q

work-avoidance goals

A

aim to avoid failure, ex. someone who skits duties in a club

312
Q

expectancy-value theory

A

motivation to take on a task results form decisions people make regarding an offered arrangement

313
Q

three decisions to pursue a learning opportunity

A

expectancy, instrumentality, valence

314
Q

expectancy

A

does the learner think they can produce the required performance

315
Q

instrumentality

A

is the promised outcome really dependent on performance

316
Q

valence

A

overall value assigned to task (attainment value, intrinsic value, utility value, cost)

317
Q

attainment value

A

how important doing well on the task is to the individual

318
Q

intrinsic value

A

how much enjoyment they will receive from doing it

319
Q

utility value

A

how well the task aligns with future goals

320
Q

expectancy-value theory model

A

effort ————————> outcome
^expectancy
^instrumentality
^valence

321
Q

willful encoding

A

attention, organization of information, and rehearsing

322
Q

serial position curve

A

words that are at the beginning or ending of a list have an advantage when being recalled (bookend effect)

323
Q

primacy effect

A

improved performance for words at the beginning of a list

324
Q

recency effect

A

improved performance for words at the ending of a list

325
Q

selective attention

A

directing attention to important sensory information; all else is lost

326
Q

without continuous rehearsal how long does info stay in short-term memory

A

~30 secs

327
Q

Baddeley’s Working memory model

A

suggests both sensory and long-term memories can be brought together in short-term memory for combination and transformation

328
Q

phonological loop

A

one of the systems of working memory as proposed by Baddeley; storing and replaying language information

329
Q

phonemes

A

specific sounds we make for words; interrupting the phonological loop

330
Q

irrelevant speech effect

A

words disrupted recall more than noise and silence

331
Q

phonological-similarity effect

A

mistakes were made in recall related to sound of letter not shape; phonetically similar items causing trouble with recall

332
Q

example of phonological-similarity effect

A

CGBVT cause more difficulty than KHXWQ

333
Q

articulatory suppression

A

decreased recall due to verbal speech during the task

334
Q

subvocal rehearsal

A

explains why phonetically similar items are harder to recall; similar muscle movements (words don’t stand out).

335
Q

mental chronometry

A

time that it takes to go through with a cognitive process

336
Q

neuroanatomical correlates of the visuospatial sketchpad; neural activity in the…

A

occipital lobe

337
Q

mental imagery tends to rely on

A

left hemisphere

338
Q

rotation of images tends to rely on

A

posterior right hemisphere

339
Q

episodic buffer

A

bridges working memory with long-term memory

340
Q

central executive

A

mediator between client subsystems (phonological loop, visuospatial sketchpad, episodic buffer)

341
Q

accuracy of JOL

A

dependent on timing of judgement made; study, wait period without rehearsal - then make JOL (more accurate)

342
Q

distributed practice effect

A

people tend to learn most optimally in frequent/short study sessions

343
Q

encoding-variability explanation

A

distributing practice allows people to encode information differently each time

344
Q

semantic-based processing

A

learners pay attention to meanings behind material; processing material for meaning is powerful

345
Q

deep processing

A

benefit from semantic processing; more elaborate engagement

346
Q

elaborative rehearsal

A

involves adding or using existing knowledge to enhance information maintained in short-term memory

347
Q

maintenance rehearsal

A

rote memorization; simply repeating material

348
Q

self-reference effect

A

considering how material applies to oneself

349
Q

survival processing

A

think about functions of material to boost learning

350
Q

generation effect

A

learning benefit from making up our own cue words for each item (ex. mnemonics)

351
Q

cue-target word association task

A

predict higher recall of target word if participants pick cue words themselves

352
Q

chunking

A

type of organization; grouping material based on similarity

353
Q

hierarchy technique

A

arranging objects into series of classes (table, concept map)

354
Q

von restorff effect/distinctiveness technique

A

focusing on how each item is different from others enhances learning

355
Q

first-letter technique

A

creating acronyms

356
Q

keyword method

A

connecting lists of objects to an already known sequence that acts as a cue (ex. grocery list 1. corn 2. flour 3. cereal)

357
Q

memories

A

information we have learned that is temporarily outside of conscious awareness

358
Q

consolidation theory

A

over time, memory traces (neural pathways that evoke a memory) thought to become more consolidated

359
Q

inhibitory avoidance conditioning

A

rats shocked in certain contexts… they avoid contexts

360
Q

self-regulated learning

A

process whereby students activate and sustain cognitions, behaviours, and affects which are systematically oriented toward the attainment of their goals

361
Q

open coding

A

generating initial codes for data; line-by-line from transcript

362
Q

axial coding

A

identifying core phenomenon and surrounding categories

363
Q

selective coding

A

last step in grounded theory; connect categories together under core category

364
Q

qualitative approach emphasized

A

understanding

365
Q

histone

A

basic protein abundant in lysine and arginine amino acids found in nuclei

366
Q

nucleosomes

A

scaffolded into chromatin

367
Q

post-translational modification of histone proteins

A

acetylation, methylation, phosphorylation

368
Q

where does post-translational modification of histone proteins occur?

A

at N terminus (-NH2 group); facilitation , suppression and RNA polymerase

369
Q

histone acetyltransferases (HATs)

A

add acetyl groups to lysine residues on histone tails

370
Q

histone deacetylases (HDACs)

A

remove acetyl groups; inhibit transcription

371
Q

histone methytransferase (HMT)

A

adds methyl groups to lysine on histone tails

372
Q

histone demethylases (HDMs)

A

remove methyl groups; increase/decrease in transcription after methylation modification depends which lysine and state of methylation (mono-, di-, tri-)

373
Q

cytosine DNA methylation

A

epigenetic modification usually at CpG dinucleotides

374
Q

CpG dinucleotides

A

when a cytosine is followed by a guanine in a DNA sequence; increase or decrease in transcription

375
Q

DNA methyltransferase (5mC)

A

tet protein-mediated hydroxylation of 5mC—–> 5hmC

376
Q

miRNA

A

small or long non-protein coding RNAs

377
Q

miRNA —> mRNA degradation or translational repression

A

transgenerational epigenetic inheritance

378
Q

contextual fear conditioning

A

novel environment, aversive stimulus, remove and return

379
Q

cued fear conditioning

A

controlled stimulus is added to the contextual conditioning paradigm; pair a stimulus i.e. sound with an electric shock

380
Q

reinstatement

A

extinguished controlled stimulus (CS) is preceded by the uncontrolled stimulus (US)

381
Q

renewal

A

return to the original fear learning context

382
Q

spontaneous recovery

A

return with the passage of time

383
Q

impairs fear learning

A

increased histone H3 acetylation in the hippocampus inhibits histone acetyltransferase (HAT)

384
Q

enhances fear learning and expedites extinction

A

inhibiting deacetylase (HDAC)

385
Q

histone 3

A

one of the types of histone proteins found along the genome, found to be extensively modified

386
Q

H3K4me3

A

third histone at the 4th lysine (K) has tri-methylation modification

387
Q

brain-derived neurotrophic factor (BDNF)

A

protein that acts on neurons to encourage growth and survival

388
Q

increased H3K4me3

A

supports fear memory formation

389
Q

H3K4me3 and H3K9me2 can both be increased

A

after learning

390
Q

H3K4me3

A

promotes memory and supports genes

391
Q

H3K9me2

A

inhibits memory and suppresses genes

392
Q

gene promoter

A

region where you start the expression of the gene

393
Q

reduction of H3K9me2

A

at homer1a gene promoter

394
Q

when learning is happening you see an increase in

A

homer1a production

395
Q

inhibition of DNA methyltransferase (DNMT)

A

impairs contextual and auditory fear memory formation

396
Q

dicer

A

enzyme critical for producing mature miRNAs by mediating RNA cleavage

397
Q

dicer knockout

A

ex. morris water maze showed enhanced performance

398
Q

increased miR-34a

A

notch signalling pathway (cell-cell communication)

399
Q

decreased niR-192

A

actin (microfilaments of the cytoskeleton)

400
Q

acute stress

A

increased H3K9me3 and increased histone methyltransferase activity

401
Q

glucocorticoid receptor (GR)

A

signaling i.e. cortisol

402
Q

FK506 binding protein 5 (fkbp5)

A

gene that regulates GR receptor function and translocation into the cell interior

403
Q

limits hypothalamic-pituitary-adrenal axis (HPA) activation

A

FK506 binding protein 5

404
Q

stress cortisol binding

A

fkbp5 is replaced by fkbp4

405
Q

GR translocation to the nucleus

A

binds the glucocorticoid response elements (GRE)

406
Q

fkpb5 transcription and translation

A

is increased via GRE acitivty

407
Q

fkbp5 is critical for

A

mediating coping responses to stress

408
Q

fkbp5 mRNA elevated in

A

chronic stress in hippocampus, hypothalamus and blood (mice)

409
Q

single nucleotide polymorphisms (SNP)

A

1 nucleotide in a DNA sequence is altered

410
Q

FKBP5 SNP + childhood trauma

A

leads to PTSD development

411
Q

childhood trauma —> geno-type dependent chromatin conformation change

A

—> reduction in FKBP5 methylation at GREs —> increased FKBP5 transcription

412
Q

social transmission option 1

A

direct interaction between ancestor and descendent generation

413
Q

social transmission option 2

A

indirect interaction via maternal rearing environments influencing descendant biology

414
Q

social transmission can exhibit

A

reversibility of effects

415
Q

cross fostering

A

a pup from a well-groomed mother interacts with a badly-groomed mother, over time the pup’s grooming habits will change

416
Q

dissipation

A

effects dissipate over time through generations if they were not embedded in the genetic code

417
Q

biological inheritance

A

gametes are epigenetically marked by a salient environmental event (e.g. stress)

418
Q

pre-conceptual perturbations (i.e. stress) to the F0 generation should affect

A

all germ cells of F0 parents that will generate F1 offspring and seen in F2 offspring

419
Q

in-utero and post-natal perturbation given to F0 mother

A

should affect the F1 generation and germline that will generate F2 offspring therefore seen in F3 offspring

420
Q

maltreatment during postnatal care of F0 rats

A

effects in F1 generation, altered epigenetic signature of BDNF in the prefrontal cortex

421
Q

social defeat

A

severe stressor in rodents, resident-intruder model

422
Q

male subjected to chronic stress for 6 weeks prior to mating

A

reduced responsiveness of stress pathway in F1, miRNA profile altered in F0 sperm

423
Q

diet of pregnant mouse supplemented with cherry or mint odour

A

offspring exhibit preference; increased volume of olfactory bulbs of glomeruli

424
Q

process the cherry odour

A

M71-expressing olfactory neurons (OSNs)

425
Q

process the mint odour

A

M72 OSNs and glomeruli

426
Q

one cell-one receptor rule

A

each OSN only expresses a single odorant receptor gene

427
Q

F0 rats exposed/self-administered cocaine for 60 days

A

F1 male offspring delayed acquisition to self-administer

428
Q

BDNF was increased in medial prefrontal cortex (mPFC) of F1 generation

A

F0 rats cocaine

429
Q

olfactory fear conditioning

A

fear toward odour paired with aversive stimulus

430
Q

acetophenone activates M71-expressing OSNs

A

more M71 neurons found in nose of trained animals; mores OSN axons converge into larger glomerulus in olfactory bulb

431
Q

mating F0 olfactory fear conditioned animals

A

F1 males: enhanced behavioural sensitivity to acetophenone; cross-fostering and IVF: persistence

432
Q

1F promoter of GR gene methylation changes in F1 offspring

A

of mothers (F0) exposed to intimate partner violence

433
Q

intrusive recollection

A

intense or prolonged distress after exposure to traumatic reminders

434
Q

classical fear conditioning

A

pairing of an innate response with an unconditional stimulus

435
Q

example of classical fear conditioning

A

startle reflex, increased respiration and pairing with a stimulus = firework

436
Q

avoidance symptoms

A

car accident on a certain stress, person doesn’t drive down that street

437
Q

primary brain regions regulating fear and threat responses

A

amygdala, hippocampus, medial prefrontal cortex (dorsal dmPFC and ventral vmPFC subdivisions), orbitofrontal cortex OFC, anterior cingulate cortex ACC

438
Q

sensory information is integrated with unconditioned stimulus information

A

in the lateral nucleus (LA)

439
Q

signal travels to central amygdala

A

then to the hypothalamus and other brainstem structures (reticular nucleus)

440
Q

mPFC and hippocampus regulate amygdala output to subcortical brain regions hypothalamus

A

heart rate, blood pressure, brainstem regions like the reticular formation

441
Q

vmPFC in particular can

A

inhibit amygdala activity to reduce subjective distress

442
Q

habituation treatment for PTSD

A

weakening of intensity of response to a stimulus over time

443
Q

extinction treatment for PTSD

A

conditioned stimulus is no longer associated with the aversive unconditioned sitmulus

444
Q

short term memory to long term memory

A

later retrieval: working memory

445
Q

reconsolidating (relearning)

A

reactivated memories are stabilized again, active memories can be modified

446
Q

event-related potentials (ERPs)

A

pattern of neural activity that is time-locked to a specific event

447
Q

White American participants viewed pictures of White and Black faces

A

neural activity at 120 ms

448
Q

stronger early neural response to

A

Black over White faces

449
Q

N100

A

negative direction at around the 100ms

450
Q

occipitotemporal and occipitoparietal regions

A

visual stimulus is being processed here; early orienting and attention to stimulus

451
Q

goal-directed attention & perceptual matching

A

generally larger in White participants viewing Black faces

452
Q

P200

A

positive direction at around 200ms

453
Q

P200 and racial bias (first-person shooter game)

A

explicit measures of cultural stereotypes predicted ERP data

454
Q

participants shot armed

A

Black targets more quickly

455
Q

participants decided NOT to shoot unarmed

A

White target more quickly

456
Q

larger P200 to

A

armed targets, Black targets

457
Q

white american participants have larger N200 responses to

A

white than black faces

458
Q

time course of social categorization N200

A

originates in dorsal anterior cingulate cortex (dACC)

459
Q

oddball task

A

associated with P300 (450-600ms)

460
Q

release of noradrenaline

A

usually follows delivery of categorization decision

461
Q

multivoxel pattern analysis (MVPA)

A

the volume of the brain region is made up of little cubes

462
Q

activity in the anterior temporal lobe (ATL) and orbital frontal cortex

A

+ stimulus perception ~ fusiform cortex informs perception of social category membership

463
Q

dACC and anterior insula activity

A

preference for in-group members

464
Q

vmPFC

A

thinking about self and others’ traits; categorizing in-group members

465
Q

latent structure learning

A

non-conflict-based group perception; picking up on ambiguous stimuli

466
Q

stereotyping involves encoding, storage and retrieval

A

of group-based concepts in the working memory

467
Q

social knowledge

A

semantic knowledge, about people and groups linked to anterior temporal lobe (ATL)

468
Q

feedback-based reward reinforcement

A

you meet someone and say hi, they response with screw you, you learn that you dont want a relationship with them

469
Q

instrumental learning

A

direct interaction in social exchanges; associated with activity in the striatum

470
Q

representation of reward connection with PFC and motor cortex

A

goal-directed behaviour

471
Q

Dr. Mamie Phipps Clark

A

experimental psychologist, studied racial preferences in Black children in integrated schools compared to segregated schools

472
Q

multimodal classical conditioning

A

as a result of verbal, visual, physical experiences

473
Q

more than 65% of Black children from segregated schools

A

identified the White doll as the one they liked best

474
Q

Dr. Mamie Phipps Clark’s findings

A

were used in the Brown v. Board of Education Supreme Court case that ended school segregation

475
Q
A

PSYO 310 (3 decks)

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