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PSYC 339: Origins of the Mind > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

behavioral ecology

A

observation and field experiments

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2
Q

experimental psychology

A

laboratory experiments on spatial learning

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3
Q

three core navigation processes

A

path integration, scene recognition, and reorientation

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4
Q

path integration

A

how do you get from one point to another

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5
Q

scene recognition

A

how we recognize and use the scene around us to navigate

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6
Q

reorientation

A

if you do get mixed up or turned around, what do you use in the environment and how do you reorient yourself to get back?

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7
Q

two uniquely human navigational abilities

A

flexible reorientation; pictures, models, and maps

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8
Q

flexible reorientation

A

humans can reorient themselves based on a number of factors

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9
Q

bee navigation

A

bees assess direction traveled by optic flow (reflection of light on eyes varies from if the bee is going straight to if they are going sideways, etc.); communicate with each other about where they traveled through the waggle dance

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10
Q

the waggle dance

A

tells the distance and direction to a food source to other bees

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11
Q

limits of path integration

A

subject to cumulative error –> correction occurs through enduring representations of environment

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12
Q

representations that underlie place learning

A

representations are like real maps or representations are like photographs

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13
Q

representations are like real maps

A

capture locations of places; relationships of different places; independent of the observer’s viewpoint

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14
Q

representations are like photographs

A

capture appearance of each place; particular point of observation

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15
Q

morris water maze task

A

place a rat in a tank filled with water that looks like the shade of diluted milk; let it swim around until it can find the platform to stand; results found the rat can find the platform from any viewpoint based on external cues on the walls surrounding the tank

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16
Q

Tunisian desert ant

A

the pedometer hypothesis; ants count the amount of steps they took to get to a food source and take that same amount of steps to get home; have an internal clock to base the direction of home on the sun’s position

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17
Q

hippocampal region

A

crucial for memory consolidation

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18
Q

parahippocampal place area

A

near hippocampus; central to navigation in rats

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19
Q

place learning in insects and rats

A

view-dependent representations of places; linking those places together as routes

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20
Q

scene representations are not like…

A

real maps

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21
Q

humans form…

A

view-dependent representations

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22
Q

three components of reorientation

A

domain specific; task-specific; encapsulated

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23
Q

reorientation in young children

A

children reorient by shape of the room; fail to reorient by color of wall

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24
Q

three systems of navigation

A

path integration, view-dependent scene recognition, and geometric module

25
Q

geometric module

A

domain-specific –> geometry of surfaces, not patterns
task-specific –> reorientation, not other tasks
encapsulated –> detect and remember other cues but don’t use them

26
Q

what is unique about human spatial representation?

A

humans have unique ways of combining information; spatial language; other representational devices also may give us unique spatial abilities (pictures, models, maps)

27
Q

problems of object representation

A

unity and boundaries; occlusion

28
Q

unity and boundaries

A

what goes with what?

29
Q

occlusion

A

what is the complete shape of each object?

30
Q

nativist perspective of object representation

A

the developmental primitives of object representations go beyond information from our senses; some parts of object representations are not learned; core knowledge of objects

31
Q

empiricist perspective of object representation

A

the developmental primitives of object representation are sensory representations; learning is accomplished by general learning mechanisms such as the capacity to form associations, to detect correlations, etc.; all parts of object representation (except senses) are learned; knowledge of objects is constructed from sensory representations

32
Q

two object representation systems

A

object tracking system; object recognition system

33
Q

object tracking

A

ability to track objects; “mental finger” pointing to an object; operate over spatiotemporal information; can track multiple objects at once

34
Q

object recognition

A

ability to recognize kinds of objects; operates over feature information

35
Q

signatures of object tracking system

A

only 3-4 objects can be tracked at once; objects survive occlusion; tracking operates over entire objects, not parts; cohesion and rigidity influence object tracking

36
Q

objects survive occlusion

A

signature of object tracking; we are still able to track an object even when they go behind something/disappear

37
Q

tracking operates over entire objects, not parts

A

signature of object tracking; more difficult to track an individual part of an object, rather than the whole object

38
Q

cohesion and rigidity influence object tracking

A

signature of object tracking; objects disappearing and appearing somewhere else is difficult to track

39
Q

object recognition is viewpoint invariant

A

we can recognize an object regardless of its orientation; we have sensitivity to non-accidental features

40
Q

object tracking under various conditions

A

people able to track under conditions of no occlusion, virtual occlusion, and occlusion; not able to track under conditions of implosion/explosion

41
Q

signature limits of object recognition

A

sensitive to non-accidental properties in a visual image; objects are learned by associating patterns of neural activity over time; we recognize things as kinds of things

42
Q

objects are learned by associating patterns of neural activity over time

A

signature of object recognition; neural paths adjust to what they’re used to –> can lead to visual illusions; ex. recognizing an object as a box when it is arranged in a certain way because it has the features of the box, when it actually is not a box

43
Q

we recognize things as kinds of things

A

signature of object recognition; recognize species of dogs as kinds of dogs

44
Q

non-accidental properties

A

qualitative differences

45
Q

metric properties

A

quantitative differences

46
Q

around 4.5 months of life

A

infants begin to discern shapes and sizes

47
Q

around 7.5 months of life

A

infants begin to discern patterns

48
Q

around 11.5 months

A

infants begin to discern colors and luminance

49
Q

experiment proving newborns learn caregiver’s face quickly

A

2-choice visual preference; two displays, one showing the infant’s mother and the other showing another infant’s mother; the infant will look longer at the image of their mother than the other mother; visual system is not fully developed, but they recognize their mother better

50
Q

is the empiricist or nativist perspective correct in the case of object recognition

A

nativist

51
Q

imprinting

A

phase-sensitive learning that is rapid and apparently independent of the consequences of behavior

52
Q

can chicks recognize objects immediately after being hatched?

A

place the chicks in an environment without any objects; show them a display with an object and the chick imprints on the object; then, show the chick two displays: one of the original object rotated and the other of a completely different object; continue showing the same two objects on the two displays but in different orientations each time; for each trial, the chick preferred the original object; results show that the chick was able to tell that the object they imprinted on was the same object in each trial despite any changes in orientation

53
Q

cross-cultural experiment with a Himba tribe

A

Himba tribe has few words for simple shapes in language; compared Himba tribe to USC students; showed participants two displays, one with non-accidental properties and the other with metric properties and they were told to match-to-sample; participants had to say which object matched the main object; results: non-accidental properties are lower in their error rate than metric properties and both groups follow the same trend –> thus, both groups had the same kind of processing of the objects

54
Q

does the cross-cultural study support the nativist or empiricist perspective of object recognition?

A

nativist

55
Q

conclusions of object representation

A

-many signatures of object recognition found in humans are also found in nonhuman animals
-object recognition signatures are culturally universal
-infants innately perceive object shape
-evidence suggest object recognition is innate

56
Q

energy hypothesis of how ants represent distance traveled

A

ants measure their distance through the energy required for locomotion; experiment where the ants carried varying loads, but ants were found to still be able to assess the walking distance with great accuracy regardless of the load they carry

57
Q

optic flow hypothesis of how ants represent distance traveled

A

they take into account how light reflects off of different objects and scenery as they make their route; experiment where the ants’ eyes were covered during homebound runs, but the ants were still able to assess traveling distance correctly despite not being able to see

58
Q

pedometer hypothesis experiment

A

after the ants have reached the food, the experimenters cut off half the legs of some ants (stumps), put some ants on stilts, and left the rest the same; as the ants walked home, the ants with stumps ended up short of the nest, the ants of stilts ended up passing the nest, and the normal ants got back to the nest like normal; proves that the ants count their steps

PSYC 339: Origins of the Mind (4 decks)

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