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PSY1101 > Midterm #2 Review > Flashcards

Midterm #2 Review Flashcards

1
Q

What is the difference between passive and active attention?

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2
Q

What is divided attention?

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3
Q

Describe ADHD.

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4
Q

What are the sleep disorders?

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5
Q

How do the following show conflict between mental state and behaviour?
- Blindsight
- Split-brain
- Hollow-face illusion
- Visual neglect

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6
Q

What is selective attention?

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7
Q

How is selective attention demonstrated by the cocktail party effect?

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8
Q

How is selective attention demonstrated by change blindness?

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9
Q

What is the pop-out phenomenon?

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10
Q

What does salient mean?

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11
Q

Explain how a dichotic listening task works, what it is testing.

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12
Q

How does the eye-gaze study from the lecture demonstrate autonomic processing?

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13
Q

What does the circadian rhythm do?

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14
Q

What systems does the circadian rhythm influence?

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15
Q

How does the circadian rhythm change with age?

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16
Q

What are the 2 main structures and chemicals in the circadian rhythm and how do they work?

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17
Q

What are the effects of sleep deprivation?

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18
Q

What are the 4 theories of sleep?

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19
Q

What evidence supports the idea that dreaming helps us learn?

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20
Q

Classify the 3 classes of drugs in terms of their names and effects.

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21
Q

How does each of the 3 classes of drug affect the brain?

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22
Q

Be familiar with the basics of sleep stages: general waveform pattern, name of waveform, what stage we’re dreaming in, change of duration of stages through the night.

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??

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23
Q

Name each of the major types of learning.

A
  • habituation
  • classical conditioning
  • operant conditioning
  • observation/social learning
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24
Q

Define habituation.

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a decline in responsiveness after repeated presentations of a stimulus

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25
Q

Define classical conditioning.

A
  • a learned association between a neutral stimulus and a meaningful stimulus
  • the learned association elicits a response to the neutral stimulus
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26
Q

Define operant conditioning.

A

operant conditioning forms a connection between a behaviour and a consequence

  1. a baseline rate of behaviour is observed
  2. a consequence of the behaviour is introduced
  3. as the result of the consequence, there is a change in the rate of the behaviour
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27
Q

Define observational/social learning.

A

the observation of models helps us:
- learn new behaviours
- determine when to make or avoid making certain responses
- learn rules that can be applied to new situations

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28
Q

Be able to identify examples of the different types of learning.

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29
Q

How does a habituation paradigm work?

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It is a method used for investigating the ability of infants to discriminate between stimuli by measuring preferential looking times. Repeated exposure to a stimulus in the habituation phase is followed by the presentation of a new stimulus in the test phase.

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30
Q

What does dishabituation demonstrate?

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Dishabituation can be interpreted as a signal that a given stimulus can be discriminated from another habituated stimulus and is a useful method for investigating perception in nonverbal individuals or nonhuman animals.

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31
Q

How long does habituation last? What about other types of learning?

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32
Q

How can learning through conditioning change (extinction)?

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in classical condition, the signal occurs without what’s signaled and the conditional response goes away; the conditional stimulus is presented alone, and the conditional response decreases

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33
Q

What are the major components of classical conditioning?

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34
Q

Know the story of little albert.

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35
Q

What is the difference between second-order conditioning and generalization?

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36
Q

What is the difference between generalization and discrimination?

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37
Q

How can drug overdoses/physiological compensation be understood in the context of classical condition?

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38
Q

positive reinforcement

A
  • frequency of the behaviour increases
  • behaviour is affected by the addition of a stimulus
39
Q

negative reinforcement

A
  • frequency of the behaviour increases
  • behaviour is affected by removal of a stimulus
40
Q

positive punishment

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  • frequency of the behaviour decreases
  • behaviour is affected by the addition of a stimulus
41
Q

negative punishment

A
  • frequency of the behaviour decreases
  • behaviour is affected by the removal of a stimulus
42
Q

Differentiate between positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Be able to apply your understanding to examples.

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43
Q

What is shaping? How does it work? When is it necessary?

A
  • some behaviours happen by chance and individual learns to repeat it
  • but some behaviours are too complex and might never happen by chance
  • we can reinforce successive approximations to the desired behaviour
  • e.g. training a dog
44
Q

Explain the difference between primary and secondary reinforcers. Give examples.

A

primary:
- unlearned, rooted in biology
- create or comfort or end discomfort

secondary:
- learned through association with a primary reinforcer

45
Q

Describe the 5 schedules of reinforcement. Identify the different rates of responding for each.

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46
Q

Identify the differences in resistance to extinction and acquisition for the different schedules of reinforcement.

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47
Q

What is latent learning? Give an example.

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48
Q

Describe the Bobo doll study.

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49
Q

What factors are necessary for observational learning to occur? What factors increase the chance that it will occur?

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50
Q

Identify the scientists who led the field in each type of learning we discussed.

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51
Q

Understand how systemic desensitization involves classical conditioning.

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52
Q

Be familiar with Thorndike’s work with cats and the Law of Effect.

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53
Q

Know what the Stroop effect is and how it demonstrates that memory can be automatic.

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54
Q

Be familiar with the history of memory.

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55
Q

What are the different types of memory?

A
  • sensory
  • short-term
  • working
  • long-term
56
Q

How does sensory memory work? What are its characteristics and components?

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57
Q

How does short-term memory work? What are its characteristics and components?

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58
Q

How does working memory work? What are its characteristics and components?

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59
Q

How does long-term memory work? What are its characteristics and components?

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60
Q

What did Sperling’s research show?, and how?

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61
Q

Be familiar with the research that demonstrated the different components of working memory.

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62
Q

What is dual-task performance? When is it most difficult?

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63
Q

What evidence do we have for mental processing?

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64
Q

Know the ways we discussed to have strong memory.

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65
Q

Be familiar with the different methods of organization in memory.

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66
Q

Know the cases of Clive and HM, and what we learned about the memory system from these cases.

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67
Q

What is flashbulb memory?

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68
Q

What are the differences between recall and recognition memory?

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69
Q

What is state-dependent learning?

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70
Q

How do moods affect memory?

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71
Q

Differentiate between implicit and explicit memory.

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72
Q

Know the different classes of forgetting and the examples that we discussed for each.

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73
Q

What are scripts and schemas? How do they impact memory?

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74
Q

What is transfer appropriate processing?

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75
Q

Differentiate between retroactive and proactive interference.

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76
Q

What is the tip-of-the-tongue state? What did we learn about what to do if you-re in this state?

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77
Q

What is hyperthymesia?

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78
Q

What are the 3 components of emotion?

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79
Q

What are some reasons that emotions may have evolved? Be familiar with Darwin’s ideas.

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80
Q

What are some ways that emotions can be learned?

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81
Q

Differentiate between the James-Lang, Cannon-Bard, and Two-Factor theories of emotion.

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82
Q

Do emotions and cognitions interact? Give examples.

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83
Q

Be familiar with Ekman’s work on universal expressions of emotion

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84
Q

What role does the amygdala play in emotion?

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85
Q

Differentiate between adaptation and comparison in the context of happiness.

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PSY1101 (1 decks)

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