Module 11&12&13

Question 1

What do we mean by consciousness?

Answer 1

Awareness of one’s surrounding and what’s in one’s mind at a given moment.

Question 2

What is wakefulness?

Answer 2

An individuals degree of awareness.

Question 3

What is awareness?

Answer 3

Monitoring of information from the environment and or one’s own thoughts.

Question 4

Moderate conciousness

Answer 4

Freud’s term preconsciousness, tip of the tongue phenomenon, Experienced when we sleep.

Question 5

Do we lose awareness of the world when we sleep?

Answer 5

No

Question 6

Selective attention

Answer 6

The ability to focus awareness on specific features in the environment while ignoring others.

Question 7

Cocktail party effect

Answer 7

Hyper tuned into conversation across the room while mingling with a group across the room. *filter out background and lock onto one thing.

Question 8

Inattentional blindness

Answer 8

Only hearing what you want to hear, not necessarily concious

Question 9

Perceptual load model ex

Answer 9

Turn down car radio when looking for destination

Question 10

Sustained attention

Answer 10

Ability to maintain focused awareness on a target or idea.

Question 11

Multitasking

Answer 11

Rapid switching from one task to another.

Question 12

Is multitasking helpful?

Answer 12

No

Question 13

Functions of sleep

Answer 13

Restores neural growth, Consolidates memory, produces enzymes that protect against cellular damage.

Question 14

What is sleep debt?

Answer 14

When we get too little sleep, our bodies “owe” our brain a debt of sleep to be paid back later.

Question 15

Do you ever make up sleep debt?

Answer 15

No, you can never make it up.

Question 16

Easy problem of consciousness

Answer 16

Making progress in explaining cognitive functions and how they arise from physiological brain processes.

Question 17

Hard problem of consciousness

Answer 17

Why these functions are accompanied by conscious experience.

Question 18

Qualia

Answer 18

The eneffab le subjective qualities of experience

Question 19

What was Nagel’s argument?

Answer 19

Even if we understand all of the underlying cognitive and neurological mechanisms involved in being a bat (the objective) we can never truly understand the qualitative experience of being a bat (the subjective, i.e., Qualia)

Question 20

What is the turing test assesing?

Answer 20

Attempt to deal with the question, can machines think? Can the human distinguish between responses given by the computer vs. the other human?

Question 21

What is mood?

Answer 21

Affective states that operate in the background of consciousness. Fluctuate throughout the day or several days. Tend to be longer than most emotions.

Question 22

Affective trait

Answer 22

Stable predispositions toward certain types of emotional responses, such as anger. Aspect of personality.

Question 23

What is emotional intelligence?

Answer 23

The ability to recognize emotions in oneself and others, empathetic understanding, and skills for regulating emotions in oneself and others.

Question 24

Social Emotional Learning

Answer 24

Prevention and intervention framework guided by 5 interrelated cognitive, affective, and behavioral, competencies.

Question 25

what are the 5 competiencies?

Answer 25

Social awareness, self awareness, self management, relationship skills, responsible and emotional learning.

Question 26

What are the benefits of SEL?

Answer 26

Increased positive affect, increased prosocial behavior, improved academic performance, and lower rates of internalizing problems.

Question 27

Basic emotion

Answer 27

A set of emotions common to all humans. Ex) sadness, fear, anger

Question 28

Self-Conscious emotion

Answer 28

Emotions that occur as a function of how well we live up to expectation of ourselves, other, and society.

Question 29

What is a duchenne smile?

Answer 29

A smile that both pull up the lip corners diagonally and contracts the band of muscles that circle the yee to create crow’s feet and raise the cheeks.

Question 30

Amygdala

Answer 30

Appraisal of emotions, noticing fear-relevant information, and other portions involved in anger/rage. Connections with the hypothalamus, hippocampus, thalamus, and cerebral cortex. Damage: Don’t show normal physiological reactions to fear.

Question 31

Prefrontal cortex

Answer 31

Executive functioning area of the brain, involved in determining options for response or reappraisal. Damage to left prefrontal cortex: results in depression.

Question 32

Insula

Answer 32

Active when you see someone you care about get hurt, an activity like when you experience feeling of your own physical pain. Interceptions: perception of sensations arising within the body.

Question 33

Anterior cingulate cortex

Answer 33

Recall or imagine emotional experiences.

Question 34

Motivating operation?

Answer 34

Environmental variable that increases/decreases the effectiveness of reinforcement/punishment of some stimulus. Increases/decreases the current frequency of all behavior that has been reinforced/punish by that stimulus.

Question 35

Extrinsic motivation

Answer 35

from the outside of a person (environment or others). Rewards not only can increase a particular behavior but also can increase performance.

Question 36

Example of extrinsic motivation

Answer 36

video games, salary, incentive programs.

Question 37

Intrinsic motivation

Answer 37

From within a person. Automatic function of behavior. A person engages in a behavior because it looks good, feels good, tastes good, is good. Values can be a form of intrinsic motivation.

Question 38

What is fading?

Answer 38

Gradually thinning the schedule of reinforcement. This process makes it possible to maintain the behavior without having to continue to provide the reward.

Question 39

Why is fading beneficial?

Answer 39

Because then people can continue the behavior without a reinforcement.

Question 40

What is a 504?

Answer 40

Provides accommodations to help access the curriculum. Doesn’t change the curriculum.

Question 41

How do you qualify for a 504?

Answer 41

Must have a disability. The disability must interfere with the child’s ability to access the general education curriculum.

Question 42

What is an IEP?

Answer 42

Provides changes to the curriculum to help students access learning.

Question 43

How do you qualify for an IEP?

Answer 43

A child must have one or more of the 13 IDEA disabilities. Must affect their performance.

Question 44

Tier 1

Answer 44

Universal support for all students. Focused on prevention.

Question 45

Tier 2

Answer 45

Targeted support for students “at-risk”. Trying to prevent escalation of problems.

Question 46

Tier 3

Answer 46

Individual support (i.e., IEP) for students “at risk”.

Question 47

How does meeting eligibility for a school classification (e.g., autism) differ from meeting clinical criteria in the DSM-V (e.g., autism spectrum disorder)? If you meet one, do you automatically meet the criteria for the other?

Answer 47

Just having the disorder does not automatically qualify someone, schools don’t use medical classifications as they use legal ones. To qualify a student’s school performance must be “adversely affected” by a disability in one of the 13 disability categories.