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Fall Quarter 22-23 > PSC 001 - Gen. Psych > Flashcards

PSC 001 - Gen. Psych Flashcards

1
Q

why was behaviorism so appealing?

A
  • mind could not be observed
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2
Q

why do we study the mind?

A
  • helps us direct productive behavior
  • motivations to live healthy life example
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3
Q

who was wilhelm wundt?

A
  • 1800s psychologist
  • first psych lab
  • introspection
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4
Q

who was sigmund freud?

A
  • 1859-1939
  • psychodynamics of id, ego, superego
  • unconscious behavior
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5
Q

experimenter bias

A
  • clever hans
  • distrust data from direct interaction w/ researcher
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6
Q

behaviorism

A
  • response to failure of introspection
  • edward thorndike
  • appealing for scientific approach
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7
Q

edward thorndike

A
  • puzzle box
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8
Q

conditioning

A
  • repeated experiences w/ rewards and punishments
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9
Q

cognitive revolution

A
  • 1950s, overtook behaviorism w/ more emphasis on internal process
  • observe mind by looking at effects on behavior
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10
Q

saul sternberg

A
  • studied process used to search info stored in memory
  • memory set
  • reaction time is different
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11
Q

why were the 1970s and 1980s important to psychology?

A
  • methods to record brain activity were invented
  • EEG, MRI, etc.
  • cognitive neuroscience
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12
Q

bystander apathy

A
  • social psych
  • ppl don’t help when witnessing crime or problem
  • kitty genovese
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13
Q

20th century vs. 21st century psych

A
  • competing fields vs. eclectic approach
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14
Q

3 problems in research

A
  1. confounding
  2. random sampling error
  3. benign minor issues
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15
Q

confounds

A
  • any other factor that changes DV other than the IV
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16
Q

are replicated studies free of confounds?

A
  • no, confounds r replicated with it
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17
Q

random sampling error

A
  • groups are not truly equivalent, by chance
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18
Q

benign minor issues

A
  • reduce size of effect, does not create artificial effect
  • impacts both groups
  • sub-optimal research approach
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19
Q

how to check for random sampling error?

A
  • replication
  • inferential statistics
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20
Q

inferential statistics?

A
  • p<0.05
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21
Q

what are the goals of psych?

A
  • Describe, Explain, Predict, Control
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22
Q

process of explanation

A
  • observe fact
  • general principle
  • antecedent conditions
  • link al of above
  • if x causes y, and x was present, then y should be present
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23
Q

flaw of averages

A
  • the average does not apply for every scenario
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24
Q

converse error

A
  • x causes y, but y does not exist solely based on x
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25
Q

4 scopes of explanations

A
  1. all people
  2. groups of people
  3. individuals
  4. actions of individuals
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26
Q

3 levels of analysis

A
  1. environmental context
  2. internal mental processes
  3. biology
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27
Q

do all explanations need to be based on a lower-level principle?

A
  • no, but lower-level ones are more satisfying to most people
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28
Q

why is a lower-level principle more satisfying?

A
  • valid explanations need to be broader than what is being explained
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29
Q

functional explanations

A
  • in terms of benefit to individual or species
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30
Q

homonculus

A
  • “little person”
  • bad for explanations
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31
Q

mechanisms

A
  • the “how” that causes pattern
  • vs. homonculus
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32
Q

x’s and o’l experiment, homonculus, and mechanisms

A
  • we slow down after mistakes is homonculus
  • theories using lower-level explanations are mechanisms
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33
Q

what determines whether replication is worthwhile?

A
  • statistical significance btwn two groups
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34
Q

meta-analysis

A
  • drawing results from many studies to reach certain conclusion
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35
Q

arguing from anecdotes

A
  • using single case to argue against plentiful research
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36
Q

covary

A

correlate

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37
Q

correlation coefficient

A
  • strength of relationship
  • between -1 and 1, 0 weakest
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38
Q

single-blind

A
  • researcher knows, participant doesn’t
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39
Q

double-blind

A
  • researcher AND participant don’t know
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40
Q

quasi-experimental study

A
  • IV cannot be manipulated
  • higher internal validity than correlational, lower external validity than experiment
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41
Q

peer-reviewed journals

A
  • professionals and scholars in research
  • look for flaws in design, rationale, description, ethics, and potential to replicate
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42
Q

face identification

A
  • holistic relationship of features
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43
Q

cambridge face memory test

A
  • upright w/ no mask is best
  • upright w/ mask is second
  • any inverted is about the same
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44
Q

dualism

A
  • mind and body are separate
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45
Q

materialism

A
  • more evidence
  • mind arises from brain
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46
Q

EEG

A
  • electroencephalography
  • electrical signals
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47
Q

MRI

A
  • magnetic resonance imaging
  • blood flow and physical structures
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48
Q

fMRI

A
  • functional MRI
  • brain activity
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49
Q

brain stimulation

A
  • manipulating contents of mind
  • invasive and noninvasive methods
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50
Q

prosopagnosia

A
  • deficit in face perception
  • damaged fusiform area
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51
Q

phineas gage

A
  • tamping rod accident
  • personality change due to prefrontal lesions
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52
Q

neurons and glial cells

A
  • info processing unit
  • support cells
  • most likely 1:1 ratio
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53
Q

neuron anatomy

A
  • 1000-10000 synapses
  • cell body, soma, nucleus
  • dendrites
  • axon, axon hillock, axon terminals, myelin
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54
Q

neuron communication

A
  • resting potential
  • action potential
  • membrane potential
  • pre/postsynaptic potential
  • sodium and potassium
  • positive ions and negative areas
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55
Q

psychotropic medications

A
  • drugs that restore neurotransmitter balance
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56
Q
  • SSRIs
A
  • selective serotonin reuptake inhibitors
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57
Q

brainstem

A
  • spinal cord
  • primitive
  • basic, physical behaviors
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58
Q

grey matter

A
  • outside layer
  • cell bodies, dendrites, short-range axons
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59
Q

white matter

A
  • inside layer
  • long-range axons
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60
Q

4 lobes of cerebral cortex

A
  1. frontal
  2. temporal
  3. parietal
  4. occipital
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61
Q

frontal lobe

A
  • motor cortex
  • prefrontal cortex
  • higher-level mental functions
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62
Q

temporal lobe

A
  • auditory cortex
  • representing objects, concepts, and relationships
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63
Q

parietal lobe

A
  • somatosensory cortex
  • touch, spatial processing, attention
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64
Q

occipital lobe

A
  • visual cortex
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65
Q

association areas

A
  • anywhere not a cortex
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66
Q

Benjamin Libet

A
  • studied free will and brain circuitry
  • brain activity occurred before conscious knowledge of decision made
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67
Q

David Eagleman

A
  • Charles Whitman
  • tumor on hypothalamus and amygdala
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68
Q

Buckholtz and colleagues

A
  • underlying neural mechanisms of blame and punishment
  • dorsolateral prefrontal cortex in judgement and decision making
  • TMS
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69
Q

neuroethics

A
  • how brain decides on ethics+how neuroscience should be used/conducted
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70
Q

nodes of ranvier

A
  • gaps btwn the myelin sheaths
  • PKU disorder
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71
Q

terminal buttons

A
  • synaptic vesicles for neurotransmitters
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72
Q

why is the cell membrane so important?

A

separates intracellular and extracellular fluid to preserve electric signals

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73
Q

membrane potential

A

diff in change across membrane

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74
Q

process of spiking

A
  • sodium gates close, potassium gates open
  • repolarization, hyperpolarization
  • level
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75
Q

do all neurons communicate chemically?

A
  • no, electric neurons exist and r much faster
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76
Q

acetylcholine (ACh)

A
  • muscle action, memory
  • increases arousal and cognition
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77
Q

beta-endorphine

A
  • pain and pleasure
  • decreases anxiety and tension
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78
Q

dopamine

A
  • mood, sleep, learning
  • increases pleasure, decreases appetite
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79
Q

gamma-aminobutyric acid (GAMA)

A
  • brain function
  • decreases anxiety and tension
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80
Q

glutamate

A
  • memory, learning
  • increases learning and memory
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81
Q

norephnephrine

A
  • heart, intestines, and alertness
  • increases arousal, decreases appetite
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82
Q

serotonin

A
  • mood, sleep
  • modulates mood, decreases appetite
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83
Q

gyri, gyrus

A
  • pattern of folds and bumps on cerebral cortex
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84
Q

ulci, sulcus

A
  • grooves
  • longitudinal fissure
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85
Q

lateralization

A
  • right controls left, left controls right
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86
Q

forebrain

A
  • cerebral cortex and subcortical structures
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87
Q

subcortical structures

A
  • thalamus, pituitary gland, limbic system
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88
Q

limbic system

A
  • hippocampus, amygdala, hypothalamus
  • emotion and memory
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89
Q

broca’s area

A
  • controls language production
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90
Q

wernicke’s area

A
  • controls language comprehension
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91
Q

thalamus

A
  • relays all sensory info to cerebral cortex (except smell)
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92
Q

why is smell a unique sense?

A
  • goes directly to limbic system
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93
Q

hippocampus

A
  • long-term memory formation
94
Q

hypothalamus

A
  • homeostasis
  • nervous system and endocrine system
  • regulates sexual motivation and behavior
95
Q

henry molaison

A
  • lesioned hippocampus and amygdala for seizures
  • anterograde amnesia
  • studied for role of hippocampus and memory
96
Q

midbrain

A
  • reticular formation
  • substansia nigra
  • VTA
97
Q

reticular formation

A
  • regulates sleep and wake
  • arousal, alertness
  • motor activity
98
Q

substansia nigra and VTA

A
  • ventral tegmental area
  • produces dopamine and critical for movement
99
Q

hindbrain

A
  • medulla, pons, and cerebellum
100
Q

medulla

A
  • autonomic nervous system
101
Q

pons

A
  • brain activity during sleep
  • connects hindbrain to rest of brain
102
Q

cerebellum

A
  • receives messages from muscles, tendons, joints, structures in ear to coordinate, balance
  • motor skills
103
Q

why was molaison able to learn new skills without memory?

A
  • cerebellum was intact
104
Q

why are we able to perceive colors as the same, even if the lighting/perception of it changes?

A

lightness constancy

105
Q

why are we able to perceive that an object is the same shape, even if our viewing angle changes?

A

shape constancy

106
Q

why are we able to perceive people as the same size, even if they are further away from us?

A

size constancy

107
Q

what is the gestalt principle of figure-ground

A

we perceive a figure as separate from its background

108
Q

three circles of the same shape, color, and size are placed closely together. What two gestalt principles make us perceive them as “together”?

A

proximity and similarity

109
Q

a child draws a butterfly and shows its flight path with a dashed line. What gestalt principle makes us perceive this path?

A

continuity

110
Q

a logo has a stylized font that includes gaps in the letters making up the company name. what gestalt principle allows us to read the letter anyway?

A

closure

111
Q

a child is petting a new animal it has never seen before. it processes the texture of the animal’s fur, the shape of its paws, and the sound of its barking to draw the conclusion that it is a dog, which the child has read about. Is this top-down or bottom-up?

A

bottom up

112
Q

a child sees a new animal it has never seen before. it knows that dogs usually have four legs, a tail, and fur, which fits the description of the animal it sees now. The child recognizes it as a new kind of dog. is this top-down or bottom-up?

A

top down

113
Q

a bird naturally begins to make a nest. Why isn’t this a reflex? What is it?

A

reflexes are reactions to immediate environment. this is an instinct

114
Q

who conditioned little albert?

A

john b watson

115
Q

what is the relationship between the law of effect and punishment?

A

pleasant consequence increases behavior, but physical punishment might just cause fear

116
Q

is second-order learning the same as higher-order learning

A

yes

117
Q

why isn’t money a primary reinforcer?

A

our most basic needs do not necessarily include money. money enables us to purchase primary reinforcers

118
Q

what reinforcement schedule produces the fastest results?

A

continuous reinforcement

119
Q

what is continuous reinforcement?

A

fixed ratio of 1:1

120
Q

what reinforcement schedule produces pauses after reinforcement and moderate production of the behavior?

A

fixed interval

121
Q

what reinforcement schedule produces high levels of the behavior and pauses after reinforcement?

A

fixed ratio

122
Q

what reinforcement schedule produces moderate levels of behavior, but at a steady rate?

A

variable interval

123
Q

what reinforcement schedule produces the highest levels of a behavior at a steady rate?

A

variable ratio

124
Q

what reinforcement variable is fishing based on?

A

variable interval

125
Q

anna gives her llama a treat for braying an average of 6 brays. what reinforcement schedule is this based on?

A

variable ratio

126
Q

a nun is congratulated on her nunniness every three days if she tells a joke during prayer. will this nun tell a joke every prayer?

A

no, pauses after reinforcement, fixed interval

127
Q

two rhinos are being trained to dance. one is on a fixed ratio schedule of 1:1, while the other is being trained on a fixed interval schedule. who will learn to dance first?

A

the continuous reinforcement rhino

128
Q

will a child begin picking up trash if it sees another child praised for the same behavior?

A

yes, vicarious reinforcement

129
Q

if a monkey screeches at another monkey for eating its food, will other monkeys learn to steal food from it?

A

no, vicarious punishment

130
Q

d’

A

detection sensitivity

131
Q

c

A

response criteria

132
Q

when a radiologist is determining whether someone has a tumor, they are forming a subjective, internal evaluation of…

A

the strength of evidence

133
Q

a radiologist has a d’ of 0. do you want them to be your radiologist?

A

no, 0 is guessing

134
Q

your radiologist has a very high d’. would you recommend your radiologist to keanu reeves?

A

yes, a high d’ is greater detection sensitivity. and we like keanu reeves so…

135
Q

a radiologist has a negative c. he says you have a tumor. are you getting a second opinion?

A

yeah, he’s got a low threshold and i don’t want to pay for surgery

136
Q

if you have a c at 0, are you biased?

A

no

137
Q

light passes through our eyes in this order: pupil, iris, lens, retina. true of false

A

false, the iris controls the pupil but light doesn’t really pass through it. it passes through the pupil

138
Q

the retina is a thick layer of neural tissue. true or false

A

false, multiple layers with photoreceptors at the back

139
Q

a cat has much greater night vision than a human. who has the more rods?

A

cats, rods pick up more light

140
Q

there are four kinds of opsins in our cones. true or false

A

false, only red, green, and blue

141
Q

photoreceptors connect to ganglion cells, which direct information to bipolar cells. true or false

A

false, photoreceptors connect to bipolar cells, which direct information to ganglion cells

142
Q

the axons of the ganglion cells form the optic nerve. true or false

A

true

143
Q

the opponent process theory says that the trichromatic theory is wrong. true or false

A

false

144
Q

what kind of cell is the opponent process theory about? why is it different from trichromatic theory?

A

opponent process is abt ganglion cells. trichromatic is about cones

145
Q

a student studying colors says that the frequency of light determines the color we see. is she correct?

A

somewhat. the wavelength determines what we see, but it is related to frequency

146
Q

a neon green shirt reflects light with a low or high amplitude?

A

high

147
Q

what structures of the eye does light pass through in order?

A

cornea, pupil, lens, retina, optic nerve

148
Q

what are the layers of the retina?

A

fovea, photoreceptors, bipolar cells, ganglion cells, optic nerve

149
Q

compared to working memory, long-term memory has about the same capacity. true or false

A

false, working memory is limited by attention, whereas long-term memory is unlimited

150
Q

is sensory memory limited in capacity?

A

no, but it is limited in time

151
Q

Obama is thinking about how much he misses Biden when he hears Michelle tells him something from downstairs. He forgets it seconds later. should Obama see a neurologist?

A

no, echoic memory is extremely limited in time capacity

152
Q

Sean Bean is trying to solve an algebra problem, but he keeps forgetting what y stands for while solving the rest of the problem. should he see a neurologist?

A

yes, his working memory is impaired

153
Q

Hannibal is telling Jack all about his childhood. He details the location, dates, and personal memories from that time. what memory system is he using?

A

long-term, episodic memory

154
Q

an eighty-year-old woman is trying to tell her son the password to the safe where she is keeping his inheritance. she can’t quite remember the combination, but she can remember every detail of the day she set it. what memory system is she struggling with?

A

long-term memory in semantic information

155
Q

oak, folk, woke, what is the white part of an egg called? yolk. this is an example of what kind of implicit memory

A

priming

156
Q

is conditioning part of memory?

A

yes, in implicit memory

157
Q

i just forgot how to ride my bike. should i be worried about my exam?

A

you should be worried, but not about your exam. semantic memory should be fine, but not so much your implicit memory

158
Q

HM suffered from temporally graded anterograde amnesia. true or false.

A

false, he had anterograde amnesia and temporally graded amnesia.

159
Q

bird, dog, horse, cow, sheep, goose, transcranial magnetic stimulation, goat, mouse. what words will you remember and why?

A

bird, mouse from primacy
transcranial MS from Von Restorff

160
Q

bird, dog, horse, cow, sheep, goose, transcranial magnetic stimulation, goat, mouse. if i said cat, would most participants say the word was included? why? what about ship?

A

yes, related lure and false memory. no, irrelevant lure

161
Q

is classical conditioning related to phobias? does it explain it entirely

A

yes related, no entirely

162
Q

is recopying notes useful for a chemistry exam?

A

prob not, you need relationships, but the shape of the words

163
Q

is recopying a drawing useful for a cartography exam?

A

yes, you need to remember the maps

164
Q

what is neural plasticity?

A

how brain can rewire itself

165
Q

the coarsest level of brain wiring involves individual neurons and synapses. true or false?

A

false, involves areas and pathways

166
Q

the intermediate level of wiring involves connections between neurons. true of false?

A

true

167
Q

the finest level of wiring involves the areas of the cerebral cortex. true or false

A

false, involves individual synapses

168
Q

visual information received by our eyes is sent to the primary visual cortex. what level of wiring does it go under?

A

coarsest

169
Q

can the coarsest level of wiring exist without the intermediate level?

A

no, short connections are what allow areas to do their job

170
Q

when the fusiform area receives visual information, what kind of connection is it using and what level?

A

intermediate, long connections

171
Q

all areas are connected to each other through a complicated web of pathways. true or false

A

false

172
Q

the strength of synapses is stable. true of false

A

false

173
Q

how can synapses be strengthened?

A

learning/experience, increasing # of receptors

174
Q

what is neurogenesis

A

creation of neurons

175
Q

neurons originate from progenitor cells and become neural stem cells. true of false

A

false, they originate from neural stem cells and progenitor cells

176
Q

how do neurons know where to migrate after neurogenesis?

A

guided by road-marker chemicals to send axons to target area

177
Q

what is the relationship between neurogenesis and the coarsest level of wiring?

A

neurogenesis is how areas and their pathways are created

178
Q

neurogenesis continues through adulthood. true or false

A

true, but mostly prenatal

179
Q

is myelination stable? at what age is it stable?

A

no, gradually occurs into adulthood, not fully myelinated until adolescence/adulthood

180
Q

what is the relationship between synaptogenesis and the intermediate level of wiring?

A

determines which axons form synapses to which neurons, thus involving connections between neurons

181
Q

why do children have more synapses?

A

brain allowing learning

182
Q

when you were in third grade, you learned with your multiplication tables. at 18 years old, you can use those skills to solve stoichiometry problems. What happened to your synapses?

A

pruning, allowed for stable and precise knowledge

183
Q

pattern of synapses depends on both pre- and postnatal environment. true or false

A

true

184
Q

what does epigenetics explain?

A

how humans with same/similar set of genes express them differently

185
Q

explain associative long-term potentiation

A

forming long-term associations that lead to increased neural responsiveness

186
Q

example of associative long-term potentiation?

A

answers may vary

187
Q

Hebbian learning/Hebb’s rule

A

strength of the connections from one neuron to another will increase if both are active at the same time

188
Q

neurons that fire together will wire together

A

hebb’s rule/hebbian learning

189
Q

you go back in time to get your younger self to associate learning math with fun. you do this by using an existing association between studying and good grades to associate math with studying. what are you using

A

hebb’s rule

190
Q

what are the three phases of hebbian learning?

A
  1. baseline
  2. training
  3. test
191
Q

epigenetics changes DNA and alters the biochemical environment of cells. true or false

A

false, DNA is the same, biochemical does change

192
Q

Brain-derived Neurotrophic Factor (BDNF)

A

protein important for growth of neurons in brain

193
Q

Jean Piaget critiqued cognitive psychology and created a new field off of it. true or false

A

false, he was the father of cognitive psych

194
Q

Piaget’s 4 stages of development

A
  1. sensorimotor
  2. pre-operational
  3. concrete operation
  4. formal operation
195
Q

assimilation vs. accomodation

A

learning new info vs. changing old info to accommodate new info

196
Q

what can we learn from feral children such as Genie

A

development is both nature and nurture (could learn to walk, but could never talk)

197
Q

critical periods only exist in animals. true or false

A

false, human children have biological critical periods as well

198
Q

explain PKU and gene x environment interaction

A

PKU (nature) does not cause brain damage, but PKU+sugary diet (environment) can cause brain damage

199
Q

is someone is a stage theorist, they believe development is…

A

discontinuous

200
Q

example of dynamic system

A

answers may vary

201
Q

example of a developmental cascade

A

answers may vary

202
Q

genetic variation

A

genetic deff btwn individuals

203
Q

chromosome

A

strings of DNA

204
Q

how many pairs of chromosomes do we have?

A

23

205
Q

allele

A

specific version of a gene

206
Q

Gene b is a recessive gene. mom has Bb, dad has Bb. will gene b be expressed?

A

no, punnet square

207
Q

most traits are …

A

polygenic

208
Q

what are the markers of sex?

A
  1. genes
  2. gonads
  3. hormones
  4. internal organs
  5. external organs
209
Q

gender identity

A

individual concept of male/female

210
Q

gender roles

A

social/cultural expectations for the genders

211
Q

gender schema

A

individual expectations for the genders of what is culturally appropriate

212
Q

what can 9 m.o., 2 y.o, and 5 y.o.’s do in terms of gender

A

identify male vs female faces, categorize boy vs girl, stable gender identity (respectively)

213
Q

felt stigma

A

feeling of needing to follow gender norms to stay safe

214
Q

there are not differences in male and female brains. true or false

A

false, minor differences but hard to tell if this is nature or nurture

215
Q

erik erikson’s stages of development

A
  1. trust vs. mistrust
  2. autonomy vs. shame/doubt
  3. initiative vs. guilt
  4. industry vs. inferiority
  5. intimacy vs. isolation
  6. identity vs. confusion
  7. generativity vs. stagnation
  8. ego integrity vs. despair
216
Q

lawrence kohlberg’s moral stages

A
  • Heinz dilemma
  • Carol Gilligan
  1. pre-conventional
  2. conventional
  3. post-conventional
217
Q

harry harlow’s monkey experiment

A

comfort and security critical to attachment

218
Q

john bolboy’s secure base

A

secure base necessary for attachment, necessary for normal social/emotional life

219
Q

mary ainsworth’s attachment styles

A
  1. resistant
  2. avoidant
  3. secure
  • disorganized added later by other researchers
220
Q

diana baumrind’s parenting styles

A
  1. authoritative
  2. authoritarian
  3. uninvolved
  4. permissive
221
Q

how do you test self concept?

A

mirror test

222
Q

by 1 year old, children have self concept. true or false

A

false, 18 m.o

223
Q

what is associated w/ positive self concept

A

confidence, good school performance, independence, exploration

224
Q

continuous development is the theory of…

A
  • not stages
  • gradual, consistent change
225
Q

categorical development is the theory of…

A
  • stages
  • you reach a certain milestone
226
Q

what are piaget’s four stages?

A
  • sensorimotor
  • pre-operational
  • operational
  • formal operational
227
Q

egocentrism is in the BLANK stage

A

pre-operational and formal operational

228
Q

what are the features of pre-operational stage?

A

egocentrism, conservation, centration

229
Q

what is piaget critiqued for?

A
  • cultural bias
  • underestimate children’s abilities
230
Q

dynamic system and multidimensionalism

A

ability to do something depends on different systems

231
Q

dynamic system and self-organization

A

no particular “plan”, the systems interact spontaneously

232
Q

dynamic systems are continuous. true or false

A

true

Fall Quarter 22-23 (4 decks)

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