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PSYC1101 > Psych Exam > Flashcards

Psych Exam Flashcards

1
Q

Monism

A

The theory that mind and body are one indistinguishable entity

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2
Q

Dualism

A

The theory that mind and body are two independent entities

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3
Q

Phrenology

A

A theory proposed by Franz Gall that states cranium size and shape can be used as an indicator of mental abilities

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4
Q

Psychodynamic theory

A

A theory proposed by Sigmund Freud that each person has an ID (an unconsious resovior of instinct and libido), an ego (personality and decision making) and a superego (moral values)

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5
Q

Cognative psychology

A

The study of how mental processes influence behaviour and the study of the brain as an information processor

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6
Q

Correlational studies

A

Studies that examine the relationships between variables (they cannot confirm relationshipsonly provide evidence)

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7
Q

Observational methods of research

A

Studies based in observing participants

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8
Q

Pitfalls of observational research

A

Observer bias
Participant self conciousness

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9
Q

Case studies

A

The study of one or a few individuals lives in regard to an experimental factor

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10
Q

Pitfall of case studies

A

They are not representive of phenomona

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11
Q

Pitfalls of survey studies

A

Sampling errors and response bias

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12
Q

Define learning

A

A process that results in a relatively consistant change in behaviour, or behavioural potential, based in experience

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13
Q

Factors of learning (CONE)

A

Consistant: learning is relatively consistant over different circumstances
Observable: the results of learning are observable through improvement in performane or accquired general attitudes
Not permanent: Learning is not necessarily permanent and learned patterns/abilities can be lost or broken
Experience-based: Learning is exclusively based on experience and memory

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14
Q

Habituation

A

A decline in response to repeated presentations of a stimulus

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15
Q

Sensitization

A

Increased responsiveness with repeated presentation of strong or important stimuli

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16
Q

Non-learning causes of behavioural or ability change

A

Maturation
Illness
Brain damage

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17
Q

Opponent process theory definition

A

A theory proposed by Ewald Hering that states initial responses to stimuli are followed by an opposite response over time in order to maintain a constant state of being

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18
Q

Opponent process theory in practice

A

An A process responds to a stimulus which is then followed by a B process which counteracts the A process. Due to the B process being delayed, the B process continues past the end of the A process causing an inverse response to the initial response caused by the stimuli. Repeated exposure to the stimuli grows the B process dampening the bodies response to said stimuli.

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19
Q

Classical conditioning

A

A theory proposed by Ivan Pavlov that states that the pairing, in a fixed temporal relationship, of a neutral stimulus with a stimulus capabale of regularly and reliably eliciting a response leads to a conditioned response to the neutral stimulus

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20
Q

Factors of classical conditioning

A

Unconditioned response: drooling when food is seen
Unconditioned stimulus: Food
Conditioned response: drooling when bell is heard
Conditioned stimulus: Bell

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21
Q

Extinction of behaviour

A

An accquired behaviour fades over time or is supressed

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22
Q

Reconditoining of behaviour

A

The re-association of a conditioned stimulus to create a new conditioned resonse

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23
Q

Spontanious recovery

A

A process in which a learned and extinguished behaviour suddenly reappears

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24
Q

Contingency

A

A temporal association between stimuli

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25
Q

Little Albert B and Watson

A

A 9 month old raised in a hospital environment was conditioned to associate white rats with a loud noise that made him cry. This caused a phobia of white rats to develop

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26
Q

Response specificity

A

The strength of a conditioned response is dependent on the similarity of a stimulus to the original stimulus. Further training can lead to discrimination and mean that a stimulus must be closer to the original stimulus to create a response.

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27
Q

Equipotent stimuli premise

A

The theory that all stimuli are equally conditionable

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28
Q

Garcia & Koelling (1966)

A

Cue to consequence: A study in which rats were exposed to a light and buzzer and given flavoured water. Half of the rats were zapped and half were made to feel nauseous. Those zapped began to aviod the light and buzzer and those made nauseous began to avoid the flavoured water.

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29
Q

Bolles (1970) and Selingman

A

Species-specific defense mechanisms: the theory that some behaviours in response to a threat are instinctive to a species and not based on prior experience

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30
Q

Sigel (1975)

A

B-Process conditioning: The theory that B processes can be conditioned to occur without the A process or stimulant e.g. dependent on the environment

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31
Q

Operant conditioning

A

A form of learning that utilises consequenses to certain behaviours to cause behavioural change

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32
Q

Edward Thorndike

A

Edward placed cats in puzzle boxes and encouraged them to escape with the reward of fish. The cats would expiriment with different ways to open the cage and upon pressing a lever the cage would open. Over successive trials cats were quicker to press the lever leading to Thorndike creating the law of effect

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33
Q

Law of effect

A

If a response to a particular behaviour is followed by a pleasant response it will be strengthened and if it is followed by a negative response it will be reduced

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34
Q

Burrhus F. Skinner

A

Created the Skinner box, a chamber with buttons that lead to positive or negative responses and futher invesigated work on behaviour and consequense

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35
Q

Reinforcement definition

A

A response that increases the potential of a certain behaviour

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36
Q

Punishment definition

A

A class of consequence that weakens the potential of a specific behaviour

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37
Q

Explain the 4 forms of consequence

A

Positive reinforcement: Behaviour leads addition of positive stimuli
Negative reinforcement: Behaviour leads to removal of negative stimuli
Punishment: Behaviour leads to addition of a negative stimuli
Response cost: Behaviour leads to removal of a positive stimuli

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38
Q

Define shaping

A

Successive approximations of the targets behaviour

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39
Q

Primary and secondary reinforcerers

A

Primary: Necessary for survival (e.g. food and water)
Secondary: Trivial rewards (e.g. money and praise)

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40
Q

Factors in speed of response development and loss

A

Timing, size of reinforcement and reinforcement schedule

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41
Q

Continuous reinforcement schedule

A

A process by which a reinforcer is presented after every performance of a desired behaviour.
This leads to quick learning but also quick extinction of the behaviour.

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42
Q

Partial reinforcement schedules

A

Fixed ratio: The number of responses between reinforcers is unchanging
Variable ratio: The number of responses between reinforcers is random
Fixed interval: The amount of time between reinforcers is unchanging
Variable interval: The amount of time between reinforcers is random

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43
Q

Language Acquisition Skinner Theory

A

Language is acquired through learning in response to selective reinforcement of trial and error

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44
Q

Lanuage Acquisition Chomsky theory

A

We are bon with a language acquisition device that enables us to understand deep structures of language

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45
Q

Behaviour genetics

A

How heredity and environmental factios influence psychological characteristics

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46
Q

Concordance rate

A

The probablity that a pair of individuals will have a certain characteristic given one has said characteristic

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47
Q

Heritability statistic

A

The extent to which the difference in a phenotype can be atrributed to differing genes

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48
Q

Behaviourism

A

We begin as a blank slate and learn through laws of learning that apply to all organisms

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49
Q

Ethology

A

Evolutionary behavioural differences between species

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50
Q

Define adaptive significance

A

The idea that behvaiour influences the chances of survival and reproduction

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51
Q

Define fixed-action pattern

A

An instinctive behaviour that is automatically triggered by a particular stimulus

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52
Q

Determinants of IQ

A

Genetic: IQ range has a heritability factor of 70-80%
Environmental: Where you fall in a given inherited IQ range is determined by family environment, educatational experiences, environmental enrichment and environmental deprivation

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53
Q

OCEAN model of personality and inheritability

A

Openess to experience: 57%
Conscienctiousness: 49%
Extroversion/Introversion: 54%
Agreeableness: 42%
Neurotocism: 48%

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54
Q

Psycopathy genetics

A

69% of psycopathy is rooted in genetic factors

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55
Q

Wang et al. (2018)

A

Determined that women found men with higher salaries far more attractive than men found women with higher salaries and this was theorised to be an evolutionary response (quality of offspring over quantity)

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56
Q

Searr & McCartney (1983)

A

Genotype based characteristics influence the parent produced environment, responses evoked from others and self-selection of compatible environments. In this way genotype influences environment.

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57
Q

Reaction range

A

The range of possibilites that an individuals genetic code allows

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58
Q

Between and witin group difference causes

A

Between group differences: Caused by environmental differences
Within group differences: Caused by genetic differences

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59
Q

Weaver et al (2004)

A

Stress reactions in rats are controlled by specific genes but the quality of maternal care determine the activation of those genes and therefore affect the quality of care they provide to their offspring

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60
Q

Turkheimer et al. (2003)

A

When 7 year old monozygotic and dizygotic twins were studies, differences in IQs in impoverished families were caused by environment and differences in IQ in privileged families were caused by genetics

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61
Q

Trivers (1972)

A

Parental investment theory: Females have a higher reproductive cost and are more discriminant when choosing mates, preferring males that have the ability to provide. This only applies when resources are monopolised and defended by males and variation in research acquisition is high.

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62
Q

Buss (1989)

A

A questionnairre was given to over 10,000 people where 13 qualities were ranked in men and women.
It was found that women prefered older men (28) and men prefered younger women (25). This provided evidence for the theory that men care more about reproductive capacity and women care more about the ability to provide.

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63
Q

Eagly & Wood (1999)

A

As gender inequality decreases men and women care less about age and earning.

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64
Q

Cognative psychology

A

An area of psych involved in thinking, memory, planning, reasoning, action and perception

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65
Q

Inattentional blindness

A

Failure to percieve something being observed as the brain is preoccupied

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66
Q

Change blindness

A

Failure to notice changes in your environment between viewings

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67
Q

Visual popout

A

The idea that some basic functions dont need attention to be seen (e.g. changes in shape and colour)

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68
Q

Conjunction search

A

Targets combining basic features require selective attention (e.g. find the red triangle vs find the red object)

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69
Q

Feature intergration theory

A

Certain basic features are processed automatically and in parallel. This is due to selective attention binding simple features together

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70
Q

Top-down attention

A

Voluntary, purposeful and strategic directing of attention

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71
Q

Bottom-up attention

A

Reflexive form of attention that does not require voluntary work

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72
Q

How does emotion impact attention

A

Emotional information is prioritized by your attention

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73
Q

Colin MacLeod

A

Dot-probe task: A task in which people are presented with two images, either both neutral or one neutral and one emotional and then asked to identify the direction a dot was. We looked away from the negative stimulus causing the response to be slower when presented with an emotional stimuli

74
Q

Define memory

A

The process that allows us to record, store and later retrieve experiences and infoormation

75
Q

Atkinson & Shiffin (1968)

A

Three stage model of memory: Memory can be divided into three stages, sensory memory, working memory and long-term memory

76
Q

Types of sensory memory

A

Ionic: visual sensory memory (stored for 1/4 seconds)
Echoic: auditory sensory memory (stored for 2-4 seconds)

77
Q

Define working memory

A

A limited capacity system that temporarily stores and processes information

78
Q

Define sensory memory

A

A brief, high capacity, representative form of visual or auditory memory

79
Q

How do you get information into working or long term memory

A

Encoding, attention and rehersal

80
Q

Limits of working memory

A

Working memory can only store a limited amount (4-7 items) of information and lasts 20-30 seconds if its not rehearsed

81
Q

Define long term memory

A

A form of memory with no know capacity created via the consolidation of the working memory

82
Q

Recency effect

A

A cognative bias in which items or ideas that came last are remembered 30-60% more clearly than those that came first

83
Q

Procedural memory

A

Involves skills, actions and classically conditioned responses

84
Q

Declarative memory

A

Memory that involves factual knowledge and includes episodic memory and semantic memory

85
Q

Episodic memory

A

Memory of events experienced

86
Q

Semantic memory

A

Memory of general factual knowledge

87
Q

Explicit memory

A

Memory that requires concious or intentional memory retrieval

88
Q

Implicit memory

A

Memory that influences our behaviour without concious attention

89
Q

Elaboration processing

A

The process of changing or adding to material to make it easier to remember

90
Q

Types of elaboration processing

A

Structural (shallow): Apperance and structure of a word
Phonemic (mid): Rhyming and sound
Semantic (deep): Connection to other items

91
Q

Context-dependent processing

A

Recalling information learnt in the same context it was learnt in is more effective

92
Q

Mood-congruent recall

A

Its easier to remember events that match your internal state or mood

93
Q

Flashbulb memory

A

A highly accurate and vivid recollection of where you were and what you were doing when something emotional occured

94
Q

How are memories formed?

A

Biochemical changes cause synaptic change between neurons

95
Q

Long term potentiation

A

An enduring increase in synaptic strength

96
Q

Cortex role in memory

A

Long term memory storage

97
Q

Pre frontal cortex role in memory

A

Working memory storage

98
Q

Amygdala role in memory

A

Emotional memory formation

99
Q

Hippocampus role in memory

A

Declerative memory and memory consolidation

100
Q

Thalamus role in memory

A

Encoding and retrieval of memory

101
Q

Cerebellum role in memory

A

Storage and formation of procedural memory

102
Q

Types of amnesia

A

Retrograde: Memory loss before amnesia event
Anterograde: Memory loss after amnesia event
Infantile: Loss of early experiences

103
Q

Define dementia

A

Impaired memory and cognitition due to brain degeneration

104
Q

Hyperthymestic syndrome

A

An increased ability to recall episodic memory but a normal ability to recall digits and information given

105
Q

Misinformation effect

A

The distortion of a memory by misleading post-event information

106
Q

‘Lost in the Mall’ technique

A

An expiriment done where a group of people were told that something in their childhood occured that did not (e.g. being lost in the mall). Due to the misinformation effect over 25% of people ‘recalled’ the event and even added details of their oen to it

107
Q

Source monitoring

A

Internal source monitoring: distinguishing between internally devived sources (e.g. thought vs spoken ideas)
External source monitoring: distinguishing between externally derived sources (e.g. which person said that)

108
Q

Challenger Disaster Experiment

A

People were asked the day after the Challenger disaster where they were when it occured and then were asked again 3 years later and only 25% of people had a different answer.

109
Q

Schema

A

A mental framework created based on experience and expertise to group concepts and help percieve, organise, process and use information

110
Q

Heuristics

A

A rule of thumb used to make fast judgements based on partial data. It is intuitive and efficient but often subject to bias and failure

111
Q

Availability Heuristic

A

The process where decisions are made based on past experiences and instances that come to mind

112
Q

Recognition Heuristic

A

The assumption that recognised objects have higher value than non-recognised ones

113
Q

Anchoring and adjustment heuristic

A

Rely on th first piece of information to form judgements and evolve your beliefs as more information is presented to you

114
Q

Photoreceptors

A

Cells in your eyes that transform light wave energy into a neural signal

115
Q

Rods vs Cones

A

Cones: concentrated in the fovea, detects and interperates bright light, fine detail and colour
Rods: mainly in the periphery of the eye, detects and inteperates dim light and movement

116
Q

Visual acuity

A

The ability to see fine detail

117
Q

Colour contrast

A

The way in which colour perception is influenced by the contrasting colours surrounding it

118
Q

Colour constancy

A

The tendency of a surface to appear the same colour under a large range of illuminants

119
Q

Blind spot

A

A portion of the eye where the optic nerve leaves the eye that has no rods or cones

120
Q

Colour gradients in the eyes

A

Red-Green
Blue-Yellow
Black-White

121
Q

Fixation point

A

The exact point you are looking at

122
Q

Vision to processing (right v left)

A

Any visual information on the right of an eyes fixation point is processed in the left side of the brain and vice versa. This information crosses at the optic chiasm.

123
Q

Stage 1 of visual processing

A

The first stage of corticol processing is involved in the coding of lines and edge in the visual scene. This is important in determining the difference between figures of intrest and the background

124
Q

Stage two of visual processing

A

The usage of the Gestalt principles to construct a unified holistic perception

125
Q

Gestalt principles

A

Similarity - similar thingsare grouped
Proximity - closer things are grouped together
Closure - brain inteprets missing parts of common objects
Continuity - smooth continuations intersecting rather than odd shapes

126
Q

Visual processing stage 3

A

Use of prior knowledge to disambiguate perception

127
Q

Monocular depth cues

A

Linear perspective, interposition (infront or behind), height in horisontal plane, clarity, size, motion parallax, blue-tone

128
Q

Motion parallax

A

Images closer to an observer move faster across a given field

129
Q

Binocular disparity

A

Objects beside the fovea appear to move when an eye is closed a each eye has a slightly different FOV

130
Q

Vieth Muller circle

A

A partial circle starting at one fovea, ending at the other and projecting forwards. Any object on the circle does not experience binocular disparity but any object in or around it does.

131
Q

How are sounds processed

A

Pressure waves in the air are moved through the ear and hit the eardrum, leading to vibration through the ossicles to the cochlea where those vibrations move the fluid in the cochlea

132
Q

Theories of sensing sound frequency

A

Frequency theory: Frequency detection depends on fluid movement causing vibrations of hair in the inner ear up to 1000Hz
Place theory: Frequency detection is sensed based on where in the cochlea the fluid movement occurs (lower deeper, higher shallower)

133
Q

How do we localise sound

A

Sound that comes from the left is lounder in the left ear and arrives in the left ear first

134
Q

Proprioception

A

Fluid moves through semicircular canals and hair movement in these canals detects movement in all direction

135
Q

Homunculus

A

A visua representation of the uneven distribution of nerve endings in the body

136
Q

Pain

A

A subjective experience with two components, the sensation of a painful stimuli and an emotional response to it

137
Q

Miss C

A

A woman born with an insensitivity to pain which lead to her not being able to sneeze, cough, gag or blink reflexively. She died at 29 due to infection she could not feel

138
Q

Consiousness

A

The moment-to-moment awareness of oneself in their environment. It is subjective, private, dynamic and self-reflective.

139
Q

Freudian viewpoint of consiousness

A

Concious mind: thoughts and perceptions we are aware of
Preconcious mind: mental events easily recalled
Unconcious mind: events that cannot ordinarily be brought into concious awareness

140
Q

Controlled processing

A

Conscious use of attention and effort

141
Q

Automatic processing

A

Processing that occurs without concious awareness or effort

142
Q

Measurements of conciousness

A

Self-reporting, behavioural measures or physiological measures (EEG in sleep, heartrate)

143
Q

Global workspace theories

A

All parts of the brain interact to form concious awareness

144
Q

Visual agnosia

A

The inability to visually recognise objects while interacting with them

145
Q

Prosopagnosia

A

The ability to recognise objects but not faces as they cannot determine subtle changes

146
Q

Blindsight

A

Reported blindness in a part of a visual field, which when tested still responds to stimuli

147
Q

Hemispatial neglect

A

occurs when one hemisphere is damaged causing unconciousness of objects in the damaged side

148
Q

States of alive percieved permanent unconciousness

A

Coma, vegetative state, minimally concious and locked-in syndrome

149
Q

Hypnosis

A

A procecure in which one person is guided by another persons suggestions

150
Q

Alcohol myopia

A

Short sighted thinking and an inability to pay attention caused by alchohol

151
Q

Dissasociation theory of hypnosis

A

Hypnosis is an altered state involving a division of consiousness

152
Q

Social cognition theory of hypnosis

A

Hypnotic experience results fom the expectations of people who are motivated to be hypnotized

153
Q

What brain waves are produced when awake?

A

Alpha and Beta brain waves

154
Q

Stages of sleep

A

1: Theta waves and light sleep
2: Deeper sleep and sleep spindles formed
3: Slow large delta waves and deep sleep
4: Deepest sleep and delta waves
REM

155
Q

REM sleep

A

A state of high arosal and dreaming

156
Q

Freud theory of dreaming

A

We dream for the gratification of unconcious desires

157
Q

Cognative theory of dreaming

A

We dream to problem solve to aid in real world problems

158
Q

Action-synthesis theory of dreams

A

Dreams are random neural firing that the cerebral cortex provides context for to provide a plausible story

159
Q

Motivation

A

A process that influences the direction, vigor and persistance of a goal-directed behaviour

160
Q

Evolutionary perspective of motivation

A

Motivation is instinctual, inherited, automatic and common to a species and has adaptive significance

161
Q

Child-caring instinctual response

A

Babies trigger nurturing feelings and behaviours which allows for babies to be cared for which is an evolutionary advantage

162
Q

Biological perspective of motivation

A

The theory that motivation stems from the need to maintain internal physiological equilibrium

163
Q

BAS and BIS system

A

BAS: activated by potential reward
BIS: activated by potential punishment

164
Q

Psychodynamic perspective

A

The theory proposed by Freud that motivation is a mixture of concious and unconcious constructs

165
Q

Self-determination theory

A

The theory that competance, autonomy and relatedness are our motivations and psychological needs

166
Q

Four features of emotional states

A

Cognative appraisal: meaning of stimuli
Physiological response: change in arousal
Instrumental behaviour: response to stimuli
Expressive behaviour: visible expressions

167
Q

James-Lange somatic theory

A

Emotions are subjective experiences based on bodily reactions (smiling makes you happy)

168
Q

Cannon-bard theory

A

Subjective experience and physiological arousal are independent responses to an emotionally arousing situation

169
Q

Cognative-affective theory

A

The intensity of arousal tells us how strongly to feel and situational cues and appraial allow us to label how we feel

170
Q

Circumplux of emotion

A

All emotions exist on a scale of pleasant to unplesant and activation to deactivation

171
Q

Forgas (2017)

A

Negative mood can improve memory, sensitive interpersonal behaviours and communication

172
Q

Assimilate

A

Imposing internal structures on the external world

173
Q

Accomodate

A

Modify internal structures in accordance to external constraints

174
Q

Broaden and build model

A

Positive feelings are a signal of saftey which trigger exploration, learning and creativity

175
Q

Signals of happiness theory

A

Signs of happiness stimulate reward centres in the brains of others leading to sucess and love

176
Q

Affective forecasting

A

Predicting the emotional affects of future life events

177
Q

Impact bias

A

The tendency to exaggurate the strength and duration of future emotional reactions

178
Q

Focalism

A

People focus on one life element to the expense of others

179
Q

Memory bias

A

People base affective forecasts on memories of similar experience from the past

180
Q

Emotion congruent retrieval

A

Remembering past events with the same emotional tone they are currently in

181
Q

Peak-end rule

A

When remembering an event you recall an average of your peak and end emotions

182
Q

Hedonic adaptation

A

Habituating to the imppact of repeated emotional experiences

PSYC1101 (1 decks)

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