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Psych/Soc > Psych/Soc Class 6 > Flashcards

Psych/Soc Class 6 Flashcards

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1
Q

Right hemisphere

A

Processes visual & spatial info

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2
Q

Left hemisphere

A

Typically for language processing

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3
Q

Damaga to Broca’s area

A

If damaged, leads to expressive aphasia or loss of ability to speak

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4
Q

Damage to Wernicke’s area

A

If damaged to left temporal lobe, results in receptive aphasia or inability to comprehend speech

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5
Q

Contralateral processing

A

See things in left visual field but unable to visual process b/c of right hemisphere not connected (vice versa except can’t communicate)

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6
Q

Limbic System

A

Consists of hypothalamus, hippocampus & amygdala

- primarily responsible for emotions & forming memories, motivation

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7
Q

Thalamus

A
  • Relays sensory information (eg. arousal) & motor information
    Receives & relays info from visual & auditory centers
  • plays an important role in regulating consciousness and alertness
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8
Q

Hippocampus

A

Involved in processing & integrating memories

  • Damage does not affect existing memories because those are stored in cortex, instead it prevents formation of new memories
  • important in converting STM –> LTM
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9
Q

Anterograde amnesia

A

Loss in ability to create new memories after the event that caused the amnesia, leading to partial or complete inability to recall the recent past while LTM from before are intact

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10
Q

Retrograde amnesia

A

Loss of access to events that occurred before onset of disease

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11
Q

Amygdala

A

Expresses anger & frustration primarily

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12
Q

Hypothalamus

A

Controls water & temperature balance in body, as well as hunger & sex drive
- activated endocrine system & SNS

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13
Q

Working memory rehearsal buffer capacity

A

7 +/- 2

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14
Q

LTM pathway

A
  1. Sensory information goes to thalamus
  2. If no further processing, thalamus filters out sensory info
  3. If processing needed, goes to visual cortex in occipital lobe
  4. Then gets encoded in hippocampus
  5. Then goes to amygdala
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15
Q

Functional techniques of brain

A

PET

  • produces images through diffusion of radioactive glucose
  • the more active the area in the brain is in use, the more glucose used because glucose is a primary fuel for brain cells

fMRI

  • able to view brain as it’s working
  • rapid sequencing of MRI images

EEG

  • measures sudden changes in brain electrical activity through electrodes placed on head
  • data can be filtered mathematically to yield volt potentials which allow for localization functions of brain
  • gives electrical image during cognitive states/tasks
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16
Q

Structural techniques of brain

A

MRI (magnetic resonance imaging)
- uses extremely powerful electromagnets & radiowaves to get 3D structural information from brain

CT Scan (CAT scan)
- generates cross-sectional images of brain using series of x-ray pictures from different angles
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17
Q

Neural plasticity

A

Changes in brain due to learning, thinking, behaviour, emotions, etc
- change occurs from cellular to anatomical level

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18
Q

Long-term potentiation

A

Connections between neurons strengthen

  • persistant strengthening of synapses (more frequent signals = more stronger)
  • the stronger the connection = the more we retrieve for memory & learning
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19
Q

Systems consolidation (memory consolidation)

A
  • converts STM to LTM

- 30 second stored in STM and by rehearsing info over and over again, neural connections become strengthened

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20
Q

Memory

A

Encoding
- transfer sensations into memory system

Storage
- retaining information in ST/LTM

Retrieval
- extracting information that’s been stored

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21
Q

Multi-store model

A

Store 1 - sensory memory
Store 2 - working memory/STM

  1. Sensory input goes through sensory memory (any information not attended will be lost)
  2. Attended information goes to STM
  3. Rehearsal occurs, and if it is not rehearsed it is lost
  4. Goes through consolidation to LTM
  5. If it is used it will be retrieved and go through consolidation again, if not used you will lose the information over time
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22
Q

Baddeley’s model of working memory

A

Central executive (responsible for coordination of sub-systems, shifting between tasks & selective attention & inhibition)
Divided into:
1. phonological loop –> Semantic verbal memory
- ST phonological store with auditory rehearsal

  1. Visuospatial Sketchpad –> Semantic Visual memory
    - temporary storage & manipulation of spatial and visual info
  2. Episodic Buffer –> Episodic memory
    - information integration & linking to LTM
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23
Q

Serial position effects

A

Words in the middle are forgotten

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24
Q

Primacy effect

A

Words in the beginning are remembered

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25
Q

Recency effect

A

Words in the end are remembered

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26
Q

Encoding

A

Process of transforming information into a form that’s more easily stored in our brains
- four kinds: semantic (meaning), acoustic (sound), elaborative (association with previous LTM), visual (images

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27
Q

Encoding strategies

A

Rehearsal
- repetition of information leading to retention

Chunking
- grouping related information together into chunks

Elaboration
- intertwining information to be remembered with well entrenched pre-existing long term spatial, visual acoustic or semantic memories

Self-reference
- making information to be remembered personally relevant

Spacing
- memory works better when reviewed material is spaced out over time

Mnemonics
- any technique for improving retention of information

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28
Q

Method of loci

A
  • Uses visualization to recall information

- Also called “memory palace”, “Mind palace” or “Memory journey”

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29
Q

Peg word

A

Memory technique where you connect words to numbers and create association to improve retention
Example : 1-2 buckle my shoe

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30
Q

LTM

A

LTM branches into Explicit or Implicit Memory

Explicit memory (declarative memory) - conscious recall
Divided into:
1. Episodic memory (events you’ve personally experienced)
2. Semantic memory (your general knowledge)

Implicit memory (non-declarative memory) - unconscious recall
Divided into:
1. Procedural memory (learning motor skills, physical actions)
2. Classical conditioning (associating neutral stimuli with another stimulus)
3. Priming (activation of knowledge & the influence of behaviour)

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31
Q

How long each memory stays

  • > iconic memory
  • > echoic/acoustic
  • > STM
  • > LTM
A

Iconic - < 1 second
Echoic - 2-4 seconds
STM - 15-30 seconds
LTM - permanent storage with unknown upper limit to capacity

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32
Q

Semantic networks

A

Organize acquired information in our memory

*unique to each person (used to be thought

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33
Q

Spreading activation

A

As one node is activated, it triggers other nodes to activate

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34
Q

Retrieval

A

Process of finding information stored in memory

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35
Q

Types of retrieval

A

Free Recall - random recall of info
Cued Recall - giving a list of states & asking for each capital
Recognition - multiple choice
Relearning - you use it or lose it

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36
Q

Retrieval Cue

A

Any stimulus that assists in memory retrieval

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37
Q

Priming

A

Occurs when exposure to one stimulus influences response to another stimulus
Positive priming - speeds up processing
Negative priming - slows down processing

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38
Q

Context-dependent Memory (Context effect)

A

Better at retrieving information in the same environmental context which the info was learned

39
Q

State-dependent memory (state dependency effect)

A

Better at remembering when we are in the same internal state (Drug, comfort, pain, mood) that we were when we info was encoded

40
Q

Types of Memory

A 
Flashbulb memory
Eidetic memory (photographic memory)
Reproductive memory 
Prospective memory
Dual coding theory
Levels of Processing Model
Reminiscence Bump
Practice Effects
Method of Loci
Peg Words
41
Q

Eidetic Memory

A

Able to vividly recall images from memory after only few instances of exposure with high precision for a brief time after exposure without using a mnemonic device

42
Q

Flashbulb Memory

A

People can (or claim to) remember great detail about their episodic memories of particularly emotionally arousing events

43
Q

Reproductive Memory

A

Accurate retrieval of information from memory, without significant alteration

44
Q

Prospective Memory

A

Remembering to perform a planned action or recall a planned intention at some future point in time
Ex. remembering to do next assignment before next class

45
Q

Dual Coding Theory

A

Theory that holds that combo of words with visuals provides us with two different channels for later recall, which assists in memory retrieval. Thus learning is better when words are presented with relevant images or such images are imagined by the learner

46
Q

Levels of Processing Model

A

Focuses on the depth of processing involved in memory

- Predicts the deeper info is processed, the longer a memory trace will last

47
Q

Reminiscence Bump

A

Older adults generally remember events they experiences from 10-30 yrs old better than any other time period, including more recent time periods

48
Q

Practice Effects

A

Improvement that would be expected to occur simply from repeated exposure to a specific memory test
- imp to consider when longitudinally testing a subject with progressively debilitating memory disorder sing the same memory test

49
Q

Intrusion Error

A

Substitution of an often semantically meaningful word during free & serial recall of word lists
- can also occur in episodic memories

50
Q

Reconstructive process

A

Theorize that memory is a reconstructive process because each time a memory is retrieved, the memory trace is strengthened, but also potentially altered

51
Q

Displacement

A

occurs in STM when one item in the list to be remembered bumps out another

52
Q

Forgetting (Sensory memory, STM, LTM)

A

Sensory memory –> decay
STM –> decay, displacement, intrusion errors
LTM –> decay, interference, retrieval failure

53
Q

Interference

A

When competing material make it difficult to encode or retrieve information

54
Q

Proactive Interference vs Retroactive interference

A

Proactive - prior learning interferes with new learning so makes it difficult to encode new memories

Retroactive - recent learning interferes with old learning

55
Q

Memory Errors

A 
Source Monitoring Errors
False memories
Misinformation effect
Anterograde amnesia
Retrograde amnesia
Korsakoff's Syndrome
56
Q

Source Monitoring Error

A
  • also called source amnesia
  • misidentify origins of knowledge
  • source info stored in source memory
57
Q

False memories

A

Inverted or distorted recollection of episodic event that did not actually happen

58
Q

Misinformation Effect

A

When episodic memories become less accurate because post-event information works backwards in time to distort memory of original even through retroactive interference

59
Q

Korsakoff’s syndrome

A

Chronic memory disorder caused by severe deficiency of thiamine(vitamin b1); most commonly caused by alcohol misuse

60
Q

Memory & Cognition in normal aging

A

Improves

  • Semantic memory improves up until 60 then stabilizes
  • emotional intelligence

Stable

  • Implicit memory
  • Crystallized intelligence (ability to retrieve general info)

Declines

  • Source memory
  • Episodic memory
  • Processing speed
  • divided attention
  • operational span in working memory
61
Q

Nonassociative learning

A

When an organism changes the magnitude of its response due to repeated exposure to particular stimulus

62
Q

Different responses of nonassociative learning

A
  1. Habituation
    - occurs when response diminishes as the organism becomes accustomed to repeated stimulus
  2. Dishabituation
    - occurs when organism that had become habituated to stimulus recovers its responsiveness b/c of removal and/or different stimulus
  3. Sensitization
    - occurs when instead of exhibiting habituation, organism demonstrates increasing responsiveness to repeated stimulus
    - usually associated with increased arousal
63
Q

Associative learning (classical conditioning)

A

Process in which 2 stimuli are paired in which response to one stimuli changes

64
Q

Signalling stimulus

A

Either a neutral or conditioned stimulus (eg. the bell in Ivan Pavlov’s experiment)

65
Q

Generalization vs Discrimination

A

Generalization is when stimuli other than the original conditioned stimulus elicit CR

Discrimination occurs when CS is distinguished from other similar stimuli & is only thing that elicits CR

66
Q

Associative learning (Operant conditioning)

A

Process in which reinforcement (pleasurable consequence) & punishment (unpleasant consequence) are employed to mold behavioural responses
- demonstrates that behaviour that is reinforced tends to be repeated while behaviour that is not is extinguished

67
Q

Positive vs Negative Reinforcement

A

Positive - adding something desirable to increase likelihood of behaviour

Negative - taking away something undesirable to increase likelihood of behaviour

68
Q

Positive vs Negative punishment

A

Positive - Adding something undesirable to decrease likelihood of behaviour

Negative - Taking away something desirable to decrease likelihood of behaviour

69
Q

Dopamine Reward Pathway

A
  • Begins in Ventral Tegmental Area and connects to nucleus accumbens
  • Rewards activate this pathway and dopamine is released in nucleus accumbens
70
Q

Primary vs Secondary punisher

A

Primary punisher

  • something that is innately undesirable
    eg. spanking

Secondary punisher
- something that has been condition to be undesirable
Eg. bad grades

71
Q

Primary reinforcer/punisher

A

Change the rate of response without previous learning

72
Q

Secondary reinforcer/punisher

A

Stimuli learned to be rewarding or punishing (conditioned)

73
Q

Primary vs Secondary reinforcement

A

Primary reinforcement
- something that is innately desirable
Eg. affection

Secondary reinforcement
- Something that is conditioned to be desirable
Eg. good grades

74
Q

Token Economy

A

Behaviours are reinforced with tokens (secondary reinforcers) & can later be exchanged for desirable stimuli eg. playing time

75
Q

Token economy vs World economy

A

Go to school & complete tasks —> initial outcome: earn tokens —> Final outcome: Exchange tokens for activities & tangible items

Go to work: complete job tasks —> Initial outcome: earn money —> Final outcome: exchange money for activities & tangible items

76
Q

Reinforcement Schedules

A

Variable ratio
Fixed Ratio
Variable Interval
Fixed Interval

77
Q

Variable ratio

A

Provides reinforcement after an unpredictable # of behaviours

  • Response rate: fast
  • Extinction Rate: slow
  • Slowest extinction rate! Behaviour persists despite lack of reinforcer
78
Q

Fixed ratio

A

Provides reinforcer after a predictable # of behaviours
-Response rate: Fast
-Extinction rate: medium
Post reinforcement pause is analogous to procrastination

79
Q

Continous

A

Reinforce given after every single response

  • Response rate: slow
  • Extinction time: fast
  • Best way to teach new behaviour but has fastest extinction rate
80
Q

Variable Interval

A

Provides reinforcement after an inconsistent period of time

  • Response rate: Medium/fast
  • Extinction time: slow
  • tends to produce a low to moderate rate of response
81
Q

Fixed Interval

A

Provides reinforcement after a consistent period of time

  • Response rate: medium
  • Extinction time: fast
  • long pause in responding following reinforcement, followed by accelerating rate
82
Q

Acquisition

A

Rate of reinforced response increases

83
Q

Extinction

A

Rate of previously reinforced responses decrease when reinforcement ceases

84
Q

Shaping

A

Rewarding of successive, closer approximations of desired behaviour

85
Q

Extinction burst

A

The increase in response rate that typically occurs when a previously reinforced response is initially no longer paired with any reinforcement
- esp likely to occur when continuous reinforcement is removed abruptly

86
Q

Biological processes that affect associative learning

A

Biological predisposition
- much easier to condition an organism to perform a response that’s similar to behaviours that it’s biologically inclined to perform

Instinctive drift

  • tendency for certain conditioned behaviours to trigger similar instinctive behaviours
  • the closer the similarity between the conditioned behaviour and innate behaviour, the more likely the underlying innate behaviour will be substituted for desired conditioned response
87
Q

Biological processes that affect observational learning

A

Mirror neurons

  • Many brain neurons fire in same pattern when we see another person perform a known action
  • these neurons are imp for observational learning of motor skills & understanding the actions, intentions & emotions of others
  • differences in the fxs of these neurons can explain social deficits

Vicarious emotions

  • mirror neurons appear to be activated when we “feel” the emotional response of others
  • empathy requires vicarious and role taking
88
Q

Insight learning

A

Process in which solution to problem suddenly comes to us in what we describe as “flash of insight”

89
Q

Wolfgang kohler experiment

A

Showed insight learning by showing food out of reach to monkeys

90
Q

Latent learning

A

Process in which learning occurs without any immediate expression or obvious reinforcement, later when helpful, this learning demonstrates itself

91
Q

Decay theory

A

Information that is not rehearsed will be forgotten

92
Q

Prefrontal cortex

A
  • Serves to process cognitive experiences of emotion
  • plays a role in executive functions—higher order thinking processes such as planning, organizing, inhibiting behaviour, and decision making
  • Damage to this area may lead to inappropriateness, impulsivity, and trouble with initiation
  • not fully developed until mid 20’s
93
Q

Parietal lobe

A

Found at the top of the brain for sensation & language

94
Q

Medulla

A

brain stem structure that is primarily responsible for autonomic processes such as breathing and maintaining a heartbeat

Psych/Soc (24 decks)

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