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Psych test 3 Flashcards

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1
Q

Cognitive Development

A

How kids learn about the world, develop higher order functions, learn to be creative, use their inner monologue, etc

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2
Q

Jean Piaget

A

French, COGNITIVE DEVELOPMENT, kids can reason, they just do it differently than adults

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3
Q

Schema

A

Concepts that organize and interpret information, ex having a schema that trumpets are shiny instruments with a small horn

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4
Q

Assimilation

A

Interpreting new experiences into the terms of existing schemas, ex a gold trumpet and a silver trumpet are both trumpets

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5
Q

Accommodation

A

Something breaks the schema, so you make a new one, ex a baritone isn’t a trumpet

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6
Q

Piaget’s four stages

A

Sensorimotor, preoperational, concrete operational, formal operational… criticized because he thinks that you’re fully developed at 12

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7
Q

Human Development

A

changes that occur “from womb to tomb” including physical, cognitive, and social development

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8
Q

Longitudinal Study

A

The same people are studied repeatedly over a long time

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9
Q

Cross-Sectional

A

People of differing age with the same traits or interests are studied at the same time

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10
Q

Prenatal Development

A

Begins with conception and ends at birth, usually 40 weeks

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11
Q

Stages of prenatal development

A

Germinal - Conception to 2 weeks
Embryonic - 2 weeks to 8 weeks
Fetal - 9 weeks to birth

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12
Q

Germinal Period

A

“Finding a place to live”, conception to two weeks

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13
Q

Conception

A

The moment a female becomes pregnant, marks the beginning of development

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14
Q

Zygote

A

Fertilized egg implants itself in the uterine wall, DNA is passed on, genetic makeup and sex of fetus set

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15
Q

Embryonic Period

A

“Organizing Space”, implantation to 8 weeks, major organs and structures develop and start functioning

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16
Q

Implantation

A

Sevenish days after conception, ball of cells starts to embed into the wall of uterus, this is where most pregnancies fail

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17
Q

Embryo

A

Developing multicellular organism attached to uterus

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18
Q

Placenta

A

Specialized organ to provide nourishment to the embryo through the umbilical cord, filters waste away from baby

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19
Q

Fetal Period

A

“finishing touches” nine weeks to birth, fetus gains weight and strength, brain completely forms

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20
Q

Fetus

A

developing organism from eight weeks after fertilization to birth

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21
Q

Critical Periods

A

Times when certain environmental influences can impact the development of the infant (embryonic period)

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22
Q

Teratogen

A

Agents (chemicals and viruses) that can reach the embryo or fetus during parental development and cause harm

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23
Q

Fetal Alcohol Syndrome (FAS)

A

Birth defects associated with drinking alcohol during pregnancy

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24
Q

common teratogenic agent

A

prescription/illegal drugs, Marijuana, Nicotine, Alcohol, Stress

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25
Q

Reflexes

A

infants have innate unlearned behavior patterns to help them survive, disappear around six months: grasping, rooting, sucking, steping

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26
Q

Infantile Amnesia

A

the brain forms memories so differently when you’re a baby, most people can’t recall the first 3 years of their life

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27
Q

Maturation

A

Biological growth processes that enable orderly changes in behavior, mostly uninfluenced by experience

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28
Q

Developmental Norms

A

The normal age babies develop specific things, sometimes babies deviate and need intervention

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29
Q

Six Motor Milestones

A

How an infants muscles and nervous system mature, Sit, crawl, stand w/ assistance, walk w/ assistance, stand, run

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30
Q

Lev Vygotsky

A

Russian Developmental psychologist, theory on how child’s mind grows through interaction with a social environment, building on a scaffold of mentoring, language, and cognitive support from others

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31
Q

Scaffolding

A

a more skilled learner gives help to a less skilled learner, helping less and less as the less skilled learner becomes more capable

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32
Q

Stranger Anxiety

A

The fear of strangers infants display beginning at 8 months of age, the emerging ability to evaluate people as unfamiliar and threatening

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33
Q

Attachment Bond

A

Emotional bond between an infant and the primary caregiver

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34
Q

Konrad Lorenz

A

If attachment was important in human survival it may be important in other species, experimented with geese, critical period

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35
Q

Critical Period

A

Optimal period certain events must take place to facilitate proper development

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36
Q

Imprinting

A

The process of how certain animals form attachments during a critical period early in life, difficult to reverse

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37
Q

Temperament

A

People’s intensity of emotions, GENETIC, two types: easy or difficult

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38
Q

Harry Harlow

A

Attachment studies, contact comfort, isolation studies, broke the thought that moms had better relationship with children because they breastfed, monkeys

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39
Q

Mary Ainsworth

A

attachment, strange situation experiment (kids left at daycare and reacted to mothers leaving and coming back), types of attachment

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40
Q

Secure Attachment

A

60% of kids, mothers are consistent and responsive, baby is upset when mother leaves and refuses to be comforted by stranger, baby makes quick effort to touch mother when shes back and then goes to play, trust forms more easily

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41
Q

Insecure / Avoidant Attachment

A

Mothers unresponsive and insensitive, baby is indifferent when mother leaves, when mother comes back baby may try to touch but pull back

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42
Q

Anxious-Ambivalent Attachment

A

constant state of stress for baby, mother is inconsistent in good v bad behavior, when mother leaves baby is distressed, when mother returns baby is spiteful and resentful

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43
Q

Diana Baumrind

A

Three parenting styles

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44
Q

Authoritarian

A

“because I said so”, strict rigid rules, demanding, most likely to use physical punishment, uncompromising, ends up with rebellious kids

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45
Q

Permissive

A

Gives into all their kids desires, two types: neglectful and indulgent

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46
Q

Permissive Neglectful

A

Parents don’t care and just want to be left alone, kids can do whatever they want, creates kids with social awkwardness

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47
Q

Permissive Indulgent

A

Too involved with their children and allow kids to behave as they will, refuse to set limits on kid’s behavior, creates bratty kids

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48
Q

Authoritative

A

Parents listen and compromise, they set rules but explain them, encourage open discussion, creates well rounded kids

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49
Q

Sensorimotor Stage

A

Birth to 2, learning to use senses and motor abilities to learn about the world, lack of object permanence

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50
Q

Preoperational Stage

A

2 to 6/7, using language, learning through make believe, lack of conservation, egocentrism

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51
Q

Conservation

A

gain at the end of preoperational, properties like mass and volume stay the same no matter what shape they’re in,

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52
Q

Egocentrism

A

Preoperational, difficulty taking another’s point of view of physical environment

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53
Q

Concrete Operational Stage

A

6/7 to 11, logic, concrete grammar and math, etc, conservation

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54
Q

Formal Operational Stage

A

12 and up, abstract reasoning, thinking logically about abstract stuff, riddles, wordle, etc

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55
Q

Chromosomes

A

Determines sex, two X chromosomes for female, X and Y for male

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56
Q

Testosterone

A

Most important male sex hormone, both males and females have it but males have more

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57
Q

Primary Sex Characteristics

A

The bodies structures that make sexual reproduction possible (ovaries, testes, external genitalia)

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58
Q

Secondary Sex Characteristics

A

Nonreproductive sexual traits, female breasts and hips, male voice quality and body hair

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59
Q

Spermarche

A

boy’s puberty landmark, first ejaculation, often occurs during sleep, happens at 14

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60
Q

Menarche

A

Girl’s puberty landmark, first menstrual period, usually around 12.5 years old

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61
Q

Intersex

A

A condition present at birth due to unusual combinations of male and female chromosomes, hormones, and anatomy, having biological features of both sexes

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62
Q

AIDS

A

acquired immune deficiency syndrome, life threatening, sexually transmitted infection caused by HIV (human immunodeficiency virus), depletes immune system leaving person vulnerable to infection

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63
Q

Environmental factors of teen pregnancy

A

lack of communication about birth control, impulsivity, alcohol use, mass media

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64
Q

Reasons for sexual restraint

A

high intelligence, religious engagement, father presence, service learning participation

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65
Q

Older brother / Fraternal birth-order effect

A

men with older brothers are more likely to be gay

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66
Q

Menopause

A

menstrual cycles start to end, biological changes happen in woman as her ability to reproduce declines

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67
Q

Telomeres

A

tips of chromosomes that wear down, stops cells being perfectly reproduced

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68
Q

Moral Development

A

when and how do you get your moral reasoning (your sense of right and wrong)

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69
Q

Lawrence Kohlberg

A

Moral Development, presented males with moral dilemmas and asked them what they would do and why, categorized answers into 3 stages with 2 substages each

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70
Q

Preconventional Morality

A

Develops between 4 and 9, what most of us use as reasoning
1. Am I going to be punished
2. Am I getting something from it?

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71
Q

Conventional Morality

A

Level 2, Develops at 11-13, we behave based off of two things
1. Rules and laws
2. Social acceptance

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72
Q

Postconventional Morality

A

Developed by mid to late adolescence, abstract, based on what is right for society in general
1. Is there a higher good that can come from the actions I do?
2. (I’m not sure about this one) Societies rules take a backseat if they contradict the rights of basic human beings

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73
Q

Infant Psychosocial Task

A

trust v mistrust

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74
Q

Toddler Psychosocial Task

A

autonomy v shame and doubt

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75
Q

pre-schooler Psychosocial Task

A

Initiative v guilt

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76
Q

school-ager Psychosocial Task

A

Industry v Inferiority

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77
Q

Adolescent Psychosocial Task

A

Identity v Role confusion

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78
Q

Young adult Psychosocial Task

A

Intimacy v Isolation

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79
Q

Middle age Psychosocial Task

A

Generativity v Stagnation

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80
Q

Older Adult Psychosocial Task

A

Ego-integrity v despair

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81
Q

Trust v Mistrust

A

Infant, birth to 1 year old, learning that people can be trusted

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82
Q

Autonomy v Shame/Doubt

A

Toddler, 1 to 3 years old, gaining control of their own environment, “me do it”

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83
Q

Initiative v Guilt

A

Preschool, 3 to 6, learning to plan and achieve goals with others

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84
Q

Industry v Inferiority

A

Elementary School age, 6 to 12, comparing yourself to your peers, getting along with others

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85
Q

Identity v Role Confusion

A

Adolescence, 12 to 18, developing a sense of self, trying on different personalities to see which ones fit

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86
Q

Intimacy v Isolation

A

Early Adulthood, 20s to 40s, after you develop a sense of self you share it with others

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87
Q

Generativity v Stagnation

A

Middle Adulthood, 40s to 60s, Contributing to society and the younger generation

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88
Q

Ego Integrity v Despair

A

60s and up, dying with no regrets, reflecting on your life

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89
Q

Carol Gilligan

A

Female moral development, stages of ethics of care

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90
Q

Erotic Plasticity

A

fluid and changing sexual activity levels, higher for women and lower for men

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91
Q

Gay-Straight differences

A

spatial abilities, fingerprint ridge count, auditory system development, handedness, occupational preferences, relative finger lengths, gender nonconformity, age of onset puberty in males, face structure and birth size/weight, sleep length, physical aggression, walking style

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92
Q

Brain gay-straight differences

A

hypothalamic cell cluster smaller in women and gay men than straight men, gay men’s hypothalamus reacts the same as a womens to the smell of male sex-related hormones

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93
Q

Genetic gay-straight influences

A

Shared sexual orientation is higher among identical twins than fraternal twins, sexual attraction in fruit flies can be genetically manipulated, male homosexuality often appears to be transmitted from the mothers side of the family

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94
Q

Fertile Females Theory

A

maternal genetics may be at work, gay men have more gay relatives on their mothers side than their fathers

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95
Q

Death-Deferral phenomenon

A

people die more often when they hit milestones (right after birthdays, Christmas, etc)

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96
Q

Prospective memory

A

“remember to…” stuff you’re planning to do in the future, teens and young adults are the best at this

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97
Q

Neurocognitive disorder (NCD)

A

Dementia, often related to alzheimers, brain injury or disease, substance use, etc

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98
Q

Alzheimers

A

marked by neural plaques

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99
Q

Social Clock

A

culturally preferred timing of social events like marriage, parenthood, retirement

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100
Q

Emotions

A

Intense, short lived, reactionary effective states –> sadness

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101
Q

Mood

A

Exact opposite, prolonged, long-lasting, not reactionary states –> depressed

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102
Q

James-Lange Theory

A

You feel an emotion AFTER you have a physiological response to a stimuli, stimuli –> bodily reaction –> emotion, BODY RESPONDS FIRST

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103
Q

Cannon-Bard Theory of Emotions

A

Bodily reaction happens same time as feeling emotion, they DON’T cause each other, stimuli –> bodily reaction / emotion

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104
Q

Schachter-Singer Two-Factor Theory

A

Cognitive appraisal is conscious, you have to consciously say to yourself “I think…”, stimulus –> bodily reaction / cognitive appraisal –> emotion

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105
Q

Zajonc and Ledoux Theory

A

Emotion is what you experience first and instantly, stimuli –> emotion, precedes cognitive appraisal

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106
Q

Ledoux Specific

A

Emotions are quick because of the neural pathways they take, high road and low road

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107
Q

High Road

A

Ledoux specific, specific complex emotions, takes longer, goes to thalamus and stuff (hatred, love, etc)

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108
Q

Low Road

A

Ledoux specific, emotions go directly to amygdala, less intense and complex, quick emotional decisions (I don’t like… I like…)

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109
Q

Lazarus

A

There is cognitive appraisal, but its completely unconscious, you decide “is this dangerous or not” unconsciously

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110
Q

Health Psychology / Behavioral Medicine

A

Sub-field in psych for studying health, illness, and healthcare, how do you change your behavior to make you more healthy, writing policies and doing research, ex tobacco use, obesity, substance use

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111
Q

Primary Appraisal

A

Figure out if something is actually stressful, is stress relevant or threatening? can you find a silver lining?

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112
Q

Secondary Appraisal

A

Considering resources that are available to respond to or cope with stress, “Do I have a course of action I can take?”

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113
Q

General Adaptation Syndrome (GAS)

A

Hans Selye, three stages of bodies psychological reaction to stress: Alarm, Resistance, Exhaustion, stress is a defensive mechanism, prolonged stress can result in diseases or death

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114
Q

Alarm

A

Body’s first reaction to stressors, sympathetic NS activates, adrenal glands release hormones to make bodily stress, may create fevers, nausea, headaches

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115
Q

Resistance

A

Body settles into sympathetic division activity, keeps releasing stress hormones that help body fight stressor, noradrenaline is released which takes away sensitivity to pain

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116
Q

Exhaustion

A

Body’s resources are gone, can lead to formation of stress-related diseases, parasympathetic division activates and body attempts to replenish its resources

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117
Q

Immune system

A

Stress creates same reaction in immune system as infections, so your body just goes at it until it runs out of gas, which is when you’re more likely to get a disease

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118
Q

Colds

A

Higher the stress index, the higher your likelihood of getting a cold

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119
Q

Heart Disease

A

Prolonged stress = higher likelihood of heart disease

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120
Q

Cancer

A

STRESS CANNOT CAUSE CANCER, however stress takes down immune system, which makes you more susceptible to cancer

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121
Q

Approach-Approach Conflict

A

You have to choose between two good outcomes

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122
Q

Avoidance-Avoidance Conflict

A

Choose between two bad outcomes

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123
Q

Approach-Avoidance Conflict

A

Exists when one event/goal has both good and bad features

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124
Q

Multiple Appraoch-Avoidance Conflicts

A

You have to choose between two or more good things, each of which have both good and bad features

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125
Q

Goal

A

Cognitive representation of a desired state, how you want something to turn out

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126
Q

Motive

A

Desire that leads you to behaviors that lead you to completing goals

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127
Q

Drives

A

Primarily biological, both primary and secondary, leads us to seek out and take part in certain activities

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128
Q

Primary Drives

A

Innate biological needs, necessary for survival, thirst, hunger

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129
Q

Secondary Drives

A

Not necessary for survival, linked to social or identity factors, money, pride, fame

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130
Q

Predicting Behavior

A

You are more likely to predict a behavior that results from a motive than an emotion

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131
Q

Homeostasis

A

We fulfill drives until we reach homeostasis

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132
Q

Instinct Theory “The Evolutionary Perspective”

A

We behave in order to survive

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133
Q

Drive Reduction Theory

A

Biological, we have certain PHYSIOLOGICAL needs that create drives (food –> hunger) that create drive-reducing behavior (hunger –> getting something to eat)

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134
Q

Arousal Theory

A

There’s an optimal level of arousal/dopamine and we act to increase or decrease that level to be optimal

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135
Q

Yerkes-Dodson Law

A

Performance, if a task is difficult you need lower levels of arousal, if a task is easy you need higher levels of arousal

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136
Q

Incentive Theory

A

If you’re going to get a reward for something, you’ll be motivated to do it

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137
Q

Maslow’s Hierarchy of Needs

A

We are motivated by going through a pyramid of needs to get to the top (or in this list the bottom)
1. Physiological needs
2. Safety needs
3. Belongingness
4. Esteem needs
5. Self-actualization

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138
Q

Intrinsic Motivation

A

Motivation that stems from internal factors, benefits associated with the process of pursuing a goal, driven by an interest in the task itself and not society, people who use this do better and improve skills

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139
Q

Extrinsic Motivation

A

Motivation that stems from external factors, benefits associated with achieving a goal or avoiding punishment (compensation, punishment, reward), performing tasks to receive something from others

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140
Q

Physiological Needs

A

First and most basic Maslow need, ex air, food, water

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141
Q

Safety Needs

A

2nd Maslow need, are you safe from danger, pain, or an uncertain future? motivation towards obtaining shelter and protection

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142
Q

Love/Belonging Needs

A

3rd Maslow need, the need to bond with other humans and to be loved, forming long lasting attachment, if you dont have this it will negatively affect health and well-being

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143
Q

Esteem Needs

A

4th Maslow need, desire to be respected by peers, feel important and appreciated, people often look for ways to achieve mastery and seek validation

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144
Q

Self-Actualization

A

Highest Maslow need, achieving your full potential, acquiring new skills, taking on new challenges, behaving in a way that achieves your life goals

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145
Q

Self-Transcendence

A

The strive for meaning, purpose, and communion that is beyond the self, Maslow also said that near the end of life some people kind of achieve this

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146
Q

Motivated Behaviors

A

Psychologists studying motivation often focus on specific behaviors in their attempt to provide a more complete understanding of factors that influence behaviors

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147
Q

Drive States

A

Experience that motivates organisms to fulfill goals that are generally beneficial to their survival and reproduction

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148
Q

Hunger Motivation

A

Understanding why we eat, hunger is something that makes us do things and is a drive state, pushes a person to behave in a way that fills a need

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149
Q

Glucose

A

The form of sugar that circulates in the blood and provides the major source of energy for body tissues

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150
Q

Insulin

A

Hormone released by the pancreas, regulates the level of glucose in the bloodstream

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151
Q

Hypothalamus

A

Lower central part of brain, plays important role in eating behavior, responsible for synthesizing and secreting various hormones

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152
Q

Lateral Hypothalamus (LH)

A

Largely concerned with hunger, when activated it increases desirability of food and reduces desirability of non food-related items, the “on” button for eating, if lesioned people won’t feel hungry

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153
Q

Ventromedial Hypothalamus (VMH)

A

The “off” button for eating, if lesioned people won’t feel full and become fat

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154
Q

Basal Metabolic Rate

A

Body’s resting rate of energy expenditure

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155
Q

Set Point

A

the point your “weight thermostat” is supposedly biologically set, when body falls below weight you increase in hunger and vice versa, body’s way of maintaining optimal weight

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156
Q

Reward Value

A

What your brain identifies in food, affects organism’s motivation to consume food, the hungrier you are the greater reward value of the food

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157
Q

Taste Preferences

A

Mood - tense or depressed (hi cal), Excited (carbs), stressed (sweets)
Culture Based (feremened/cheese)
Evolution (toxins)
Adaptive - climate, pregnancy

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158
Q

Situational Influences

A

Arousal, friends and food, serving size, selection variety, nudge nutrition (human factors psychology example)

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159
Q

Limbic System

A

Processes Emotion

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160
Q

Amygdala

A

analysis of potential threats, fight-or-flight response, may be involved in mood and anxiety disorders

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161
Q

Hypothalamus

A

Plays a role activating the sympathetic nervous system (which is a part of any emotional reaction)

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162
Q

Hippocampus

A

Integrates emotional experience with cognition

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163
Q

Polygraphs

A

Lie detector machines, records changes in heart rate, blood pressure, respiration, and skin response (not very accurate), determine base level arousal and then ask questions that could evoke emotional feelings

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164
Q

Stress Reaction

A

Arousal of the autonomic NS that occurs in response to stressor

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165
Q

Coping Strategies

A

Actions people take to master, tolerate, reduce, or minimize effects of stressors

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166
Q

Signs of people not coping

A

Anxiety, apathy, irritability, excessive worry about illness, avoiding responsibilities and relationships, self-destructive behavior, poor diet, drugs

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167
Q

Problem-Focused Coping

A

Cutting at the root, trying to eliminate the source of a stressor using direct actions, most effective

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168
Q

Emotion-Focused Coping

A

Changing the impact of a stressor by changing your emotional reaction (aka your temperment… very hard to do), works when the problem is uncontrollable

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169
Q

Appraisal-Focused Coping

A

Finding the silver lining, reframing stressor to find the positive side

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170
Q

Type A Personality

A

Extremely ambitious, time conscious, hardworking, high levels of hostility and anger, easily annoyed, 3x more likely to get heart diseases, disease-prone personality because of chronic negative mood

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171
Q

Type B Personality

A

Relaxed, laid back, less driven, less competitive, slow to anger, lower stress disorders, self-healing personality, tends to have stronger social relationships and be more emotionally secure

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172
Q

Maladaptive “Negative” Strategies

A

Quick fix, good at managing stress but provides an ultimately bad result, leads to burnout, ex avoidance, escape (suicide), self-defeating thoughts

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173
Q

Self-Defeating Fears and Attitudes

A

Cognitive factors that can make coping with stress difficult, “if someone criticizes me, it must mean there’s something wrong with me”

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174
Q

Albert Ellis

A

When people create an unrealistic view of the world based on irrational thinking (awfulizing), stressors seem more severe and harder to manage

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175
Q

Escape

A

Physically or psychologically removing yourself from the stressor, reaction to frustration, ex drugs, alcohol, excessive work or exercise, suicide

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176
Q

Burnout

A

Negative changes in thoughts, emotions, and behavior as a result of prolonged stress or frustration, can be lessened through social support or motivation

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177
Q

Adaptive “Positive” strategies

A

Coping strategies that successfully lower the stress you face, ex social coping, sprituality/faith, optimism, relaxation, meditation, lifestyle changes

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178
Q

Social Coping

A

Seeking support in your social network

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179
Q

Guided Imagery

A

Visualizing images that are calming, relaxing, or beneficial

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180
Q

Stress incoculation

A

Positive coping statements to control fear and anxiety

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181
Q

Ways to promote wellness

A

exercise, getting involved with others, getting sleep, eating healthy, taking a deep breath, having fun, managing time

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182
Q

Duchenne Smile

A

Natural smile, raised cheeks and activated muscles under eyes

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183
Q

Paul Ekman and Wallace Friesen

A

Research into facial expressions, isolated people respond with easier to read facial reactions

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184
Q

Darwin

A

Provides explanation for expressions in his evolutionary theory, back before words, you survived by communicating through expressions

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185
Q

Display Rules

A

Cultural “rules” about how different expressions mean different things depending on the culture ex in china you’re supposed to have a calm disposition while in the US you should smile easily

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186
Q

Facial Feedback Effect

A

Facial muscle states can trigger feelings, ex when you smile you can get a bit happier

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187
Q

Behavior Feedback Effect

A

Behavior tends to influence thoughts, feelings, and actions

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188
Q

Affiliation need

A

Need to build relationships and fit in

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189
Q

Autonomy

A

Sense of personal control

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190
Q

What do you need to be satisfied

A

Competence and autonomy

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191
Q

Ostracism

A

Deliberate social exclusion of individuals or groups ex hitler

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192
Q

Chain Migration

A

People of certain cultures tending to stick around each other, aka how places like Chinatown were made

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193
Q

Self Disclosure

A

Sharing yourself (your joys, worries, weaknesses, etc) with others

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194
Q

Narcissism

A

Excessive self love and self-absorption

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195
Q

Steps to maintaining balance with internet

A

monitor time, monitor feelings, “hide” from posting too much, don’t check your phone while studying, refocus by taking nature walks, don’t take ap psych

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196
Q

Achievement Motivation

A

Desire for significant accomplishment (being a master at something)

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197
Q

Grit

A

Passion and perseverance in pursuit of long term goals

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198
Q

Achieving Goals

A

Make resolutions, announce goal to friends/fam, develop implantation plans, create short-term rewards to support long term goals, monitor and record progress, create supportive environment, transform hard-to-do behavior into a must-do habit

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199
Q

Memory

A

Learning that persisted over time

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200
Q

Information-Processing Model

A

Your brain is like a computer, you process memory in three stages - encoding, storage, retrieval

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201
Q

Encoding

A

Recieving, processing, and combining information, information from the outside world reaches senses and turns into chemicals

202
Q

Automatic Processing

A

We process an enormous amount of information effortlessly (unconsciously), such as space, time, and frequency

203
Q

Effortful Processing

A

Encoding that requires attention and conscious effort, what you try to remember, three components: rehearsal, spacing effect, serial position effect

204
Q

Serial Position Effect

A

Remembering the first and last items of a list, but not the middle ones

205
Q

Primacy Effect

A

Remembering the first item on a list

206
Q

Recency effect

A

Remembering the last item on a list

207
Q

Semantic distrinctiveness

A

Remembering unrelated items on a list

208
Q

Rehearsal effect

A

remembering repeated items on a list

209
Q

Chunking

A

remembering phrases in a list, or just general terms that go together

210
Q

constructive memory

A

adding items to your memory of a list due to associations

211
Q

Visual Encoding

A

encoding of picture images, conscious

212
Q

Acoustic encoding

A

encoding sounds, especially words

213
Q

Semantic encoding

A

encoding of meaning, especially the meaning of words

214
Q

Storage

A

The creation of a permanent record of encoded information

215
Q

Retrieval (recall/recognition)

A

The calling back of stored information because of some cue to use in a process or activity

216
Q

Iconic Memory

A

You can remember all aspects of a visual image for about 1/2 a second through visual icons

217
Q

Echoic Memory

A

You remember a lot of auditory information, but only for 3-4 seconds (this is when the sound briefly replays in your head)

218
Q

Haptic Memory

A

You remember everything you touch for about 2 seconds, really helpful when assessing how hard you need to grip familiar objects

219
Q

Short-Term Memory (STM)

A

Holding a small amount of information in an active, readily available state for a brief period of time, a mental scratchpad, very sensitive, usually 15-30 seconds without rehearsal

220
Q

Working Memory

A

Active system that processes information into short-term memory where it can be manipulated

221
Q

Spacing Effect

A

Space out your rehearsal to remember better

222
Q

Memory Span

A

Number of items a person can remember and repeat back using attention and short-term memory, millers magic number

223
Q

Miller’s Magic Number

A

George Miller, you can remember 7 plus or minus 2 bits of information in short term memory

224
Q

Maintenance Rehearsal

A

Repeating information to prolong its prescense in short term memroy, can increase the time information is stored in STM by about 30 seconds

225
Q

Shallow Processing

A

Memorize something without attaching meaning to it (forgetting ideas quickly)

226
Q

Elaborative Rehearsal

A

Method of transferring information from Short term memory to long term memory by making it meaningful

227
Q

Deep Processing

A

Elaborative rehearsal along with a meaningful analysis of ideas and words being learned

228
Q

Long Term Memory (LTM)

A

Final stage of memory that can store info indefinitely based on the relative importance to the individual

229
Q

Implicit / Nondeclarative Memory

A

Remembering how to do something WITHOUT conscious awareness, the memories just translate into actions without you realizing

230
Q

Procedural Memories

A

Actions that involve movement and motor coordination, habits, ex riding a bike, type of implicit memory

231
Q

Conditioned Memories

A

Learned emotional responses to stimuli, type of nondeclarative memory

232
Q

Eidetic Memory

A

Some young people have visual images clear enough to be retained for at least 30 seconds, photographic memory, can be with any sense, type of implicit memory

233
Q

Explicit / Declarative Memory

A

Memory of facts, concepts, and information WITH conscious recall of it, intentional

234
Q

Semantic Memory

A

Abstract factual knowledge, general facts, ex faces, places, facts, concepts

235
Q

Episodic Memory

A

Memories for personal events in a specific time and place, personal facts

236
Q

Script

A

Type of semantic memory, blueprints of what tends to happen in certain situations (social norms), ex only the bride wears white

237
Q

Long-Term Potentiation (LTP)

A

A lasting strengthening of synapses that increases neurotransmissions, the biological basis for learning and memory, how your memories go from short to long term (when you are sleeping in hippocampus)

238
Q

Amygdala (memory)

A

Explicit and episodic memory, primary processor of emotional reactions

239
Q

Cerebellum (memory)

A

Involved in procedural memories

240
Q

Basal Ganglia

A

Memory retrieval and procedural memory, habits

241
Q

Frontal Lobes (memory)

A

Working memory

242
Q

Hippocampus (memory)

A

Transfer of information from short-term to long-term

243
Q

Amnesia

A

Being unable to form new memories because of an injury or trauma that’s messed with your brain

244
Q

Retrograde Amnesia

A

Forgetting events that happened before an injury or trauma (not basic facts or language)

245
Q

Anterograde Amnesia

A

Occurs when hippocampus is damaged, resulting in inability to “create” long-term memories… person only has short term memories and lives in the present

246
Q

Source Amnesia

A

inability to remember the source of a memory while retaining its substance

247
Q

Storage Decay

A

Hermann Ebbinghaus, forgetting curve: the exponential loss of information after learning it

248
Q

Hermann Ebbinghaus

A

First to conduct experimental studies on memories using himself as a subject, forgetting curve and disturbed practice

249
Q

Disturbed Practice

A

“cramming” isn’t good (haha), spacing when you study so between breaks so you can remember better

250
Q

Massed Practice

A

Cramming

251
Q

Encoding Failure

A

Happens when memory was never formed in the first place, “in one ear and out the other”

252
Q

Retrieval Failure

A

Failing to recall a memory because of missing cues that were there when you encoded it

253
Q

Tip-of-the-Tongue

A

the feeling that a memory is available but not quite retrievable

254
Q

Memory Cues

A

Stimulus associated with memory, cues can enhance the retrieval of a memory

255
Q

State Dependent Memory

A

Memory retrieval that works really well when you’re in the same state of consciousness as when the memory was formed, aka alcohol, nicotine, circadian rhythms, hormone levels, caffeine, hunger, etc

256
Q

Mood Dependent Memory

A

Recalling information easier when you’re in the same mood as when you got it, can’t be faked

257
Q

Context Dependent Memory

A

Recall of information while in the same context of environment it was acquired, ex being in the same classroom with the same smell and visual cues

258
Q

Trace Decay Theory

A

Memories leave a physical/chemical trace in the brain, and forgetting is just when that trace decays

259
Q

Interference Theory

A

P.O.R.N.

260
Q

Retroactive Interference

A

new memories kill older memories

261
Q

Proactive interference

A

old memories strangle new memories at birth (you have trouble learning something now, because you learned something a long time ago)

262
Q

Motivated Forgetting-Repression

A

Theory of forgetting by Freud, pushing painful memories out of consciousness, repressing memories, not backed up by research, not conscious

263
Q

Motivated Forgetting-Suppression

A

Conscious process of deliberately trying to forget something that causes distress, ex distracting yourself by keeping busy to avoid emotional pain

264
Q

Flashbulb Memory

A

Vivid and detailed memories that people create during personally emotional significant events, ex where were you at 9/11

265
Q

Memory Reconstruction

A

Memory is cognitive process and errors can happen, we can alter memories as we take them from our memory bank, people can update their memories

266
Q

Pseudo-Memories

A

Memories that never happened

267
Q

Elizabeth Loftus

A

Research on memory construction and false memories, misinformation effect

268
Q

Misinformation Effect

A

New information that alters the way previous information is held in memory

269
Q

Positive Transfer

A

Mastery of one task aids another

270
Q

Distributed practice

A

spacing out your practices, cramming is bad

271
Q

Testing Effect

A

Long term memory is increased if you do practice tests

272
Q

Cognition

A

Mental Activity associated with thinking, knowing, remembering, and communicating

273
Q

Concepts

A

Mental groupings of objects, events, ideas, or people, used to form category hierarchies

274
Q

Prototype

A

Mental image or best example of a specific concept or category

275
Q

Critical Thinking

A

Going beyond acquiring information using concepts, prototypes, and other crap to develop opinions and beliefs about that information

276
Q

Skepticism

A

Being unwilling to blindly accept claims

277
Q

Creativity

A

Ability to produce new and valuable information

278
Q

Expertise

A

Strong base of knowledge on a topic

279
Q

Convergent thinking

A

A question only has one answer

280
Q

Divergent thinking

A

a question or problem has several or many possible responses

281
Q

Problem Solving

A

process of cognition when a goal must be reached by thinking and behaving certain ways

282
Q

Trial and Error / Mechanical Solution

A

Problem-solving by trying out solutions until you find one that works

283
Q

Algorithms

A

specific, step by step procedures for solving certain types of problems, guarantees solving a problem by exploring every possibility

284
Q

Heuristics

A

“rules of thumb” an educated guess based on prior experiences that helps narrow down possible solutions for a problem, leads to stereotypes

285
Q

Representativeness Heuristic

A

Judging the likelihood of things in terms of how well they seem to match prototypes, snap judgements

286
Q

Availability Heuristic

A

Estimating the likelihood of events based on their availability in memory

287
Q

Insights

A

the lightbulb moment, a sudden realization of the solution to a problem

288
Q

Wolfgang Kohler

A

Studied chimps trying to get bananas that were out of reach, realized the chimps had insight to place boxes on top of each other and climb them

289
Q

Intuition

A

an effortless, automatic feeling or thought, “trusting your gut”

290
Q

Confirmation Bias

A

Tendency to search for info that supports our preconceptions, “you hear what you want to hear”

291
Q

Fixation

A

Inability to see a problem from a fresh/new perspective

292
Q

Mental Set

A

Tendency to approach a problem in one particular way, often a way that worked in the past

293
Q

Functional Fixedness

A

The tendency to think of things only in terms of their usual functions

294
Q

Overconfidence

A

You’re more confident than correct, overestimating the accuracy of your judgments

295
Q

Self-serving Bias

A

Evaluating ourselves in an overly favorable manner

296
Q

Belief Perseverance

A

Denial, clinging to your initial conceptions after their basis has been discredited, the simple fix to this is to consider the opposite

297
Q

Framing

A

Cognitive Bias, the process of presenting or posing an issue or question, how an issue is framed can significantly affect decisions/judgments

298
Q

Anchoring Effect

A

Cognitive bias, favoring the first information offered

299
Q

Linguistics

A

Study of language

300
Q

Phonemes

A

Smallest distinctive sound unit in a language (English has 40)

301
Q

Morphemes

A

Smallest units of meaning in a language

302
Q

Grammar

A

System of rules governing the structure and use of a language

303
Q

Syntax

A

The system of rules for combining words and phrases to form grammatically correct sentences

304
Q

Semantics

A

rules for determining the meaning of words and sentences

305
Q

Babbling Stage

A

starts at 4 months, spontaneously vocalizing various unrelated sounds

306
Q

One-Word Stage

A

Age 1-2, child speaks in single words

307
Q

Two-word stage

A

age 2, child speaks in 2 or 3 word statements, telegraphic speech and overgeneralization

308
Q

Telegraphic Speech

A

Child will use mostly verbs and nouns, two word stage

309
Q

Overgeneralization

A

Application of grammar rules in instances to which they don’t apply, two word stage

310
Q

Full Sentences

A

age 6-10, child speaks in sentences and masters syllable stress patterns to distinguish between words, they now know 80% of all the language they will ever need

311
Q

Language acquisition

A

learning a language

312
Q

B. F. Skinner

A

Operant learning, behaviorist, we can explain development with familiar learning principles: association, imitation, and reinforcement

313
Q

Chomsky

A

Inborn universal grammar, all people have an inborn capacity to learn the language they’re raised in, language acquisition

314
Q

Statistical Learning

A

Where babies determine breaks and pauses should be in speech and what syllables go with other syllables

315
Q

Linguistic Determinism

A

Benjamin Whorf’s hypothesis that language determines the way we think, not just that we think in differently languages

316
Q

Intelligence

A

Ability to learn from experiences, acquire knowledge, and use resources

317
Q

General Intelligence

A

Charles Spearman, underlies specific mental abilities and is measured by every task on an intelligence test

318
Q

Charles Spearman

A

General Intelligence

319
Q

Factor Analysis

A

Statistical technique that determines how different variables relate to each other

320
Q

Howard Gardner

A

8 Intelligences

321
Q

Howard Gardener’s 8 Intelligences

A

Intelligence is multiple abilities that come in packages: musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathmatical, naturalistic, intrapersonal, visual-spatial

322
Q

Robert Sternberg

A

Triarchic Theory of Intelligence AND five components of creativity

323
Q

Robert Sternberg’s Triarchic Theory of Intelligence

A

Practical intelligence - experimental, leads to specific learning
analytical intelligence - solving a problem with a single answer
creative intelligence - generating new ideas to adapt to situations

324
Q

Five Components of Creativity

A

Ability to produce information that’s novel and valuable: Creative environment, venturesome personality, expertise, intrinsic motivation, imaginative thinking

325
Q

Emotional Intelligence

A

Social skills: perceiving emotion, understanding emotion, managing emotion, and using emotion

326
Q

Gender and Intelligence

A

Males do better on visuospatial, females do better on verbal ability, females score lower on ACT and SAT but have higher undergraduate grades, there’s no overall difference in intelligence

327
Q

Nature v Nurture in Intelligence

A

Nature, twins raised apart are similar due to research from Thomas Bouchard, and adopted children are more intelligently similar to their biological parents than their adoptive parents

328
Q

Thomas Bouchard

A

Twin studies on intelligence, discovered strong genetic link to intelligence

329
Q

Heritability

A

Sir Francis Galton, fisrt attempt to measure levels of intelligence, thought intelligence was inherited rather than influenced by environment, genetic basis of intelligence

330
Q

Sir Francis Galton

A

Intelligence Heritability

331
Q

Binet-Simon Intelligence Scale

A

Alfred Binet and Theodore Simon, used to identify children who would benefit from extra help, used mental age

332
Q

Mental Age

A

Intelligence tests find your mental age, and then compare it to your biological age to figure out if you’re ahead or behind your peers

333
Q

Stanford-Binet Intelligence Test

A

Lewis Terman modifed the Binet-Simon test for the US, created IQ

334
Q

Lewis Terman

A

Stanford-Binet Intelligence Test

335
Q

William Stern

A

Intelligence Quotient (IQ)

336
Q

Intelligence Quotient (IQ)

A

taking the mental age of an intelligence test, dividing it by the chronological age, and multiplying that by 100

337
Q

Wechsler Intelligence Scales

A

David Wechsler, different forms of this scale for adults and children, added a scale for preformance, WAIS/WISC

338
Q

WISC

A

Wechsler Intelligence Scale for Children

339
Q

WAIS

A

Wechsler Adult Intelligence Scale

340
Q

Achievement Tests

A

identify what you know and test your skills in different areas (final exams)

341
Q

Aptitude tests

A

measure ability in certain areas (numerical, verbal, etc), indicates one’s potential vocational or professional direction

342
Q

Modern Intelligence Tests

A

Measures individual differences by comparing results to others that take the same exam

343
Q

Standardization

A

Every exam is exactly the same and scored the same way

344
Q

Norm

A

Distribution of scores of a group

345
Q

Norm-referenced test

A

compares sample group to entire population taking test

346
Q

Validity

A

Degree to which a test actually measures what it’s supposed to measure

347
Q

Content Validity

A

Test Measures all aspects of what its supposed to measure

348
Q

Predictive Validity

A

Test accurately forcasts performance on a future measure

349
Q

Reliability

A

tendency of a test to produce the same scores again and again

350
Q

Test-Retest Reliability

A

An individual receives a similar score after retaking a test

351
Q

Split-Half Reliability

A

If you give two different halves of an exam to two different groups, they should get similar scores

352
Q

Stereotype Threat

A

Minorities are more likely to be identified as having lower intelligence scores than white people

353
Q

Fluid Intelligence

A

Raymond Cattell, recognizing patterns, seeing relationships, using logic, decreases when you’re old, independent of existing knowledge

354
Q

Crystallized Intelligence

A

Accumulated knowledge, facts and experiences, increases with age

355
Q

Raymond Cattell

A

Fluid and Crystallized intelligence, personality research, combine both kinds of intelligence to create g factor

356
Q

Flynn Effect

A

James Flynn, people are either getting smarter or getting better at taking intelligence tests

357
Q

Intellectual Disability

A

Scoring 2 or more standard deviations below norm (70 IQ or below)

358
Q

Down Syndrome

A

Having an extra 21st chromosome

359
Q

Intellectually Gifted

A

2-3 percent of individuals receive gifted label, Joseph Renzulli

360
Q

Joseph Renzulli

A

Giftedness has three factors: intelligence, creativity, and motivation

361
Q

Savant Syndrome

A

Person has limited mental ability, but has an exceptional SPECIFIC skill (drawing), mostly males, commonly also have autism

362
Q

Maturation

A

Learning, any relatively permanent change from experience or practice

363
Q

Behaviorists

A

Psychology should be the scientific study of observable behavior, all learning happens because of interactions with your environment

364
Q

Pavlov

A

Pavlov’s dog, studied digestion and accidentally found classical conditioning

365
Q

Neutral Stimulus

A

What turns into the conditioned stimulus, doesn’t make a response

366
Q

Unconditioned Stimulus

A

Naturally triggers a response, don’t have to learn to respond to it

367
Q

Unconditioned Response

A

Unlearned response, natural response to unconditioned stimulus

368
Q

Conditioned Stimulus

A

Always same as neutral stimulus, triggers conditioned response

369
Q

Conditioned Response

A

Learned response to conditioned stimulus

370
Q

Acquisition

A

Initial stage of learning, when a response is first established, CS needs to come half a second before US for acquisition to occur

371
Q

Higher-Order Conditioning

A

Adding more steps to classical conditioning, ex walking to door –> opening can of food –> giving food to dog –> dog salivates

372
Q

Extinction

A

The unconditioned and conditioned stimulus no longer connect and the response is lost

373
Q

Spontaneous Recovery

A

The random return of the connection after extinction

374
Q

Watson’s “Little Albert”

A

You can condition fear

375
Q

Stimulus Generalization

A

The response can come from similar stimuli, ex little albert was conditioned to a white rat, but he also reacted to a white fur rug

376
Q

Stimulus Discrimination

A

Differentiating between stimuli… opposite of generalization

377
Q

Systematic Desensitization

A

Slowly exposing stuff people are afraid of to them to make them not so afraid of the real thing, ex a snake stuffed animal

378
Q

Operant Conditioning

A

Learning process where behaviors are reinforced or punished, associating actions with negative or positive consequences

379
Q

Throndike’s Puzzle Box

A

A hungry (same) cat is placed into a box, the only escape is to press a lever on the floor, the cat used trial and error to get outside to food, and then was able to do that again and again

380
Q

Thorndike’s Law of Effect

A

Responses followed by SATISFACTION will occur more, behaviors followed by DISSATISFACTION will occur less

381
Q

Superstitious Beliefs

A

Actions that are only randomly tied to good results

382
Q

Skinner’s Operant Conditioning Belief

A

Behaviors followed by REINFORCEMENT will be repeated, behaviors followed by PUNISHMENT will be less likely to repeat

383
Q

Skinner Box

A

he put rats in a box and proved his theory of punishment and reinforcement, as well as schedules

384
Q

Shaping

A

Reinforcers gradually guide an animal’s actions to a desired behavior… small steps, successive approximations

385
Q

Successive Approximations

A

Rewarding each step in the right direction toward your goal and ignoring everything else

386
Q

Primary Reinforcement

A

Doesn’t require learning, something you have an evolutionary basis to want, ex food, air, water, sleep

387
Q

Secondary / Conditioned Reinforcement

A

Stimuli that have become rewarding by being paired with another stimulus, you’ve learned to like it through association

388
Q

Positive Reinforcement / Punishment

A

Adding something to increase or decrease the likelihood of a behavior

389
Q

Negative Reinforcement / Punishment

A

Removing something to make a behavior more or less likely

390
Q

Avoidance Behavior

A

Behaving to prevent something bad happening… always negative reinforcement

391
Q

Severe Punishment Causes…

A

Child may avoid punisher instead of behavior being punished, may encourage lying, fear and anxiety in child, models aggression

392
Q

Punishment

A

Needs to directly follow behavior

393
Q

Visual Transduction

A

Our eyes receive light energy and transduce it into neural messages that our brain then processes into what we see, HAPPENS IN RETINA

394
Q

Wavelength

A

Distance from one peak to the next, represents hue and

395
Q

Amplitude

A

The total height of the wave, represents intensity (aka brightness)

396
Q

Cornea

A

Transparent tissue in the front of your eye

397
Q

Iris

A

The colored bit, a muscle that pulls your pupil open and closed

398
Q

Pupil

A

The black bit, adjustable opening in the center of the eye where light enters

399
Q

Lens

A

Transparent structure behind pupil that changes shape to focus images onto retina

400
Q

Retina

A

Light-sensitive inner surface of the eye, contains rods and cones

401
Q

Visual Accommodation

A

The lens changes to focus on stuff thats far away vs close

402
Q

Cones

A

Color, do better in daylight, provide detail

403
Q

Rods

A

Black and white, work best in low light, peripheral

404
Q

Optic Nerve

A

Carries neural impulses from eye to brain

405
Q

Feature Detectors

A

In the visual cortex there are specialized neurons that respond to the strength of stuff like shapes, angles, edges, lines, movement

406
Q

Parallel Processing

A

The brain can do more than one thing at once, for visual processing color, motion, shape, and depth are processed at the same time

407
Q

Young-Helmholtz Trichromatic Theory

A

Three-color theory, everything is a combo of red, green, and blue

408
Q

Opponent-Process Theory

A

The colors fight and whatever color you see is a combination of the winners and how much they won (red-green, yellow-blue, white-black)

409
Q

Afterimage

A

You can see something after the actual ‘something’ is removed

410
Q

Gestalt Psychologists

A

The brain integrates pieces information into meaningful wholes, patterns

411
Q

Figure-Ground

A

the background is a thing and the figure is a thing

412
Q

Proximity Principal

A

things that are close together belong in a group

413
Q

Similarity

A

Similar objects are in the same group

414
Q

Continuity

A

Objects that form a continuous form are in the same group

415
Q

Closure

A

We fill gaps ourselves if we can recognize them, creating a group

416
Q

Depth Perception

A

You can see objects in 3d even though the images we see in our eyes are 2d

417
Q

Binocular Cues

A

Cues that depend on both eyes: retinal disparity, convergence

418
Q

Monocular Cues

A

Depth cues that only need one eye: relative height, relative size, relative clarity, interposition, linear perspective, light and shadow, relative motion

419
Q

Linear Perspective

A

Parallel lines get closer together the farther they go on

420
Q

Interposition

A

if something is blocking another thing the ‘something’ is closer

421
Q

Relative Size

A

Something small is farther away and vice versa

422
Q

Relative Height

A

Objects higher in your field of vision are farther away

423
Q

Relative Clarity

A

Clear objects are closer than blurry objects

424
Q

Light and Shadow

A

Nearby objects reflect more light than distant objects (dimmer is farther away)

425
Q

Texture Gradient

A

More detailed, textured things are closer and smoother things are farther

426
Q

Relative Motion

A

as we move, objects that are stable appear to move, far objects move with you, close objects move backward

427
Q

Motion Parallax

A

Objects closer to you move faster than objects that are far away

428
Q

Perceptual Set

A

You’re designed to see one thing and not another

429
Q

Context and Culture Effects

A

You might have a bias to see some things and not others because of your culture, motivation, emotions, or expectations

430
Q

Perceptual Constancy

A

Objects are unchanging even as retinal images change

431
Q

Shape constancy

A

The shape of the table doesn’t change as you move around it and your view changes

432
Q

Size Constancy

A

Even if your view of something changes, its still the same physical size

433
Q

Lightness / Brightness Constancy

A

An object will always be the same amount bright even if the light shining on it is more or less

434
Q

Color Constancy

A

Stuff doesn’t change color even if your retinal image changes

435
Q

Visual Cliff

A

An experiment testing to see if young animals and infants had depth perception (they do)

436
Q

Phi Phenomenon

A

Illusion of movement when >2 lights blink on and off

437
Q

Perceptual Adaptation

A

The ability to adjust to changed sensory input, ex if you wore those drunk glasses and was able to get used to it enough to function normally

438
Q

Consciousness

A

How aware you are of everything that’s going on at any one given moment

439
Q

Conscious Awareness

A

All the ideas in your immediate awareness: thoughts, feelings, senses (you spend most of your time here)

440
Q

Nonconscious

A

Biological functions happen, ex respiration and digestion

441
Q

Preconscious

A

Items we can access from long-term memory

442
Q

Subconscious

A

Hidden memories that can influence behavior

443
Q

Unconscious

A

Psychoanalytical, hidden memories that influence behavior but will NEVER be accessed

444
Q

Sleep

A

Altered state, one of the body’s biological rhythms, lacks full awareness but brain is still active

445
Q

Circadian Rhythm

A

Bodily rhythm where you spend 16 hours awake and 8 hours asleep, can be influenced by exposure to daylight

446
Q

Suprachiasmatic Nucleus

A

Light activates this, which causes the pineal gland to adjust melatonin production

447
Q

Electroencephalography (EEG)

A

Measures electrical currents in brain, recording them on an encephalogram, important in sleep studies

448
Q

Wake/Sleep Cycle

A

Sleep has a biological rhythm that happens every 90 minutes, usually 3-5 times a night

449
Q

Beta Waves

A

15-30 hz, awake, alert, anxious

450
Q

Alpha Waves

A

7-12 hz, relaxed, ready for sleep

451
Q

Theta Waves

A

4-7 hz, stages 1 and 2 of NREM sleep

452
Q

Delta Waves

A

0-4 hz, deep sleep, stage 3 of NREM

453
Q

NREM stage 1

A

Light sleep, hyphagogic sensations, hallucinations

454
Q

Pineal Gland

A

Produces melatonin

455
Q

Hypnagogic sensations / jerks

A

When your body jerks when sleeping, like you’re falling, NREM stage 1

456
Q

NREM stage 2

A

Body temp drops, sleep spindles, sleep talking is most common

457
Q

Sleep Spindles

A

NREM stage 2, sudden burst of energy in theta waves

458
Q

NREM stage 3

A

Deep sleep, slow wave sleep, memories process, human growth hormones produce (which is why babies sleep a lot), immune system refreshes, sleepwalking

459
Q

REM sleep

A

Rapid Eye Movement, brain looks like its awake, what happens when you’re dreaming

460
Q

Sleep paralysis

A

Inability to voluntarily move muscles during rem sleep, your brain wakes up while your body is still sleeping

461
Q

Cerebral Cortex

A

Outer layer of brain, receives and processes sensory information and directs movement, center for higher order processes

462
Q

Lobes

A

Areas of cerebral cortex, location and primary function, each with a specialty

463
Q

Occipital Lobes

A

Rear and bottom of cerebral hemisphere containing visual centers of brain, info from left visual field is processed in right lobe and vice versa

464
Q

Parietal Lobes

A

Top and back of each hemisphere, contains centers for sensory signals (touch, pressure, temperature, pain)

465
Q

Temporal Lobes

A

just behind temples, contains neurons for hearing and meaningful speech

466
Q

Frontal Lobes

A

Front and top of brain, responsible for higher mental functions, emotional behaviors, making decisions, carrying out plans

467
Q

Prefrontal Cortex

A

Higher cognitive functions (planning, distinguishing right from wrong, socially acceptable behavior, decision-making, producing insights), may not develop until mid 20s

468
Q

Functional plasticity

A

Brains ability to move functions from a damaged area to other undamaged areas

469
Q

Structural plasticity

A

Brain’s ability to actually change its physical structure as a result of learning

470
Q

Nervous System

A

“Body’s electrical wiring”, body’s communication network of nerve cells

471
Q

Central Nervous System (CNS)

A

Coordinates actions and interactions of brain and spinal cord, largest part of nervous system

472
Q

Spinal Cord

A

Information highway from peripheral nervous system to brain

473
Q

Peripheral Nervous System (PNS)

A

Sensory nerves outside of brain and spinal cord that connect CNS to the rest of the body, two divisons: motor and sensory pathway

474
Q

Motor Pathway

A

Part of Peripheral Nervous System, signals from brain to muscles/glands

475
Q

Sensory Pathway

A

Part of Peripheral Nervous System, signals from sensory receptors to brain

476
Q

Somatic Nervous System

A

Nerves that transmit signals from brain to skeletal muscles… voluntary movement

477
Q

Autonomic Nervous System

A

Regulates involuntary and unconscious actions, ex breathing, blood pumping, digestion, etc

478
Q

Sympathetic Nervous System

A

Fight or flight, emergency response system, ex accelerate heartbeat, raise blood pressure

479
Q

Parasympathetic Nervous System

A

“rest and digest”, calms the person down

480
Q

Descartes

A

Mind is entirely distinct from body and can survive the body’s death, they communicated by “animal spirits” which flowed through brain cavities into nerves into muscles

481
Q

Locke

A

The mind is a blank slate (labula rasa) that experience writes on (nurture)

482
Q

labula rasa

A

blank slate, John Locke

483
Q

Bacon

A

Started empiricism with Locke

484
Q

Empiricism

A

Knowledge comes from experience, observation and experimentation enable scientific knowledge

485
Q

Wundt

A

Birth of psychology (i hate you), first psych lab

486
Q

G. Stanley Hall

A

First US psych lab

487
Q

3 Psych Schools

A

Structuralism, functionalism, behaviorism

488
Q

Structuralism

A

Wundt and Tichener, used introspection to reveal true nature of human mind

489
Q

Tichener

A

Structuralism, used introspection

490
Q

Introspection

A

Looking inward at yourself to study yourself

491
Q

James

A

Considered the evolved functions of thoughts and feelings, Funcionalism

492
Q

Functionalism

A

James and Darwin, how mental and behavioral processes function (heh like the name) and how they enable organisms to adapt, survive, and flourish

493
Q

Mary Whiton Calkins

A

First woman to be president of the American Psychological Association

494
Q

Margaret Floy Washburn

A

First female psych Ph.D, synthesized animal behavior

495
Q

Behaviorism

A

Psychology objectively studies behavior without mental processes, Watson and Skinner

496
Q

Humanistic Psychologists

A

Carl Rogers and Abraham Maslow, emphasized human growth potential, everyone is born good

497
Q

Overconfidence Effect

A

The tendency to be very sure of a fact, the difference between what people think they know and what they really know

498
Q

Confirmation Bias

A

We look for evidence that confirms our beliefs and we ignore evidence that disputes us

499
Q

Observer Effect

A

Animals or people being watched don’t behave normally… observer should remain hidden

500
Q

Observer Bias

A

Observers overemphasize behavior they expect to find and fail to notice behavior they don’t expect

AP Psych (3 decks)

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