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MCAT > Psychology- 7/22 > Flashcards

Psychology- 7/22 Flashcards

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MCAT flashcards
1
Q

Sensation

A

ENCODING of physical energy from the environment

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2
Q

Perception

A

DECODING of sensations (selection, organization, interpretation)

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3
Q

Psychophysics

A

study of how physical stimuli are translated into a psychological experience

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4
Q

5 senses

A

vision, sound, taste, smell, and touch

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5
Q

Agnosia

A

inability to process sensory information

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6
Q

visual agnosia

A

cannot process vision

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7
Q

speech agnosia

A

cannot process speech

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8
Q

types of agnosia related to the occipitotemporal border

A
  1. visual agnosia
  2. speech agnosia
  3. facial agnosia
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9
Q

Frontal Lobe

A

concentration, planning, problem-solving

involuntary movement

personality

language production

emotional reactions

speech

smell

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10
Q

parietal lobe

A

touch, pressure

taste

body awareness

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11
Q

temporal lobe

A

hearing

face recognition

language comprehension (Wernicke’s area)

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12
Q

Occipital Lobe

A

visual processing

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13
Q

cerebellum

A

coordination of movements

balance

motor memory

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14
Q

kinesthesia (aka proprioception)

A

allows us to sense the position of our limbs in space as well as detect bodily movements

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15
Q

mechanoreceptors

A

detect mechanical disturbances like pressure or distortion

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16
Q

proprioceptors

A

respond to physical disturbances in the body

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17
Q

thermoreceptors

A

communicate information about heat

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18
Q

nociceptors

A

communicate info about pain

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19
Q

weber’s law

A

2 stimuli must differ by a constant proportion, which varies by the type of stimulus but remains constant within a given stimulus

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20
Q

weber’s law 2nd definition

A

size of the just noticeable difference is a constant proportion of the original stimulus value

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21
Q

signal detection theory

A

a method for quantifying a person’s ability to detect a given stimulus (the “signal”) amidst other, non-important stimuli (“noise”)

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22
Q

signal detection theory: response present + stimulus present

A

hit

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23
Q

signal detection theory: response absent + stimulus present

A

miss (type II error: false negative)

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24
Q

signal detection theory: response present + stimulus absent

A

false alarm (type I error: false positive)

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25
Q

signal detection theory: response absent + stimulus absent

A

correct rejection

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26
Q

detecting the stimulus requires?

A
  1. acquiring information

2. applying criteria

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27
Q

accuracy depends on two types of noise:

A
  1. external and internal noise
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28
Q

modality

A

type of stimulus that is being detected; modality is communicated based on the type of receptor that is firing

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29
Q

location

A

communicated by the receptive field of the stimulus

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30
Q

intensity

A

how strong the stimulus is; encoded by the rate of firing of action potentials

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31
Q

duration

A

how long the stimulus is present

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32
Q

tonic receptors

A

generate action potentials as long as the stimulus is present

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33
Q

phasic receptors

A

fire only when the stimulus begins; communicate CHANGES in stimuli

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34
Q

feature detection theory

A

explains that certain parts of the brain are activated for specific visual stimuli

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35
Q

feature det4ector neurons

A

respond only to specific features of a visual stimulus such as its shape, angle, or motion

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36
Q

what does visual perception result from?

A

interaction of numerous specialized neural systems, each of which performs a specific, simple task.

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37
Q

Parallel processing

A

aspects of a visual stimulus (shape, color, motion, depth) are processed simultaneously rather than in a step-wise fashion (serial processing)

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38
Q

what are the 3 stages of perception?

A
  1. stimulus (environment stimulus, attended stimulus, stimulus on receptors)
  2. electrochemical processes (transduction, transmission, processing)
  3. experience and action (perception, recognition, action)
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39
Q

bottom-up processing

A

starts with information from our sensory receptors and builds up to a final production in our brain; this type of processing assumes that we start with the details and end with a final representation in our mind

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40
Q

top-down processing

A

starts with a larger concept or idea and words down to the details; this type of processing assumes that we start with an idea about the final representation (which is influence by our knowledge, experiences, and expectations), and work down to the sensory details in our mind

41
Q

perceptual organization

A

in order to transform sensory info into useful perceptions, we must organize it. we myst perceive objects as being separate from their environments and having constant form. we must also be able to detect motion and perceive distance

42
Q

gestalt psychology

A

studies the predictable ways in which we organize sensory info (parts) into a meaningful pattern (whole) that we perceive

43
Q

depth perception

A

ability to see objects in 3 dimensions despite the fact that images are imposed on the retina in only 2 dimensions. depth perception allows us to judge distance

44
Q

binocular depth cues: there are 2, what are they?

A

retinal disparity and convergence

45
Q

retinal disparity

A

thebrain compares th eimages projected onto the 2 retinas in order to perceive distance; the greater the diff between the 2 images, the shorter the distance

46
Q

concvergence

A

extend to which the eyes turn inward when looking at an object the greater the angle of convergence or inward strain, the closer the object

47
Q

monocular cues

A

depth cues that depend on info that is available to either eye alone

48
Q

what are the monocular cues

A

relative size, interposition, relative clarity, texture gradient, relative height, linear perspective, light and shadow, relative motion

49
Q

relative size

A

objects are assumed to be the same size, the one that casts the smaller image on the retina appears more distance

50
Q

interposition

A

if one object blocks the view of another, we perceive it as closer

51
Q

relative clarity

A

we perceive hazy objects as being more distant than sharp, clear objects

52
Q

texture gradient

A

change from a coarse, distinct texture to a fine, indistinct texture indicates an increasing distance

53
Q

relative height

A

we perceive objescts that are higher in the visual field as farther away

54
Q

linear perspective

A

parallel lines appear to converge as distance increased; the greater the convergence, the greater the perceived distance

55
Q

light and shadow

A

closer objects reflect more light than distance objects; the dimmer of 2 identical objects will seem farther away

56
Q

relative motion

A

as we move, stable objects appear to move as well; objects that are near to us appear to move faster than objects that are farther away

57
Q

perceptual constancy

A

we perceive an object as unchanging even as the illumination angle, and distance of the object change

58
Q

shape constancy

A

familiar objects are perceived as having constant form despite changes in the images that are projected onto our retina

59
Q

size constancy

A

we perceive objects as having a constant size even as the distance of the objects changes.

60
Q

lightness(brightness0 constancy

A

we perceive objects as having a constant brightness despite changes in illumination

61
Q

cocktail party effect

A

occurs when you filter out other convos until your names (or something equally salient) is mentioned, at which point your attention shifts to this other channel

62
Q

schema

A

a mental framework that allows us to organize our experiences/stimuli and respond to new experiences/stimuli

63
Q

Piaget’s Stages: SENSORIMOTOR

Age? Brief Description? Milestones?

A

age: 0 - 1.5/2

brief description: child experiences the world directly through senses and motor movement

Milestones: stranger anxiety, object permanence

64
Q

Piaget’s Stages: PREOPERATIONAL

Age? Brief Description? Milestones?

A

age: 2 - 6/7

brief description: child can represent things with words and images, but uses intuitive (not logical) reasoning

milestones: symbolic thinking, centration, egocentrism

65
Q

Piaget’s Stages: CONCRETE OPERATIONAL

Age? Brief Description? Milestones?

A

age: 7 - 11

brief description: child thinks logically / performs simple mental manipulations with concrete concepts

milestones: conservation

66
Q

Piaget’s Stages: FORMAL OPERATIONAL

Age? Brief Description? Milestones?

A

age: 12 - adult

brief description: person can reason abstractly, solve hypothetical problems, deduce consequences, etc

milestones: abstract logic, moral reasoning

67
Q

trial-and-error

A

attempting several potential solutions and ruling out those that do not work

68
Q

algorithm

A

a step-by-step procedure that exhausts all possible options

69
Q

insight

A

ah-ha experience

occurs when we puzzle over a problem and then the complete solution appears to come to us all at once

70
Q

heuristic

A

mental rule-of-thumb, shortcut, or guideline

71
Q

confirmation bias

A

occurs when we seek evidence to support our conclusions or ideas more than we seek evidence that will refute them; this also occurs when we interpret neutral or ambiguous evidence as supporting our beliefs

72
Q

fixation

A

occurs when we have structured a problem in our mind a certain way, even if that way is ineffective, and are unable to restructure it; we are then unable to see the problem from a fresh perspective

73
Q

functional fixedness

A

a mental bias that limits our view of how an object can be used, based on how that object is traditionally used

74
Q

mental set

A

our tendency to approach situations in a certain way because that method worked for us in the past

75
Q

availability heuristic

A

occurs when we rely on examples that immediately come to mind when we are trying to make a decision or judgment. By relying on what is just “available” in our minds, rather than doing actual research, we can overestimate the probability and likelihood of something happening

76
Q

representativeness heuristic

A

occurs when we estimate the likelihood of an event by comparing it to an existing prototype that already exists in our minds. Our prototype is what we think is the most relevant or typical example of a particular event or object

77
Q

intelligence

A

can be broadly viewed as the ability to learn from experience and adapt to the environment

78
Q

social intelligence

A

ability to manage and understand people

79
Q

emotional intelligence

A

ability to monitor and discriminate emotions in order to guide thinking and action

80
Q

fluid intelligence

A

reason abstractly, increased processing speed

81
Q

crystallized int3lligence

A

accumulated knowledge and verbal skills

82
Q

fixed mindset regarding intelligence

A

a belief that intelligence and abilities are static

83
Q

growth mindset regarding intelligence

A

a belief that intelligence and bail can be developed through effort

84
Q

language development: 4-6 months

A

infants babble using all sounds

85
Q

language development: 6-9 months

A

babbling becomes more focused, sounds narrow

86
Q

language development: 10-12 months

A

first words develop

87
Q

language development: 18-24 months

A

toddlers begin using 2-word phrases (me up, get milk)

88
Q

language development: 2-3 years

A

children begin using 3-word phrases in correct order with inflection

89
Q

BF Skinner’s Behaviorist Theory

A

posits that language develops through the associative learning principles of classical and, more importantly, operant conditioning

90
Q

Noam Chomsky’s Nativist Theory

A

proposes that infants are. born with the innate ability to use language. according to this theory, human brains have evolved a language acquisition device (lad) that is innately capable of understanding. a universal grammar common to all human languages. all normally-developing humans will automatically learn a language when exposed to it during a critical period that ends before puberty

91
Q

language development: 4-5 years

A

children start speaking with very accurate syntax

92
Q

language development: 5-7 years

A

children begin using and understanding more complex language

93
Q

language development: 9 + years

A

children understand almost all forms of language

94
Q

what happens if Broca’s area is damaged?

A

non-fluent aphasia with intact comprehension

95
Q

Broca’s area

A

inferior frontal gyrus of the dominant hemisphere, associated with language production

96
Q

what happens if Wernicke’s area is damaged?

A

results in fluent aphasia with impaired comprehension

97
Q

Wernicke’s area

A

posterior superior temporal gyrus, associated with understanding written and spoken language

98
Q

linguistic relativity hypothesis

A

the principle holds that the different structures and vocabulary of different languages strongly affect the thinking of those who use these languages. in particular, experimental evidence suggests that linguistic differences in categorization (e.g., color categories) can influence the categorical perception of the speakers of those languages

99
Q

linguistic determinism

A

language determines thought and emotions/feelings, and linguistic categories limit and determine cognitive categories

MCAT (6 decks)

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