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Psychology II Flashcards

1
Q

inattentional blindness

A

we are not consciously aware of things that happen in our visual field when our attention is directed elsewhere within the field

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2
Q

change blindness

A

when we fail to notice changes in our environment

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3
Q

endogenous cues

A

more internalized and higer order - internal knowledge

e.g. cocktail effect

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4
Q

exogenous cues

A

external to any goals we may have, meaning we don’t have to tell ourselves to look for them in order for them to capture our attention

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5
Q

information processing model

A

brains are similar to computers. input is from the environment. we process it and output decisions

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6
Q

sensory memory (register)

A

first to interact with information in the environment
sight and sound are the most important
iconic memory and echoic memory

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7
Q

iconic memory

A

what you see (

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8
Q

echoic memory

A

what you hear (3-4 sec)

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9
Q

working memory (short-term memory)

A

whatever you are thinking about at this exact moment
7+/-2 pieces of information at a time
vary based on complexicity
reason why phone numbers are seven digits long
visiual, spatial, and verbal information

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10
Q

visuo-spatial sketchpad

A

visual and spatial information

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11
Q

phonological loop

A

verbal information (words and numbers)

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12
Q

central executive

A

tells visuo-spatial and phonological loop to work together which then goes down the episodic buffer which is connected to the long term memory

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13
Q

Explicit Memory (Declarative)

A

facts or events that you can clearly/explicitly describe
semantic : words (facts)
episodic : events

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14
Q

Implicit Memory (Non-Declarative)

A

things that aren’t easy to describe

procedural : steps/procedures

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15
Q

priming

A

previous experience influences your current interpertation of an event

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16
Q

encoding

A

moving information from working memory (short term memory) to more permanent storage (long term memory)

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17
Q

Rote rehersal

A

say the same thing over and over again
least effective
dosen’t require you to process the information

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18
Q

chunking

A

group information into meaningful units

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19
Q

mnemonic devices

A

imagery
pegword
method of loci
acronym

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20
Q

imagery (mnemonic device)

A

vivid mental picture of what you are trying to remember

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21
Q

pegword and method of loci

A

anchors and linking new information to anchors along a specific path. pegword - verbal anchors. method of loci - location anchors

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22
Q

acronym

A

one letter of a familiar work stands for the first letter of new information

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23
Q

Self Referencing

A

relating the information to you

ex : preparing to teach

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24
Q

Spacing

A 
structure of studying
space out study session
long-term information
let's you know what you don't know
self-testing
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25
procedural memory location
basal ganglia
26
semantic memory location
neocortex
27
episodic memory location
hippocampus
28
explicit memory location
medial temporal lobe
29
retreival
call up a memory or think of something you learned
30
free recall
without any cues or any particular order remember 1st items on the list (primacy) remember last items on the list (recency) fuzzy on the items in the middle.
31
cued recall
still have to produce an answer, but you get more retrieval cues to help you
32
recognition
more cues than cued recall
33
source monitoring
knowing where various pieces of information are coming from.
34
ebbinghaus
first person to really look at decay in memory the more integrated the inital memory is, the more stretched out the rate of forgetting is. but it all follows the same pattern, no matter the material
35
relearing
faster rate if some of the information is stored in your long term memory
36
retroactive interference
interference that goes backward. some new piece of learning seems to reach back and impair your ability to retrieve something you used to know
37
proactive interference
interference moving foward - gets in the way of your ability to learn and retrieve something correctly in the future
38
Declining Abilities when Aging
Recall Episodic Memories Processing Speed Divided Attention
39
Stable Abilities when Aging
Implicit Memory Recognition cognitive changes are NOT all bad
40
Improving Abilities when Aging
``` Semantic Memory (until 60 years) Crystallized IQ (using knowledge and experience) Emotional Reasoning ```
41
Dementia
decline in memory and other cognitive functions - excess damage of brain tissue (multiple strokes/other causes)
42
most common form of dementia
Alzehimer's unknown cause neurons die over time cerebral cortex shrinks in size
43
symptoms of Alzehimer's
memory loss - inability to encode/retrieve new memories attention, planning, semantic memory, abstract thinking, language Emotional Instability Loss of Control over bodily functions Terminal increased Amyloid Plaques in the brain
44
Korsakoff
Aphasia, Anterograde and Retrograde Amnesia decrease of B1 or thiamine linked to Malnutrition, Alcholism, and Eating Disorders May have damage to parts of the brain resulting in poor balance, abnormal eye movements, mild confusion
45
pre-cursor to Korsakoff
Wernicke's Encephalopathy
46
how to reverse the damage or at least prevent it
if wernicke's encephalopathy is diagnosed in time, it is possible to reverse the damage. if untreated, will progress into Korsakoff's.
47
symptoms of Korsakoff
severe memory loss confabulation (makes up things) not progressive, if treated. people can get better dependent on how early it is diagnosed and how well the patient follows treatment guidelines
48
ways to get better with korsakoff
thiamine injections healthy diet abstain from alcohol
49
Hierachal organization
thought concepts were organized from higher order categories down to lower order categories and their exemplars
50
modified semantic network
every individual semantic network develops based on their experience/knowledge
51
spreading activation
activating one concept and pulling related concepts along with it.
52
Piaget's Stages of Cognitive Development
Sensorimotor Stage (0-2 y.o.) Preoporational Stage (2 - 7 y.o) Concrete Operational Stage (7-11 y.o.) Formal Operational Stage (12 - up)
53
Sensorimotor Stage
0-2 y.o. sensori - children gather information about their world with their ages, so through sight, smell, taste, hearing and touch. motor - they are very active OBJECT PERMANENCE - infants don't recognize that objects still exist even though they can't see them
54
Preoperational Stage
2-7 y.o. operational - mental operation (imagining things or mentally reversing actions) - children develop/engage in pretend play - using symbols to represent things EGOCENTRIC - dont understand that other people have a different view than then
55
Concrete Operational Stage
7-11 y.o. learn the idea of CONSERVATION (tall skinny glass vs. short fat glass) reason about mathematics
56
Formal Operational Stage
12 and up reason about abstract concepts and think about consequences of potential actions. reason out what might occur sophisticated moral reasoning
57
schemas
frameworks by which we organize and interpret new information grow and develop through assimilation and accomodation
58
assimilation
interpret new experiences in terms of our current schemas
59
accomodation
adjusting schemas to incoporate new experiences
60
well-defined problems
clear starting and ending point
61
ill-defined problems
ambigious ending and starting point
62
trial and error
just take random guesses until something finally works
63
algorithim
logical, step-by-step procedure or trying solutions until you hit the right one
64
heuristic
mental shortcut to find the solution faster - don't guarantee a solution - very common
65
means-end analysis
analyze the bigger problem and make it into smaller problems. current state --> goal
66
working backwards
start with goal state and make suggestions to get to current state (mathematical proofs)
67
decision making
make a judgement about the desirability of some outcome | -most people use a heuristic/mental shortcut
68
decision making heuristic
availability - examples that come to mind | representativeness - matching prototypes (conjunction fallacy)
69
overconfidence bias
our tendency to be more confident than correct | -could be due to fluency or ease of processing
70
belief perseverance bias
ignore/rationalize disconfirming facts
71
confirmation bias
seek out only confirming facts
72
framing
how you present the decision
73
intelligence quotient
mental quality allowing you to learn from experience, solve problems, and use your knowledge to adapt to new situations
74
general intelligence
people who score well on one type of test tend to score well on other tests (qualitative vs quantitative)
75
g factor
general intelligence
76
3 intelligences (Robert Sternberg)
1. analytical intelligence 2. creative intelligence 3. practical intelligence
77
analytical intelligence
academic abilities or ability to solve well defined problems
78
creative intelligence
ability to react adaptively to new situations and to generate novel ideas
79
practical intelligence
ability to solve ill-defined problems
80
emotional intelligences
helps you to perceive, understand, manage, and use emotions in your interactions with each other
81
fluid intelligence
our ability to reason quickly and abstract decrease as age increase
82
crystallized intelligence
accumulated knowledge and verbal skills increase or remains the same as age increases.
83
Alfred Binet
- wasn't trying to make an intelligence test - trying to establish a child's mental age in order to measure children intellectual development and predict how well they'd do in school
84
heretability
proportion of variability due to genes
85
fixed mindset
intelligence is biologically set and unchanging
86
growth mindset
intelligence is changing - more motivated
87
Theory of General Intelligence
Charles Spearman Factor Analysis (g factor) scores from testing are normally consistent across the board controversial (diverse abilities)
88
Theory of Primary Mental Abilities
``` L.L. Thurston 7 factor theory (word fluency, verbal comprehension, spatial reasoning, perceptual speed, numerical ability, inductive reasoning, and memory) breakdown seems intuitive scores seem to vary together limited to what they see as intelligence ```
89
Theory of Multiple Intelligence
``` Howard Gardner 7-9 Independent Intelligences Your intelligence in one area doesn't depict your intelligence in another area. 1. Logical Mathematical Intelligence 2. Linguistic Intelligence 3. Spatial Intelligence 4. Musical Intelligence 5. Body-Kinesthetic Intelligence 6. Intrapersonal Intelligence 7. Interpersonal Intelligence 8. Natural Intelligence 9. Existential Intelligence ``` includes more than book smarts intelligence vs. ability/talent
90
Triarchic Theory of Intelligence
Robert Sternberg 3 intependent intelligences intelligence: things that will lead to real world success (reliable) 1. Analytic Intelligence 2. Creative intelligence 3. Practical Intelligence 3 sides of the same coin
91
construct validity
describes the extent to which the theory is supported by the data or results of the research
92
content validity
extent that the test measures the construct accurately
93
test-retest reliability
high positive correlation between the first and second administration of a test
94
inter-rater reliability
multiple judges or rates view the same subjects and the observers ratings have a high correlation
95
Broca's Area
speech frontal lobe language expression
96
damage to Broca's area
trouble producing speech halting/slowed non-fluent aphasia, broca's aphasia (broken speech)
97
Wernicke's Area
``` understanding speech temporal lobe Wernicke's Aphasia - aka fluent aphasia words don't make any sense trouble understanding what people say ```
98
global aphasia
Broca's aphasia + wernicke's aphasia
99
Arcuate Fasiculus
connects Broca's and wenicke's area
100
damage to arcuate fasiculus
conduction aphasia - conduct information between listening and speaking disrupted
101
Agraphia
inability to write
102
anomia
inability to name things
103
neural plasticity
brain's ability to adapt and move functions to new parts
104
split bain patient
problem with corpus callosum
105
Theories of Language and Cognition
universalism - thought comes before language (determines language/influences language) Piaget's Cognitive Development
106
Vygosky
language and thought are independent | children develop language through social interaction with adults who already know the language
107
Linguistic Determination
weak and strong determinism | how much influence they think language has on thought
108
weak determinism (language)
language influences thought makes it easier or more common to think in certain ways depending on how our language is structured
109
strong determinism (Whorfian hypothesis)
language determines thought completely (based off Hopii tribe)
110
Nativist/Innativist Theory of Language Development
children are born with the ability to learn language Noam Chomsky - thought that humans have a language acquisition device or LAD in their brains that allowed them to learn language critical period - birth - 9 years old
111
learning
acquire language through development
112
interactionist
biological and social factors have to interact in order for children to learn language Vygostky
113
Limbic System
set of structures in the brain - many of those structures play an important role in regulation
114
4 important structures
hypothalamus amygdala thalamus hippocampus
115
thalamus
two of these sensory-relay system directs senses to appropriate area in cortex sense of smell is the only sense that bypasses the thalamus - own private relay system
116
amygdala
``` aggression center anger, violence, fear, anxiety destroying amygdala can cause a mellowing effect - dr.kluver - dr.bucy ```
117
kluver-bucy syndrome
bilateral destruction of the amygdala (impulsive) hyperoralility hypersexuality disinhibited behavior
118
kluver-bucy treatment
benzos
119
hippocampus role in memory
creating new memories | turn short-term memories into long term memories
120
hippocampus damage
old memories remain - unable to create new memories
121
hypothalamus role
located below the thalamus size of a kidney bean regulate things in the body regulating autonomic nervous system (epinephrine/adrenaline)
122
left hemisphere of the cerebral cortex
positive emotions - lead to more electrical activity on the L side of the brain than the right. sociable kids, interested, and enthusiastic
123
right hemisphere of the cerebral cortex
negative emotions - more activity on the right side of the brain than the L isolated kids, timid, fearful, avoidant, depressed
124
prefrontal cortex
area in the front of the brain, right behind forehead | higher order funxtions: language, information processing, logic
125
damage to prefrontal cortex
inappropriate, rude, ruff, bad behavior
126
sympathetic nervous system
fight or flight afraid of something increase respiratory rate for better oxygenation adrenal glands release epinephrine/norepinephrine decrease digestion (takes up too much energy) pupils dilate decrease salivation increased heart rate increased glucose release
127
parasympathetic nervous system
``` rest and digest pupils constricted increased salivation decreased heart rate decreased adrenaline release relaxed state decreased respiratory rate (moderate/decreased) decreased glucose release (increase glucose storage) increased digestion ```
128
emotion
subjective experiences that are accompanied by physiological, behavorial, and cognitive changes and reactions
129
cognitive reactions
mental assessments than can include apprasials of what is happening, expectations about the situation and general thoughts about the experience
130
physiological reactions
changes in your body
131
behavorial reactions
body language or facial expressions
132
universal emotions
1. happiness 2. sadness 3. fear 4. disgust 5. anger 6. surprise
133
james lange theory of emotion
two researchers theory of emotions is due to the perception of your physiologic responses event --> physiologic response --> interpretation of --> emotion emotions follow directly from bodily responses - the person does not actively "intepret" their bodily responses in order to figure out their emotions e.g. sad because you cry
134
cannon - bard theory
event --> physiological response + emotion a person can experience physiological arousal without feeling any particular emotion physiological response system was just too slow to produce emotions that often seemed to happen almost instantly they believe that the physiological responses and the experience of emotion happen simultaneously
135
schacter - singer theory of emotion
physiological and cognitive responses may simultaneously form the experience of emotion
136
lazurus theory of emotion
experience of emotion depends on how the experience is cognitively apprasied event --> apprasial (label) --> emotion + physiological response
137
damage to basal ganglia
problems with recognizing angry facial expressions
138
amygdala
most associated with recognition of facial expressions associated with fear
139
insula
associated with disgust. the anterior insula receives signals from olfaction and gustation
140
stressor
threatening/challenging event
141
stress
process by we appraise the enviromental threat
142
stress reaction
subsequent physical and emotional response
143
richard lazarus
determined that stress arises less from the actual events and more from our assessment of the event (our apprasial) primary apprasial - inital evaluation that focuses on the threat in the present situation - irrelevant, benign/positive, stressful if it is stressful, we move forward with the secondary apprasial -involves the individual's ability to cope with the situation (harm, threat [future damage?], challenge - how can the situation be overcome)
144
4 categories of stressors
1. signficant life changes 2. catastrophic life changes 3. daily hassles 4. ambient stressors
145
significant life changes
significant personal life change | holmes and rane stress scale (43 different major life stressors)
146
catastrophic events
unpredictable, large scale events | war, natural disasters (e.g. hurricane katrina)
147
daily hassles
``` e.g. tire blown minor events of our daily lives racism add up and take a huge toll most significant form ```
148
ambient stressors
``` global stressors e.g. pollution, smog, wildfires (LA) hard to control happening in background can negatively impact us without being consciously aware of their existence ```
149
Walter Cannon
homeostasis (maintenance) homeostatic response to animals to threats or danger (stressors)
150
Fight or Flight Response to Stress
fight or run (SNS) transition our body to get out of danger mode increased heart rate increased respiratory rate (more O2 in blood to tissues to expel more CO2) increased peripheral vascoconstriction push more blood to core/cruvial areas turn off figestion, immune function, and ovulation
151
endocrine response to stress
chemical messages adrenal glands - medulla - catecholamine hormones (adrenaline and noradrenaline) increased heart rate and increased blood pressure - supporting SNS cortex --> glucocorticoid - cortisol
152
Tend and Befriend in Stress
(women > men) huddle together to form support systems oxytocin - pair bonding (integrated with estrogen)
153
Hans Seyle - General Adaptation Syndrome (GAS)
1. Alarm Phase - stress reaction kicks in - heart racing and resource mobilizing - fight or flight 2. Resistance Phase - actual gihting or fleeing or huddling together - stress hormones increase 3. Exhaustion - stress resources depleted leads you here - tissue and muscles become damaged - dampened immunity can make us more susceptible to illness - overexposure to stress
154
heart and vascular disease
increased blood pressure (blood vessel distension) leads to hypertension which can lead to vascular disease vascular disease is an inflammation and plaque buildup plaque is super attracted to fat and cholesterol, which sticks to these spots and nnarrows the blood vessels
155
worst place for vascular disease
coronary arteries aka. arteries that feed our actual heart tissue CORONARY ARTERY DISEASE - heart tissue not nourished, it starts to die which is what we call a heart attack, entire body is in trouble
156
Metabolism in Stress
- extra nutrients are stored for later use - cortisol and glucagon increase due to stress response - extra glucose can exacerbate conditons such as diabetes - extra blood sugar can lead to cardiovascular disease
157
reproductive abilities in stress
``` impeded by stress GIRLS - huge energy expense - shut down - no baby making chronic issues: pregnancy hormones can become chronically inhibited which can effect growth of eggs ``` BOYS - decreased testosterone (doesn't result in infertility) - erectile dysfunction - impotency - less blood to penis
158
immune response to stress
``` ADAPTIVE white blood cells and antibodies INNATE basic - generic inflammation turned on too much ``` CHRONIC: immune systemm suppressed - more susceptible to illness (40% slower healing rate)
159
location of most glucocorticoid receptors
hippocampus (learning and memory) frontal cortex (impulse control, judgement, planning, reasoning) cortisol - atrophy of these areas due to over abundance of stress
160
Depression in stress
``` anhedonia - failure to feel pressure stop responding to serotonin : anterior cingulate "learned helplessness" perceived more stressors earn that you have no control decreased coping mechanisms ```
161
Anger in Stress
increased vulnerability to heart disease type A: easily angered - prone to hostility and anger type B : more easy going
162
Anxiety in Stress
amygdala (fears and phobias) | "flight"
163
Addiction in Stress
``` alcohol abuse (men > women) tobacco compound relationship between stress and addiction - impairment to frontal cortex - impaired judgement decreased coping mechanism ```
164
unavoidable stressors need to be managed. how?
1. exercise 2. meditation 3. religion/faith 4. cognitive flexibility
165
self-concept
how someont thinks about, perceives or even evaluates themselves self aware = self concept
166
exisental self
most basic part of self concept sense of being separate and distinct from others self is constant consistent
167
categorial self
CONCRETE - age, gender, size, skills MORE DEVELOPED - traits, comparison, careers
168
Carl Rodgers
humanistic view of self concept 1. self image - view we have of ourselves 2. self esteem - self worth/value 3. ideal self - what we wish to be
169
self - esteem
regard/respect that a person has one's self
170
self-efficacy
belief in one's capability to succeed in a certain situation
171
strong self-efficacy
``` - tasks to be mastered Recovery Interest Strong Enjoy ``` stronger sense of commitment able to recover from disappointments
172
weak self-efficacy
Fail Avoid Lose Lack avoid challenging task focus on personal feelings and negative outcomes
173
four major sources of self efficacy
1. MASTERY OF EXPERIENCE performing a task successfully will strengthen our sense of self-efficacy 2. SOCIAL MODELING seeing people similar to ourselves successfully completing tasks, raises our beliefs 3. SOCAL PERSUASIAN getting verbal encouragement from others helps people overcome self doubt 4. PSYCHOLOGICAL RESPONSES learning how to minimize stress and elevate mood when facing difficult or challenging tasks
174
low self-esteem + high self-efficacy
PERFECTIONISTS | - over critical and negative about themselves. quite capable in certain areas
175
locus of control
extent to which people perceive they have control over events in their lives
176
internal locus of control
person believes he or she can influence events and their outcomes - attribute results to their own traits control own destiny - tend to be happier
177
external locus of control
blames outside forces on everything. attribute events to environmental traits it causes
178
sigmund freud - psychosexual theory of development
describe how personality develops during childhoof - early childhood was most important age/period for personality development - most personality is developed by the age of 5. 5 stages - completion = healthy personality fixation : not solving problems in one stage, but moving to the next without fixing the problem
179
erikson -psychosocial theory of development
personality development occured over a lifespan each stage of development was focused on overcoming a conflict 8 stages - outcome dependent on how people handle the stages
180
lev vykotsky sociocultural cognitive theory
children learn actively and through hands on experiences - active process parents, caregivers, peers, cultural beliefs, attitudes, and language are all responsble for the deelopment of higher order learning 0 child internalizes the information they get from interaction with others . stresses the importance of social interaction in development of cognition theory incomplete because of theorist passing
181
lawerence kohlberg - moral development theory
right vs. wrong believes in moral reasoning depends on the level of cognitive development 3 levels of moral development further divided into 2 stages
182
George Herbert Mead - The I and The Me
1. Preparatory Stage - interact throught imitation 2. Play Stage - importance of social relationships - pretend play 3. Game Stage - start to understand attitudes, behavior, beliefs of "generalized other"/society - multiple roles - significant other generalized other --> I (response to social self) --> me (social self) generalized other --> me (social self) our actual self is the balance between I and me
183
Cooley - Looking Glass Self
our view of ourselves from how we are perceived from others 1. how do I appear to others 2. what must others think of me 3. revise how we think about ourselves
184
oral stage of psychosexual development
age : 0-1 years old libido : mouth development : baby has to learn to ween off in order to advance to next stage adult fixation : dependency/aggression (conflict) - smoking, biting nails, over-eating
185
anal stage of psychosexual development
age : 1-3 years old libido : anus development : toilet training - controlling self adult fixation : orderliness/messiness
186
phallic stage of psychosexual development
age : 3-6 years old libido : genital development : oedipus/electra complex - looks up to same sex parent adult fixation : sexual dysfunction
187
latent stage of psychosexual development
age : 6-12 years old libido : n/a development : exploration. social communication. skills (entering school). concerned with peers adult fixation : n/a
188
genital stage of psychosexual development
age : 12 and up libido : genital development : strong sexual interests. sexual maturity of opp sex adult fixation : mentally healthy
189
erikson's psychsocial stages of development
1. crisis vs. mistrust (1 yr) 2. autonomy vs. shame/doubt (2 yr) 3. initative vs. guilt (3-5 yr) 4. industry vs. inferiority (6-12 yr) 5. identity vs. role confustion (12-18 yr) 6. intimacy vs. isolation (18-40 yr) 7. generativity vs. stagnation (40-65 yr) 8. integrity vs. despair (65 - older)

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