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Princeton Psych/Soc > Sensation/Perception, Attention, Cognition, and Language > Flashcards

Sensation/Perception, Attention, Cognition, and Language Flashcards

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1
Q

sensation

A
  • detections and encoding of physical energy from the environment
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2
Q

perception

A
  • the selection, organization, and interpretation of our sensations
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3
Q

psychophysics

A
  • the study of how physical stimuli are translated in the psychological experience
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4
Q

stimulus

A
  • any detectable change in the environment
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5
Q

absolute threshold

A
  • lowest level of a stimulus we can detect 50% of the time
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6
Q

difference threshold

A
  • minimum difference between two stimuli we can detect 50% of the time
  • also known as just noticeable difference
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7
Q

Weber’s law

A
  • two 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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8
Q

signal detection theory

A
  • proposes 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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9
Q

hit

A
  • stimulus present and response present
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10
Q

type II error

A
  • stimulus present and response absent
  • false negative
  • miss
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11
Q

type I error

A
  • stimulus absent and response present
  • false positive
  • false alarm
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12
Q

correct rejection

A
  • stimulus absent and response absent
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13
Q

detecting the stimulus requires

A
  • acquisition of information

- application of criteria

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14
Q

external noise

A
  • other stimuli present that can affect our detection

- outside of body

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15
Q

internal noise

A
  • psychological distractions
  • mood, attitude, cognition
  • inside of body
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16
Q

receiver operating characteristic curve

A
  • a graphical plot that demonstrates the hit rate versus false alarm rate to graphically determine a receiver’s accuracy
  • accuracy is area under the curve
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17
Q

modality

A
  • the type of stimulus that is being detected

- based on type of receptor firing

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18
Q

location

A
  • communicated by receptive field of stimulus
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19
Q

intensity

A
  • how strong the stimulus is

- the rate of firing of action potentials

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20
Q

duration

A
  • how long the stimulus is present
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21
Q

tonic receptors

A
  • generate action potentials as long as the stimulus is present
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22
Q

phasic receptors

A
  • fire only when the stimulus begins

- communicate changes in stimuli

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23
Q

sensory adaptation

A
  • a decrease in the frequency of action potentials when the intensity of the stimulus remains constant
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24
Q

feature detection theory

A
  • certain parts of the brain are activated for specific visual stimuli
  • visual perception results from the interaction of numerous specialized neural systems, each of which performs a specific, simple task
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25
Q

parallel processing

A
  • occurs so that many aspects of a visual stimulus are processed simultaneously rather than in a step-wise fashion (serial processing)
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26
Q

kinesthesis

A
  • allows us to sense the position of our limbs in space as well as detect body movements
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27
Q

muscle spindle

A
  • detects muscle stretch
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28
Q

golgi tendon organs

A
  • detect tension in tendons
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29
Q

joint capsule receptors

A
  • detect pressure, tension, and movement in the joints
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30
Q

bottom-up processing

A
  • starts with information from our sensory receptors and builds up to a final product in our brain
  • start with details and end with a final representation in our mind
  • when we encounter new stimuli
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31
Q

top-down processing

A
  • start with a larger concept or idea and works down to the details
  • when we encounter information we are more familiar with
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32
Q

3 processes of perception

A
  • stimulus
    • environmental stimulus
    • attended stimulus
    • stimulus on receptors
  • electrochemical processes
    • transduction
    • transmission
    • processing
  • experience and action
    • perception
    • recognition
    • action
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33
Q

gestalt psychology

A
  • emphasizes our tendency to organize information into meaningful whole
  • what we perceive in predictable ways
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34
Q

emergence

A
  • first identify an outline which helps us figure out the whole
  • then we look at individual parts
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35
Q

figure and ground

A
  • separate figure from all else
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36
Q

multistability

A
  • tendency of ambiguous images to pop back and fort unstably between alternate interpretations in our brains
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37
Q

law of proximity

A
  • things near each other seem to be grouped together
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38
Q

law of similarity

A
  • things that are similar tend to appear grouped together
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39
Q

law of continuity

A
  • we perceive smooth, continuous lines rather than a disjointed one
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40
Q

law of common fate

A
  • objects moving in same direction or in synchrony perceived as a group or unit
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41
Q

law of connectedness

A
  • things joined or linked or grouped as perceived as connected
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42
Q

law of closure

A
  • perceive things as complete logical entity because our brains will fill in info
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43
Q

perceptual organization

A
  • in order to transform sensory information into useful perceptions, we must organize it
  • we must perceive objects as being separate from their environments and having constant form
  • we must also be able to detect motion and perceive distance
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44
Q

depth perception

A
  • the ability to see objects in three dimensions despite the fact that the images are imposed on the retina in only two dimensions
  • allows us to judge distance
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45
Q

Gibson and Walk experiment

A
  • depth perception is largely innate
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46
Q

binocular cues

A
  • cues that depend on information received from both eyes
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47
Q

retinal disparity

A
  • the brain compares the images projected onto the two retinas in order to perceive distance
  • the greater the difference between the two images, the shorter the distance
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48
Q

convergence

A
  • the extent to which the eyes turn inward when looking at an object
  • the greater the angle of convergence or inward strain, the closer the object
49
Q

monocular cues

A
  • depth cues that depend on information that is available to either eye alone
50
Q

relative size

A
  • if objects are assumed to be the same size, the one that casts the smaller image on the retina appears more distant
51
Q

interposition

A
  • if one object blocks the view of another, we perceive it as closer
52
Q

relative clarity

A
  • we perceive hazy objects as being more distant than sharp, clear objects
53
Q

texture gradient

A
  • changes from a course, distinct texture to a fine, indistinct texture indicates increasing distance
54
Q

relative height

A
  • we perceive objects that are higher in the visual field as farther away
55
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 farther away

56
Q

linear perspective

A
  • parallel lines appear to converge as distance increases

- the greater the convergence, the greater the perceived distance

57
Q

light and shadow

A
  • closer objects reflect more light than distant objects

- the dimmer of two identical objects will seem further away

58
Q

motion perception

A
  • our brains assume that objects that are decreasing in size are moving farther away from us and objects that are getting large in size are approaching
59
Q

phi phenomenon

A
  • describes the illusion of movement that is created when two or more adjacent lights blink on and off in succession
60
Q

perceptual constancy

A
  • we perceive an object as unchanging even as the illumination, angle, and distance of the object change
61
Q

shape constancy

A
  • familiar objects are perceived as having a constant form despite changes in the images that are projected into our retinas
62
Q

size constancy

A
  • we perceive objects are having a constant size even as the distance of the object changes
63
Q

lightness (brightness) constancy

A
  • we perceive objects as having a constant brightness despite changes in illumination
64
Q

attention

A
  • the active consciousness that allows us to focus awareness on some stimuli vs others.
65
Q

models of attention

A
  • filter model
  • resource model
  • spotlight model
  • attenuation model
66
Q

resource model

A
  • attention is a limited resource that can become spread too thin
67
Q

spotlight model

A
  • attention is a focal point that can shift.
68
Q

broadbent filter model

A
  • more information enters our sensory stores
  • some of that information makes it through the selective filter into our working memory
  • other information is filtered out and decays
  • helps explain why we are not constantly overwhelmed by all the stimuli in our environment
69
Q

Treisman attenuation model

A
  • some information not attended to can still be detected
  • information not attended to does not decay but it is turned down to a lower volume. information from that channel is processed, just not as consciously
70
Q

cocktail party effect

A
  • when you filter out other conversations, until your name (or something equally salient) is mentioned, at which point your attention shifts to this other channel
71
Q

multitasking

A
  • divided attention
  • dependent on
    • task similarity
    • task difficulty
    • task practice
72
Q

Baddeleys Model of working attention

A
  • an explanation of how three short term sensory stores interact with the central executive, which controls the flow of info from/to the sensory stores
  • phonological loop, visuospatial sketchpad, and episodic buffer
73
Q

central executive

A
  • responsible for the control and regulation of all cognitive processes
  • coordination of slave systems
  • shifting between tasks or retrieval strategies
  • selective attention and inhibition
74
Q

phonological loop

A
  • short-term phonological store, with an auditory rehearsal component
  • spoken and written material
75
Q

visuospatial sketchpad

A
  • temporary storage and manipulation of spatial and visual information
  • mentally manipulating objects in our mind’s eye
76
Q

episodic buffer

A
  • integrates information across domains and links to long term memory
77
Q

schema

A
  • a mental framework that allows us to organize our experiences/stimuli and respond to new experiences/stimuli
78
Q

sensorimotor stage

A
  • 0-2
  • child experiences world directly through senses and motor movement
  • object permanence - objects exist even when they can’t be seen
  • stranger anxiety
79
Q

preoperational stage

A
  • 2-7
  • child can represent things with words and images but uses intuitive, not logical, reasoning
  • pretend play
  • egocentrism - can’t take the view of other people
80
Q

concrete operational

A
  • 7-11
  • child thinks logically
  • performs simple mental manipulations with concrete operations
  • conservation - the fact that just because something has changed shape, the amount will remain the same
81
Q

formal operations

A
  • 12-adult
  • person can reason abstractly, solve hypothetical problems, deduce consequences, etc
  • abstract logic
  • moral reasoning
82
Q

assimilation

A
  • use an existing schema to deal with a new object or situation
83
Q

accommodation

A
  • when our existing schema does not work and needs to be changed to deal with the new situation
84
Q

moral identity

A
  • the degree to which being a moral person is important to a person’s identity
85
Q

preconventional

A
  • young children and children
  • punishment and obedience - rules obeyed to avoid punishment
  • self-interest - rules obeyed for personal goals
86
Q

conventional

A
  • most adolescents and adults
  • conformity and interpersonal accord - rules obeyed for approval
  • authority and social order - rules obeyed to maintain social order
87
Q

post conventional

A
  • only 15% of adults
  • social contract - impartial rules are obeyed rules that infringe on the rights of others are challenged
  • universal principles - individual establishes own set of rules in accordance with personal ethical actions
88
Q

trial and error

A
  • attempting several different potential solution and ruling out those that do not work
89
Q

algorithm

A
  • a step-by-step procedure that exhausts all possible options but guarantees a solution
90
Q

heuristic

A
  • mental rule-of-thumb, shortcut, or guideline that can be applied to problem solving
91
Q

insight

A
  • occurs when we puzzle over a problem, then the complete solution appears to come to us all at once
  • doesn’t necessarily involve a clue or hint
92
Q

confirmation bias

A
  • we seek out evidence to support our conclusions more than we seek evidence that will refute them
  • interpret neutral or ambiguous evidence as supporting our beliefs
93
Q

fixation

A
  • we have structured a problem in our mind in a certain way, even if that way is ineffective, and then we are unable to restructure it
  • unable to see problem from a fresh perspective
94
Q

mental set

A
  • our tendency to approach situations in a certain way because that way has worked in the past
95
Q

functional fixedness

A
  • mental bias that limits our perspective for an object can be used based on how that object is traditionally used
96
Q

availability heuristic

A
  • we rely on immediate examples that come to mind when trying to make a decision or judgment.
  • when you overestimate the likelihood of something happening because you think of examples of it happening
97
Q

representativeness heuristic

A
  • we estimate the likelihood of an event by comparing it to an existing prototype that already exists in our minds
98
Q

intelligence

A
  • the ability to learn from experience and adapt to the environment
99
Q

social intelligence

A
  • the ability to manage and understand people
100
Q

emotional intelligence

A
  • the ability to monitor and discriminate emotions in order to guide thinking and action
101
Q

fluid intelligence

A
  • reason quickly and abstractly
102
Q

crystallized intelligence

A
  • accumulated knowledge and verbal skills
103
Q

fixed mindset

A
  • belief that intelligence and abilities are static
104
Q

growth mindset

A
  • belief that intelligence and abilities can be developed through effort
105
Q

aging improves

A
  • semantic memory until around age 60
  • crystallized intelligence
  • reasoning in emotionally-charged situations
106
Q

aging declines

A
  • recall
  • episodic memory
  • processing speed
  • divided attention
107
Q

behaviorist model of language acquisition

A
  • infants are trained to learn language through operant conditioning
  • reinforcement due to making sounds
  • BF skinner
108
Q

Noam Chomsky

A
  • humans are born with an innate ability to learn language (universal grammar)
  • all normally-developing humans learn when exposed during the critical period
  • nativist perspective
109
Q

Sapir-Whorf hypothesis

A
  • language strongly influences thought

- the words we use and how we use them defined and limit our cognitive abilities

110
Q

empiricist view of language

A
  • language is just another example of conditioned behavior
111
Q

rationalist view of language

A
  • language is a human ability prewired into the brain
112
Q

materialist view of language

A
  • all discussion of ideas and linguistic expression are real physical changes in the brain and actions in the body
113
Q

linguistic relativity hypothesis

A
  • language and thought overlap
  • cognition and perception are determined by the language one speaks
  • cultures have more words than snow than we do because it’s more important to them
114
Q

broca’s area

A
  • inferior frontal gyrus of dominant hemisphere
  • associated with language production
  • motor neurons in control of speech
  • close to motor cortex
115
Q

broca’s aphasia

A
  • know what they want to say but are unable to say it or write it fluently
  • cannot communicate in full sentences
  • nonfluent aphasia with intact comprehension
  • language includes disjointed words
116
Q

wernicke’s area

A
  • posterior superior gyrus
  • temporal, parietal, and occipital lobes
  • associated with understanding written and spoken language
117
Q

wernicke’s aphasia

A
  • fluent aphasia with impaired comprehension
  • perfect fluidity but sentences make no sense
  • unable to understand language.
118
Q

temporal lobe contains what important structure

A
  • hippocampus

Princeton Psych/Soc (7 decks)

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