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Pysch Unit > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Sensation

A

transmitting sensory data from the environment to the brain; biological process

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2
Q

Perception

A

interpreting sensory data into usable mental representations of the world; psychological process`

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3
Q

Smell Stimulus and Receptors

A

molecule dissolved in fluid on the mucous membranes in the nose; sensitive ends of olfactory neurons in the olfactory epitheleum in the nose

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4
Q

Taste Stimulus and Receptors

A

Molecule dissolved in fluid on the tongue; taste cells in taste buds on the tongue

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5
Q

Touch Stimulus and Receptors

A

Pressure on the slain; Sensitive ends of touch neurons in skin

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6
Q

Pain Stimulus and Receptors

A

Wide variety of potentially harmful stimuli; sensitive ends of pain neurons in skin and other tissues

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7
Q

Hearing Stimulus and Receptors

A

Sound waves; pressure-sensitive hair cells in cochlea of inner ear

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8
Q

Vision Stimulus and Receptors

A

Light waves; light-sensitive rods and cones in retina of eye

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9
Q

Transduction

A

receptors’ conversion of incoming sensory information to a neural signal

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10
Q

Quantitative Coding

A

intensity-> frequency of action potential

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11
Q

Qualitative coding

A

kind of energy (difference receptors respond to different energy)

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12
Q

sensory adaptation

A

decrease in response of sensory system to continuous stimulation

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13
Q

Absolute threshold

A

faintest detectable stimulus of any type; typically defined as minimum amount of stimulation needed to detect stimulus 50% of the time

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14
Q

cross-adaptation

A

adaptation to one substance can affect the sensory experience of another

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15
Q

difference threshold/just noticeable difference

A

smallest difference needed in order to differentiate the stimuli

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16
Q

Bottom-up processing

A

building up to perceptual experience from individual pieces

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17
Q

Top-down processing

A

experience influencing the perception of stimuli

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18
Q

synesthesia

A

cross-activation between different areas of the brain; sensory stimulation in one modality induces a sensation in a different modality

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19
Q

Pathway to the eye

A
  1. Light is gathered and focused through the cornea, a transparent tissue that covers the front of the eyeball
  2. Muscles in the iris give it the ability to increase or decrease the diameter of the pupil, which is what allows more or less light to enter the eye
  3. Light bands (called accommodation) as it passes through the curved interior lens of the eye, located behind the iris. The lens is responsible for fine-tuning the focus started by the cornea
  4. The refracted light hits the back of the eye, where the retina is located. The retina is a network of neurons extending over most of the back of the interior of the eye, and it’s where the receptor cells for vision are
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20
Q

What do photoreceptor cells permit?

A

Transduction

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21
Q

Photopigment in rods

A

Rhodopsin

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22
Q

Photopigment in cones

A

blue, green, red

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23
Q

additive color mixing

A

when you mix two or more colored lights, you are adding more wavelengths that are perceived

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24
Q

Three primaries law

A

3 cones each sense waves from a different part of the color spectrum; trichromatic society

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25
Q

Law of complementarity

A

2 neurons associated with each cone are excited or inhibited in response to wavelengths; apparent-process theory

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26
Q

Opponent-process theory

A

physiological units involved in color vision are affected in opposite ways (excited or inhibited) by complementary wavelengths; explain the complementarity of afterimages

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27
Q

Transduction in vision

A

electrical changes in rods and cones->electrical responses in other cells->action potentials in neurons forming optic nerve->runs to thalamus->form synapses with neurons that run to the primary visual area

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28
Q

Dorsal stream of processing

A

“Where and how” pathway

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29
Q

Ventral stream of process

A

“What” pathway

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30
Q

Smell

A

inhale air->molecules dissolve into fluid covering olfactory epithalimus->odor molecules bind to olfactory receptor sites->binding can generate action potentials

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31
Q

Smell and Taste connection

A

Distinguishing flavor actually depends in put on smell

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32
Q

Taste

A

Chemical substance dissolves in saliva->contacts sensitive ends of taste receptor cells->triggers electrical changes->action potential

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33
Q

Purpose of taste

A

motivate us to eat some substances and avoid eating others

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34
Q

Touch

A

Multiple types of specialized receptors in the skin sense and transduces forms of physical energy from the environment into electrical impulses

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35
Q

Proprioception

A

the sensory system responsible for awareness of body positions; sensors throughout the body enable the detection of where body parts are in space and in relation to one another without visualization

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36
Q

Physical pain and social pain

A

similar parts of brain respond to these pairs

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37
Q

Hearing stimuli

A

sound waves

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38
Q

frequency

A

pitch (hertz)

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39
Q

amplitude

A

volume (decibels)

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40
Q

Two mechanisms of localization

A

interaural time differences and interaural intensity differences

41
Q

localization

A

ability to localize sound stimuli is essential; humans can localize sound stimuli to within a degree or two horizontally, worse vertically

42
Q

Echolocation

A

occipital lobe active when blind individuals echolocate

43
Q

Sensory store (preattentive store)

A

processing of physical characteristics of sensory information; large capacity; very brief duration

44
Q

Short-term store (attentive store)

A

working memory, conscious thought; very small capacity (7 + or - 2); brief duration

45
Q

Long-term store

A

“true” memory; essentially limitless capacity; lifetime duration

46
Q

Phonological loop

A

inner thought voice

47
Q

visuospatial sketchpad

A

imagining a picture

48
Q

Chunking

A

organizing information into units can increase capacity of short-term memory

49
Q

Encoding

A

can be deliberate or automatic; the more deeply we think about information we want to remember, the more likely we are to remember it

50
Q

Techniques of encoding

A

meaning, self-reference, Mnemonic devices

51
Q

Episodic memory (explicit)

A

high school graduation, orientation

52
Q

Semantic memory (explicit)

A

water is hydrogen and oxygen, sun rises in east and sets in west

53
Q

retrograde amnesia

A

difficulty remembering previously learned material

54
Q

Anterograde amnesia

A

difficulty learning new material, inability to form new memories

55
Q

classical conditioning

A

type of learning in which an association between 2 stimuli is formed; involves automatic/reflexive responses, not voluntary behavior

56
Q

unconditioned stimulus (UCS)

A

stimulus that causes automatic response (UCR)

57
Q

unconditioned response (UCR)

A

automatic response to UCS

58
Q

conditioned stimulus (CS)

A

initially neutral stimulus, paired with UCS

59
Q

conditioned response

A

response which, after conditioning, is produced after CS

60
Q

drug reaction direct effect

A

due to change in NTS, not a reflex

61
Q

drug reaction reflective compensatory response

A

maintain homeostasis, can be classically conditioned

62
Q

habituation

A

decrease in reflex due to repeated stimulation

63
Q

extinction

A

after CS repeatedly fails to predict UCS, CR declines

64
Q

spontaneous recovery

A

After extinction and delay, CS triggers CR again

65
Q

generalization

A

other stimuli like the CS may also trigger CS

66
Q

discrimination training

A

decreases generalization by extinguishing stimuli like CS

67
Q

normative approach

A

describes how we ought to think/act in a given situation (homo economicus)

68
Q

descriptive approach

A

describes how we actually think/act

69
Q

choice overload

A

more likely to make a choice with fewer options

70
Q

System 1

A

heuristic mode; quick and automatic, intuition

71
Q

System 2

A

analytic mode; deliberate and conscious, controlled, slow, more demanding

72
Q

heuristics

A

mental shortcuts

73
Q

bounded rationality

A

rational decision-making is constrained by limitations in people’s recognition

74
Q

framing

A

our choices will vary based on how information is presented

75
Q

gain frame

A

emphasize what one currently has or could gain; choices show risk aversion

76
Q

loss frame

A

emphasize what one has lost or could loss; choices show risk seeking

77
Q

sunk-cost effect

A

a tendency to continue an endeavor once an investment in money, effort, or time has been made

78
Q

endowment effect

A

a tendency to overvalue a good that we own, regardless of its objectives market value (WTP<WTS)

79
Q

anchoring

A

starting/reference point (the anchor) influences estimates

80
Q

developmental psychology

A

describes, explains, and predicts, how people change with age (physically, mentally, socially)

81
Q

central issues of developmental psychology

A

interaction of nature and nurture, stability vs change, continuity (gradual, cumulative growth) vs. discontinuity (development in stages)

82
Q

Schemes

A

mental representations that organize knowledge (cognitive blueprints)

83
Q

Assimilation

A

adapt to new information; incorporate new knowledge into old schemes-existing ideas don’t change

84
Q

accomadation

A

adapt to new information; revamp old schemes so they can adapt to new information-change current ways

85
Q

Sensorimotor stage

A

Birth to 2 years, schemes formed primarily through senses and motor activities

86
Q

Major task of sensorimotor stage

A

object permanence

87
Q

Object permanence

A

understanding that objects continue to exist when hidden

88
Q

habituation paradigm

A

children look at interesting thinks and eventually lose interest

89
Q

Preoperational stage

A

2 to 7 years; children use symbols to represent objects and events

90
Q

Limits of preoperational stage

A

thinking

91
Q

Egocentrism

A

inability to see the world from someone else’s point of view

92
Q

Converation

A

can’t imagine logical outcome of certain kinds of operation on objects

93
Q

Overreliance on heursitics

A

taller/longer=more

94
Q

lack of reversibility

A

can’t mentally reverse an action

95
Q

focus on states, not events

A

failure to realize connection between two components of the conversation problem

96
Q

Concrete operational

A

7 to 12 years; able to solve conversation problems; able to think more logically; less egocentric

97
Q

Formal operational

A

11-12 to adulthood; logical thinking and abstract reasoning (schemes independent of specific experiences; hypothetical(what if) thinking; deductive(if…then) reasoning

98
Q

Theory of mind

A

understanding that other people have a mind, have their own perspective

Pysch Unit (5 decks)

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