test #5

Question 1

consciousness

Answer 1

is our awarness of our external and internal environments

Question 2

Nonconscious activity

Answer 2

nonconscious activities are processes that one does not have to consciously monitor or regulate
- nonconcious survival related processes such as breathing, heart rate, and basic arousal are controlled by a old region of the brain called the brain stem

Question 3

unconciousness

Answer 3

when in an unconscious state, one is not aware of/not able to provide information about one’s environment or mental state

Question 4

full consciousness

Answer 4

in a state of full consciousness, we are fully aware of our external environment and internal mental state

Question 5

altered state of consciousness

Answer 5

an altered state of consciousness is different than normal, characterized as bizarre, dreamlike or disorganized. These states can be brought on by fatigue, hypnosis, meditation, or the use of psychoactive drugs.

Question 6

A Circadian rythm

Answer 6

A Circadian rythm is a person’s inner biological clock that influences daily cycles of various wakefulness and sleep on a roughly twenty-four (naturally varies between individuals).

Question 7

how does the body tell time

Answer 7

CIK accumulates in the SCN when a certain amount of Per proteins accumulate it turns CIK off so you become sleepy

Question 8

things that signals bed time

Answer 8

• not suprinsingly fatigue is influenced by light. The eyes continually send information about the illumination in the environment to a small region of the brain’s hypothalamus called the “suprachiasmatic nucleus”
• the suprachiasmatic nucleus can then influence the release of hormones dark at night, whereas bright light in the morning inhibits its release

Question 9

REM sleep

Answer 9

during REM sleep our eyes dart around in brief bursts of activity behind our closed eyelids (“REM” stands for rapid eye movement). Brain waves become quick while heart rate and breathing speed up.

when having awoken from REM sleep 80% of the time people report having been dreaming. Such hallucinations of the sleeping mind are vivid, emotional, and often bizarre.

Our muscles are paralyzed for the duration of each REM cycle. So you cant act out your dreams.

Question 10

why do we dream

Answer 10

there are many theories on why people dream freud thinks it for hidden desires, to consilidate memories, relseas theory; to practice survival situations. solve puzzles bacuade you are bound by the rules of logic

Question 11

altered state of consciousness and drugs

Answer 11

psychoactive drugs are drugs whose primary purpose is to alter consciousness experience

there are two types of psychoactive drugs:
An antagonist is a drug that DECREASES certain neural activity, often by blocking or dampening the response of particular receptor sites in the synapse, whereas an AGONIST is a drug that INCREASES certain neural activity

Question 12

agonist example

Answer 12

cocaine
blocks reuptake = artificial stimulation - so dopamine binds and binds again indirect agonist to dopamine receptors

Question 13

antagonist example

Answer 13

coffee
blocks adenosine antagonist. coffee is close enough to adenosine to fit in the receptor but not close enough to activate the receptors

Question 14

minimal consciousness

Answer 14

minimal consciousness occurs when there is a relatively fragmented connection between self and environment in which one might respond to stimuli, but not be aware of it on a more thoughtful level

Question 15

three basic memory processes

Answer 15

1. Encoding
2. Storage
3. Retrieval

Question 16

Encoding

Answer 16

The process of getting information into the memory system by converting it to a format that can be mentally presented

Question 17

Storage

Answer 17

Process of maintaining encoded information in memory over time

eg. March 5th (my bday) — sent to — neural code

Question 18

retrieval

Answer 18

the process of locating previously stored information and making accessible for use (remembering)
eg. neural code — returns info of — march (5th bday)

Question 19

three types of memory

Answer 19

1. Sensory memory
2. Short-term memory
3. long term memory

Question 20

sensory memory function

Answer 20

the function of sensory memory is to hold on to raw information from the senses after the exposure in order to give us extra time to encode it in memory.
ei. to make sens of a whole word you need to remember the first bits long enough to decode it

Question 21

iconic sensory memory

Answer 21

holds on to a visual memory that has just been seen.

Question 22

echoic sensory

Answer 22

echoic sensory memory holds a brief auditory echo of a sound that has just been heard

Question 23

experiments on sensory memory

Answer 23

a researcher named Sperling worked to answer the question as to what the capacity and duration of sensory memory us by showing people a display of letters for 50 milisenconds. he asked people to remember as many numbers as they can and they remembered about 4/12 but when they wereasked just one row they could remember 2-3/4 meaning they actually remembered 6/12

goal: identify how capacity and duration come into play of sensory memory.

Question 24

capacity

Answer 24

how much the memory system can hold

Question 25

duration

Answer 25

how long can the memory system can hold the information.

Question 26

Sperling result

Answer 26

sperling's experiment revealed that our sensory memory only lasts long enoughto report back a small number letters from the display. the duration of sensory memory is limited to about 0.5-3 seconds Sperling further concluded that the capacity for sensory memory is large (i.e. you can store quite a few items, you just can't store items long enough before you forget them)

Question 27

short term memory function

Answer 27

the function of short-term memory is to hold information in mind and keep it readily available for a short period of time

Question 28

how long does STM last

Answer 28

stm only is only about 15 to 20 seconds if we do not engage in rehearsal (re-entering the information into STM again and again through)

Question 29

the capacity of STM

Answer 29

the capacity of STM (on average) is 7 items + or - 2 (5 to 9) we can hold more than 5-9 items by taking universal units of information and grouping them into larger units (a strategy called "chunking")

Question 30

what happens to STM after 15-20 seconds

Answer 30

if information held in STM is unimportant, we can dismiss it. If the information is important, we may strive to transfer it to long-term memory (the next stage of memory new memories are gradually stored in the brain (converted long term memories) through the process of memory consolidation

Question 31

long term memory

Answer 31

the function of long-term memory is to store information that we may need over a longer period of time. the duration can be minutes, hours days, weeks, years, or even a lifetime there is no known limit to ltm

Question 32

storage decay experiement

Answer 32

more than 100 yesrs ago ebbighaus studied storage decay the fading of memories due to the passage of time found that after even after 2 days max 31 meaningless information is alsmot completely forgotten

Question 33

ebbinghaus results

Answer 33

ebbinghauses forgetting curve shows a strong inital decline in memory (most forgetting occurs soon after memorization) followed by a more gradual drop over time in his rearhe ebbinghaus discovered that we call the serial positioning effect when he noticed that the order which material was studied primacy effect: the tendency to remember early information in an ordered list Recency effect: the tendency to remember later information in an ordered list

Question 34

memory failure happens why

Answer 34

variety of reasons for example absent midndesness when we fail to pay attention to useful information , therefore we do not encode it into LMT and later experience memory failure

Question 35

extreme example of memory failure

Answer 35

amnesia occurs when brain damage disease, or psychological trauma leads to memory decifits

Question 36

types of amenisia

Answer 36

retrograde anterogade

Question 37

retrograde amnesia

Answer 37

Loss of the abilityto retrieve memories from an earlier point in time (no trouble forming new memories).

Question 38

example of a cause of retrograde amnesia

Answer 38

In general, memories can be thought of as stored throughout the cerebral cortex (the winkled outer portion of the brain). Thus, if the cortex is damaged due to a disease or accident we can lose memories " Psychologists have found that the more extensive the damage, the More previous memories a patient tends to lose (called the mass action principle).

Question 39

ribots law

Answer 39

" Additionally, patients are more likely to lose recen sty stored information compared to information that they have had stored for a long time (called Ribot's Law).

Question 40

antrograde amnesia

Answer 40

* Anterograde amnesia: An inability to form_ NEW long-term (new STM memories can still be formed and memories from before damage are still accessible).

Question 41

what oftewn causes antrograde amnsesia + two kinds of explicit memories

Answer 41

"Anterograde amnesia is often to damage of the brain's hippocampus. The hippocampus appears to play a key role in helping the brain form new explicit long-term memories. Explicit memories are those that we are consciousl aware of. For example: Semantic memories: Explicit memories of concepts and Example: ey. current year * Episodic memories: Explicit Memories of specific events that happened to youpersonally.

Question 42

are all memories explicit

Answer 42

Interestingly, not all memories are explicit. Implicitlong-term memories are those that we are hot consciously aware of and it does not take conscious effort to recover them. example you have an idea of where keys are without looking but its iffy

Question 43

procedural memories

Answer 43

an implicit memeoruy of how to do something Antiegrade amnesia patient -do not remember reeing the picture before but can find him instantly where is waldo

Question 44

what part of memory does amnesia disrupt

Answer 44

Although amnesia disrupts the formation of new explicit patients demonstrate the ability to work with implicit long-term memories.

Question 45

cerebellum

Answer 45

* The cerebellum is a part of the brain involved in coordinating our movements it appears to play a role in dealing with implicit long-term memories.

Question 46

how accurate is memory

Answer 46

since we cannot store exact replicas of everything in memory, we are prone to recalling things imperfectly Suggestibility occurs when we incorporate mis external information from sources into our memories (as in Loftus' car crash study). smahs vs crash influcne how fast you think cars go

Question 47

three good ways to memorise soemthing

Answer 47

- Recognition: an external stimulus to a stored memory (multiple-choice). * Recall: Retrieving a stored memory in the absence of an external stimulus (essay). * Relearning: Because we can commit information to memory more rail the second time around (called "savings"), our ability to relearn is actually a way of testing memory (e.g. when you study material for a test that you had already learned in class).c

Question 48

Study tip 1: Focus on meaning!

Answer 48

* An effective strategy for transferring information from STM to LTM is elaborative rehearsal in which you focus on the meanina of the information to be remembered, often by linking it to previously stored information and/or making it personally meaningful. when studying, many students simply repeat information to themselves over and over. We call this maintenance rehearsal because as we repeat the info, we maintaining with the hope that it will transfer LMT. Unfortunately, this strategy is less effective.

Question 49

study tip 2: Create meaning

Answer 49

Mnemonic devices are easy to remember acronyms that give meaning to lists or other information to be remembered Examples: PEMDAS

Question 50

Study tip 3: Study...a lot

Answer 50

Studies have shown that overlearning (continuing to study past the point where you think you have mastered the material) improves memory and reduces the chances of going"_ blank Blocking involves a failure in retrieval that keeps us from accessing stored information (tip-of-the-tongue phenomenon). * Memories are conceptualized as being stored in a Web of associated information, with each piece of information connected to many others. Blocking occurs when we cannot the piece of information within the web in order to retrieve it.

Question 51

context clues

Answer 51

*If you encode something in one context (e.g. classroom, car, under water, etc), you are more likely to recall it in same context as opposed to a different one. This is called context-dependant retrieval and it occurs because the context itself provides a useful retrieval to help you track down the information you are looking for. *Similarly, if you encode something in one state (e.g. happy, sad, etc) you are more likely torecalitin Some state as opposed to another state, this is called state-dependant retrieval. underwater out of water learning experiment

Question 52

Study tip 4: Practice makes progress retrieval practice

Answer 52

*A stratery called retrieval practice involves practicing puling up information from memory thatyoull need on the test_ before the actual test (use your study questions!).

Question 53

nature vs nurture

Answer 53

*Psychologists often make reference to the nature versus nurture debate in which we ponderif we are primarily defined by. factors ("nurture" aspect: social and cultural influences, life experiences, surroundings, etc.) orby our inherit characteristics ("nature" aspect: the biological nature of our genes, our evolutionary past, etc.).

Question 54

bobo experiment

Answer 54

Aggressive by nature or nurture? Shan ride it atel paneling a bis it 2 bile in room wbobo ball 77 comedy can touch aben thily forget to pen son to Frequency of aggressive actons period of time. Then brought 2'babo dall mom. * Observed So learning involved

Question 55

use of animals in research

Answer 55

Researchers must be considerate of the comfort, health, and humane treatment of animals. Stress, pain, suffering, or termination of life are only permitted if there is no alternative procedure available.

Question 56

what regulates psych experiments today

Answer 56

Due to past research in which participants were not treated fairly, researchers today must adhere to strict ethical principles and have their proposed experiments approved by a group of informed individuals (called an ethics committee) before they can begin.

Question 57

Risk-benefit analysis

Answer 57

Participants cannot be asked to accept risks larger than they would face in everyday life (severe pain, severe stress, psychological trauma, physical danger, etc.). Any small risk (minor pain, minor stress, embarrassment, etc.) must be outweighed by the potential benefits of conducting the study.

Question 58

Informed Consent

Answer 58

Participants must be as informed as possible about the key aspects of the study. We do not have to tell participants everything (true purpose of the study, expected results, etc.) as this would compromise the experiment. However, if there are any small risks involved, participants need to know about them before they agree to do the study by signing a consent form

Question 59

Right to withdraw from the study

Answer 59

Participants must be informed that they can leave at any time if they do not want to continue the experiment. They may leave without any negative consequences (such as not getting paid for the study).

Question 60

Debriefing

Answer 60

After the study is finished, participants must be informed of the true purpose and methods of the study if they were at all deceived. The psychologist must also strive to restore the participant to the same state they were in before the study.

Question 61

Confidentiality

Answer 61

Data must be kept confidential. We may make average results public, but not the results of specific people (unless an agreement has been made with the participant).

Question 62

principles of an ethical study

Answer 62

Risk-benefit analysis Informed Consent Right to withdraw from the study Debriefing Confidentiality