test #5 Flashcards

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1
Q

consciousness

A

is our awarness of our external and internal environments

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2
Q

Nonconscious activity

A

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

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3
Q

unconciousness

A

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

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4
Q

full consciousness

A

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

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5
Q

altered state of consciousness

A

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.

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6
Q

A Circadian rythm

A

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).

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7
Q

how does the body tell time

A

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

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8
Q

things that signals bed time

A
  • 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
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9
Q

REM sleep

A

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.

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10
Q

why do we dream

A

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

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11
Q

altered state of consciousness and drugs

A

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

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12
Q

agonist example

A

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

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13
Q

antagonist example

A

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

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14
Q

minimal consciousness

A

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

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15
Q

three basic memory processes

A
  1. Encoding
  2. Storage
  3. Retrieval
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16
Q

Encoding

A

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

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17
Q

Storage

A

Process of maintaining encoded information in memory over time

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

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18
Q

retrieval

A

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

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19
Q

three types of memory

A
  1. Sensory memory
  2. Short-term memory
  3. long term memory
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20
Q

sensory memory function

A

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

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21
Q

iconic sensory memory

A

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

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22
Q

echoic sensory

A

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

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23
Q

experiments on sensory memory

A

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.

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24
Q

capacity

A

how much the memory system can hold

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25
Q

duration

A

how long can the memory system can hold the information.

26
Q

Sperling result

A

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)

27
Q

short term memory function

A

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

28
Q

how long does STM last

A

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)

29
Q

the capacity of STM

A

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”)

30
Q

what happens to STM after 15-20 seconds

A

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

31
Q

long term memory

A

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

32
Q

storage decay experiement

A

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

33
Q

ebbinghaus results

A

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

34
Q

memory failure happens why

A

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

35
Q

extreme example of memory failure

A

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

36
Q

types of amenisia

A

retrograde
anterogade

37
Q

retrograde amnesia

A

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

38
Q

example of a cause of retrograde amnesia

A

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).

39
Q

ribots law

A

” 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).

40
Q

antrograde amnesia

A
  • Anterograde amnesia: An inability to form_
    NEW long-term
    (new STM memories can still be formed and memories from before damage are still accessible).
41
Q

what oftewn causes antrograde amnsesia
+ two kinds of explicit memories

A

“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.
42
Q

are all memories explicit

A

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

43
Q

procedural memories

A

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

44
Q

what part of memory does amnesia disrupt

A

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

45
Q

cerebellum

A
  • 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.
46
Q

how accurate is memory

A

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

47
Q

three good ways to memorise soemthing

A
  • 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
48
Q

Study tip 1: Focus on meaning!

A
  • 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.

49
Q

study tip 2: Create meaning

A

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

50
Q

Study tip 3: Study…a lot

A

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.

51
Q

context clues

A

*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

52
Q

Study tip 4: Practice makes progress
retrieval practice

A

*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!).

53
Q

nature vs nurture

A

*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.).

54
Q

bobo experiment

A

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

55
Q

use of animals in research

A

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.

56
Q

what regulates psych experiments today

A

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.

57
Q

Risk-benefit analysis

A

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.

58
Q

Informed
Consent

A

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

59
Q

Right to withdraw from the study

A

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).

60
Q

Debriefing

A

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.

61
Q

Confidentiality

A

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).

62
Q

principles of an ethical study

A

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