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Psychology External > Unit 3&4 > Flashcards

Unit 3&4 Flashcards

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1
Q

Central nervous system

A

Brain and spinal cord

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2
Q

Peripheral nervous system

A

Made of somatic and autonomic nervous system

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3
Q

Somatic nervous system

A

Voluntary movement of skeletal muscles, motor neurons communicate with central nervous system

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4
Q

Autonomic nervous system

A

Mostly without voluntary control, response to threats like fight, flight or Freeze or responding to homeostasis, like shivering 

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5
Q

Spinal reflex

A

Occurs when spinal-cord initiates response independent of the brain, enables faster, reaction times to reduce risk of being harmed

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6
Q

Monosynaptic reflex

A

Direct communication between sensory and motor neurons, for example, the patella reflex

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7
Q

Polly synaptic reflex

A

Multiple steps involved , Stimulation of pain receptors within skin, initiates withdrawal reflex 

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8
Q

Frontal lobe

A

Executive functions, thinking, planning, organisation, problem-solving, behavioural control, personality

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9
Q

Motor cortex

A

Movement

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10
Q

Sensory cortex

A

Senses like touching temperature

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11
Q

Occipital lobe

A

Receiving and processing visual information

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12
Q

Temporal lobe

A

Identifying and processing sounds

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13
Q

Parietal lobe

A

Perception, making sense of the world

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14
Q

Broca’s area 

A

Production of speech, control of face muscles. This is in the frontal lobe.

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15
Q

Brocas aphasia 

A

Broken speech

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16
Q

Wernickes area 

A

Comprehension of written and spoken language or speech Found in the parietal lobe 

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17
Q

Wernickes aphasia

A

Talking nonsensical sentences

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18
Q

Gerschwinds territory

A

Connect Brocas and Wernickes Areas with other parts of the brain to assist in processing, this is found in the temporal lobe 

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19
Q

Parts of the brain involved in voluntary movement

A

Primary motor cortex, cerebellum, Basil ganglia

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20
Q

Primary motor cortex role in voluntary movement

A

Execute movement Land by pre-motor cortex, the bigger, the movement, the more neurons 

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21
Q

Cerebellums role in voluntary movement

A

Coordinates details of movements, store sequences of movements and communicates with motor cortex

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22
Q

Basil ganglia

A

Receives information from motor cortex, decides which action to perform

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23
Q

Parts of the brain involved in the limbic system

A

Hypothalamus thalamus, amygdala hippocampus

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24
Q

Hypothalamus role in limbic system

A

Regulates autonomic, nervous system like flight, fright or freeze

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25
Q

Thalamus

A

Relays sensory information

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26
Q

Amygdala Role in limbic system

A

Initiates, fear, anger, and aggression

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27
Q

Hippocampus Bro in limbic system

A

Emotional regulation and converts short-term memory into long-term memory

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28
Q

Neurons process

A

An action potential travels down the axon, causing neurotransmitters to be released across the signups, these attached to receptors on the receiving dendrite, creating an action potential in the next neuron

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29
Q

Neurotransmitter process

A

Undergo a lock and key process that allows correct neurotransmitter to be released

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30
Q

Glutamate

A

Excited Tory neurotransmitter makes the neuron more likely to fire

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31
Q

GABA

A

Inhibitory neurotransmitter makes near and less likely to fire

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32
Q

Acetylcholine 

A

Made up of CNS and PNS causes muscle contractions voluntary or not. It has a role in learning memory and rem sleep

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33
Q

Epinephrine

A

Hormone is found in blood, released as a stress response regulates fear, anxiety, and emotional. Arousal increases, heart rate, breathing and blood pressure.

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34
Q

Norepinephrine

A

Stress response increases alertness and arousal increases blood pressure and releases glucose into the blood regulates mood, control and concentration

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35
Q

Dopamine

A

Has Rowell in thoughts, feelings, motivation, and behaviour, the brains, reward/pleasure centres, and reinforcer of behaviour self

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36
Q

Serotonin

A

Regulates mood, eating arousal and pain. A decrease in serotonin can lead to depression, affects feelings of well-being and happiness and sleep

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37
Q

Parkinsons disease

A

Caused by an imbalance of dopamine and Acetylcholine Causes fatigue, constipation, rigidity, slowness of muscle movement and can be treated with dopamine 

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38
Q

Alzheimer’s

A

Brain cells, death, decrease in Acetylcholine Causes memory loss, confusion, impaired attention, and the treatment is an enzyme that prevents breakdown of ACh 

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39
Q

Steps of visual perception

A

Reception, transduction, transmission, selection, organisation, interpretation

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40
Q

Reception

A

Visible light enters the eye. The lens focuses the light on the retina.

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41
Q

Transduction

A

Demi, less energy turns into impulses of electrochemical energy by sensory receptors

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42
Q

Transmission

A

Signals travel via optic nerve to the occipital lobe

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43
Q

Selection

A

Feature detector cells filter information, so the brain isn’t overwhelmed

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44
Q

Organisation

A

Visual information is processed in the temple in prior to load make sense of what it is seeing

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45
Q

Interpretation

A

Assigning, meaning to stimuli, so it can be understood

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46
Q

Biological influences of vision

A

Ageing (glaucoma cataracts), genetics, inherited, like eye or congenital
Physiological make up (structural, and your pathways, damaged, light colour blindness due to photo receptor damage)

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47
Q

Social influences on perception

A

Cultural Skills. For example, the Hudson study, proving education and familiarity with pictures, influences perception, the spirit animal photo

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48
Q

Psychological influences of vision

A

Perceptual set:
Emotional state, past experience, exposure to stimuli, context, motivation. (we see what we want to see).

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49
Q

Visual perception principles (phych influence of visual perception)

A

Gestalt principles, such as figure ground orientation proximity continually closure
Visual constancy in depth perception also contribute

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50
Q

Depth cues

A

Ability to accurately judge, three-dimensional space and distance phasing keys from environment around us is can Be binocular or monocolour

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51
Q

Visual constancies

A

Tendency to maintain a stable perception of the stimulus, even though the image on the retina made change

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52
Q

Sensory memory

A

Unlimited capacity split into iconic which is visual memory that asked for 0.3 seconds and echoic memory she’s acoustic which and lasts for 3 to 4 seconds

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53
Q

Short-term memory

A

Capacity is 5 to 9 items in last 18 to 30 seconds

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54
Q

Long-term memory

A

Potential for unlimited capacity and duration

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55
Q

Explicit/declarative memory

A

Semantic, it is for general knowledge and episodic, which is for important memories such as graduation or first kiss

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56
Q

Implicit memory

A

Unconscious memory, split into procedural, or how to do things like driving or breathing and classical conditioning

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57
Q

Working model of memory

A

Made up of central executive visiospatial sketchpad phonological loop, episodic buffer  Shows the working of short-term memory

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58
Q

Central executive

A

Role in attention and processing

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59
Q

Visiospatial Sketchpad

A

Visual invert

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60
Q

Phonological loop

A

What something sounds like

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61
Q

Episodic buffer

A

Accesses, long-term memory

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62
Q

Strengths of working model of memory

A

Ability to multitask supported by experimental evidence that visual and verbal memory is sorted into different places

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63
Q

Limitations of working model memory

A

Central executive is not well defined, tells us little about long-term memory, doesn’t explain how emotion is involved in memory

64
Q

Levels of processing

A

Shallow (structural, encoding – physical structure of stimulus), intermediate (phonetic Encoding – what something sounds like), deep processing Semantic encoding – meaning of verbal input)

65
Q

Advantages and disadvantages of levels of processing

A

Advantages: emphasis on mental process, not just structures. Limitations – simplistic and related more to effort the depth of processing. 

66
Q

Hippocampus role in memory

A

Consolidating explicit long-term memory to cerebral cortex

67
Q

Cerebellum role in memory

A

Encoding and retrieving implicit, motor skills link the puff of our experiment, didn’t work on rabbits without cerebellum

68
Q

Recognition

A

Recognise answer amongst alternatives

69
Q

Re-learning

A

Learning information again previously learnt and stored in long-term memory

70
Q

Recall

A

Retrieving information from long-term memory with a few cues Free recall: no particular order, serial recall order, it was presented, queued, recall, specific used to a retrieval 

71
Q

Retrieval failure

A

Tip of the tongue can’t retrieve memories due to lack of cues or failure to use them

72
Q

Encoding failure

A

Not encoded properly

73
Q

Interference

A

Proactive interference: previously learnt material inhibits ability to encode new memory.
Retroactive interference: newly acquired material inhibits ability to retrieve previously learnt material 

74
Q

Improving memory 

A

Chunking (grouping), maintenance rehearsal (repetition), elaborative rehearsal (meaningful info, making up a story), pneumonic’s split into two groups, method of loco (picturing objects, familiar, place), square (survey question, read recite, relate review)

75
Q

Classical conditioning

A

Pavlov’s Dog: Neutral stimulus Colin, Bell, unconditioned stimulus: food, unconditioned response: drooling, condition, stimulus: well, conditioned response: drooling 

76
Q

Stimulus generalisation

A

Similar stimulus produces condition response little Albert

77
Q

Stimulus discrimination

A

Distinguish between two stimuli

78
Q

Extinction

A

Condition. Response stops when the condition stimulus is presented.

79
Q

Spontaneous recovery

A

After extinction the condition, response returns

80
Q

Operant conditioning

A

Positive equals given negative equals taken reinforcement equals increase behaviour punishment equals decrease behaviour 

81
Q

Generalisation for operant conditioning

A

Jerry makes a joke, makes everyone laugh. He does that in every class.

82
Q

Discrimination example for operant conditioning

A

Skinner transfusions to distinguish between red and green night rewarding them when they picked green

83
Q

Social learning theory

A

Social influences that affect a persons, thoughts, feelings, and behaviour, for example, bobo doll

84
Q

Modelling

A

Person pays attention to behaviour of another and imitates behaviour to achieve what model achieves

85
Q

Vicarious conditioning

A

Active awareness likelihood of behaviour being performed, is influenced by their behaviour is reinforced or punished for another person

86
Q

Socialisation

A

Lifelong process, individuals, learn attitudes and behaviours necessary for participating in society

87
Q

Primary socialisation

A

Early life at home, for example parents and siblings

88
Q

Secondary socialisation

A

Continues to adulthood. Different attitude is outside her house and there is inside of the house. Example, friends, and media.

89
Q

Gender

A

Psychological and behavioural aspects of being male or female or in between

90
Q

Gender roles

A

Invitations of a culture about how each gender should behave

91
Q

Biology theories on gender

A

Monies bio social model equals biological sex, plus social labels and differential treatment, plus influence of hormones equals gender identity

92
Q

Psychosexual differentiation theory on gender

A

Innate instinct, testosterone equals masculinity, prenatal hormones, primary influence on gender, socialisation, come secondary

93
Q

Cognitive theories on gender

A

Kolbergs: One gender identity learns what gender. Two genders debility constancy of gender, three gender constancy changes in appearance activities don’t change gender.

94
Q

Gender, schema theory

A

Dictated by stereotypes based on Kolberg boys Information about being a man and vice versa for women gender equals stable and it rarely changes after middle childhood 

95
Q

Social learning theory for gender

A

And learn how males and females act through others link to experiment where adults give boys toys, two little boys, but they actually girls

96
Q

Levels of conformity

A

Compliance, identification and internalisation

97
Q

Compliance

A

Change behaviour, not beliefs often out of desire to fit in or be accepted

98
Q

Identification

A

Change of behaviour and beliefs, only in the presence of others, due to desire of the satisfaction

99
Q

Internalisation

A

Option of a behaviour or belief, because it aligns with the persons views

100
Q

Power

A

Ability to create conformity

101
Q

Status

A

Social evaluation, conveying, respect and prominence

102
Q

Authority

A

gained by a role

103
Q

Zimbardos, Stanford, prison experiment

A

Found that people will conform to social expectations of the role using power associated with it Used to use of power and information power

104
Q

Limitations of Stanford prison experiment

A

Cause psychological harm, application to real life is limited, not generalisable to different ages, sexes, or cultures,

105
Q

Obedience

A

Form of influence in which an individuals Acts in response to an order from another person, usually an authority figure 

106
Q

Milligrams experiment

A

Shock experiment, most people are willing to perform actions, contrary to their beliefs if instructed by an authority figure

107
Q

Limitations of milligrams experiment

A

Psychological harm as participants show distress, giving shocks in violated right to withdraw, kept urging on, despite wanting to stop

108
Q

Conformity

A

When a person changes attitude or behaviour in response to social pressures

109
Q

Ash experiment 

A

Extraneous variables were controlled, similar significant results for every trial. Although it was conducted in a lab, it may not be representative of the larger population, including culture, sex in age and is affected by cultural norms in the 1950s

110
Q

ProSocial behaviour

A

Intended to benefit society – characterised by feelings of concerns for others. It is influenced by social factors and personal factors.

111
Q

Social Factors of prosocial behaviour

A

Reciprocity: Feeling compelled to help someone for helping you, social responsibility: social expectation to help 

112
Q

Personal factors of prosocial behaviour

A

Empathy – genuine, emotional response to someones distress
Mood – if it’s positive, you’re more likely to help someone
Competence
Altruism-,Selfless my sacrifice themselves for others 

113
Q

Darly model of bystander intervention 

A

Person goes through series of steps before deciding to help: notice what’s happening, then inspect event as emergency, then feel responsible to take action, then believe ability to help, then decide to offer assistance

114
Q

Bystander effect

A

Presence of others reduces likelihood of person will help due to diffusion of responsibility (don’t feel personally responsible) audience inhibition (fear of looking for ocean front of others), social influence (reaction of others do the same) cost benefit (we are pros and cons)

115
Q

Groupthink

A

Please make decisions based on maintaining group, harmony, and cohesion rather than assessing the situation objectively 

116
Q

General aggression model

A

Suggest aggressive behaviour is factors of biology situation and cognitive priming

117
Q

Affect advertising has an aggression

A

Depictions of violence was his cognitive priming may encourage positive change, influence social norms suggest we need aggressive equals acceptable

118
Q

Perfect video games have on aggression

A

Cognitive priming to aggression aggressive behaviours are rewarded, desensitises violence by depicting real people in weapons

119
Q

Social media is affecting aggression

A

Sensitise aggression normalise it provides Avenue for cyber bullying easier to access bullying

120
Q

Attraction

A

Ability of one party to revoke interest and attention from another romantic or Platonic

121
Q

Biological theories of attractiveness 

A

Symmetry, reproductive, fitness, genetics, subconsciously selecting jeans that are complimentary

122
Q

Buss theory of attraction

A

Universal characteristics, common cultures, biological bias, such as women’s age in men’s status

123
Q

Social/cognitive theories of attraction

A

Proximity (relationships, more likely to form it physically close and see more often), reciprocity (equity in social interactions leads to more feelings), Similarity in beliefs, attitudes and personal background 

124
Q

Ducks model of relationship disillusion

A

Intrapsychic, dyadic, social, great dressing, resurrection 

125
Q

Intra psychic phase

A

Personal feelings of dissatisfaction not disclosed to partner

126
Q

Dyadic phase

A

Couples talk about feelings of dissatisfaction

127
Q

Social phase

A

Friends and family are aware of issues. May take sides or encourage break up.

128
Q

Grave dressing

A

After break up reflection and develop stories, suggesting problems are not their fault 

129
Q

Resurrection phase

A

Individuals learn and change and have new priorities

130
Q

Attitudes

A

Relatively consistent and lasting judgement about something

131
Q

Explicit versus implicit attitudes

A

Explicit a conscious and easy to support, implicit, unconscious, 

132
Q

Cognitive dissonance

A

Unpleasant, feeling or attention a person has when they become aware that their attitude or behaviour are not consistent with someone else’s reduces. They either change their attitude of relief and justify contradiction.

133
Q

Social identity theory (tajfeld)

A

Individuals develop, and maintain sense of identity based on groups to which they belong. Out groups or in groups. Placing people into categories to better understand them, they adopt identity of the group and behave in ways characteristic of the group

134
Q

Advantages and disadvantages of social identity theory

A

Advantage: explains cognitive process involved, supported by research
Disadvantage: doesn’t explain friendly rivalry, or other factors that influence relationships between groups 

135
Q

Attribution

A

Interference that a person makes about the reason for an action or behaviour. There are two types, this positional and situational 

136
Q

Dispositional attribution

A

Internal Put blame on the traits of a person

137
Q

Situationally attribution

A

External, problem caused by specifics of situation for example luck

138
Q

Fundamental attribution error

A

Person overestimate the contribution of dispositional factors, and places to little emphasis on situation factors 

139
Q

Self-serving bias

A

Tendency to be ourselves more favourablly than others in the same position. Example I did the most work in the group

140
Q

Confirmation bias

A

 Tendency to seek, remember interpreting information that confirms pre-existing beliefs

141
Q

Stereotypes

A

Belief about the characteristics of a group that is applied to members of the group

142
Q

Try component model

A

Attitudes have Effective behaviour (designed to act) and Cognitive components – if a persons effective/cognitive dimensions are influenced by stereotypes, this can influence of behaviour toward that group. For example, a person who thinks all people are helpless need to talk down to them or perform tasks for them unnecessarily. 

143
Q

Prejudice

A

Attitude in which an individual or group draws negative conclusions about the other based on flawed information

144
Q

Discrimination and what it is influenced by

A

Prejudice expressed towards an individual through behaviour, formation of prejudice, maybe influenced by unpleasant direct experience with member of that group and prejudice, personality/values, obedience, authority, and Conservative beliefs, sense of superiority compares in minority

145
Q

Scapegoating

A

Singling out a person or group often with less power for undeserved. Blame often in response to frustration is can result in feelings of prejudice towards the personal group being blamed for example of the witch trials.

146
Q

Sense of community

A

Relationships between a group of people with common characteristics

147
Q

Away community is influenced

A

 Membership (sense of belonging, safety boundaries, common communication) influence (individual influence over group and group influence over individual), integration and the filming of needs (benefiting from some skills in successive group), shared emotional connection (connection to group and its history)

148
Q

Culture

A

Standard of norms that a particular group of people have for the way they live examples, believes food and values

149
Q

Multiculturalism

A

Income and cultures are blended into an overall culture are unity, low individuality

150
Q

Plurism

A

Small groups, maintain distinctive norms within a larger culture, high individuality, low unity

151
Q

Challenges of immigration

A

Acculturation, a simulation culture shock

152
Q

Acculturation

A

Retaining values of the Home🌷 culture, but abiding by the rules of host culture

153
Q

A simulation

A

Adopting Post culture difference between Home🌷 and host coaches becomes less overtime 

154
Q

Culture shock

A

Feeling overwhelmed, frustrated or anxious, due to differences from what used to at home

155
Q

Challenges of immigration can be reduced by

A

Educating, majority culture, join a community with members of Home🌷, culture and language family/friends, meet with you, maintaining culture and knowing what to expect

156
Q

How can cultural diversity be a source of conflict?

A

Cultural insensitivity (deception of rudeness of laziness, due to not eating certain foods or not working on certain days), difference in communication style (lack of eye contact) work ethic (difference in expectations about how quickly your diligently work clothes are done)

157
Q

Reducing Prejudice 

A

Intergroup contact(Find commonalities-increased contact with stereotypical group) sustained contact (working on long project together), mutual interdependence (shared goals group can I watch TV without her with others) equality of status (contact between members of two different groups on the same level, same amount of power)

Psychology External (1 decks)

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