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Psy100 > Unit 3: The senses, development and Learning > Flashcards

Unit 3: The senses, development and Learning Flashcards

1
Q

The distance between successive crests of a wave, especially points in a sound wave of electromagnetic wave

A

wavelength

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2
Q

a color or shade

A

hue

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3
Q

the measurable amount of a property, such as force, brightness, or a magnetic field

A

intensity

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4
Q

a layer at the back of the eyeball containing cells that are sensitive to light and that trigger nerve impulses that pass via the optic nerve to the brain, where a visual image is formed

A

retina

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5
Q

something supplied for convenience or to satisfy a need

A

accomodation

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6
Q

photoreceptor cell in retina that is sensitive to light levels; also concentrated in the outer areas of the retina and give us peripheral vision

A

rods

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7
Q

photoreceptor cell in retina that gives us color vision and help us see in fine details; also concentrated in the center of our retina

A

cones

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8
Q

second pair of cranial nerves, transmitting impulses to the brain from the retina at the back of the eye

A

optic nerve

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9
Q

the point of entry of the optic nerve on the retina, insensitive to light

A

blind spot

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10
Q

information-processing system that responded selectively to specific distinguishing features

A

feature detector

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11
Q

refers to our ability to deal with multiple stimuli simultaneously.

A

Parallel processing

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12
Q

depth cues that require the use of two eyes

A

binocular cues

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13
Q

the fact that the left and right fields of vision provide slightly different visual images when focusing on a single object.

A

retinal disparity

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14
Q

all the ways that a single eye helps you see and process what you are looking at

A

monocular cues

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15
Q

the tendency to see familiar objects as having standard shape, size, color, or location regardless of changes in the angle of perspective, distance, or lighting

A

perceptual constancy

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16
Q

the ability of the body to adapt to an environment by filtering out distractions

A

perceptual adaptation

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17
Q

the ability of an organism to sense sound and to process and interpret the sensations to gain information about the source and nature of the sound; formal phrase for hearing

A

audition

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18
Q

maximum extent of a vibration or oscillation, measured from the position of equilibrium

A

amplitude

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19
Q

quality of a sound governed by the rate of vibrations producing it, the degree of highness or lowness of a tone.

A

pitch

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20
Q

a unit used to measure the intensity of a sound

A

decibel

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21
Q

the membrane of the middle ear, which vibrates in response to sound waves; the tympanic membrane

A

eardrum

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22
Q

the air-filled central cavity of the ear, behind the eardrum.

A

middle ear

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23
Q

works like a moveable link between your inner ear and the remaining middle-ear bones

A

piston (middle ear)

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24
Q

the semicircular canals and cochlea, which forms the organs of balance and hearing and are embedded in the temporal bone

A

inner ear

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25
Q

What is the spiral cavity of the inner ear containing the organs of corti, which produces nerve impulses in response to sound vibrations?

A

cochlea

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26
Q

either of the eighth pair of cranial nerves connecting the inner ear with the brain, transmitting impulses concerned with hearing and balance, and composed of the cochlear nerve and the vestibular nerve.

A

auditory nerve

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27
Q

part of the temporal lobe that processes auditory information in humans and many other vertebrates.

A

auditory cortex

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28
Q

an electronic device that stimulates the auditory nerve through electrodes placed in the cochlea of the inner ear.

A

cochlear implant

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29
Q

a sensory receptor for painful stimuli

A

nociceptor

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30
Q

suggests that the spinal cord contains a neurological “gate” that either blocks pain signals or allows them to continue on to the brain

A

Gate-control theory

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31
Q

any of a group of hormones secreted within the brain and nervous system and having a number of physiological functions

A

endorphins

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32
Q

the action of tasting

A

gustation

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33
Q

the action of smelling

A

olfaction

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34
Q

receptor neurons for odorant detection.

A

olfactory neurons

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35
Q

a sensory receptor that receives stimuli from within the body, especially one that responds to position and movement

A

proprioceptor

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36
Q

awareness of the position and movement of the parts of the body by means of sensory organs (proprioceptors) in the muscles and joints

A

kinesthesia

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37
Q

contributes to our ability to maintain balance and body posture

A

vestibular sense

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38
Q

the action or process of maturing

A

maturation

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39
Q

the physical growth and strengthening of a child’s bones, muscles, and ability to move and touch his/her surroundings.

A

motor development

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40
Q

acquiring the ability or capacity through sustained and systematic efforts in order to carry out complex activities or job functions smoothly and adaptively

A

skills development

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41
Q

inability of human adults to remember episodic experiences that occurred during the first few years of life, 0-3.

A

infantile amnesia

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42
Q

having or involving both sensory and motor functions/pathways

A

sensorimotor

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43
Q

of, relating too, or being the stage of cognitive development according to Jean Piaget’s theory of thought is egocentric and intuitive- not yet logical or capable of performing mental tasks

A

preoperational

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44
Q

the principle by which the total value of a physical quantity or parameter remains constant in a system which is not subject to external influence

A

conservation

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45
Q

excessive interest in oneself and concern for one’s own welfare or advantage

A

Egocentrism

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46
Q

according to Piaget, thinking in this stage is characterized by logical operations, such as conservation, reversibility or classification, allowing logical reasoning.

A

Concrete-operational thinking

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47
Q

characterized by the ability to formulate hypothesis and systematically test them to arrive at an answer to a problem.

A

formal operational

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48
Q

the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

A

Zone of Proximal Development

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49
Q

refers to the capacity to understand other people by ascribing mental states to them

A

Theory of mind

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50
Q

the period following the onset of puberty during which a young person develops from a child into an adult. frontal lobe maturation lags behind emotional limbic system.

A

Adolescence

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51
Q

What stage of morality refers to when people follow rules because they don’t want to get in trouble or they want to get a reward; before age 9.

A

Preconventional morality

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52
Q

what stage of morality is characterized by an acceptance of society’s conventions concerning right and wrong? (early adolescence)

A

conventional morality

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53
Q

What stage of morality is the third level of moral development and is characterized by an individual’s understanding of universal principles and when people decide based on what they think is right rather than just following the rules. (adolescence and beyond)

A

Postconventional morality

54
Q

the fact of being who or what a person or thing is.
how we are similar and different to others

A

Identity

55
Q

a time between adolescents’ reliance on parents and adults’ long-term commitments in love and work; out of the house, but usually not fully independent. (18-mid20’s)

Not found in all cultures
based on economic security

A

Emerging adulthood

56
Q

What is the basic conflict for adolescence according to Erikson’s stages of psychological social development?

A

Identity vs confusion

57
Q

culturally defined timeline for social milestone

A

social clock

58
Q

forming close relationships

A

intimacy

59
Q

being productive and supporting future generations

A

generativity

60
Q

commitments correlated with relationship endurance

A

Vow Power

61
Q

what is the ratio of positive to negative interactions in terms of love

A

at least 5/1.

62
Q

What type of influences effect the well-being as you age?

A

Biological (appropriate nutrition)
Psychological (optimistic outlook)
Social-cultural (support from family and friends)

63
Q

True or False:
Terminally ill and bereaved people go through predictable stages

A

False

64
Q

the act of learning through association

A

Conditioning

65
Q

what term describes a connection between a reaction with a stimulus

A

association

66
Q

what term describes a thing or event that evokes a specific functional reaction in an organ or tissue.

A

stimulus

67
Q

what term describes a reaction to something.

A

response

68
Q

a stimulus that doesnt create any automatic response

A

neutral stimulus

69
Q

Term referring to a type of stimulus that unconditionally, naturally, and automatically triggers a response. In other words, the response takes place without any prior learning.

A

unconditioned stimulus

70
Q

a response to a stimulus you automatically do without thinking

A

unconditioned response

71
Q

a stimulus that produces a certain response

A

conditioned stimulus

72
Q

a response that you have learned through association

A

conditioned response

73
Q

What are the parts of classical conditioning?

A

neutral stimulus
unconditioned stimulus
unconditioned response
conditioned stimulus
conditioned response

74
Q

Is “unconditioned” automatic or learned?

A

automatic

75
Q

a learning process that occurs when two stimuli are repeatedly paired: a response which is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.

A

classical conditioning

76
Q

the initial stage of learning or developing of a skill, habit, or quality.

A

acquisition

77
Q

recognition and understanding of the difference between one thing and another.

A

discrimination

78
Q

When the association goes away

A

extinction

79
Q

applying the association to more than just the conditioned stimulus

A

generalization

80
Q

certain types of trauma responses comes from ____.

A

overgeneralization

81
Q

a learning process where behaviors are modified through the association of stimuli with reinforcement or punishment

A

operant conditioning

82
Q

an enclosed apparatus that contains a component that an animal subject can manipulate to analyze operant behavior

A

Operant Condition

83
Q

occurs when an incomplete behavior is rewarded and moves an operant conditioning subject closer to a desired goal (ex, training a dog to do a trick)

A

successive approximation

84
Q

a method of increasing a target behavior through reinforcement in a process of successive approximation

A

shaping

85
Q

the process of encouraging or establishing a pattern of behavior, especially by encouragement or reward

A

reinforcement

86
Q

something you do to discourage the behavior.

A

punishment

87
Q

refers to the process of rewarding or reinforcing desirable behavior in order to increase the likelihood that the behavior will be repeated in the future; adding something.

A

Positive reinforcement

88
Q

involves adding an aversive stimulus after an unwanted behavior to discourage a person from repeating the behavior

A

positive punishment

89
Q

occurs when something unpleasant or uncomfortable is removed or taken away in order to increase the likelihood of the desired behavior.

A

negative reinforcement

90
Q

removal of a reinforcing stimulus following a behavior in order to decrease the likelihood of that behavior occurring again.

A

Negative punishment

91
Q

repeated reinforcement of a behavior every time it happens. Can involve positive or negative reinforcement.

A

Continuous reinforcement

92
Q

refers to a conditioning process in which a behavior or response is reinforced only a portion of the time, rather than every time it occurs.

A

Partial reinforcement

93
Q

Describe Skinner’s operant chamber.

A

A “skinner box” where he put a rat in a box with a lever that provides a reward and an electric bar that shocked the rats when touched.

94
Q

How does shaping help create a new behavior?

A

Shaping includes giving a reward in increments of successful behavior until the desired behavior is achieved.

95
Q

Is reinforcement or punishment better when parenting? Why?

A

Reinforcement. when you punish someone, they learn to avoid punishment. Rewards make the child see the behavior they are rewarded for.

96
Q

Describe Pavlov’s Dog Experiment

A

Pavlov had dogs and a bell. When Pavlov gave meat powder when he rang a bell. Eventually the dogs associated the bell with the meat powder and salivated at the sound of the bell. The salivation is a conditioned response to the bell.

97
Q

How did Pavlov’s original experiment demonstrate classical conditioning?

A

Eventually the dogs associated the bell with the meat powder and salivated at the sound of the bell. Their body were conditioned to start salivating without meat stimulus.

98
Q

What are some applications of classical conditioning in the real world

A

Classical condition is biologically adaptive and helps animals prepare for good or bad events.

sound of a twig snapping = a deer runs

99
Q

According to Erikson, what is the main “conflict” of adolescents.

A

Identity vs confusion

100
Q

What impacts well-being in late adulthood?

A

Biological influences: nutrition and genetic predisposition

Psychological influences: optimistic outlook and physically/mentally active lifestyle

Social-cultural influences: family/friend support, cultural respect for aging, safe living conditions

101
Q

What impacts well-being in middle adulthood?

A

Imperceptible changes in muscular strength, reaction time, sensory keenness, and cardiac output

Gradual decline in fertility for males and females; frequent sexual activity

102
Q

What physical developments occur in the brain during adolescence?

A

Selective pruning of unused neurons and connections

frontal loves continue to develop: myelin growth, frontal lobe maturation lags behind emotional limbic system

Limbic system (drives emotions) intensifies during puberty along with hormones

Rapid cognitive, emotional, social and rational growth from childhood to adulthood.

Greater risk-taking behaviors.

103
Q

How does motor development differ from skill development in infancy and childhood?

A

Motor development includes universal development sequence (occurs everywhere throughout human species; sitting, standing, etc)

Skill development is tied to infant’s exercise of maturing muscles and nervous system (genes, culture: speech early on compared to later)

104
Q

What influences the social development and attachment styles in infancy and childhood?

A

Body contact, familiarity, strange situation

Secure vs Insecure attachment

105
Q

What is the source, receptor, and key brain areas associated with the hearing sensory system

A

Source: sound waves striking the outer ear

Receptor: cochlear har cells in the inner ear

Key brain areas: temporal lobe

106
Q

What is the source, receptor, and key brain areas associated with the touch sensory system.

A

Source: Pressure/temperature/harmful chemicals

Receptor: receptors mostly in the skin which can detect pressure warmth cold and pain

key brain: somatosensory cortex

107
Q

What is the source, receptor, and key brain areas associated with the vision sensory system?

A

Source: light waves striking eye

Receptor: rods and cones in retina

key brain area: occipital lobes

108
Q

What is the source, receptor, and key brain areas associated with the taste sensory system

A

Source: chemical molecules in the mouth

Receptor: basic taste receptors for sweet, sour, salty, bitter, and umami

key brain: frontal/temporal lobe border

109
Q

What is the source, receptor, and key brain areas associated with the smell sensory system

A

Source: chemical molecules breathed in through nose

Receptor: millions of receptors at top of nasal cavities

key brain: Olfactory bulb (bypasses thalamus)

110
Q

What is the source, receptor, and key brain areas associated with the Kinesthesia sensory system

A

Source: any change in position of a body part (interacting with vision)

Receptor: Proprioceptors

key brain: Cerebellum

111
Q

What is the source, receptor, and key brain areas associated with the vestibular sensory system

A

Source: movement of the fluids in the inner ear caused by head movement

Receptor: Proprioceptors

key brain: Cerebellum

112
Q

What is our auditory system best suited to hear?

A

human voices

113
Q

How are sound waves transformed into nerve impulses?

A

pitch is based off wavelength and loudness is based on the amplitude of the wave. these interact with the tiny cochlear hairs.

114
Q

What are the four basic and distinct skin senses:

A

Pressure
warm
cold
pain

115
Q

What is pain for?

A

to identify and notify damage to the body system

116
Q

What are the five taste sensations?

A

Sweet - energy source
Sour- potentially toxic acid
Salty- sodium essential to physiological processes
bitter- potential poisons
umami- proteins to grow and repair tissue

117
Q

What is the difference between rods and cones?

A

Rods are responsible for vision at low light levels. Cones are active at higher light levels and are capable of color vision and responsible for high spatial acuity.

118
Q

What term describes how you demonstrate your gender to others?

A

gender expression

119
Q

what term describes the gender that an individual feels that they are?

A

gender identity

120
Q

what term describes the physical genetic code and what you are assigned at birth?

A

sex

121
Q

what term describes some aspect of reproductive anatomy that doesn’t match exclusively female or exclusively male?

A

intersex

122
Q

what term means that the sex matches gender identity?

A

cisgender

123
Q

what term describes the sex does not match gender identity?

A

transgender

124
Q

what is social learning theory?

A

we learn by observing and imitating others. we are taught what it means to be a boy or a girl sometimes using operant conditioning.

125
Q

What is the difference between sex and gender?

A

sex is assigned at birth and is determined by genetic code. Gender is a cultural social construct that an individual expresses.

126
Q

How do we learn the way we are “supposed” to express gender?

A

The way in which people present or express their gender, including physical appearance, clothing, hairstyles, and behavior.

127
Q

What do nonbinary cultural examples teach us?

A

there are many cultures that acknowledge more than two genders (ancient egypt, philippines, indigenous north america)

128
Q

How can we be gender-affirming?

A

Using Pronouns (asking, offering, apologizing, helping)

Beware of Common micro-aggressions (“real” man/woman)(“…for a trans person”)(“what’s your ‘real’ name”)

mindful about outdated terminology (“transgendered”, “transvestite”, “transsexual”)

129
Q

what word do you use to reference someone (in place of a proper noun)?

A

pronoun

130
Q

What does it mean to be agender?

A

does not identify with gender

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