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AP Psychology
exam review
| Question | Answer |
|---|---|
| Social Physiology | The scientific study of how we think about influence, and relate one another. |
| Attribution Theory | The theory that we explain someone's behavior by crediting the situation or the person's disposition. |
| Fundamental Attribution Error | The tendency for observers, when analyzing another's behavior. To underestimate the impact of the situation and to overestimate the impact of personal disposition. |
| Attitude | Feelings, often influenced y out beliefs, that predispose us to respond in a particular way to objects, people and events. |
| Central route persuasion | Attitude change path in which interested people focus on the arguments and respond with favorable thoughts. |
| Peripheral route persuasion | attitude change path in which people are influenced by incidental cues, such as a speaker's attractiveness. |
| Foor-in-the-door Phenomenon | The tendency for people who have first agreed to a small request to comply later with a larger request |
| Role | A set of expectations about a social position, defining how those in the position ought to behave. |
| Cognitive Dissonance Theory | the theory that we act to reduce the discomfort we feel when two of our thoughts are inconsistent. For example, when our awareness of our attitudes and of our actions clash, we can reduce the resulting dissonance by changing our attitudes. |
| Conformity | Adjusting one's behavior or thinking to coincide with a group standard. |
| Normative social influence | Influence resulting from a person's desire to gain approval or avoid disapproval. |
| Informational social influence | Influence resulting from one's willingness to accept other's opinions about reality. |
| Social Loafing | The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common foal than when individually accountable. |
| Deindividuation | The loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity |
| Group Polarization | The enhancement of a group's prevailing inclinations through discussion within the group. |
| Groupthink | The most of thinking that occurs when the desire for harmony in a decision-making group overrides a realistic appraisal of alternatives. |
| Culture | The enduring behaviors, ideas, attitudes, values and traditions shared by a group of people and transmitted from one generation to the next. |
| Norm | An understood rule for accepted and expected behavior. Norms prescribe proper behavior. |
| Personal Space | The buffer zone we like to maintain around our bodies. |
| Prejudice | An unjustifiable attitude toward a group and its members. Prejudice generally involves stereotyped beliefs, negative feelings and a predisposition to discriminatory action. |
| Discrimination | Unjustifiable negative behavior toward a group and its members. |
| Stereotype | A generalized belief about a group of people. |
| Ingroup | "Us" -- people with whom we share a common identity. |
| Outgroup | "Them" -- those perceiced as different or apart from our ingroup. |
| Ingroup Bias | The tendency to favor our own group |
| Scapegoat Theory | The theory that prejudice offers an outlet for anger by providing someone to blame. |
| Other-Race Effect | The tendency to recall faces of one's own race more accurately than faces of other races. |
| Just-World Phenomenon | The tendency for people to believe the world is just and that people therefore get what they deserve and deserve what they get. |
| Aggression | Any physical or verbal behavior intended to hurt or destroy. |
| Frustration-Aggression Principle | The principle that frustration - the blocking of an attempt to achieve some goal - creates anger, which can generate aggression. |
| Mere Exposure Effect | The phenomenon that repeated exposure to novel stimuli increases liking of them. |
| Passionate Love | An aroused state of intense positive absorption in another usually present at the beginning of a love relationship. |
| Companionate Love | the deep affectionate attachment we feel for those with whom our lives are intertwined. |
| Equity | A condition in which people reveive from a relationship in proportion to what they give to it. |
| Self-Disclosure | Revealing intimate aspects of oneself to others. |
| Altruism | Unselfish regard for the welfare of others. |
| Bystander Effect | The tendency for any given bystander to be less likely to give aid if other bystanders are present. |
| Social exchange theory | The theory that our social behavior is an exchange process, the aim of which is to maximize benefits and minimize costs. |
| Reciprocity Norm | An expectation that people will help, not hurt, those who have helped them. |
| Social-Responsibility Norm | An expectation that people will help those dependent upon them. |
| Conflict | A perceived incompatibility of actions, goals or ideas. |
| Social Trap | A situation in which the conflicting parties, by each rationally perusing their self-interest, become caught in mutually destructive behavior. |
| Mirror-Image Perceptions | Mutual views often held by confliction people, as when each side sees itself as ethical and peaceful and views the other side as evil and aggressive. |
| Self-Fulfilling Prophecy | A belief that leads to its own fulfillment. |
| Super-ordinate Goals | Shared goals that override differences among people and require their cooperation. |
| GRIT | Graduated and Reciprocated Initiatives in Tension-Reduction -- a strategy designed to decrease international tensions. |
| Empiricism | The view that knowledge originates in experience and that science should , therefore, rely on observation and experimentation. |
| Structuralism | An early school of psychology that used introspection to explore the structural elements to the human mind. |
| Functionalism | A schoo of psychology that focused on how our mental and behavior processes function 0- how they enable us to adapt, survive and flourish |
| Experimental Psuchology | The study of behavior and thinking the experimental method. |
| Behaciorism | The view that psychology should be an objective science that studies behavior without reference to mental processes. Most research psychologists today agree with it. |
| Humanistic Psychology | Historically significant perspective that emphasized the growth potential of healthy people and the individual's potential for personal growth. |
| Cognitive Neuroscience | The interdisciplinary study of the brain activity linked with cognition. |
| Psychology | The science of behavior and mental processes. |
| Nature-Nurture Issue | The longstanding controversy over the relative contributions that genes and experience make to the devepolment of psychological traits and behaviors. Today's science sees traits and behaviors arising from the interaction of nature and nurture. |
| Natual selection | The principle that among the range of inherited trait variations, those contributing to reproduction and survival will most likely be passed on to succeeding generations. |
| Levels of analysis | The differing complementary views, from biological to psychological to social-cultural, for analyzing any given phenomenon. |
| Blopsychosocial Approach | An integrated approach that incorporates biological, psychological, and social cultural levels of analysis. |
| Biological Psychology | A branch of psychology that studies the links between biological and psychological processes. |
| Evolutionary Psychology | The study of the roots of behavior and metal processes using the principles of natural selsction |
| Psychodunamic Psychology | A branch of psychology that studies how unconscious drives and conflicts influence behavioral, and uses that information to treat people with psychological disorders. |
| Behavioral Psychology | The scientific study of obersvable behavior, and its explanations by principles of learning. |
| Cognitive Psychology | The scientific study of all the mental activities associated with thinking, knowing, remembering and communicating. |
| Social-Cultural Psychology | the study of how situations and cultures affect our behavior and thinking. |
| Psychometrics | The scientific study of the measurement of human abilities, attitudes and traits |
| Basic Research | Pure science that aims to increase the scientific knowledge base. |
| Developmental Psychology | The scientific study of physical, cognitive and social change throughout the life span. |
| Educational Psuchology | The study of how psychological processes affect and can enhance teaching and learning |
| Personality Psychology | The study of an individual's characteristic pattern of thinking, feeling and acting. |
| Social Psychology | The scientific stidy of how we thinkabout, influence and relate to one another. |
| Applied Research | Scientific study that aims to solve practical problems |
| Industrial Organizational Psychology | The application of psychological concepts and methods to optimize human behavior in workplaces. |
| Human facots psychology | the study of how people and machines interact and the design of sage and easily used machines and environments. |
| Counseling Psychology | a branch of psychology that assists people with problems in living and in achieving greater well-being. |
| Clinical Psychology | a branch of psychology that studies, assesses and treats people with psychological disorders. |
| Psychiatry | A branch of medicine dealing with psychological disorders; practiced by physicians who often provide medical treatments as well as psychological therapy. |
| Hindsight Bias | The tendency to believe, after learning an outcome that one would have foreseen it. |
| Critical Thinking | thinking that does not blindly accept arguments and conclusions. Rather it examines assumptions, discerns hidden values, evaluates evidence and assesses conclusions. |
| Theory | An explanation using an integrated set of principles that organizes observations and predicts behaviors or events. |
| Hypothesis | A testable perdition often implied by a theory. |
| Operational definition | A statement of the procedures used to define research variables. |
| Replication | Repeating the essence of a reaserch study, usually with different participants in different situations, to see whether the basic finding extends to other participants and circumstances. |
| Case Study | An observation technique in which one person is studied in depth in the hope of revealing universal principles. |
| Survey | A technique for ascertaining the self-reported attitudes or behaviors of a particular group, usually by questioning a representative, random sample of the group. |
| Population | All the cases in a group being studied, from which samples may be drawn |
| Random sample | A sample that fairly represents a populaiton because each member has a equal change of inclusion |
| Naturalistic Observation | Observing and recording behavior in naturally occurring situations without trying to manipulate and control the situation. |
| Correlation | A measure of the extent to which to factors vary together, and thus of how well either factor predicts the other. |
| Correlation Coefficient | A statistical index of the relationship between two things. |
| Scatterplot | A graphed cluster of dots, each of which represents the values of two variables. The slope of the points suggests the direction of the relationship between the two variables. The amount of scatter suggests the strength of the correlation. |
| Illusory Correlation | The perception of a relationship where none exists. |
| Experiment | A research method in which an investigator manipulates one or more factors to observe the effect on some behavior or mental process. By random assignment of participants, the experimenter aims to control other relevant factors. |
| Random Assignment | Assigning participants to experimental and control groups by chance, thus minimizing preexisting differences between those assigned to the different groups. |
| Double-Blind procedure | An experimental procedure in which both the research participants and the resaerch staff are ignorant about whether the research participants have received the treatment or a placebo. Commonly used in drug-evaluation studies. |
| Placebo Effect | Experimental results caused by expectations alone; any effect on behavior caused by the administration of an inert substance or condition, which the recipient assumes is an active agent. |
| Experimental Group | In an experiment, the group that is exposed to the treatment, that is, to one version of the independent variable |
| Control Group | IN an experiment, the group that is not exposed to the treatment, contrasts with the experimental group and serves as a comparison for evaluating the effect of the treatment. |
| Independent Variable | The experimental factor that is manipulated, that variable whose effect is being studied. |
| Confounding Variable | A factor other than the independent variable that might produce an effect in the experiment. |
| Dependent Variable | The outcome factor, the variable that may change in response to manipulation of the independent variable. |
| Mode | The most frequently occurring score in a distributiuon |
| Mean | The arithmetic average of a distribution |
| Median | The middle score in a distrubution |
| Range | The difference between the highest and lowest scores in a distribution |
| Standard Deviation | A computed measure of how much scores vary around the mean score. |
| Normal Curve | A symmetrical, bell shaped cure that describes the distribution of many types of data. Most scores fall near the mean and fewer and fewer near the extremes. |
| Statistical Significance | A statistical statement of how likely it is that an obtained result occurred by change. |
| Culture | The enduring behaviors, ideas, attitudes and traditions shared bu a group of people and transmitted from one generation to the next. |
| Informed Consent | An ethical principle that research participants be told enough to enable to choose whether they wish to participate |
| Debriefing | The post-experimental explanation of a study, including its purpose and any deceptions, to its participants. |
| Biological Psychology | A branch of psychology concerned with the links between biology and behavior |
| Neuron | A nerve cell, the basic building block of the nervous system. |
| Sensory Neurons | Neurons that carry incoming information from the sensory receptors to the brain and spinal cord. |
| Motor Neurons | Neurons that carry outgoing information from the brain and spinal cord to the muscles and glands. |
| Interneurons | Neurons within the brain and spinal cord that communicate internally and intervene between the sensory inputs and morot outputs. |
| Dendrite | The bushy, branching extensions of a neuron that receive messages and conduct impulses toward the cell body. |
| Axon | The extension of a neuron, ending in branching terminal fibers, through which messages pass to other neurons or to muscles or glands. |
| Myelin Sheath | A layer of fatty tissue segmentally encasing the fibers of many neurons;enables vastly greater transmission speed of neural impulses as the impulse hops from one node to the next. |
| Action Potential | A neural impulse; a brief electrical charge that travels down the axon. |
| Threshold | The level of stimulation required to trigger a neural impulse. |
| Synapse | The junction between the axon tip of the sending neuron and the dendrite or cell body of the receiving neuron. The tiny gap at the junction is called the synaptic gap of synaptic cleft. |
| neurotransmitters | Chemical messengers that cross the synaptic gaps between neurons. When released by the sending neuron, neurotransmitters travel across the synapse and bind to receptor sites on the receiving neuron, thereby influencing whether that neuron will generate a |
| Reuptake | A neurotransmitter's re-absorption by the sending neuron. |
| Endorphines | Morphine within - natural, opiate like neurotransmitters linked to pain control and to pleasure. |
| Nervous system | A body's speedy electro-chemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. |
| Central Nervous System | The brain and spinal cord |
| Peripheral Nervous System | The sensory and motor neurons that connect the central nervous system to the rest of the body. |
| Nerves | Bundled axons that form neural cables connecting the central nervous system with muscles glands and sense organs. |
| Somatic Nervous System | The division of the peripheral nervous system that controls the body's skeletal muscles. |
| Autonomic Nervous system | The part of the peripheral nervous system that controls the glands and the muscles of the internal organs. Its sympathetic division arouses; its parasympathetic division calms. |
| Sympathetic Nervous System | The division of the autonomic nervous system that arouses the body. Mobilizing its energy in stressful situations. |
| Parasympathetic Nervous System | The division of the autonomic nervous system that calms the body, conserving its energy. |
| Reflex | A simple, automatic response to a sensory stimulus, such as the knee-jerk response. |
| Endocrine System | The body's slow chemical communication system; a set of glands that secrete hormones into the bloodstream. |
| Hormones | Chemical messengers that are manufactured by the endocrine glands, travel through the bloodstream, and affect other tissues. |
| Adrenal Glands | A pair of endocrine glands that sit just above the kidneys and secrete hormones that help arouse the body in times of stress |
| Pituitary Gland | The endocrine system's most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and controls other endocrine glands. |
| Sensation | The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. |
| Perception | The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events. |
| Bottom-up Processing | Analysis that begins with the sensory receptors and works up to the brain's integration of sensory information |
| top-down processing | Information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations. |
| Selective Attention | The focusing of conscious awareness on a particular stimulus. |
| Inattentional Blindness | Failing to see visible objects when our attention is directed elsewhere. |
| Change Blindness | Failing to notice changes in the environment. |
| Psychophysics | The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them. |
| Absolute Threshold | The minimum stimulation needed to detect a particular stimulus 50% of the time. |
| Signal Detection Theory | A theory predicting how and when we detect the presence of a faint stimulus amid background stimulation. Assumes there is no single absolute threshold and that detection depends partly on a person's experience, expectations, motivation and alertness. |
| Subliminal | Below one's absolute threshold for conscious awareness. |
| Priming | The activation, often unconsciously, of certain associations, this predisposing one's perception, memory or response. |
| Difference Threshold | The minimum difference between two stimulit required for detection 50% of the time. We experience the difference threshold as a just noticeable difference. |
| Weber's Law | The principle that, to be perceived as different, two stimuli must differ by a constant percentage. |
| Sensory Adaptation | Diminished sensitivity as a consequence of constant stimulation. |
| Transduction | Conversion of one form of energy into another. In sensation the transforming of stimulus energies, such as sights, sounds and smells into neural impulses our brains can interpret. |
| Wavelength | The distance from the peak of one light or sound wave to the peak of the next. Electromagnetic wavelengths vary from the short blips of cosmic rays to the long pulses of radio transmission. |
| Hue | The dimension of color that is determined by the wavelength of light: what we know as the color. |
| Intensity | The amount of energy in a light or sound wave, which we perceive as brightness or loudness, as determined by the waves amplitude. |
| Pupil | The adjustable opening in the center of the eye through which light enters. |
| Iris | A ring of muscle tissue that forms the colored portion of the eye around the pupil and controls the size of the pupil opening. |
| Lens | The transparent structure behind the piupil that changes shape to help focus images on the retina. |
| Retina | The light-sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of visual information |
| Accommodation | The process by which the eye's lens changes shape to focus near or far objects on the retina. |
| Rods | Retinal receptors that detect black, white and gray: necessary for peripheral and twilight vision, when cones don't respond. |
| Cones | Retinal receptor cells that are ceoncentrated near the center of the retina and that function on daylight or in well-lit conditions. The cones detect fine detail and give rise to color sensations |
| Optic Nerve | The nerve that carries neural impulses from the eye to the brain |
| Blind spot | The point at which the optic nerve leaves the eye, creating a blind spot because no receptor cells are located there. |
| Fovea | The central focal point in the retina, around which the eye's cones cluster. |
| Feature Detectors | Nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement. |
| Parallel Processing | The processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step-by-step processing of most computers and of conscious problem solving. |
| YOung-Helmhotlz Trichromatic Theory | The theory that the retine contains three different color receptors - one most sensitive to red, one to green, one to blue - which, when stimulated in combination, can produce the perception of any color. |
| Opponent-Process Theory | The theory that opposing retinal processes enable color vision. |
| Audition | The sense or act of hearing. |
| Frequency | The number of complete wavelengths that pass a point in a given time. |
| Pitch | A tone's experienced highness or lowness; depends on frequency. |
| Middle Ear | The chamber between the eardrum and the cochlea containing three tiny bones that concentrate the vibrations of the eardrum on the cochlea's oval window. |
| Cochlea | a coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger nerve impulses. |
| Inner Ear | The innermost part of the ear, containing the cochlea, semicircular canals and vestibular sacs. |
| Place Theory | In hearing, the theory that links the pitch we hear with the place where the cochlea's membrane is stimulated. |
| Frequency Theory | In hearing, the theory that the rate of nerve impulses traveling up the auditory nerve matches the frequency of a tone, thus enabling us to sense its pitch. |
| Conduction Hearing Loss | Hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea. |
| Sensorineural Hearing Loss | Hearing Loss caused by damage to the cochlea's receptor cells or to the auditory nerves. |
| Cochlear Implant | A device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threaded into the cochlea. |
| Kinesthesis | The system for sensing the position and movement of individual body parts. |
| Vestibular Sense | The sense of body movement and position, including the sense of balance |
| Gate-Control Theory | The theiry that the spinal cord contains a neurological gate that blocks pain signals or allows them to pass on the the brain. The gate is opened by the activity of pain signals traveling up small nerve fibers and is closed by activity in larger fibers o |
| Sensory Interaction | The principle that one sense may influence another, as when the smell of food influences its taste. |
| Gestalt | An organized whole. Gestalt psychologists emphasized our tendency to integrate pieces of information into meaningful wholes. |
| Figure-Ground | The organization of the visual field into objects that stand out from their surroundings. |
| Grouping | The perceptual tendency to organize stimuli into coherent groups |
| Depth Perception | The ability to see objects in three dimensions although the image that strike the retina are two-dimensional; allows us to judge distance |
| Visual Cliff | A laboratory device for testing depth perception in infants and young animals |
| Binocular cues | Depth cue, such as retinal disparity, that depend on the use of two eyes. |
| Retinal Disparity | A binocular cue for perceiving depth: By comparing images from the retinas in the two eyes, the brain computes distance |
| Monocular Cues | Depth cues, such as interposition and linear perspective, available to either eye alone. |
| Color Constancy | Perceiving familiar objects as having consistent color, even if changing illumination alters the wavelengths reflected by the object. |
| Perceptual Adaltation | In vision, the ability to adjust to an artificially displaced or even inverted visual field. |
| Perceptual Set | A mental predisposition to perceive on thing and not another. |
| ESP | The controversial claim that perception can occur apart from sensory input; includes telepathy, clairvoyance, and precognition. |
| Parapsychology | The study of paranormal phenomena, including ESP and psychokinesis. |
| Learning | A relatively permanent change in an organism's behavior due to exxperience |
| Habituation | An organism's decreasing response to a stimulus with repeated exposure to it. |
| Associative Learning | Learning that certain events occur together. The vents may be two stimuli or a response and its consequences. |
| Classical Conditioning | A type of learning in which one learning to link two or more stimuli and anticipate events. |
| Behaviorism | The view that psychology should be an objective science that studies behavior without reference to mental processes. |
| Unconditioned Response | In classical conditioning, the unlearned, naturally occurring response to the unconditioned stimulus. |
| Unconditioned Stimulus | In classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers a response. |
| Conditioned Response | In classical conditioning, the learned response to a previously neutral stimulus. |
| Conditioned Stimulus | In classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response. |
| Acquisition | In classical conditioning, the initial state, when one links a neutral stimulus and an unconditioned stimulus so that the neutral stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response. |
| Higher-order Conditioning | A procedure in which the conditioned stimulus in one conditioning experiment is paired with a new neutral stimulus, creating a second conditioned stimulus. |
| Extinction | The diminishing of a conditioned response. Occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus. occurs in operant conditioning when a response is no longer reinforced. |
| Spontaneous Recovery | The reappearance, after a pause, of an extinguished conditioned response. |
| Generalization | the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses. |
| Discrimination | In classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus. |
| Learned Helplessness | The hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events. |
| Respondent Behavior | Behavior that occurs as an automatic response to some stimulus. |
| Operant Conditioning | A type of learning in which behavior is strengthened if followed by a reingorcer or diminshed if followed by a punisher |
| Operant behavior | Behvaior that operates on the enviroment, producing consequences. |
| Law of Effect | Thorndike's principle that behaviors followed by favorable consequences become more likely, and that bevaiors followed by infavorable consequences become less likely. |
| Operant Chamber | In operant conditioning research,. a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, attached devices record the animal's rate of bar pressing or key pecking. |
| Shaping | An operant conditioning procedure in which reinforcer guide behavior toward closer and closer approximations of the desired behavior. |
| Discriminative stimulus | In operant conditioning, a stimulus that elicits a response after association with reinforcement. |
| Reinforcer | In operant conditioning, any event that strengthens the behavior it follows |
| Positive reinforcement | Increasing behaviors by presenting positive stimuli. |
| Negative Reinforcement | Increasing behaviors by stopping or reducing negative stimuli, such as shock |
| Primary Reinforcer | An innately reinforcing stimulus, such as one that satisfies a biological need |
| Conditioned Reinforcer | A stimulus that gains its reinforcing power through its association with a primary reinforcer |
| Continuois Reinforcement | reinforcing the desired response every time it occurs. |
| Partial Reinforcement | Reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction that does continuous reinforcement. |
| Fixed-Ratio Schedule | In operant conditioning reinforcement schedule that reinforces response only after a specified number of responses. |
| Variable-Ratio Schedule | IN operant conditioning, a reinforcement scheduled that reinforces a response after an upredictable number of responses |
| Fixed-Interval schedule | In operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed |
| Variable-Interval Schedule | In operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals. |
| Punishment | An event that decreases the behavior that follows. |
| Cognitive map | A mental representation of the layout of one's environment. |
| Latent Learning | Learning that occurs but is not apparent until there is incentive to demonstrate it. |
| Insight | A sudden and often novel realization of the solution to a problem |
| Itrinsic Motivation | A desire to perform a behavior effectively for its own sake. |
| Extrinsic Motivation | A desire to perform a behavior to receive promised rewards or avoid threatened punishment. |
| Observational Learning | Learning by observing others |
| Modeling | The process of observing and imitating a specific behavior |
| Mirror Neurons | Frontal lobe neurons that fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy. |
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