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Psych UNIT 3 Quiz
| Question | Answer |
|---|---|
| GESTALT Psychology | The whole is greater than the sum of its parts |
| Pragnanz | Objects in the environment are seen in a way that makes them appear as simple as possible |
| Figure and Ground | Organization of the visual field into objects that stand out from their surroundings |
| Grouping Principles | Proximity, Similarity, Continuity, Connectedness, Closure |
| Proximity | Our brains will group things together the closer to each other they are |
| Similarity | Our brains group things together that are the same/look similar |
| Continuity | Our brain looks at things/trace things that APPEAR to continue (that may not actually continue). Our brains do this to make it simple |
| Connectedness | Our brain wants to connect things to simplify them. Objects that appear to move in the same way. Also done with thoughts |
| Closure | Our brains fill in the gaps in our minds to make it simple |
| Depth Perception | The ability to perceive distances of objects in one’s visual field; to perceive in three dimensions (length, width, depth). Allows us to see things in 3D |
| Two types of cues for depth perception | Binocular and Monocular |
| Binocular Cues | Convergence Reticular display |
| Convergence | Neuromuscular cue Two eyes move inward for near objects Two eyes straighten for further objects |
| Retinal Display | Images from each eye differ Closer the object, the larger the disparity (difference) Further the object, the smaller the disparity (difference) |
| Monocular Cues | Relative size Interposition Light and shadow Relative height Texture gradient Linear perspective |
| Relative Size | Things that are smaller inside in our visual field are further away |
| Interposition | Objects that are clearer in our visual field and aren’t blocking someone or something else are closer |
| Light and Shadow | Objects in our visual field that appear hazy or shadowy are further away |
| Relative Height | Things that appear to be on the top of our visual field are further away |
| Texture Gradient | When we can notice a lot of detail on things, they are closer to us |
| Linear Perspective | As parallel lines come closer to each other, objects are further away |
| Sensory Transduction | Stimulus --> sense receptors --> Sensation |
| Absolute Threshold | Smallest amount of energy that will produce a sensation about 50% of the time Thresholds are usually very low; we are sensitive to sensations- but not too low! We should be able to focus Children have lower ones than adults |
| Sensory Adaptation | Diminished sensory awareness due to constant stimulation above the threshold Thanks to sensory adaptation, we are tune to change! |
| Difference Threshold | The smallest amount of change in a stimulus that will produce a change in sensation Also referred to as the just-noticeable difference |
| Weber’s law (or Weber-Fechner Law) | Physical proportion of change necessary before we “sense” the change The ratio of actual change in the stimulus compared to the perceived change |
| Signal Detection Theory- Hubel & Wiesel | At what point are we able to detect a sensory signal? How much stimulation is neccessary to meet our absolute threshold for awareness? |
| Sensation definition | Touch, hear smell, taste, see } NATURE= genes 5 senses |
| Perception definition | Environment } NURTURE Experiences Family, culture, social norms, religion |
| Perception | Bottom-Up vs. Top-Down Processing Perceptual Set Schemas |
| Bottom-Up Processing | Sensory neurons= Afferent --> from senses to brain Then --> Brain processes it First, we sense the stimulus Then, we percieve and process the experience Ex) Instruments without song |
| Top-Down Processing | Starts in BRAIN Thoughts, pre-concieved ideas based on EXPERIENCE First, we perceive and process the experience Expectations Experience Culture Motivation Emotion Then, we sense the stimulus Ex) Song |
| Perceptual Set | Tendency to perceive some parts of sensory data and ignore others Influences on perceptual set are the same as in top-down processing Ex) Paris in the the spring |
| Schemas | Mental frameworks for organizing our understanding of the world around us Schemas are based on our experiences and can guide our perceptual sets |
| Visual Process | Stimulus (light) to cornea, to iris, to lens, to retina, to fovea, to optic nerve, to thalamus via afferent neurons, to occipital lobe, to opposite side of the brain |
| Rods | Take in black and white |
| Cones | Help see in color |
| Primary visual cortex | Information is then processed or perceived in the occipital lobe in the primary visual cortex Feature detectors Light and color Line Shape Angle Motion -Hubel and Wiesel |
| Color Vision | In vision, the stimuli for our receptor cells lining the retina are light waves |
| Wavelengths | The closer the distance between these, the cooler the color is The further the distance between these, the warmer the color is |
| Amplitude (visual) | Height The lower the height the less intense the color is (think pastel) The taller the height the more intense the color is |
| Two-Stage Theory of Color Vision | Trichromatic Theory and Opponent-Process Theory Both theories work together to explain color vision |
| Trichromatic Theory (1st stage) | Photoreceptors (cones) work in teams of three Red, Green, Blue Combination of cones firing make up all colors Strength of the signal determines how the brain interprets the color These cones are stimulated to create a sensation of color |
| Opponent-Process Theory (2nd stage) | As visual information is transferred from the photoreceptor cells (cones) to the ganglion cells, some neurons are excited (turned on), while others are inhibited (turned off) Neurons turn “on” and “off” during this process Explains after images |
| Color Vision and Color Blindness | Color blindness is the result of a lack of functioning photoreceptors for color. People who are color-blind cannot distinguish excitatory from inhibitory signals or may have unresponsive cones Monochromat, Dichromat, Trichromat |
| Monochromat | Black/white/grey |
| Dichromat | Red for green (or vice versa), yellow for blue (or vice versa) |
| Trichromat | All colors in visual spectrum |
| Visual Perception Illusions | Physical, Physiological, Cognitive |
| Physical Illusion | Distortions of scale The property of the image is manipulated (gaslighting) to make us think we see something that isn’t there Based on manipulation of monocular cues for depth perception |
| Physiological | Visual system gets overstimulated Excitement or fatigue of photoreceptors Photorecptors in the retina (rods and cones) Fatigue or stimulation of feature detectors in visual coretx |
| Cognitive | Messing up with the way we think Cognitive Dissonance: Mismatch between what you perceive (perception) and what you sense (sensation)= conflict Top-down processing Perceptual set Manipulation of a Gestalt principle And Pragnanz rules of simplicity |
| Sound Wave Characteristics | Wavelengths of sound are described in terms of their frequency, which is measures in cycles per second, or hertz (Hz) Higher frequencies = higher pitch Sounds at ends of range are harder to hear |
| Amplitude (auditory) | The greater the ___ of sound waves, the louder the sound perceive This is measured in decibels (dB) |
| Decibels | Loudness measures psychological quality Very loud sounds have negative effects on the quality of your hearing Exposure to sounds over 120 ___ can be painful and may cause damage |
| Outer Ear | Funnel for Receiving Sound Air is used as a medium of sound transfer Gather, concentrate, and amplify, sound waves |
| Pinna | Outer ear, collects and directs |
| Auditory Canal | Outer ear, entrance, tube funnels sound |
| Middle Ear | Vibrate, Increase Pressure Solid as a medium of sound transfer |
| Eardrum | (tympanic membrane) Membrane entrance to middle ear (bones) Starts the vibration of waves |
| Ossicles | : 3 smallest bones Hammer (Malleus): Amplifies sound Anvil (Incus): Amplifies sounds Stirrup (Stapes): Amplifies sound |
| Oval WIndow | membrane entrance to inner ear (cochlea) Vibrates the fluid |
| Inner Ear | Transduction occurs here Liquid as a medium of transfer When fluid is shifted by head movement it stimulates nerve cells that tell brain about movements |
| Cochlea | coiled, snail shape, filled with fluid Virbates fluid, waves trigger a neural impulse |
| Semicircular canals | Fluid filled tubes Vestibular sense- balance |
| Taste | is also called the Gustatory System |
| Stimuli in the Gustatory System | Soluble chemical substances |
| Sense Receptors in the Gustatory System | Taste buds (tongue) |
| Taste buds | When these cells absorb chemicals dissolved in saliva, neural impulses are triggered that are routed through the thalamus to the (somatosensory) cortex Constantly changing Sensitivity to primary tastes is distributed unevenly across the tongue |
| 5 primary tastes | sweet, sour, bitter, salty and Umami (kind of savory) |
| Smell | is also called the Olfactory System |
| Stimuli in the Olfactory System | Chemical substances |
| Sense Receptors in the Olfactory System | Cilia (nose) |
| Cilia | hair-like structures located in the upper portion of the nasal passages |
| The Olfactory System | Only sensory system that is not routed through the thalamus. Goes straight to this part in the temporal lobe |
| For the Olfactory and Gustatory systems to work, molecules need to | 1) Tasted/Smelled 2) Dissolved in liquid/Evaporation into air 3) Dissolved by our saliva to activate taste buds/Inhaled- cilia picks them up |
| Perception of Flavor | Flavor is a combination of taste, smell, and the tactile sensation of food in one’s mouth Odors make a surprisingly great contribution to the perception of flavor The ability to identify flavors decline it’s noticeably when older cues or absent |
| How does sensory interaction produce distinct perceptions of tastes and smells? | Sense of taste and smell interact to give us individual flavors The interaction of taste and smell, as well as vision and touch, produces perceptions of food/drinks far beyond the basic tastes |
| Sensory Interaction | Novelty foods/drinks (Like Halloween, Christmas) Sensory interaction might make us feel strange about certain foods |
| Visual Transduction Process | Light --> Retina in eyes --> See |
| Auditory Transduction Process | Sound waves (vibrations) --> Cochlea in ears --> Hear |
| Gustatory System Transduction Process (taste) | Soluble Chemical Substances --> Taste buds in tongue --> Taste |
| Olfactory System Transduction Process (smell) | Evaporate* Chemical Substances --> Cilia in nose --> Smell |
| Touch Transduction Process | Thermal/Chemical Energy --> Receptors in skin --> Feel (Touch) |
| Stimuli for Touch Transduction | Thermal and chemical energy that comes in contact with the skin |
| Sensory receptors for touch | pressure, heat, cold, etc |
| Touch | Cells in nervous system respond to touch are sensitive to specific patches Two pathways: Thalamus & Parietal Lobe |
| How do we feel such a variety of things with such limited number of body senses? | Sensory interaction within the body senses |
| Why is it important to feel pain? | Pain can prevent further injury |
| Pain | Warning system crucial to survival Receptors of pain are free nerve endings on the skin Pain messages are transmitted two ways that pass thalamus: Fast pathway: Fraction of a second Slow pathway: Routed the limbic system, lags a second or two behind |
| General function of kinesthetic and vestibular senses | Sense of direction and orientation in space |
| Vestibular | Helps us with balance and head movement Works through our semicircular canals in our inner ears |
| Kinesthetic | Lets us know where our body position is, the sensours for this sense is in our tendons and our joints and our bones Phantom limbs |
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kaiag2024
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