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Psychology
| Question | Answer |
|---|---|
| What is activation-synthesis hypothesis? | Dreams are the brain's attempt to make sense of random patterns of neural activity. |
| What are the drug effects and actions? | They work mainly by changing communication channels of neurons. They may mimic neurotransmitters. They could also depress or block the action of neurotransmitters. |
| What happens during the sleep cycle? | It stage 4-5 times per night. It starts with n1-n3, back to n1 and REM occurs. REM is interspersed with other stages. It is 90 minutes per cycle. |
| What happens during REM Sleep? | This begins 70-90 minutes into the sleep cycle. Changes in the psychological pattern are increased heart rate, darting eyes, and twitching. EEG resembles the waking state. |
| What is drug dependency? | condition in which the individual experiences physical or psychological need for the drug |
| What is tolerance? | body adapts to compensate for continued use -- increasing amounts are needed to produce the same effects |
| What are possibilities of alternative views of dreams? | problem solving and practice responses to threats from the environment |
| What is the function of sleep? | 1. repairing/restoring: "downtime" helps repair normal wear and tear on body and brain 2. survival value: stops us from going out when low light puts us at risk for predators |
| What are psychoactive drugs? | drugs that affect behavior and mental processes through alterations of conscious awareness |
| What is dichotic listening? | It developed it the fifties. Different messages are presented simultaneously to each ear. Unattended message: little is remembered. |
| What is visual neglect? | It's the tendency to ignore things on one side of the body (usually left). Some information from neglected side does get through. |
| What are the stages of sleep? | Stage N1: Theta waves appear (light sleep) Stage N2: Sleep spindles, K complexes Stage N3: Delta activity (very deep sleep) |
| What are K complexes? | sudden, sharp waves |
| What are sleep spindles? | short bursts of activity |
| What are dyssomnias? | disorders of amount, timing, and quality of sleep Examples: insomnia, hypersomnia, narcolepsy |
| What are stimulants? | They increase the activity of the CNS. Examples: caffeine, nicotine, amphetamines, cocaine, MDMA (ectasy) |
| What are parasomnias? | abnormal disturbances occurring during sleep Examples: nightmares, night terrors, sleepwalking |
| How are EEG recordings collected? | Electrodes are pasted to scalp. Changes in electrical potential of brain cells are recorded in the form of line tracings. EEG's reveal regular, cyclic changes in brain activity during sleep. |
| What is consciousness? | the subjective awareness of internal and external events |
| What are depressants? | They slow the activity of the central nervous system. Examples: ethyl alcohol, barbiturates, tranquilizers, opiates (herione, morphine) |
| What is the function of REM and dreaming? | Lost REM tends to be made up the next night. This is a traditional view associated with Freud. It is a way to symbolically act out wishes and desires. There is little evidence for the view. Symbolism can be very subjective. |
| What is attention? | the internal processes used to set priorities for mental functioning |
| What are hallucinogens? | They affect perception and distort the idea of reality. Examples: LSD, mescaline, psilocybin, marijuana |
| What are the psychological factors? | Same amount of same drug may produce different effects on different people. Factors the can influence the effect: biology, genetics, and the environment/ past experience with the drug/ user's physical or psychological state |
| What is automaticity? | It requires little or no focused attention. When a process is more automatic, the less likely you are to be consciously aware of it. |
| Who is Pavlov? | He was a Russian physiologist. He used dogs as research subjects in studies of digestion. He noticed that salivation often began before food placed in their mouths. |
| What is negative reinforcement? | an event's removal following a response increases the future probability of that response The response leads to the removal of some stimulus. |
| What is procedural memory? | knowledge about how to do things |
| What is episodic memory? | memory of a particular event or episode that happened to you personally |
| What is learning? | a change in behavior or potential behavior that results from experience |
| What are different kinds of learning? | noticing and ignoring, learning what events signal, classical conditioning, consequences of behavior (operant conditioning), learning from others (observational learning) |
| What is positive reinforcement? | An event's presentation following a response increases the future probability of that response This usually involves an appetitive stimulus - something an organism needs, likes, or wants. |
| What is negative punishment? | removal of an event after responding lowers likelihood Ex: taking away allowance |
| What is sensory memory? | Exact replica of an environmental message which usually lasts for a second or less Iconic memory (vision) Echoic memory (hearing) |
| What is the "inner eye"? | We can also code information visually using images. |
| What is the "inner voice"? | We tend to recode information into inner speech. |
| What is semantic memory? | knowledge about the world, stored as facts that make little or no reference to one's personal experience |
| What is positive punishment? | presentation of an event after responding lowers likelihood of that response Ex: scolding or spanking |
| What is habituation? | This is reduced responding to the event. It helps us conserve our limited resources. Due to habituation, we eat more food when there is variety on our plate. |
| What is short-term memory? | Also called "working memory"; a system we use to temporarily store, think about, or reason with information; a mental workspace |
| What is conditioned response? | the learned response produced by the conditioned stimulus |
| What is unconditioned response? | the response that is produced automatically, prior to training or learning, on presentation of unconditioned stimulus |
| What is conditioned stimulus? | neutral stimulus that is paired with the unconditioned stimulus during classical conditioning |
| What is unconditioned stimulus? | a stimulus that automatically leads to a response prior to any training |
| What are mnemonics? | mental tricks that helps people think about material in ways that improve memory |
| What is the Method of Loci? | Choose a familiar pathway, then form visual images of to-be-remembered items sitting along the pathway |
| What is phonology? | rules for combining sounds to make words |
| What is syntax? | rules for combining words to make sentences |
| What is the peg-word method? | form visual images connecting to-be-remembered items with retrieval cues ("pegs") |
| What is deep structure? | underlying representation of meaning |
| What is forgetting? | the loss of accessibility to previously stored material |
| What is flashbulb memory? | rich records of the circumstances surrounding emotionally significant and surprising events |
| What is surface structure? | superficial appearance, literal ordering of words |
| What does Chomsky say about how sentences work? | There is surface structure and deep structure. Producing sentences requires transformation of deep structure into a surface structure. |
| What did Ebbinghaus do? | He documented the forgetting function. It had to do with rapid loss followed by gradual decline and it was based on memory for nonsense syllables. |
| What is the structure of language? | Grammar sets language apart from other communication systems. There is a set of rules that allows the communicator to combine arbitrary symbols to convey meaning. There are three aspects: phonology, syntax and semantics. |
| What is the structure of sentences? | rules of syntax describe how words combine into phrases, and phrases into sentences |
| What is the importance of retrieval cues? | Cued recall produces substantially better performance. Cues play a critical role in recall. |
| What are cognitive processes for? | Thinking involves the internal manipulation of knowledge and ideas. Problems our cognitive processes help us solve: communicating with others, classifying and categorizing, solving problems, and making decisions. |
| What us cognition? | the activities that underlie all forms of thought |
| What is transfer-appropriate processing? | using the same kinds of mental processes during study and testing improves memory |
| What is semantics? | rules used to communicate meaning |
| How quickly do we forget? | It depends on: how it was initially encoded, whether it was encoded again later, and kinds of retrieval cues present at time of remembering. |
| What is encoding-retrieval match? | better memory when cue matches the memory that was encoded |
| What is a category? | class of objects that most people agree belong together |
| What are important question about categorizing? | What properties about an object make it belong to a particular category? Do we form abstract category representations? Are categories organized into hierarchies? |
| What is an alternative? | store all examples of the category |
| What is a prototype? | best or most representative member of a category |
| What is pragmatics? | the practical knowledge used to comprehend the intentions of a speaker and to produce an effective response |
| What did Spearman do? | He developed factor analysis. He argued that a single factor, g, underlies performance on a variety of mental tests. In addition, a separate factor, s, is unique to each particular test. Two factor theory: g and s. |
| What is factor analysis? | a procedure that groups together related items on tests by analyzing correlations |
| What is crysallized intelligence? | knowledge and abilities acquired as a result of experience It reflects schooling and cultural background. |
| What is fluid intelligence? | ability to solve problems, reason, and remember It is relatively uninfluenced by experience and schooling. It has a stronger biological and genetic basis. |
| What theory was Howard Gardner's? | multiple intelligence theory |
| What is the multiple intelligence theory? | musical, bodily-kinesthetic,logical-mathematical, linguistic, spatial, interpersonal, intrapersonal,natualist |
| What is Sternberg's triarchic theory? | combines Gardner's broad conception of intelligence with a concern for the mental operations that underlie each part of intelligence |
| What is the triarchic theory? | analytic intelligence: processing information; creative intelligence: create, invent, discover; practical intelligence: take ideas and put into everyday practice |
| What are characteristics of good intelligence tests? | reliability: results with repeated administration to the same person; validity: test measures what it is supposed to measure; standardization: testing, scoring, and interpretation are the same for each test taker across all administrations |
| What is intelligence? | an internal capacity that accounts for individual differences in mental test performance and enables us to adapt to ever-changing environments |
| What are problems facing the researcher? | conceptualizing intelligence, measuring individual differences, discovering the sources of intelligence |
| What is adaptive mind perspective? | ability to solve the problems that are unique to your environment advantage: isn't unique to humans disadvantage: does not consider individual differences |
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Jess882
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