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Pyschology ch.4-7
| Term | Definition |
|---|---|
| sensation | the stimulation of our sense organs |
| transduction | transferring sensory information into a neural impulse |
| perception | the selection, organization of the senses (makes sense of them) |
| absolute threshold | what would be able to be detected 50% of the time Ex. taste: one tsp. of sugar in two gallons of water |
| just noticeable difference | the smallest difference in stimulus intensity we can notice |
| subliminal perception | the registration of sensory input without conscious perception Ex. movies (frames) |
| sensory adaptation | a gradual decline in sensitivity to prolonged stimulation. "just get used to it" |
| amplitude | height determines brightness of light |
| wavelength | distance between peaks determines perception of color |
| visual agnosia | inability to recognize objects through sight |
| corea | light enters eye through this "window" |
| lens | clear structure that focuses light raus falling on retina like actual lens-"focuses" |
| pupil | opening in center of the eye that allows light in |
| iris | regulates amount of light entering pupil |
| retina | process information absorbs light, processes images,sends visual info to brain link to brain contains blind spot |
| blind spot | creates hole in eye |
| cones | located in the center of the eye color and daylight vision different cones for different colors |
| rods | night vision and peripheral vision |
| dark adaptation | the process in which the eyes become more sensitive to light in low illumination |
| light adaptation | the process in which the eyes become less sensitive to light in high illumination |
| Trichromatic Theory | specific receptions that are sensitive to wavelengths associated with red, green, and blue. Three different cones for each color |
| color blindness | deficiencies to distinguish between colors |
| complimentary afterimages | after staring at image for awhile, an image will persist when you look away consistent of complimentary colors |
| gestalt psychologists | believe we perceive things as a whole (not just individual parts) |
| figure and ground | this principle states we divide images into the figure being looked at and the background |
| proximity | this principle says that things near one another seem to belong together |
| closure | this principle says that people group elements to create sense of closure |
| similarity | this principle says that we tend to group things together that are similar |
| context effect | the context in which a stimulus is seen can affect perception |
| stroop effect | difficulty in identifying the colors in which names of colors are written. For example, if the word "red" is printed in green ink, people are likely to say "red" when asked the color of the printed word. |
| consciousness | awareness o internal and external stimuli internal-what you are thinking and feeling external-what is surrounding |
| electroence phalogram (EEG) | a device that measures electrodal activity that happens in our brain over time. This shows the rhythm of activity of brain (brain waves) |
| circadian rhythm | a 24 hour biological cycle that primes us to go to sleep at a certain time. These rhythms prime us to fall asleep easily at a certain point in the day |
| co-sleeping | practice of sharing your bed with your children |
| sleep restriction | partial sleep deprivation |
| selective deprivation | just deprivation of one stage of sleep |
| rebound effect | spend more time in the stage they were deprived of the previous night |
| insomnia | 15-17% of adults suffer from severe insomnia-not being able to fall or stay asleep |
| narcolepsy | disease where people will lapse spontaneously into REM sleep |
| sleep apnea | involves a reflexive gasping for air (snoring) |
| wish fulfillment | people fill gratified needs during dreams |
| problem solving view | dreams allow us to engage in creative thinking about problems |
| activation synthesis | dreams are side effects of neural activation |
| hypnosis | systematic procedure that typically produces a heightened state of suggestion |
| anesthesia | hypnosis can be surprisingly effective in treatment of acute and chronic pain |
| sensory distortions and hallucinations | subjects may be led to experience auditory or visual hallucinations |
| disinhabitation | hypnosis can sometimes reduce inhibitations that would normally prevent people from acting in ways they see as immoral or unacceptable |
| posthypnotic suggestions and amnesia | suggestions made during hypnosis can influence later behavior |
| classical conditioning | the type of learning in which a stimulus acquires the capacity to evoke the response initially evoked by another stimulus |
| unconditioned stimulus | the stimulus that evokes a natural response ex. meat for Pavlov's experiment |
| unconditioned response | the natural reaction to the unconditioned stimulus ex. salivation in Pavlov's experiment |
| conditioned stimulus | previously neutral stimulus that, through conditioning, evokes conditioned response |
| conditioned response | learned reaction to conditioned stimulus that occurs because of previous conditioning *usually the same as UR* |
| trials | anytime you pair the unconditioned and conditioned stimulus together |
| acquisition | this term refers to the learning of the conditioned response |
| extinction | this refers to a gradual weakening and disappearance of conditioned response |
| spontaneous recovery | after extinction, a response may spontaneously reappear |
| stimulus generalization | an organism that has learned a response to a specific stimuli responds in same way to stimuli that are similar to original stimulus |
| operant conditioning | a form of learning in which voluntary responses come to be controlled by their consequences |
| skinner box | small enclosure in which an animal can make a specific response that is systematically recorded while consequences of response are controlled |
| reinforcement | occurs when the event following a response increases an organism's tendency to make a response (behavior increases) |
| punishment | occurs when an event following a response weakens an organism's tendency to make response (behavior decreases) |
| positive (something is added) reinforcement | a response is strengthened because it is followed by a rewarding stimulus |
| negative (something is removed) reinforcement | a response is strengthened because it is followed by the removal of an unpleasant stimulus |
| positive punishment | a response is weakened because it is followed by an unfavorable stimulus (rats would stop pressing lever if it was followed by a shock) |
| negative punishment | a response is weakened because it is followed by the removal of a pleasant stimulus "time out"-children stop acting out if toys are taken away |
| shaping | the reinforcement of closer and closer approximations of a desired response |
| continuous reinforcement | every instance of a response is reinforced ex. every time the rat presses the lever, it gets food |
| intermittent reinforcement | a response is only reinforced some of the time |
| fixed | reinforcement occurs after set # (of responses or hours) |
| variable | reinforcement occurs after varied # (of responses or hours) |
| ratio | based on responses (# of times hit lever, for example) |
| interval | based on time (# of hours passed, for example) |
| fixed ratio | a reinforcer is given after a set (or fixed) # of responses ex. rat receives food every 10th lever press |
| variable ratio | a reinforcer is given after a varied number of responses ex. rat given food, on average, every 10th lever press |
| fixed interval | a reinforcer is given after a set (or fixed) time interval ex. rat given food for lever press every two minutes |
| variable interval | a reinforcer is given after a varied amount of time passes ex. rat given food, on average, every 2 minutes |
| ratio schedules | more rapid responding |
| variable schedules | greater resistance to extinction |
| encoding | entering info into memory |
| storage | maintaining info in memory |
| retrieval | going into memory and finding something |
| divided attention | trying to attend to two or more things at once |
| Levels of Processing Theory | the deeper we process information the longer lasting a memory code today will be |
| structural encoding | just focus on structure -shallow |
| phonemic encoding | say the word -a little bit deeper |
| semantic encoding | focus on the meaning of something |
| elaboration | link items to other information at time of encoding |
| visual imagery | creation of visual images to represent words trying to remember can enrich encoding-can't use for everything |
| storage | sensory memory, short-term memory, long-term memory |
| sensory memory | we perceive information in original sensory form for a brief time -memories last a fraction of a second |
| short-term memory | limited capacity store that can maintain unrehearsed information for about 20 seconds |
| long-term memory | unlimited capacity store that can hold information over lengthy periods of time |
| schemas | organized cluster of knowledge about a particular object or event abstracted from previous experience -in other words, its a blueprint of what's supposed to be (ex. restaurant-scheme of things) |
| semantic networks | our memories consist of nodes linking related concepts together |
| spreading activation | if we activate one node or item, it links to related one (activating them) |
| Tip of Tongue phenomenon | temporary ability to remember something you know accompanied by the feeling that it is out of reach |
| ineffective encoding | it may only appear we forget something ex. being introduced to people-never actually learned name |
| decay | over time, memories fade away |
| interference | people forget info because of competition from other material |
| retroactive interference | new info impairs retention of previous information |
| proactive interference | previously learned information interferes with retention of new info |
| retrieval failure | something is in our memory yet we can't find it -tip of tongue is an example |
| retrograde amnesia | person loses memory for event prior to injury |
| anterograde amnesia | person loses memory for events that occur after injury |
| massed practice | practice of studying or learning material all at once -cramming |
| distributed practice | practice of studying or learning material over time |
| misinformation effect | occurs when participants' recall of an event they witnessed is altered by introducing misleading postevent information |
| change blindness | this phenomenon occurs when individuals fail to notice large changes to a visual scene |
| weapon focus effect | eyewitnesses are found to be less accurate regarding details of a crime if a weapon is involved |
| source monitoring errors | confusion over the source of memories |
Created by:
kaelanvogt
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