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Psychology Exam 2
Consciousness and it's Variations and Learning
| question/answer | term/definition |
|---|---|
| Define Consciousness | immediate awareness of thoughts, sensations, memories, and the world around you represents consciousness |
| inattentional blindness/deafness | not hearing or seeing something (change blind= not notice change) |
| multitasking | dividing attention |
| what are circadian rhythms? | daily sleep-wake cycles & other bio and psychological proccesses vary through day |
| what are suprachiasmatic nucleus? | located in hypothalamus-cluster of neuorns controlling circadian rhythms |
| role of pinal gland in sleep-wake cycle | responsible for the melatonin production --> causing sleepiness |
| why is sleep important? | cleans waste from brain. restore function helps immune system, allows muscles to relax, integrates new memories with old, no sleep can result in illness, etc... |
| stages of sleep | stage 1-NREM (theta (slow) waves, quick wake) , stage 2-NREM (sleep spindles (bursts activity) K complexes (high spikes acitivity) delta waves (larger, slower), stage 3 (delta wave 20%), stage 4 (delta 50%, heart blood rate slowest, sleep walk), REM |
| difference between REM and NREM | REM- starts afrer 90 min, brain active, visual and motor neurons active, DREAMING NREM- no dream, cycles, |
| sleep disorders | dyssmomnias- impact amount of quality sleep parasomnias- undesirable behavior while sleep insomnia- low quality and duration of seep. difficult stay/go to sleep sleep apnea- airway narrow or block. pauses in breath. narcolespy- overwhelm daytime sleep |
| disorder sleep conttt... | rem sleep behavior- person acts of dream..fail to suppress voluntary action |
| dream theory | freud-- dream represent unconscious desire hobson mccarly- subjective interpretation activity in brain.. memory emotions to create meaning NEUROCOGNITIVE- dream reflect thought who we are no external cannot control |
| MEDITATION BENEFIT ETC | long term relaxation..psychological and physical functioning.long term change structure and function of brain. slowed brain waves, heart rate and blood pressure |
| hypnosis theory | person voluntary (wont work if u dont believe/want), 10% cannot, post symptoms have great affect hrs->days. NEODISSOCATION- conscious splits SOCIAL COGNITIVE- respond commands, act what is expect imaginitive suggest- high imaginative open to suggestion |
| drugs | depressent- depress or inhibit CNS activity opiates- similar to morphine, relieve pain-euphoria stimulant- stimulate or excite brain activity psychs- distort sensory perception |
| classical conditioning | pavlov-- stimulus- perceptible to senses (taste touch) NS- naturally occur stimulus US- |
| little albert | rayner and watson conditioned a emotional response of fear in child of something that no fear was associated to ... (another example... smell of fav person = calm, bad car accident = fear) |
| JOHN WATSON | american psychologist. behaviorism. little albert... environmental events vs human OBSERVABLE behavior |
| conditioning and phobias | biologically prepared to develop phobias that could ave harmed in evolutionary past |
| stimulus generalization and discrimination | generalization- stimuli similar to CS causes a CR discrimination- CR occurs with one stimulus but not another |
| cognitive of classical | in order to occur the CS stimulus must be RELIABLE signal for US. -- flashing lights then train... tone then shock. |
| evolutionary of classical | conditioned taste--- internal stimuli (nausea, stomach ache) with taste external stimuli with pain (flash light, noise) NOT ALL NEUTRAL STIMULI CAN BECOME CS (BIOLOGICAL PREPARD GARCIA) |
| operant conditioning | = any active behavior that operates on environment to generate consequences. involves voluntary BEHAVIOR. positive = operant with positive stimulus add (hug, check)and negative = removal or avoid stimulus (seatbelt so no beep, aspirin =no ache) |
| REINFORCERS | primary- natural (food warm, sex) conditioned- not natural (money, grades, degree, check) |
| punishment | negative = removal of a desired stimulus (time out playing too rough, bonus taken away for being alte too much) positive= behavior followed by stimulus (spank kid, yelled by boss) |
| reinforcement schedule | continuous- reinforce desired response each time partial- reinforce part of time (greater resistance to extinciton) |
| schedules of reinforcement | fixed ratio- reinforce a response after specified number (every 10 coffee 1 free) variable ratio- reinforces a response after unpredictable number (gambling , fishing) fixed interval- reinforce after specific time (quiz every 4 weeks) |
| INTERAVAL CONT | variable interval- reinforce unpredictable times (pop quiz, whiny kid)--hardest |
| learned helpless | passive behavior after exposure to inescapable or uncontrollable event ... poverty.. self fufill- the way u think impact the likliness to happen |
| cognitive of operant | learning takes place without reward.... reward impact performance. |
| mirror neurons | neurons active during operational learning.... parter feels pain u feel the pain and empathy too. |
| bobo doll | adults violent to doll. kids who saw with consequence - harmed harder. no consequence - harmed the same yelled - no violence were nice |
| imitation factors | - rewarded for behavior -warm,nuturing -similar in age, sex, interest -control over u or power to influence -reward for imitating behavior |
| gender role--social learning | roles are learned through reinforce and punishment (passive thepry) |
| gender schema | focus on cognitive.. children actively develop mental category for girl and boy blue vs pink (active theory) |
Created by:
briannacoughlin
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