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Psych 100 #2
PSU Psychology 100 Exam 2 (Crosby)
| Term | Definition |
|---|---|
| Absolute Threshold | Least Energy for correct stimulus to detect 50% of the Time. |
| Just Noticeable Difference | Smallest difference between two thing can be detected 50% of the time -difference in two weight |
| Top-down Processing | experience/expectations -listening to your favorite song bc you know how you'll feel -past experiences -Perception |
| Bottom-up Processing | Making new sense of new material -hearing a new song for the first time |
| Perception | Method which by sensations are interpreted and organized -two types: Top-Down and Bottom-Up |
| Sensation | Activation of receptors in various sense organs- allowing outside stimuli to become neural signals in the brain |
| Habituation Adaptation | tendency for brain to stop realizing constant unchanging stimuli -Ex; fans, clock ticking, sounds that will fade |
| Sensory Adaptation | sensory receptors less responsive to constant stimuli -Ex;being cold in a pool goes away after a little while -getting used to smell of cigarette smoke after being in room -touch/taste/smell |
| Order That Light Travels in Eye | Cornea Iris Pupil Lens Retina (CIP LR) |
| Cornea | 1st stop of light focus's on light coming in |
| Iris | muscle that controls size of pupil |
| Pupil | When light enters interior of the eye |
| Lens | helps to focus light to the retina |
| Visual Accommodation | When the lens change shape to focus in on something |
| Retina | -Contains photo receptor cells -light gets covered to electrical impulses -3 Layers |
| 3 Layers of the Retina | 1) Light passes through ganglion and bipolar cells 2)reaches and stimulates rods and cones 3)Nerve impulses from rods and cones travel alone a nerve pathway to the brain |
| How does light become a Impulse | Light Sensory Impulse Visual Cortex in occipital lobe then decisions are made |
| Dark Adaption | recovery of the eyes sensitivity to visual stimuli in darkness after exposure to light (Light to Dark) -Involved with Rods |
| Light Adaptation | recovery of the eyes sensitivity to visual stimuli in light after exposure to darkness (Dark to Light) -happens really quickly within a matter of seconds -Involved with Cones |
| After image | visual sensations that persist after initial stimulus has been removed |
| Thrichromatic Theory | Three colors- blue green red firing rates of cones and color based on how much of each of the colored cones are activated |
| Opponent Process Theory | Four colors- yellow blue green red red&green blue&yellow -more accepted today |
| Color Blindness | -caused by defective cones in the retina of the eye |
| Monochrome Blindness | -can only see black and white -very rare |
| Protanopia | most common red/green color blindness lack of functioning red cones |
| Tritanopia | blue/yellow blindness lack of functioning blue cones |
| Why do more males suffer from color blindness? | -recessive trait is in X sex chromosome -females need two but males only need one |
| Touch | severe sensation originating in several different parts in the body ** happens in parental lobe *** |
| Kinesthetic Sense | -location of body parts in relation to each other |
| Vestibular Senses | movement/body position/balance |
| Motion Sickness | Same disagreement with what our body feels and what our eyes see |
| The Basics of Perception | how we organize and make sense of things |
| Perceptual Constancy | Tendency to perceive things a certain way because previous experiences or expectations influence those perceptions |
| Gestalt Principles | Figure Ground, proximity, Similarity, Closure, Continuity, Contiguity, Common Area |
| Depth Perception | ability to perceive world in 3 dimensions |
| Molecular cues | cues for perceiving depth based on one eye |
| Binocular Cues | cues for perceiving depth based on two eyes |
| Convergence | rotation of eyes to focus on one single subject |
| Binocular disparity | eyes don't see same image bc of the distance they are from echother |
| Illusions | Perception that does not respond to reality |
| Learning | a relatively permament change in behavior or thought due to an experience and practice |
| Pavlov's Classical Conditioning | Learning to make involuntary response to a stimulus normal- Pavlov's Dogs |
| Basic Principles in Classical Conditioning | -conditioned stimulus must come before unconditioned (Bell Before food) -has to occur in a timely manner -must be repeated to be learned -new conditioned stimulus must be unique |
| Stimulus Generation | Tendency to respond with conditioned response to something that is only similar so the stimulus (Dogs salvating to a similar tone) |
| Stimulus Discrimination | Tendency to stop making this generalized response because the similar stimulus is NEVER paired with the real conditioned stimuli |
| High-Order Conditioning | occurs when a strong stimulus is paired with a neutral stimulus causing the neutral stimulus to become a second conditioned stimulus |
| Conditional Emotional Responses | emotional response that has become classically conditioned by stimuli -advertisement of things that make you happy so you are happy when u watch it |
| Vicarious Conditioning | watching something happen but creating a conditioned response from it even though it isn't happening to you -Seeing kids crying getting a shot and you start crying before you get your shot |
| Conditioned Taste Aversion | development of nausea in response to a specific taste since the taste was one followed by a bad experience -(Oreo Fudge) |
| Biological Preparedness | Tendency of animals to learn certain associates with only one or a few pairings due to the survival value of learning |
| Pavlov beleived classical conditioning worked because.. | stimulus substitution |
| Rods | Greys, blacks, whites, dim vision -Dark Adaptation |
| Expectancy | When a dog heres a bell..... It expects food..... so dog salivates |
| Operant Conditioning | Voluntary behavior learned through consequences |
| Thorndikes Law of Effect | response followed by pleasurable consequences are repeated |
| BF Skinner | Operant Conditioning studied observable measurable behavior learning depends on the consequences |
| Reinforcement | ANY consequence that make a response more likely is called reinforcement -causes INCREASE in behavior |
| Positive Reinforcement | ADDing or giving for a good thing (giving money if you get good grades) |
| Negative Reinforcement | Taking away for a good thing (taking away chores if you get a good grade) |
| Partial Reinforcement | reinforcement after some but not all correct responses -stronger response |
| Continuous Reinforcement | constant reinforcement after every good behavior is preformed -good for learning new responses |
| Partial Reinforcement Ratio | how many times you respond |
| Partial Reinforcement Interval | how much time in-between responses |
| Fixed Ratio Reinforcement | same response--> same reinforcement for every 5 toys made, 20$ recieved |
| Variable Ratio Reinforcement | # of responses until reinforcements varies participant rapid rate without pauses (SLOT MACHINES- you don't know when they will pay out) |
| Fixed Interval | Always same time before reinforcement opportunity -long pauses after reinforcement |
| Variable Interval | Reinforcement possibilities after varying amounts of time -slower steady rates w/ out pauses (Fishing) |
| Punishment | Any consequence that make a response less likely to occur |
| Positive Punishment | Adding unpleasant stimulus (Adding Chores, Spanking, Speeding Ticket) |
| Negative Punishment | -taking away pleasant stimulus (Taking away phone, car keys, or things you like) |
| Punishment Problems/Drawbacks | -Fear/Anxiety -Lying -Avoidance -Modeling of Aggression |
| Shaping | reinforcement of simple steps, leading to a desired, more complex behavior |
| Discrimination | understanding why punishment is different in things |
| Generalization | Apply things that work in one thing to other things |
| Cognitive Learning Theory | early days of learning- focused on behavior 1950's and 1960's- increase mental events |
| Tolmans Latent Learning | Learning that is hidden until its application becomes reinforced -tolmans rats :latent learning -difference groups with different reinforcement so different outcomes |
| Insight Learning | -Kohler -Sudeen perception of relationship among various parts of the problem allowing solution of problem to come quickly -worked with chimpanzees |
| Learned Helplessness | Tendency to fail to act to escape from a situation because of repeated failures |
| Restorative Theory | Make us feel good and better |
| Memory Consolidation | figures out what we retain while we sleep |
| Dreams | Provide access to the unconscious. Include manifest and latent content. -Happens during REM sleep |
| Manifest Content | The actual content of the dream |
| Latent Content | The hidden meaning of the dream |
| Narcolepsy | person falls immediately into REM sleep during the day without warning |
| Insomnia | Inability to fall asleep, stay asleep, or get good quality sleep |
| Nightmares | Bad dreams arousing feelings of horror, helplessness, extreme sorrow, etc. (occurs during REM sleep-Second Half of The Night) |
| REM Behavior Disorder | Mechanism that typically blocks the movement of voluntary muscles fails, allowing the person to thrash around and get up and act out nightmares |
| Sleep Apnea | Person stops breathing for short periods of sleep |
| REM SLEEP | Eyes move under eyelids, increase in body functions, 90% of dreaming, REM paralysis |
| REM sleep | Eyes move under eyelids, increase in body functions, 90% of dreaming, REM paralysis |
| Stage 1 Rem Sleep | Light sleep, hypnic jerk, hypnagogic images |
| Stage 2 Rem Sleep | Temperature, breathing, and heart rate decrease, sleep spindles |
| Stage 3 Rem Sleep | Growth hormones released, hard to wake up |
| Night Terrors | Attacks of extreme fear that the victim has while sound asleep. (Non-REM- First third of the night) |
| Sleep Walking | Occurs during deep sleep (stage 3). Moving around or walking in ones sleep @ |
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hlm5426
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