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psychology
| term | definition |
|---|---|
| the nervous system is made up of | the CNS and the PNS |
| what is the CNS made of? | the brain and spinal cord |
| what is the Peripheral NS made of? | the neurons that lie outside the CNS |
| spinal cord made up of? | sensory neurons and motor neurons |
| function of peripheral NS | is to connect the CNS to the rest of the body, specifically the limbs, skeletal, muscles and organs. |
| Peripheral NS divided into? | somatic nervous system & autonomic nervous system |
| somatic NS | controls voluntary movement. |
| ANS | controls involuntary actions of our internal organs and glands. |
| ANS consist of which division? | sympathetic nervous system & parasympathetic nervous system |
| sympathetic NS | mobilizes the fight-or-flight response. |
| parasympathetic NS | active during rest and digestion. |
| dendrites | the “receivers”. They receive stimulation from other neurons |
| cell body | contains the nucleus and is responsible for the life processes of the cell |
| axon | a long, narrow tube that carries the neural impulse toward the terminal branches. |
| terminal branches | - the “senders”. They contain chemicals that neurons use to communicate with each other. |
| Myelin Sheath | A fatty layer that covers the axon, helping speed up signal transmission. |
| sensory neurons | carry information toward the brain |
| motor neurons | carry motor commands from the brain to the body. |
| neuron firing | when an action potential occurs |
| neurotransmitters | when the action potential reaches the terminal button, it triggers the release of chemical known as neurotransmitter into the synapse |
| Cerebellum | known as "little brain", this part of the brain is located at the back of the head, below the cerebrum and behind the brainstem. |
| function of cerebellum | This area is vital for controlling voluntary movements of the body, like running and fine motor skills such as writing. |
| Medulla | Located at the bottom of the brainstem just above the spine |
| medulla function | this area is important as a control centre for lots of life-giving functions such as the automation of breathing and heart rate. |
| midbrain | consists of the very top of the brainstem, plays an important part in connecting the brainstem to the rest of the brain |
| midbrain function | including processing some types of sensory information, coordinating some types of movement and a role in the maintenance of alertness. |
| the forebrain | the largest part of the brain, responsible for thinking, memory, emotions, and voluntary movements. It includes structures like the cerebrum, thalamus, and hypothalamus. |
| cerebrum | part of the brain where many more complex information processing activities occur, such as decision-making and problem-solving. The cerebrum can be further divided up into 2 hemispheres — the left hemisphere and the right hemisphere. |
| brain structure that is responsible for coordinating volountary movement | cerebullum |
| frontal | forehead to top - motor cortex |
| parietal | top to rear - sensory cortex |
| occipital | back - visual cortex |
| temporal | above ears - auditory cortex |
| Broca's area | talking. speech ability. frontal lobe |
| Wernicke's area | in temporal, interpreting language |
| Geschwind's territory. | connects the two areas |
| synapse | gap between neuron |
| receptors | receives neurotransmitters |
| reuptake | neurotransmitters reabsorbed |
| schema | the structured framework or plan of organizing information or ideas in the brain. |
| assimilation | the process of taking in and fully understanding information or ideas. |
| accommodation | the process of modifying existing schemas or making new ones. |
| longitudinal | A research method that involves observing the same individuals over a long period of time to track changes and development. |
| cross-sectional | A research method that involves observing different groups at a single point in time to compare differences between them. |
| 5 stages of | proliferation, migration, synaptogenesis, synaptic pruning and myelination. |
| case study | a detailed in depth investigation on an individual, small group, event or situation. |
| proliferation | when the cells break down and multiply. |
| migration | when the cells go to their allocated area in the brain. |
| synaptogenesis | formation of new neurocircuits and the axon of the new neurons grow out to target cells and form new synapses |
| synaptic pruning | excess neurons and synapses that have weak connections are eliminated. |
| myelination | myelin sheath forms around the axon to send brain signals quicker. |
| cofounding | affects both variables. |
| 7 steps of research method. | research question, create hypothesis, create research method, collect result, analyze data, examine data, result finding. |
| frontal lobe, where and function | memory, fine motor skills, emotions. front |
| parietal lobe | sensations, special awareness |
| occipital lobe | eyesight, colour, light. |
| temporal lobe | langauge and speech. hearing. |
| enriched environment | setting that provides kids with alot of love, play, and new things to explore helping thier brains and bodies to grow. |
| bowlbys theory | attachment, critical period and internal modeling |
| types of attachments | insecure avoidment, insecure ambivalent, and disorganized |
| insecure avoidment | ignoring caregivers. |
| insecure ambivalent | clingy but resists comfort (anxiety) |
| disorganized attachment | confused behaviors (trauma |
| piagets tasks | sensorimotor, preoperational, concrete operational and formal operational. |
| sensorimotor (0-2) | learning through movement and senses |
| preoperational (2-7) | thinking is symbolic not logic - egocentrism |
| egocentrism | Child describes the mountain scene from their own view even when asked about what someone else sees. |
| conservation | conservation of volume, number mass. |
| concrete operational (7-11) | logic thinking about concrete things conservation-conservation |
| formal operational (12+) | thinking becomes abstract and scientific.- abstract ideas |
| pendulum task | what affects how fast a pendulum swings. |
| emotional development | learn to develop self awareness of emotions |
| social development | how well a person can function in a group |
| physical development | gross motor development |
| cross secctional research design | different groups at one time |
| longitudinal | same group over a long time |
| case study | in depth study ofone person or small group. |
| limits and strengths or cross sectional | cheap and quick, cant track changes over time |
| limits and strengths for longitudinal | shows cause and effect more clearly, time consuming and expensive |
| limits and strengths or case study | in detailed and depth, cant generalise to others |
| parasmpathetic role | rest and digest, responsible for maintaining day to day body processes |
| sympathetic role | fight or flight, emergency response system |
| objective measure | based on facts, numbers and observational behaivoirs eg. test scores, breathing rate |
| subjective measures | based on personal opinions, feelings. eg- how happy you feel, rating stress level. |
| cognitive development. | development of information processing skills over time. |
| language development in life's first 9 months | crying, cooing, babling and imitate words |
| explain the concept of shema in piagets theory | mental idea, modified as child develops |
| Developmental Plasticity | brain changes during growth |
| Adaptive Plasticity | Brain changes to recover or adjust to damage/new demands. |
| Amygdala | the emotion center (develops early) - teens are emotional, impulsive |
| pre-frontal | decision making (develops last) - teens struggle with planning, self control |
| Random Sampling | A method where every member of the target population has an equal chance of being selected |
| stratified sampling | Dividing the population into subgroups based on key characteristics and then randomly selecting participants from each subgroup. |
| Random Allocation | Assigning participants to experimental or control groups purely by chance (e.g., random number generator) to minimize bias. |
| qualitative data & strenthlimit | non numerical, descriptive, more complex, but easy to use |
| quantitive data& strenthlimit | numerical, measurable data, hard to analyze, deep insights |
| eeg | study brain waves, sleep disorders. pros- non-invasiev, cheap cons- poor spatial resolution |
| What is Bowlby’s idea of attachment? | babays are born with an insctint to form strong emotional bond to care giver |
| critical period | during a limited window, they must form attacthment if not they can have emotional and socail problems later |
| internal modeling | t’s a mental blueprint formed from the first attachment that shapes how the child expects future relationships to be (e.g. loving or distant). |
Created by:
rigsel19
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