Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Stack #4545063
| Question | Answer |
|---|---|
| Consciousness | Subjective experience of the external world and one’s own mind |
| How do we know anyone else is conscious | We don’t, consciousness is subjective |
| People judge consciousness based on | perceived ability to experience (pain, pleasure, hunger) and to act deliberately (have agency: movement plus self-control, planning, memory |
| Properties of consciousness | Intentionality, Unity, Selectivity, Transcience |
| Intentionality | Conscious OF something – in the world or your own thoughts/emotions |
| Unity | Input from the different senses and your internal thoughts integrated into one experience |
| Selectivity | At any one moment, a person is aware of only a fraction of what they COULD be aware of Inattention blindness experiments Dichotic listening experiment |
| Transcience | Contents of awareness tend to change from moment to moment |
| Attention | Can be snagged by an external event But also, we can voluntarily attend to some external object/events and ignore others Can also direct attention to one’s own thoughts (what to pack for a trip, rehearsing a speech |
| Mind Wandering | Attention disengaged from outside world and directed at own thoughts – but allowed to drift from topic to topic |
| What's in the unconsciousness mind? | MOST of the mental machinery that produces our conscious perceptions, emotions, thoughts |
| Circadian Rhythm | A 24-hour cycle |
| Sleep wake cycle synchronized | To earth’s 24 hour cycle |
| EEG | Combination of EEG, eye movements, muscle activity used to identify sleep stage |
| Sleep Stages 1 and 2 | lighter sleep, easier to wake up |
| Sleep Stages 3 and 4 | “slow wave” sleep. Harder to wake someone up |
| REM sleep | Rapid eye movements under closed eyelids, dreaming, muscles are actively inhibited (brainstem neurons inhibit spinal motor neurons) |
| Sleep Stages follow a | 90 minute cycle all night |
| Functions of Sleep | Physical restoration, Reinforcing memories |
| Physical restoration | Repairing wear and tear to cells |
| Total sleep deprivation | = Death (rat experiment) |
| Short term sleep deprivation | Increased sensitivity to pain, trouble maintaining body temperature, poor immune function, poor retention of new memories |
| Sleep requires | the coordination of many different brain areas, so many ways it can go wrong |
| Insomnia | Difficulty falling asleep or stayi |
| Sleep apnea | Stop breathing for short periods while asleep |
| Somnambulism | Sleepwalking. Occurs during Stage 3 or 4 sleep, not REM sleep |
| Narcolepsy | Suddenly falling asleep during a waking activity |
| Sleep Paralysis | Waking up unable to move |
| Night terrors | Abruptly waking up in a panic |
| Mental activity during sleep | In ALL sleep stages, but qualititatively different between nonREM and REM stages |
| REM dreams marked by | Vivid imagery and bizarreness of content |
| Characteristics of REM dreams | Intense emotion Illogical thought Meaningful sensation (visual > other modalities) Uncritical acceptance Difficulty remembering dreams on waking |
| Theories about Dream content | Freudian and More modern activation synthesis view |
| Freudian | Dreams represent suppressed wishes, transformed to hide their true content |
| More modern activation synthesis view | More modern “activation-synthesis” view: Stored information is being refreshed, updated, and re-arranged (partly to weave in new learning). As snippets fly by, part of our brain tries to turn them into a story. |
| Drug tolerance | Larger dose required to produce same effect over time |
| Psychological dependence | Desire or craving for the substance |
| Depresseants | reduce CNS activity, by increasing activity of GABA – the main inhibitory neurotransmitter. Alcohol Barbituates (medical use before surgery, Seconal, Nebutal) Benzodiazepines (prescribed for anxiety, Valium, Xanax) Inhalants (drugs of abuse only) |
| Stimulants | increase CNS activity, but in many different ways across drugs Caffeine ,Nicotine, Amphetamines (Methedrine, Dexedrine , Cocaine, Ecstasy/MDMA Drugs prescribed for attention deficit disorder (Adderal, Ritalin, Concerta) |
| Opiates | Originally from a plant. Bind to the same receptors as naturally occurring neurotransmitters called endorphins (for “endogenous morphine |
| Cannabis | THC in the plant binds to same receptors as a naturally occurring neurotransmitter called anandamide – discovered in 1992. |
| Halluciogens | (LSD from a mold, psilocybin from mushrooms, mescaline from cactus, synthetic compounds like Ecstasy): Affect neurotransmitters in midbrain (dopamine, serotonin) that in turn influence the cortex |
| Learning grounded in the | behaviorist tradition in Psychology |
| Learning takes a | quantitative approach to the relationship between an organism’s past experience and current behavior |
| Memory | Theories include unobservable mental processes (NOT behaviorist) |
| Types of Learning | Nonassociative, Associative, Social |
| Nonassociative | The response to a single stimulus changes when the stimulus is repeated |
| Associative | Learning about relationships between events |
| Social | Learning by instruction or by observing the behavior of others |
| Habituation | Decreased response after repeated exposure to a stimulus, especially if the stimulus is neither harmful nor rewarding |
| Dishabituation | Increased response because of a change in something familiar |
| Sensitization | A threatening or painful stimulus leads to an increased response to a subsequent stimulus (the same or a different stimulus) |
| Classical Conditioning | Learning that one stimulus predicts another |
| Operant conditioning | Learning the relationship between a response and the consequences of that response |
| Unconditioned Stimulus | Naturally produces a particular response |
| Unconditioned Response | Reliable Response to the US |
| Conditioned Stimulus | Initially neutral and produces no response |
| Conditioned Response | Resembles the UR after conditioning |
| Acquisition | Phase of classical conditioning when the CS and the US are presented together |
| Extinction | CS occurs without the US and the learned response (CR) is gradually eliminated |
| Spontaneous Recovery | Tendency of a learned behavior to recover from extinction after a rest period |
| Simple motor responses | Eyeblinks, breathing rate |
| Activities of glands and internal organs | Salivation, release of hormones, heart-rate, etc |
| Emotional responses | Contain elements of both |
| Second order conditioning | Pair a new neutral stimulus with the conditioned stimulus (CS). Afterwards, it will also produce the conditioned response (CR) |
| Generalization | Stimulus that is similar to the CS produces CR too |
| Discrimination | Learning that a stimulus similar to the CS is NOT followed by the US, so CR stops occurring |
| Eyeblink | Unconditioned stimulus: Puff of air to the eye Response: Blink Conditioned stimulus: tone After pairing tone & puff: tone alone produces blink |
| Taste/smell aversion | Gastrointestinal illness shortly after eating/drinking some particular food Later, the taste and smell of that food produces nausea |
| Learning | a stable change in the organism due to change in the strength of the connections (synapses) between specific neurons |
| Classical conditions changes | synaptic strengths in the same brain structures that govern the UNconditioned response |
| Operant Conditioning | Learning the relationship between a response and the consequences of that response |
| Behaviors followed by a good outcome are | Likely to be repeated |
| Behaviors followed by a bad outcome are | Less likely to be repeated |
| Reinforcement | A stimulus or event that increases the behavior that led to it. |
| Punishment | A stimulus or event that decreases the behavior that led to it. |
| Postive | Prescence of something |
| Negative | Absence of something |
| Reinforcement is | Superior when it comes to changing behavior |
| Reinforcement indicates | What the desired behavior is |
| Primary reinforcer | Satisfied biological needs |
| Secondary reinforcer | Associated with or predicts a primary reinforcer |
| MFB= | Medial forebrain bundle |
| VTA= | Ventral tegmental area (part of midbrain), neurons take out dopamine |
| A behavior declines in frequency when | No longer rewarded |
| Intermittent Schedules of Reinforcement | Fixed/Variable ratio and interval |
| Fixed ratio schedule | Reward is delivered after a specific number of responses have been made |
| Variable Ratio Schedule | Reward is delivered after some average number of responses – but there is variability around the average |
| Fixed Interval Schedule | A response will produce a reward after a fixed amount of time has passed since the last reward |
| Variable Interval Schedule | A response will produce a reward at some average amount of time after the last reward – but there is variability around the average |
| Three Term contingency | Discriminative stimulus (context), response, reinforce, Animal or person learns that a response will be rewarded in one context but not anothe |
| Superstitious Behavior | Behavior increases when correlated with reinforcement But the impact of intermittent reinforcement shows that even a weak correlation can be effective |
| Latent Learning | Learning without reward |
| Acquired knowledge can be | more crucial than a particular rewarded response |
| Social Learning | Observational Learning (Bandura bobo doll experiment), Vicarious fear conditioning |
Created by:
user-1989437