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Psychology Test #2
| Question | Answer |
|---|---|
| sensory adaptation | diminished sensitivity as consequence of constant stimulation |
| Weber’s Law | Two stimuli must differ by a constant proportion to be perceived as different |
| Subliminal Threshold | stimuli below one’s absolute threshold |
| Absolute Threshold | minimum stimulation needed to detect a stimulus 50% of the time, can be influenced by: Vary with experiences Vary with expectations Vary across individuals |
| Sensation | detect physical energy from environment and convert to neural signals |
| Perception | when we select, organize, and interpret our sensations |
| Bottom-up processing | Begins with sense receptors and works up to brain |
| Top-down processing | Information processing guided by experience and expectations |
| transduction | transformation of stimulus energy (sights, sounds, smells) into neural impulses |
| Physical characteristics of light | wavelength(hue,color) intensity (brightness) |
| wavelength (hue, color) | distance from one peak to the next, determines the hue •Short wavelength- high frequency •Long wavelength- low frequency |
| Intensity (brightness) | energy in a wave determined by amplitude (height) •Great amplitude- bright colors, loud sounds •Small amplitude- dull colors, soft sounds |
| Cornea | transparent tissue where light enters |
| Cones | 6 million located in the center of eye low sensitivity in dim light color sensitive detail sensitive |
| Rods | 120 million located in periphery high sensitivity in dim light not color sensitive not detail sensitive |
| Iris | muscle that expands and contracts to change size of pupil |
| Lens | focuses light rays on retina |
| Retina | contains sensory receptors, inner surface of eye, contains rods, cones and bipolar, ganglion cells |
| Fovea | central point on retina, cones cluster around central point on retina |
| Accommodation | lens changes shape to focus objects on retina |
| Optic Nerve | carries neural impulses from eye to brain, connect to thalamus and then connects to visual cortex, nerve cells in visual cortex respond to specific features (edges, angles, and movement) |
| Blind Spot | point where optic nerve leaves eye (no receptor cells) |
| Bipolar & Ganglion Cells | bipolar cells that messages from eye to brain |
| Parallel processing | simultaneously processing several aspects of stimulus |
| Trichromatic theory | young and von Helmholtz suggested that the eye must contain 3 receptors sensitive to red, blue and green |
| Color blindness | blind to green or red |
| Opponent- process theory | red vs. green, yellow vs. blue, and black vs. white |
| Stimulus input | sound waves are compressing and expanding air molecules |
| Frequency (pitch) | determined by wavelength of sound |
| Intensity (loudness) | determined by amplitude |
| habituation | decrease in response with repeated stimulation, infant novelty preferences can be discovered by assessing infants habituation |
| competent newborn | born with reflexes that aid in survival: -rooting reflex helps them locate food -sight range is 8-12 inches away -cries signaling parents to provide nourishment |
| infancy | newborn to toddler |
| childhood | toddler to teen |
| maturation _______ while experience ___________. | sets basic course of development; adjusts it |
| Motor development | sitting (6 mos.) to crawling (8-9 mos.) to walking (12 mos.) to walking independently (15 mos.) |
| earliest age of conscious memory | 3 and a half years |
| sense of self and increased long term memory | 5 years |
| schema's | concepts or frameworks that organize and interpret information |
| cognition | all mental activities associated with thinking, knowing, remembering, and communication; development shaped by errors Their own thinking What others are thinking What others are thinking about them How ideals can be reached |
| assimilation | incorporating new experiences into our current schema |
| accommodation | adjusting a schema and modifying it |
| Stages of cognitive development | sensorimotor, preoperational, concrete operational, and formal operational |
| sensorimotor stage | birth to 1- take in world by looking, touching, mouthing, hearing, and grasping; understand basic laws of physics |
| preoperational | 2 to 6- too young to perform mental operations; egocentric; cannot perceive things form another's point of view; begins forming theory of mind; ability to understand another's mental state |
| concrete operational | 6 to 12- kids grasp conservation problems |
| formal operational | 12 and up- reasoning, ability expands, able to think form concrete to abstract thought |
| object prominence | object still exists when it is out of sight; sensorimotor stage |
| stranger anxiety | fear of strangers that develops at around 8 months |
| separation anxiety | peaks at 13 months regardless of kids at home or sent to day care |
| attachment | emotional connection to others |
| 3 attachment styles | -secure -anxious, ambivalent -avoidant |
| origins of attachment | body contact and familiarity |
| insecure attachment | great anxiety when caregiver is removed |
| deprivation of attachment | withdrawn, frightened, unable to develop speech |
| prolonged deprivation | kids at risk for physical, psychological, and social problems, including alterations in serotonin levels |
| child rearing practices | authoritarian, permissive, authoritative |
| authoritarian | Impose rules and expect obedience |
| permissive | Submit to child’s demand |
| authoritative | Demanding but responsive |
| authoritative parenting can be due to______ | Child’s traits, Harmonious marriage, and Parenting style |
| adolescence | Transition from childhood to adulthood, typically begins at puberty |
| Physical development | Puberty occurs earlier in females (11yrs.) than males (13yrs.) |
| Primary sexual characteristics | reproductive organs and external genitalia |
| Secondary sexual characteristics | the non-reproductive traits, breast and hips in girls, facial hair and deepening of voice in boys |
| Brain development | Until puberty, neurons increase connections. At adolescence, selective pruning of neurons begins. Frontal cortex development lags behind limbic system. Hormonal surges and limbic system may explain teen impulsiveness. |
| Developing reasoning power | adolescents in formal operational judge good from evil, truth and justice |
| Developing morality | 3 levels of moral development by posing moral dilemmas to children and adolescents; As thinking matures, behavior becomes less selfish and empathizes with others and gratification is delayed |
| levels of moral development | 1.Pre-conventional morality- avoid punishment or gain reward 2.Conventional morality- rules upheld for their own sake 3.Post-conventional morality- agreed-upon rights or basic ethical principles |
| big questions in adulthood | Who am I, how do I fit in? Where am I going in life? Who do I want to be with or date? Will I settle down? Am I satisfied or not? |
| Psychosocial stages of development | Birth 1.Trust vs. mistrust 2.Autonomy vs. shame and doubt 3.Initiative vs. guilt 4.Industry vs. inferiority 5.Identity vs. role confusion 6.Intimacy vs. isolation 7.Generativity vs. stagnation 8.Integrity vs. despair Death |
| Parenting and peer influence | although teens become independent, parents can shape religiosity, college and career choices |
| Emerging adulthood | spans 18-25 may live with parents and attend college or work, emerging adults marry in mid-20s Age of identity exploration Age of instability Age of self-focus Age of feeling in-between Age of possibilities |
| Middle adulthood | Peak physical performance occurs around 20; Muscular strength, reaction time, sensory keenness, and cardiac output decline; Around 50, women go through menopause |
| Old age | 70 and up, hearing, smell, reaction time, stamina, and strength diminish; After 80, neural processes slow; Motor abilities decline causing accidents; Recalling names becomes difficult; Recognition does not decline; Recalling information will decline |
| Fluid intelligence | ability to reason speedily declines with age |
| Crystallized intelligence | accumulated knowledge and skills does not decline |
| Classical conditioning | learning to associate stimuli with a consequence |
| Associative learning | learning to associate 2 stimuli or learning to associate a response with a consequence |
| Unconditioned stimulus (US) | something naturally and automatically triggering an unlearned response |
| Unconditioned response (UR) | event occurring naturally in response to some stimulus |
| Neutral stimulus | something that does not trigger and response |
| Conditional stimulus (CS) | something that triggers a learned response |
| Conditional response (CR) | event that occurs in response to some conditional stimulus |
| Spontaneous recovery | after rest period, extinguished CR spontaneously recovers |
| Generalization | tendency to respond to stimuli similar to CS |
| Discrimination | learned ability to distinguish between a conditioned stimulus and other stimuli |
| Acquisition | initial learning stage when neutral stimulus and unconditioned stimulus are associated 1. Neutral stimulus needs to come before unconditioned stimulus 2. Time between 2 stimuli should be about ½ second |
| Operant conditioning | association between behaviors and resulting events |
| Operant behavior | behavior operating on environment, producing rewards or punishments |
| respondent behavior | automatic response to stimulus |
| Law of effect | rewarded behavior is likely to occur again |
Created by:
UniQu3
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