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Psych test #2
| Term | Definition |
|---|---|
| Hindbrain | where the spinal cord meets the brain. |
| Medulla Oblongata | Regulates vital functions such as heart rate, blood pressure, and respiration. |
| Pons | Transmits information about body movements and is involved in functions related to attention, sleep/alertness and respiration. |
| Cerebellum | Involved in maintaining balance and controlling motor behavior, and motor –leaning. |
| Thalamus | relay station for sensory stimulation |
| Hypothalamus | vital for body temperature regulation, aspects of motivation and emotion, sleep (regulates circadian rhythms) Also involved in hunger, thirst, and sexual activity |
| Pituitary Gland | Master gland, Secretes hormones that regulate body function |
| Limbic System | Amygdala, hippocampus, and parts of the hypothalamus. Involved in memory, emotion and in the drives of hunger, sex and aggression |
| Amygdala | connected with aggression, fear response (fight, flight, or freeze). |
| Hippocampus | Involved with the formation and retrieval of memories |
| Cerebrum | responsible for thinking and language. Involved in most bodily activities, sensations, and responses |
| Frontal Lobe | Contains the motor cortex, which causes our body to move. Contains prefrontal cortex which aids in planning, decision making, problem solving, moderating social appropriateness (executive center). |
| Parietal Lobe | Contains the somatosensory cortex which receives and integrates messages from skin senses all over the body. |
| Occipital Lobe | Is involved with vision |
| Temporal Lobe | Contains the auditory area (hearing), face and object recognition, language recognition. |
| Corpus Callosum | A bundle of some 200 million nerve fibers connecting the two hemispheres. |
| Right hemisphere | controls left side of body |
| Left hemisphere | controls right side of body |
| Left brain | Language, Analytic, Time, Letters, Numbers, Sequential |
| Right brain | Nonverbal, Creative, Visual-spatial, Artistic, Patterns, Holistic |
| Memory | The process by which information is encoded, stored, and retrieved |
| Encoding | Formatting information so that it can be placed into memory |
| Storage | maintaining information over time. |
| Retrieval | Retrieval of stored information requires locating it and returning it to consciousness. |
| Perceptual Blindness | Not being able to see things in plain sight due to intense mental attention thought to cause mental distractions. |
| Change Blindness | A phenomenon that occurs when a person viewing a visual scene fails to detect large changes. Thought to coincide with a visual disruption such as a saccade (eye movement) or brief disruption of the scene. |
| Atkinson-Shiffrin model of memory | Information progresses through these stages determining whether and how long the information will be retained. |
| The Serial-Position Effect | The tendency to recall the first and last items in a series is known as the serial-position effect |
| Primacy effect | remembering the first portion |
| Recency effect | remembering the last portion |
| Chunking | Putting discrete elements of information together. |
| Levels of Processing Information | Elaborative rehearsal involves processing information at a deeper level than maintenance rehearsal. |
| Context Dependent memories | The context in which we acquire information can also play a role in retrieval. Memories are clear in the context in which they were formed. Being in the same context can dramatically enhance recall |
| State-dependent memory | An extension of context-dependent memory. We retrieve information better when we are in the physiological or emotional state that is similar to the one in which we encoded and stored the information. Love, anger, frustrated, enraged, happy, sad, caffeina |
| Prospective memory | Various types of prospective memory tasks include: o Event based tasks o Ex. Remembering to take your medication before bed o Time based tasks |
| Retrospective Memory | recalling information that has been previously learned. |
| Implicit Memory | “knowing how” memory of how to perform a task, how to do something. *Riding a bike, classical conditioning, speaking a language, driving a usual route |
| Explicit memory | “knowing that” :referred to as declarative memory, memory for specific information |
| Episodic Memory | a form of explicit memory, memories of the things that happen to us or take place in our presence. Also referred to as autobiographical memory. “I remember…when uncle Tim threw me in the pool.” |
| Semantic Memory | Memories of general knowledge. Semantics concerns meanings. “I know…Tampa is in Florida.” |
| Flashbulb Memories | The tendency to remember events in great detail that are surprising, important, and emotionally stirring. |
| Memory Tasks | Used in Measuring Forgetting |
| Recognition | Remembering to recognize something.The easiest type of memory task (multiple choice test) |
| Recall | Remembering information from memory without cues.Recall is more difficult than recognition (essay test) |
| False Memories | Remembering things that aren't there.Also activated by schemas.We can be “primed” to remember something. |
| Infantile amnesia | difficulty in remembering episodes that happened prior to age 3 or so. |
| Retrograde amnesia | is memory lapses for the period before an injury.unable to remember part or all of their past, particularly episodic information. |
| Anterograde amnesia | is memory lapses for the period following an injury.Unable to form new long-term memories (short-term memory and existing long-term memory may be fine). |
| Rehearsal | Mentally repeating information “A, B, C, D, …” |
| Small Portions | Break up your study time into palatable sections. You take advantage of natural attention span + serial position effects. |
| Use Spacing | Participants given the same amount of practice material: Two sessions spaced by one week, 74% retention. One session with no spacing, 49% retention. |
| Take advantage of context specificity | Study in multiple places to ensure immunity to contexts. Or, be sure you’re in the same place you have learned the material |
| Method of Loci | select a series of related images and then attach information that you want to remember to those image |
| Use Mnemonic Devices | Mnemonics are systems for remembering information typically using chunks of information combined into an acronym. Please Excuse My Dear Aunt Sally.Hippocampus- Smart Hippo is on campus |
| Form Unusual, Exaggerated Associations | It is easier to recall stimuli that stand out. |
| Encode Deeply | Come up with examples of the ideas, especially from your own personal experience. Related it to something you know.I’ve experienced this when … |
| Learning | A relatively permanent change in behavior that arises from practice or experience. |
| Operant Conditioning | The study of how behavior is affected by its consequences. An association is made between a VOLUNTARY behavior and its consequence.The subject must engage in a behavior for the outcome to occur |
| Timing is key (in order to pair behavior with consequences)! | Immediate consequences are more effective than delayed consequences in acquiring a brand new behavior. |
| Notes on operant learning: | The organism has to be able to do the behavior for learning to occur. |
| Reinforcer | Any stimulus which increases the probability of the response. |
| Positive Reinforcers | Something that is added or applied to increase the probability the behavior. |
| Negative Reinforcers | Something that is taken away to increase the the probability of a behavior. |
| Punishers | Anything that weakens the probability of a response is a punishment. |
| Positive Punishment | Imposing something unpleasant to weaken behavior.Child gets spanking when misbehaves |
| Negative Punishment | Taking a pleasant thing away to weaken behavior.Child gets time out when misbehaves |
| Learned Helplessness | When an individual believes that unpleasant stimuli are inevitable and gives up trying to change the situation |
| Negative reinforcement trap | Child’s behavior escalates until parent gives in. Child repeats this behavior in the future because it works! |
| Extinction burst | A sudden increase in the frequency of behavior just before the behavior stops. |
| Observational Learning | They found that children who had observed the aggressive model showed significantly more aggressive behavior toward the doll themselves |
| Stimulus | an environmental condition that evokes a natural reflexive, unconscious response from an organism. |
| Reflex | simple automatic responses to stimuli either physical or mental. |
| Ivan Pavlov | discovered that reflexes can also be learned through association.learned reflexes are “conditioned.” |
| Classical conditioning | a simple form of associative learning that enables organisms to anticipate events .or Learning to link stimuli together in order to anticipate events Likely to become reflexive and automatic* |
| Generalization | The tendency for a conditioned response to be evoked by stimuli similar to the stimulus to which the response was conditioned. |
| Counterconditioning | a pleasant stimulus is repeatedly paired with a fear-evoking object, thereby counteracting the fear response. |
| Flooding (exposure therapy) | the client is exposed to the fear-evoking stimulus until the fear response is extinguished.Flooding is usually effective but unpleasant. |
| Systematic desensitization | the client is gradually exposed to fear-evoking stimuli under circumstances in which they remain relaxed. |
Created by:
lindam0410
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