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PSYCHOLOGY
Chapters 7-12
| Term | Definition |
|---|---|
| Sensation | Activates sensory organs |
| Perception | Organization of the info and connects to memory and emotions |
| Transduction | Converts sensory info into electrical activity, the visual cortex reads the information |
| Adaptation | Sense adapt to stimulus (nose blindness, for example) |
| Fovea | The point of central focus |
| Rods | Located in fovea, helps to see in the dark |
| Cones | Twenty degrees away from fovea, detailed processing, color, more accurate |
| Blind spot | Where the optic nerve is, unable to see, no rods or cones are there |
| Retina?? | Light falls on retina, photoreceptors are responsible for different processing of information, translate lightwaves into electrical activity, visual imagery |
| Subtractive color mixing | Mixing of pigments and color becomes grayish/black, less wavelengths |
| Bottom up processing | Info is coming in, relaying it to different parts of the brain |
| Top down processing | Adding something to make sense of the sensations, includes knowledge/expectation |
| Elizabeth Loftus | Associated with the "lost in a mall" situation; false memories |
| Concrete operational?? | Elementary school age; conservation is achieved here |
| Process of sensation | Physical stimulus, physiological response, sensory experience |
| Continuous stimulation | Reduces responsiveness of sensory system; lack of stimulation increases responsiveness |
| Cornea | Transparent convex tissue focuses light |
| Iris | Opaque donut shaped structures - creates the color of the eye |
| Pupil | Hole in the iris, adjusts amount of light that comes in |
| Lens | Adjustable to further focus light on retina |
| Three-primaries law | Three different wavelengths of light can be used to match any color the eye can see - if they are mixed in appropriate proportions |
| Law of complementarity | Pairs of wavelengths can be found that when added together create the visual sensation of white |
| Trichromatic theory | Color vision emerges from the combined activity of three different types of receptors, each most sensitive to a different range of wavelengths |
| Size constancy (depth cues) | Ability to perceive an object as the same size when its retinal image size varies as a result of changes in its distance |
| Gestalt Principles of Perceptual Grouping | Max Wertheimer, Kurt Kofka - understood in organized wholes - in terms of perception - "the whole is different from the sum of the parts" |
| Opponent Process Theory | white-black, yellow-blue, red-green |
| Dividing images | Figure and ground |
| Binocular depth cues | Involve comparing the left and right eye images |
| Monocular depth cues | Appear in image in either the left or right eye |
| Eye convergence | Inward turning of the eyes when you look at objects that are close to you |
| Binocular disparity | Slightly different, or disparate, views that the two eyes have of the same object or scene |
| Motion parallax | The changed view one has of a scene or object when one's head moves sideways |
| Pictorial cues | Occlusion; relative image size for familiar objects; linear perspective; texture gradient, etc?? |
| Modal model | Three types of memory stores (sensory; working/short-term; and long-term memory) |
| Sensory memory | Momentary trace of sensory input - mostly unconscious |
| Working/short-term memory | Small momentary capacity, the center of conscious thought; processes info from both sensory and long-term memory |
| Long-term memory | Mind's database/library - large storage capacity - passive repository |
| Attention | Controls/limits the movement of info from the sensory store into the working memory |
| Encoding | Controls the movement from working memory to long-term |
| Retrieval | Controls the movement of info from long-term to working memory - we remember/recall |
| Developmental Psychology | Study of changes that occur in people's abilities and dispositions as they grow older |
| Infants explore by... | Looking selectively at novel objects, trying to control environment, using social cues (mimicking, gaze following, social referencing) |
| Piaget | "Building up structures by structuring reality" |
| Assimilation | Process by which new experiences are incorporated into existing schemas |
| Accommodation | Process by which existing schemas expands or change |
| Developmental Stage: Sensorimotor intelligence | birth - 2 years old |
| DS Preoperational thought | language development - 5/6 years old |
| Concrete operational thought | 6 - 11 years old |
| Formal operational | adolescence into adulthood |
| Limitations of Piaget's theory | Overestimation of age differences in ways of thinking, theory is vague about the process of change, underestimates the role of the environment |
| Innate Language Acquisition Device (LAD) | Described by Chomsky (includes universal grammar and mechanisms that guide native-language learning, evidence from children's inventions of grammar where none exists - Cerole languages and Nicaraguan sign language) |
| How infants learn new words | Overextending nouns, overgeneralizing grammatical rules |
| Morphemes | Smallest meaningful symbolic units of languages |
| Content morphemes | Nouns, verbs, adjectives, etc |
| Grammatical morphemes | Articles, conjunctions, prefixes, suffixes, etc |
| Syntax | How words can be combined to make phrases and sentences |
| Zone of proximal development | Difference between what a child can do alone and what he can do in collaboration with a more competent other |
| Piaget vs Vygotsky | Piaget's child = scientist, Vygotsky's child = apprentice |
| Vygotsky | Language as a foundation for cognitive development - also culture as a mediator |
| Private speech | Transition toward verbal thought - out loud private speech becomes inner speech or verbal thought |
| Love withdrawal | Use of disapproval of the child, and not just of the child's specific actions |
| Induction | Use of verbal reasoning in which caregiver induces child to think about harmful consequences of actions, from point of view of person who is hurt |
| Mary Ainsworth | The Strange Situation Assessment (secure, avoidant, anxious) |
| Factors contributing toward the quality of attachment | Parental sensitivity, infant characteristics, caregiver's story, contemporary factors (health, support, work) |
| Harry Harlow | Studied attachment in monkeys |
| Attachment | Refers to the strong emotional bonds that develop between infant and caregiver (protects young and vulnerable, provides a secure base for exploration of the environment) |
Created by:
eureka_hannah
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