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PSYCH exam 3
| Term | Definition |
|---|---|
| sensation | the process by which our sensory receptors and nervous system recieve and represent stimulus energies from our environment |
| Perception | process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events |
| Bottom-down processing | starts at sensory receptors and works up to higher levels of processing (EX. detect lines, angles, and forms on a canvas) |
| Top-down processing | constructs perceptions from this sensory input by drawing on your experience and expectations. |
| 3 basic stepts that are a part of all sensory systems | recieve, transform, and deliver |
| recieve | recieve sensory information, often using specialized receptor cells |
| transform | transform stimulation into neutral impulses |
| deliver | deliver the neutral information to our brain |
| transduction | conversion of one form of energy into another |
| psychophysics | the study of relationships between the physical characteristics of stimuli, such as their intensity and our psychological experience of them |
| absolute threshold | the minimum stimulus energy needed to detect a particular stimulus 50% of the time |
| difference threshold | the minimum difference needed between two stimuli required for detections 50% of the time (the just noticeable difference) |
| priming | the activation, often unconsciously, of certain associations, thus predisposes one's perception, memory, or response |
| subliminal stimulation | stimulation below one's absolute threshold for conscious awareness |
| sensory adaptation | sensory system is unable to accommodate the picture and begins breaking it up |
| long wavelength | reddish in color |
| short wave length | bluish in color |
| great amplitude | associated with brighter colors |
| small amplitude | associated with dull colors |
| retina | multilayereed tissue on the eyeball's inner surface |
| pupil | a small adjustiable opening |
| iris | a colored muscle that dialates or constricts in response to light intensity |
| cornea | bends light in order to provide focus |
| blind spot | the point at which the optic nerve leaves the eye, creating a spot with no receptor cells |
| fovea | central pointof focus on the retina |
| optic nerve | the nerve that carries neutral impulses from eye to brain |
| rods | can detect black, white, and grey; are sensitive to movement; best for twighlight vision. |
| cones | can detect fine details and color; function well in the daylight and well-lit conditions |
| trichromatic theory | theory that the retina has three different types of color receptors- one most sensitive to red, one to green, and one to blue- leading to the perception of any color |
| opponent-process theory | theory that opposing retinal processes (red-green, yellow-blue, and white-black) enable color vision |
| feature detectors | nerve cells in the brain that respond to a stimulus's specific feature, such as shape, angle, or movement. |
| proximity | we group nearby figures together |
| continuity | we perceive smooth continuous patterns rather than discontinuous ones |
| closure | we fill in gaps to create a complete, whole objects |
| perceptual constancy | being able to recognize your dog even when it had a new haircut |
| middle ear | chamber between the eardrum and the cochlea. |
| inner ear | consists of the cochlea, semicircular canals, and the vestibular sacs. |
| sensorineural hearing loss | results from damage to the cochlea's as hair cells |
| conduction hearing | results from damage to the mechanical system that transmits sound waves to cochlea |
| cochlear implants purpose | restore hearing for some people by converting sound intobelectrical signals |
| how do we locate sounds | we have two ears to give us stereophonic (3D) hearing. other animals possess this sense as well |
| amplitude determines | loudness |
| frequency/length determines | pitch |
| long waves | = low pitch and low frequency |
| short waves | =high frequency and high pitch |
| how do we measure sound? | in decibels, with zerso decibles representing the absolute threshold for hearing |
| james-lange theory | emotions arise from our awareness of our specific bodily responses to emotion-arousing stimuli ex. feeling our heart race after a threat then feel afraid |
| cannon-bard theory | emotion-arousing stimuli trigger our bodily responses and simultaneous subjective experience ( fight or flight) ex. our heart races at the same time that we feel afraid |
| schachter-singer theory | our experience of emotion depends on two factors: general arousal and a conscious cognitive label ex. we may interpret our arousal as fear or excitement, depending on the context |
| zajonc; ledoux theory | some embodied responses happen insyantly, without conscious appraisal ex. we automatically feel startled by a sound in the forest before labeling it as a threat |
| lazarus theory | cognitive appraisal (is it dangerous or not)- sometimes without our awareness- defines emotion ex. the sound is "just the wind" |
| facial feedback effect | the tendency of facial muscle states to trigger corresponding feelings such as fear, anger, or happiness |
| behavior feedback effect | the tendency of behavior to influence our own and others' thoughts, feelings, and actions |
| catharsis | idea the "releasing" aggressive energy (though action or fantasy) relieves aggressive urges |
| 3 ways to manage anger | wait, find a healthy distraction or support, distance yourself |
| feel-good, do-good phenomenon | people's tendency to be helpful when in a good mood |
| positive psychology | scientific study of humaan flourishing aims to discover and promote strengths and virtues that help individuals and communities thrive |
| 3 pillars of positive psychology | positive well-being, positive character, and positive groups/communities/cultures |
| psychoimmunology | studies the mind-body interctions, including the effects of psychological, neural, and endocrine functioning on the immune system and overal health |
| 3 main types of stressors | catastrophes, significant life changes, daily hassles |
| 3 health outcomes associated with persistent stress | heart disease, inflammation of body tissues, cancer |
| general adaptation syndrome | you feel the fairness of shock, your adrenal glands pump hormones into your bloodstream, exhaustion |
| tend-and-befriend response | under stress, people (especially women) often provide support to others and bond with and seek support from others |
| problem-focused coping | attempting to alleviate stress directly- by changing the stressor or the way we interact with that stressor |
| emotion-focused copying | attempting to alleviate stress by avoiding or ignoring a stressor and attending the emotional needs related to our stress reaction |
| learned helplessness | hopelessness and passive resignation an animal or person learns when unable to avoid repeated aversive events |
| external locus of control | perception that chance or outside forced beyond our personal control determine our fate |
| internal locus of control | the perception that we control our own fate |
| medical model approach | asserts that psychological disorders have physical causes that can be diagnosed, treated, and cured. there are geneticslly influenced abnormalities in biochemistry and brain structure that contribute to many disorders |
| biopsychosocial approach | our biology, psychology, and socio-cultural influence our thoughts, feelings, and behaviors. |
| abnormal behavior | violation of social norms, statistical rarity, personal distress |
| biological perspective | genetic predispositions and biochemical imbalance |
| social-cognitive perspective | there are biological influences, but nature-nurture plays a role. people perceive things differently through their assumptions and expectations |
| psychoanalytic perspective | mental illness arises when impulses are too strong but are being repressed |
| positive symptoms | inappropriate behaviors are present |
| negative symptoms | appropriate behaviors are absent |
Created by:
skylerkuncik
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