Before FINAL WOO Flashcards
(280 cards)
1
Q
Hallucinations
A
Realistic perceptual experiences in the absence of external stimuli
-any sensory modality
-quite common
2
Q
Out of body and near death experiences
A
Sense of consciousness leaving our bodies
-watching yourself do something
-very common
3
Q
Near death experiences
A
Special type of OBE reported by people who have nearly died
-tunnel of bright light, life review, being of light
4
Q
Deja vu
A
Feeling of reliving an experience that is new
-declines with age
-no clear answer why
5
Q
Mystical experiences
A
Feelings of unity or oneness with the world
-wonder and awe
-unique to each person
-tied with religion
6
Q
Hypnosis
A
Interpersonal situation, producing changes in consciousness in a person
-media displays as pseudoscientific
7
Q
Hypnosis begins with
A
Induction
8
Q
Hypnosis is followed by
A
Suggestions
-for a person to think or do
-effectiveness depends on how suggestible a person is
9
Q
Six myths of hypnosis
A
-hypnosis produces a trance state where amazing things can happen
-hypnotic phenomena are unique
-hypnosis is a sleep like state
-hypnotized people are unaware of surroundings
-hypnotized people forget what happened during hypnosis
-hypnosis enhances memory
10
Q
Two main theories of hypnosis
A
-social cognitive theory
-dissociation theory
11
Q
Social cognitive theory
A
People’s attitudes, beliefs, motivations and expectations about hypnosis shape response
-including ability to respond to suggestions
12
Q
Dissociation theory
A
Main part of a person is hypnotized and impacted
Another part is a hidden observer, unaffected and just observes what is going on
-hypnosis bypasses sense of control we feel over our own behaviours
13
Q
Psychoactive drugs
A
Influence how our brains operate
-leads to a feeling of altered conscious experience
-drug effects due to type of drug or expectations of that drug
14
Q
Mental sets
A
Expectations
-psychoactive drugs
15
Q
Depressants
A
Dec activity of CNS
-initial high, followed by sleepiness and slower thinking
16
Q
Example of depressants
A
Alcohol, barbiturates, quaaludes, Valium
17
Q
Stimulants
A
Inc activity of CNS
-alertness, well being and energy
18
Q
Examples of stimulants
A
Tobacco, cocaine, amphetamines, methamphetamine, caffeine
19
Q
Opiates
A
Sense of euphoria and dec pain
20
Q
Opiates example
A
Heroin, morphine, codeine
21
Q
Psychedelics
A
Dramatically altered perception, mood and thoughts
22
Q
Psychedelics example
A
Marjuana, LSD and ecstasy
23
Q
Substance use disorder
A
People experience recurrent significant impairment or distress associated with one or more drugs
24
Q
What is a key feature of substance use disorders
A
Tolerance
25
Two types of drug dependence
-physical
-psychological
26
Physical dependence
When people take the drug to avoid withdrawal symptoms
27
Psychological dependence
When use of the drug is motivated by intense cravings
-people feel like they need to feel normal
28
Sociocultural influences (explanations of drug use and abuse)
29
Personality (explanations of drug use and abuse)
30
Learning and expectations (explanations of drug use and abuse)
31
Genetic influences (explanations of drug use and abuse)
32
Depressants
Slow down CNS
33
What is the most widely used and abused drug
Alcohol
34
Small doses of alcohol
Lead to relaxation, elevated mood, inc talkativeness and activity
-lowered inhibitions and impaired judgment
35
High doses
Lead to slowed thinking, impaired concentration, impairment in walking/talking and muscle coordination
36
Alcohol increases
GABA activity
-inhibitory NT
37
alcohol decreases
Glutamate activity
-excitatory NT
38
BAC < 0.5
Small does
39
BAC of 0.5-1.0
High doses
40
Illegal operation of a vehicle range from
0.05 to 0.08
41
Sedative hypnotics
Used to treat acute anxiety and insomnia
-dangerous at high doses
-strong depressant effect
42
Three types of sedative hypnotics
-barbiturates
-non barbiturates
-benzodiazepines
43
Stimulants
Stimulate CNS
-inc hear rate, respiration and blood pressure
-nicotine, cocaine, amphetamines
44
Nicotine
-addictive
-activates receptors sensitive to ACH
-stimulation, relaxation, inc alertness
45
Cocaine
-most powerful natural stimulant
-enhanced mental and physical capacity, stimulation
-dec in hunger, indifference to pain
-sense of well being then Dec fatigue
-activity of neurotransmitters dopamine and serotonin
46
Amphetamines
Reduce appetite, Dec need for sleep, reduce feelings of depression
-inc dopamine and NE activity
47
Narcotics
Heroin, morphine, codeine
-severe symptoms come from using opioids regularly
-strong sens of euphoria
48
Opiates
Describe close relatives of optimum such as codeine morphine and heroine
49
Opioids
Describe entire class of drugs, including synthetic opiates such as
-oxycontin
-fentanyl
-carfentanyl
50
Narcotics
Legal term for illegal drugs that alter your state of consciousness while also inducing sleep and reliving pain
51
Psychedelics
-hallucinogenic (dramatic alternations in perception, mood and thought
-LSD, mescaline, PCP, ecstasy and marijuanna
52
Marijuana
-most frequently used illegal drug
-short term effects (time slowing down, enhanced sensations, hunger, laughter)
-higher doses effects (exaggerated emotions, altered sense of self)
53
LSD and other hallucinogens
-come from interference with serotonin at synapse
-impacts on receptor sites for dopamine
-range from clear thoughts to dramatic hangers
-negative experiences
54
MDMA ecstasy
-stimulant and hallucinogenic
-serotonin
-inc self confidence, well being, intense empathy for others
-inc BP, rebound depression, liver problems, memory loss, damage to neurons that rely on serotonin
55
Learning
Change in an organisms behaviours or thoughts as a result of experience
56
Habituation
Process by which we respond less strongly over time to repeated stimuli
-reduces focus on safe things
57
Sensitization
Inc in vigour of behaviour that can result from repeated presentations of a stimulus or arousal from extraneous stimuli
58
Pavlov discoveries
Studies digestive processes in drugs
-dogs fed in the morning when hooked to a device measuring salvia output
-after few days dogs began salivating before they could see or smell food
-discovery of classical conditioning
59
Classical conditioning
Form of learning in which a neural stimulus comes to signal the occurrence of a second stimulus that elicits an automatic response
60
Unconditioned stimulus (UCS)
Naturally elicits an automatic response
61
Unconditioned response (UCR)
Elicited by UCS, the natural response to UCS
62
Neutral stimulus (NS)
A stimulus that does not naturally or normally elicit a response
63
Conditioned stimulus (CS)
Previously neutral stimulus that now elicits a response due to pairing with the UCS
64
Conditioned response (CR)
Response that is elicited by CS
65
Acquisition
Process of learning that the CS predicts the imminent arrival of UCS
-CS grows in strength with repeated pairings
-growth represents learning
66
Asymptote
When the CR occurs with every presentation of the CS and the CR is similar in magnitude to the UCR
-no further learning occurs
67
Extinction
When a CS is presented without the US, the CS will slowly lose the ability to elicit a CR
-predictive relationship between the CS and imminent arrival of UCS is broken
68
Spontaneous recovery
Seemingly extinct CR reappears if the CS is presented again following a delay after extinction
-CS reappears in somewhat weaker form
69
Renewal effect
When a response is extinguished in a setting different from the one in which the animal acquired it
-when restoring animal to OG setting, extinguished response reappears
-treatment of phobias
70
Stimulus generalization
-once a CS has been established similar stimuli may also produce a CR
-magnitude of CR produced by the new CS depends on its similarity to the old CS
71
Stimulus discrimination
occurs when we exhibit a less pronounced CR to CSs that differ from original CS
72
Higher order conditioning
Paring an NS with a CS and still get conditioning
73
Advertising
Paring products (NS) with attractive people having fun (UCS)
-have to be careful about latent inhibition
74
Fetishism
Sexual attraction to non living things
-arises from classical conditioning
-paring shoes (NS) with sex cues (naked people; UCS) that leads to sexual excitement
-eventually shoes (CS) leads to sexual excitement (UCR)
75
Drug tolerance
Using drugs in the same location leads to conditioned compensatory responses
76
Conditioned compensatory responses
When the cue (room or environment) leads to the opposite physiological reaction as the drug that should be coming room
-drinking at bar, vs drinking at home
77
The case of little albert
-11 month baby, afraid of noise but liked white rats
-shown white rat paired with sound of hammer blow to a gong (evoked fear response)
-after five days of training, albert was tested with various objects to replace rat (all in which were white except blocks and sealskin coat)
-each stimulus except for blocks produced a fear reaction
78
Operant conditioning
Is learning controlled by the consequences of the organisms behaviour
Stimulus —> response —> outcome
79
Target behaviour is (classical conditioning vs operant conditioning)
CC: elicited automatically
OC: emitted voluntarily
80
Behaviour is a function of (classical conditioning vs operant conditioning)
Cc: stimuli that precede the behaviour
Oc: consequences that follow the behaviour
81
Behaviour depends primarily on (classical conditioning vs operant conditioning)
Cc: autonomic ns
Oc: skeletal muscles
82
Law of effect was discovered by
Edward thorndike
83
law of effect
Basis for much of operant conditioning
-if a response in the prescience of a stimulus is followed by satisfaction, the bond between stimulus and response will be stronger
84
How did thorndike discover law of effect
Trained cats to escape a puzzle box
-hungry cats placed in the box, with food outside
-faster they get out of the box, faster they get food
85
Puzzle boxes
-long time to escape at first
-escaped more quickly each time
-process was gradual
Showed learning was incremental, did not occur through insight
86
Reinforcement
Any outcome that strengthens the probability of a response
87
Positive reinforcement
Behaviour followed by the presentation of a stimulus and behaviour is strengthened
88
Negative reinforcement
Behaviour is followed by the removal of stimulus and the behaviour is strengthened
89
Punishment
Any outcome that weakens the probability of a response
90
Positive punishment
Behaviour is followed by the presentation of a stimulus and the behaviour is weakened
91
Negative punishment
Behaviour is followed by the removal of a stimulus and the behaviour is weakened
92
Presenting stimulus, increases target behaviour
Positive reinforcement
93
Presenting a stimulus, decreases target behaviour
Positive punishment
94
Removing a stimulus, decreases target behaviour
Negative punishment
95
Removing a stimulus, increases target behaviour
Negative reinforcement
96
Scolding by a pet owner, reducing a dogs habit of chewing on shoes
Positive punishment
97
Giving a gold star on homework, resulting in a student studyin more
Positive reinforcement
98
Confiscating a favourite toy, stopping a child from throwing future tantrums
Negative punishment
99
Static on phone subsides when you stand in a specific spot in your room, causing you to stand there more often
Negative reinforcement
100
Disadvantages of punishments
-not effective for altering behaviour in many cases
-tells what NOT to do, opposed to what they SHOULD do
-creates anxiety (interferes with future learning)
-encourage subversive behaviour
-creates model for behaviour toward others
101
Discriminative stimulus S^d
Any stimulus that signals the presence of reinforcement
102
Spontaneous recovery
Sudden re-emergence of an extinguished CR or an extinguished operant response after a delay following extinction
103
Stimulus generalization
In classical conditioning:
-elicitation of a response by stimuli similar to the original CS
In operant conditioning:
-inc probability of responding in the presence of stimuli similar to original S^d
104
Stimulus discrimination
Displaying a less pronounced response to stimuli that differ from the original CS or S^d
105
Schedule reinforcement
The response requirement that must be met to obtain reinforcement
106
CRF- continous reinforcement schedules
Reinforce a behaviour every time it occurs
-fast learning, but labor intensive
-extinction can occur quickly
107
PRF- partial intermittent reinforcement schedules
Only some responses are reinforced
-slower learning but less labor intensive and more resistant to extinction
108
Four main types of schedules
-fixed ratio (FR)
-variable ratio (VR)
-fixed interval (FI)
-variable interval (VI)
109
Ratio schedules
Require a certain number of responses to be performed before a reinforcer is delivered
110
Interval schedules
Reinforce the first behaviour after period of time has elapsed
111
Fixed ratio schedule
Reinforcer delivered after a fixed number of responses
-pause after reinforcer delivered is common
-moderate rate of responding
112
Variable ratio schedule
Reinforcer delivered after a variable number of responses that average around a particular number
-no pauses seen
-very high rate of responding
113
Fixed interval schedule
First response after a specific period of time will lead to the delivery of a reinforcer
-responses before the interval has elapsed lead to nothing
-scalloped shaped response curve
114
Variable interval schedule
First response after a varying unpredictable period of time has elapsed
-period of time is entered around some average but still unpredictable
-responses before interval has elapsed to nothing
-moderate rate of responding no pauses
115
Variable interval schedule
First re
116
Four main types of schedules
-fixed ratio
-variable ratio
-fixed interval
-variable interval
117
Fixed ratio schedule
Stair step incline
-rapid responding
-post reinforcement pause
118
Variable ratio schedule
Steep line
-high steady rate
-no pauses
119
Fixed interval schedule
Long pause after reinforcement yields scalloping effect
120
Variable interval schedule
Moderate steady rate with no pauses
121
Animal training and operant conditioning
Much of animal training you see in zoos or other animal shows was developed through operant conditioning
-shaping by successive approximations
122
Applications of operant conditioning
Overcoming procrastination (risk for inc physical and psychological stress)
Therapeutic uses (token economies)
123
Premack principle
Reinforce lower probability behaviour using the opportunity to engage in a higher probability behaviour
124
Combining classical and operant conditioning
-not always independent they work together a lot of the time
-mowers two process theory of avoidance and fear
125
Two process theory
That fears are acquired and maintained through an interactive process of pedant and classical conditioning
126
Early behaviourists
Didn’t believe thinking payed a role in learning
127
Who was the advocate of radical behaviourism
BF skinner
128
S O R model of learning
S- stimulus, O-organisms, R-response
Response depends on what this tumulus means to the animal
129
Latent learning
Learning that is not directly observable
-knowledge is acquired and can be used later when needed
-blodgett and Tolman
130
Blodgett
Latent learning
131
Cognitive maps
Mental representations of spatial layouts
Eg-tolmans maze learning experiments
132
Tolmans maze learning experiments
Rats could select a novel path after being trained in similar environment
-learning provides knowledge and expectation of what leads to what
133
Observational learning
Learning that occurs by observing the behaviour of a model
-special for of latent learning
-direct reinforcement is not needed
134
Observational learning is
Highly adaptive
135
Observational learning and aggression
-children who watch an aggressive model yell at a doll imitated the behaviour latter
-more likely to escalate aggressive behaviour (hitting)
136
Banduras bobo doll experiment: modelling of aggression
137
Media violence and aggression
Correlation between exposure to media violence and inc aggression
-third variable problem
138
Observational learning and mirror neurons
-cells in the prefrontal cortex become activated by specific motions
-perform AND observe the action
-very selective
Found in monkeys originally
139
Insight learning
Kohler said some animals may learn via insight the sudden understanding of the solution to the problem
140
Biology and learning
Biological preparedness
-premiered to learn behaviours related to survival
-contrary to natural tendencies
141
Conditioned taste aversions
-learned
-classically conditioned related to illness or disgust
-differ from normal classical conditioning
142
How does CTA differ from normal classical conditioning
-can be learning in single trail
-there can be long delays between CS and UCS
-very specific
143
Preparedness
Innate tendency for an organism to more easily learn certain types of behaviours or associate certain types of events with each other
144
Instinctive drift
Tendency of animals to return to innate behaviours following repeated reinforcement
145
Sleep assisted learning
Idea that you can learn new material while you sleep
-audio book when asleep
Sleep can help with learning but not in this way
146
Accelerated learning
Supposedly allow people to learn new information extremely rapidly
-expect to learn quickly
-vizualize information
-classic music
-breathing in regular rhythm
147
Discovery learning
When students are given experimental material and asked to figure out the scientific principles on their own
-ball and ladder, now figure out gravity
148
Direct instruction
More effective and efficient
149
Paradox of memory
Some memories are amazing, but terrible in others
-memory illusions are common
150
How is memory malleable
Memories are constructed from small fragments of information
151
Hyperthymestic syndrome
People can often recall every detail of every day in perfect clarity y
-blessing and a curse
152
Sensory memory
Brief storage system for perceptual information before it passes onto short term memory
-lasts a second
-iconic (visual) vs echoic (auditory) memory
153
Photographic memory
Eidetic imagery is extremely rare
-hold a visual image in their mind and describe it perfectly
-due to unusually long iconic sensory memory
154
Short term memory/STM
Retains limited amount of information for limited duration
-working memory (info we currently think about)
155
Duration of STM
No greater than 20 seconds without control processes
156
Control processes
Are things we can do to keep refreshing information in STM so it doesn’t degrade
157
Memory loss in STM can come from two sources
Decay- loss of STM info due to time
Interference- new and old info create conflict that causes information to be lost
158
Two types of interference
Proactive- old info causes problems for learning about new inter reference
Retroactive- new learning causes problems for earlier learning
159
Millers magic number
Capacity of short term memory is 7 plus or minus 2 items
Average adults have digit span of 5 and nine
160
Increasing STM capacity by
Chunking
-group items into larger bits
161
Increasing duration
Rehearsal
-maintenance: simply repeating info back in its original form, effortless
-elaborative: things we need to remember by linking them together in a meaningful way, effort ful
162
Levels of processing /LOP
That the more meaningfully we engage in material the better we remember it
-range from shallow to deep
163
Long term memory/ LTM
Relatively enduring retention of information stored regarding our facts, experiences and skills
164
LTM vs STM
LTM: larger capacity, longer duration, errors are generally based on mistakes related to meaning
STM: generally acoustic, mixing up information based on a similar sounding item
165
Serial position effect
Refers to the U shaped relationship between a words position in a list, and its probability of recall
166
Explicit LTM can be
Semantic or episodic
167
Implicit LTM can be
Non declarative
-procedural
-priming
-conditioning
-habitation
168
Explicit memory
Memory we are able to recall intentionally
-requires effort
-easy to verbalized
169
Semantic memory
Knowledge about facts and our world
170
Episodic memory
Our recollection of events in our lives
171
Implicit memory
Memory that we do not recall intentionally and cannot verbalized when asked
172
Priming
Ability to identify a stimulus more easily or more quickly when we have encountered it before
173
Procedural memory
Memory for motor skills and habits
174
Priming examples
Stem completion task: fill in the blank however you want
175
Encoding
Translating information into a neural code so that it can be stored for later use
176
Storage
The process by which information is maintained over time
177
Retrieval
The recall or reconstruction of information from long term memory for use
178
Method of loci
Memory strategy which relies on using visual mental imagery of places and putting to be remembered items in visualized space
179
Peg word method
Strategy used to remember lists
-involved memorizing a list of items that rhyme and associating new to be remembered items with the items on the peg board
180
Schema
Organized knowledge structure or mental model that we have stored in memory
-interpreting new situations
-reduce amount of information
181
Retrieval
Process of getting information from our long term memory and bringing it to conscious awareness
182
Relearning: ebbinghaus
Learning something for a second time takes less time than the first due to saved memory
183
Law of distributed vs massed practice
Learning material over many short bursts leads to much more effective retrieval than learning in one long session
184
Tip of the tongue phenomena
Experience of knowing we know something but cannot get the details out at the right time
-error of retrieving not encoding
185
Encoding specificity
Phenomena where we are more likely to remember info when their is a match between conditions at study (encoding) and test (retrieval)
186
Context dependent learning
Context dependent condition also works with auditory noise
187
State dependent learning
Matching internal state at study and test enhances recall
-similar to how matching context between study and test enhances recall
188
Engram
Physical trace of each memory in the brain
189
Long term potentiation
Gradual strengthening of the connections among neurons from repetitive stimulation
-hippocampal neurons, amygdala and neocortex
190
LTP demonstrates that
An engram does not exist
-memories are diffusely stored
191
Where is memory stored
-hippocampus does not store memories itself, its activated to help develop neural connections in prefrontal cortex and other areas
Hippocampus —> encoding
Prefrontal cortex—> storage
192
Generalized amnesia
Loosing all memory of their past life
-very rare
-slow recovery if at all
193
Retrograde amnesia
Loss of information that happened in the past
194
Anterograde amnesia
Inability to form new long term memories
-forward acting
-most common
195
Most impactful for emotional memories
-amygdala
-hippocampus a
196
Amygdala and hippocampus in memory
A- emotions associated with fearful events
H- recall events themselves
197
Alzheimer’s disease
Results in memory and language loss
-cortical tissue loss in associated areas
198
Infantile amnesia
Inability of adults to retrieve accurate memories before 2-3 years of age
-since H is only partially developed in infants
199
False memories
Memories that are not always accurate
200
flashbulb memories
Emotional memory that is extraordinarily vivid and detailed
201
Source monitoring confusion
Lack of clarity about origin or a memory
202
Crptomnesia
Failure to recognize that our ideas originated with someone else
203
Misinformation effect
Creation of fictitious memories by proving misleading information about an event after it takes place
204
Implanted memories
More likely to work if info is plausible and contains some truths
205
Eyewitness testimony
Far from accurate, less likely to be accurate:
-bias or races
-talk to other witnesses
-stress
206
How to combat problems with eyewitness testimony
Use cognitive interviewing—> procedure to interview witness that is based on what is known about memory retrieval and errors
207
Discrete emotion theory
-small set of primary emotions rooted in biology
-emotional variety = mixing primary emotions
-emotions are shaped/adapted, associated with motor function
208
Discrete emotion theory argues that emotion precedes
Thought
209
Seven primary emotions
-happiness
-disgust
-fear
-sadness
-surprise
-contempt
-anger
210
Secondary emotions
Mixture of primary emotions
-hatred (disgust and anger)
-jealousy (anger and sadness)
211
Display rules
Societal guidelines for how and when to express emotion
-cultures differ in this
212
James lange theory
Emotions result from interpretations of bodily reactions to stimuli
-afraid bc we are running away
213
Cannon bard theory
Emotion provoking event leads simultaneously to an emotional and bodily reaction
-runaway and feel fear at same time
214
Somatic maker theory
Use our gut reactions to gauge how we should act
-automatic
215
Two factor theory
-emotions are the explanations we make of our arousal or alertness
216
Discrete emotions theory probably correct in
Emotional reactions are shaped through evolution
217
Cognitive theories probably correct that
Thinking influences our emotions
218
Two factor theory probably correct that
Physiological arousal plays a key role in the intensity of our emotional reactions
219
Subliminal exposure
Exposures below the level of awareness
-positive or negative cues to influence mood
220
Mere exposure effect
Repeated exposure to a stimulus makes us more likely to feel positively towards it
221
Facial feedback hypothesis
Likely to feel emotions that correspond to facial expressions
-unconscious
-due to classical conditioning
222
Nonverbal leakage
Gives away a persons emotions, even when they are tying to hide it
-squeezed fist, tapping foot
223
Illustrators
Gestures that highlight speech
224
Manipulators
Gestures where one body part touches another body part
225
Emblems
Gestures that convey conventional meanings recognized by a culture
226
Proxemics
Study of personal space
227
Public space
12 feet or more
228
Social space
4-12 feet
229
Personal space
1.5-4
230
Intimate space
0-1.5
231
When people lie
Illustrators —>
Emblems/manipulators —>
-decrease
-increase
232
polygraph tests
-measure autonomic activity
-arousal = guilt
-very high false positive rate
233
Pinocchio response
Perfect physiological or behaviour indicator of lying
234
Guilty knowledge test
Test for concealed knowledge of items from the crime scene using questionnaires nad physiological measures
235
Brain scanning techniques
Look at brain wave changes when lying
236
truth serum
Barbiturates such as sodium Pentothal
-relaxes people
237
Integrity tests
Questionnaires that assess workers tendency to steal or cheat
238
Broaden and build theory
Happiness predisposes us to think more openly, allowing us to see the big picture we might have otherwise overlooked
-happiness=longer life
239
Myths of happiness
-happiness depends on what happens to us
-money makes us happy
-happiness declines in old age
-North Americans are happiest
240
Things associated with higher levels of happiness
-marriage
-friendships
-college or university
-religion
-exercise
-gratitude and giving
241
Most powerful motivators
Food and sex
242
Drive reduction theory
That certain drives motivate us to act in ways that minimize aversive states
-hunger, thirst, sexual frustration
-maintain homeostasis
243
Yorkers Dodson law
Relation between arousal and performance
-better at simple tasks if we have higher arousal
-better at complex tasks if we have lower arousal
244
Approach approach conflcit
245
Avoidance avoidance conflcit
246
Approach avoidance conflict
247
Double approach avoidance conflcit
248
Incentive theories
Propose that we are often motivated by positive goals
249
Primary versus secondary needs
Primary —> biological necessities
Secondary —> psychological desires
250
Maslows hierarchy of needs from bottom (higher need) to top
1. Physiological
2. safety
3. Belongingness and love
4. Esteem
5. Cognitive
6. Aesthetic
7. Self actualization
251
Lateral hypothalamus
Plays a role in intiating eating
252
Ventromedial hyppthalamus
Seems to indicate when to stop eating
253
Ghrelin
Hormone produced in stomach that communicates to increase hunger
254
Cholecystakinin
Counteracts the effects of gherlin and decreases hunger
255
Glucostatic theory
Early theory of hunger that stated it was low levels of blood glucose that causes hunger
256
Lepton
Hormone that signals hyppthamus and brain stem to reduce appetite and increase the amount of energy used
257
The set point
Genetically programmed value that establishes the range of body fat and muscle mass to maintain
-biological predisposition to weight?
258
Unit bias
We tend to think of units of things as the optimal amount
-one bowl of soup is enough
259
Internal external theory
Some people are motivated to eat more by external cues than internal cues
-explain obesity
260
Bulimia nervosa
Individuals engage in recurrent binge eating, followed by efforts to minimize weight gain by purging
261
Anaorexia nervosa
Individuals become emanciated in their relentless pursuit of thinness
262
Libido
Sexual desire
-influenced by genes, biological, social/cultural factors
263
High serotonin linked with
Lower sexual desire
264
Low serotonin linked with
Higher sexual desire
265
Sexual response cycle
-excitement
-plateau
-climax
-resolution
266
As people age sexual
Activities —> decrease
Satisfaction —> does not
267
Proximity
When near becomes dear
268
Similarity
Like attracts like
269
Reciprocity
All give and no take, does not a good relationship make
270
Physical attraction
Like it or not we do judge books by their covers
271
Passionate love
Marked by powerful, overwhelming longing for ones partner
272
Companionate love
Marked by a sense of deep friendship and fondness of ones partner
273
Sternbergs triangular theory of love
Description of the different types of love
-intimacy : closeness to a person
-passion : feeling enamoured with the person
-commitment : desire to be wit the person
274
Liking
Intimacy
275
Romantic love
Passion and intimacy
276
Companionate love
Intimacy and commitment
277
Infatuation
Passion
278
Fatuous love
Passion and commitment
279
Empty love
Commitment
280
Consummate love
Intimacy, passion, commitment
