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MCAT PSYCH/SOC > Class 7 - Sensation and Perception > Flashcards

Class 7 - Sensation and Perception Flashcards

1
Q

Sensation

A

The ENCODING of physical energy from the environment

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2
Q

Perception

A

the DECODING of sensations (selection, organization, interpretation)

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3
Q

Psychophysics

A

The study of how physical stimuli are translated into a psychological experience

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4
Q

What are some of the different types of stimuli that we can detect?

A

Sound
Light
Weight
Proprioception aka Kinesthesis - known the location of your limbs

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5
Q

Visual Pathway

A

Optic Chiasma, role of rods and cones

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6
Q

Motor and Sensory Regions of the brain

A

Frontal lobe - motor cortex and motor association area (where voluntary movement is controlled)
Prefrontal Cortex - makes sense of what we experience
Broca’s area - produces speech
Auditory association area
Wernicke’s Area - processing and understanding written or spoken speech
visual cortex - process visual imagery
Parietal lobe - understand position of limbs (proprioception) and feel what is happening with the body - thalamus located here

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7
Q

Broca’s Aphasia

A

Non-fluent aphasia
Broken speech, cannot produce speech but still understand it

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8
Q

Broca’s Aphasia

A

Non-fluent aphasia
Broken speech, cannot produce speech but still understand it

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9
Q

Wernicke’s Aphasia

A

Fluent Aphasia
Cannot understand speech, but can still speak
Person says things that don’t make sense and cannot follow conversation

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10
Q

Agnosia

A

Inability to process sensory information
ex. face blindness

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11
Q

Visual Agnosia

A

Face blindness (Prosopagnosia) - cannot recognize people’s faces

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12
Q

Frontal Lobe

A

Planning, Concentration, Problem solving, Personality, Senses of Smell, Language Production (Broca’s area), Speech, Voluntary movement, Emotional Reactions

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13
Q

Parietal Lobe

A

Taste, Body Awareness, Touch and Pressure

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14
Q

Temporal Lobe

A

Hearing, Language comprehension (Wernicke’s area), Facial Recognition (face blindness indicates damage to temporal lobe)

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15
Q

Occipital Lobe

A

Visual Processing

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16
Q

Cerebellum

A

Movement, Coordination, Balance, Motor Memory (procedural memory)

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17
Q

Kinesthesis/Proprioception

A

Allows us to sense the position of our limbs in space as well as detect bodily movements

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18
Q

Mechanoreceptors

A

Detect mechanical disturbances like pressure or distortion

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19
Q

Proprioceptors

A

Respond to physical disturbances in the body

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20
Q

Muscle spindles detect…

A

Muscle stretch

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21
Q

Golgi Tendon Organs detect…

A

Tension in the tendons

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22
Q

Joint Capsule Receptors detect…

A

Pressure, tension, and movement in the joints

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23
Q

Thermoreceptors

A

Communicate information about heat

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24
Q

Nociceptors

A

Communicate information about pain

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25
Q

Left Brain Hemisphere Domain

A

Analytical, logical, detail oriented, ordered sequencing, rational thought, verbal, cautious, planning, math/science, right visual field, right side motor skills

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26
Q

Right Brain Hemisphere Domain

A

Emotional reasoning/processing, intuitive thought, holistic, random sequencing, emotional thought, non-verbal, adventurous, impulsive, creative (artists and musicians), imagination, left visual field, left side motor skills

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27
Q

Corpus callosum

A

connects 2 hemispheres of the brain for communication; severing this helps treat seizures

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28
Q

Weber’s Law

A

The size of the just noticeable difference is a constant proportion of the original stimulus value;
applies to more weak rather than strong stimuli

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29
Q

Just Noticeable Difference for Light Intensity

A

8% difference perceived in humans

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30
Q

Just Noticeable Difference for Sound Intensity

A

0.3% difference perceived by humans

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31
Q

Just Noticeable Difference for Weight

A

2% difference perceived by humans

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32
Q

Signal Detection Theory

A

A method for quantifying a person’s ability to detect a given stimulus (the “signal”) amidst other, non-important stimuli (“noise”)

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33
Q

Signal Detection Theory - Stimulus Present + Response Present

A

Hit

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34
Q

Signal Detection Theory - Stimulus Present + Response Absent

A

False Positive - Type I Error

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35
Q

Signal Detection Theory - Stimulus Absent + Response Present

A

Miss - False Negative - Type II Error

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36
Q

Signal Detection Theory - Stimulus Absent + Response Absent

A

Correct Rejection

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37
Q

Signal Detection Theory - Stimulus Absent + Response Absent

A
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38
Q

Type I Error

A

False Alarm - thinking something is there when it’s not

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39
Q

Type II Error

A

Miss - Missing something that is there

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40
Q

Detecting the stimulus requires

A
  1. Aquiring information
  2. applying criteria
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41
Q

2 types of Noise that can interfere with he subjects accuracy in detecting stimuli

A
  1. External noise - anything outside the subject (ex. strong cologne, air conditioner)
  2. Internal noise - anything within the subject (ex. thoughts, stomach growling)
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42
Q

Receiver Operating Characteristic (ROC) Curve

A

A ROC curve is a graphical plot that tracks the hit rate vs. false alarm rate in order to graphically represent a receiver’s (a person’s) accuracy at a given task
More area under the curve means more accuracy

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43
Q

Four Stimulus Properties that need to be communicated to the central nervous system

A
  1. Modality
  2. Location
  3. Intensity
  4. Duration
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44
Q

Modality of Stimulus

A

The type of stimulus that is being detected; modality is communicated based on the type of receptor that is firing

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45
Q

Location of Stimulus

A

Communicated by the receptive field of the stimulus

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46
Q

Intensity of Stimulus

A

How strong the stimulus is; encoded by the rate of firing of action potentials

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47
Q

Duration of Stimulus

A

How long the stimulus is present

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48
Q

Role of Tonic Receptors

A

Fire throughout the duration of the stimulus but are subject to more habituation;
generate action potentials as long as the stimulus is present

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49
Q

Role of Phasic Receptors

A

Detects changes or phases in and out;
Fire only when the stimulus begins; these receptors communicate changes in stimuli

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50
Q

Feature Detection Theory

A

There are certain neurons to detect certain visual stimuli like shape, angles, or motion; explains that certain parts of the brain are activated for specific visual stimuli;
The visual cortex passes sensory information to the part of the brain responsible for the perception of that object;
Explains why people who’ve had strokes have visual processing missing

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51
Q

Parallel Processing

A

Occurs so that many aspects of a visual stimulus (shape, color, motion, depth) are processed simultaneously rather than in a step-wise fashion (serial processing);
Also occurs at the level of detail to abstraction

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52
Q

3 Stages of Perception

A
  1. Stimulus
  2. Electrochemical Processes
  3. Experience and Action
53
Q

Stimulus types

A

Environmental stimulus, Attended Stimulus, Stimulus on Receptors)

54
Q

Electrochemical Process types

A

Transduction, Transmission, Processing

55
Q

Experience and Action types

A

Perception, Recognition, Action

56
Q

Bottom-Up Processing

A

Starts with information from our sensory receptors and builds up to a final product in our brain; this type of processing assumes that we start with the details and end with the final representation in our mind;
AKA structuralism

57
Q

Top-Down Processing

A

Starts with a larger concept or idea and works down to the details; this type of processing assumes that we start with an idea about the final representation (which is influenced by our knowledge, experiences, and expectations), and work down to the sensory details in our mind;
AKA Gestalt Principles

58
Q

Perceptual Organization

A

In order to transform sensory information into useful perceptions, we must organize it. We must perceive objects as being separate from their environments and having constant form. We must also be able to detect motion and perceive distance

59
Q

Gestalt Psychology

A

Studies the predictable ways in which we organize sensory information (‘parts’) into a meaningful pattern (‘whole’) that we perceive

60
Q

Gestalt Law of Closure

A

We see contours around an object to enclose it and give it a shape in our eyes

61
Q

Gestalt Law of Continuation

A

Anything that appears to be a line will be perceived as an unbroken line, even if they are interrupted

62
Q

Gestalt Law of Emergence

A

Objects emerge from an image even if they are not fully given shape

63
Q

Gestalt Law of Figure/Ground

A

A figure appears among a background

64
Q

Gestalt Laws of Grouping

A

ex. similarity, proximity
We group things together based on how they appear to us

65
Q

Gestalt Law of Proximity

A

When objects are close together, we often perceive them as one thing

66
Q

Gestalt Law of Similarity

A

When objects like similar, we group them together

67
Q

Depth Perception aka Binocular Depth Cues

A

The ability to see objects in three dimensions despite the fact that images are imposed on the retina in only 2 dimensions. Depth perception allows us to judge distance
ex. retinal disparity and convergence

68
Q

Retinal Disparity

A

The brain compares the images projected onto the two retinas in order to perceive distance; the greater the difference between the two images, the shorter the distance
ex. floating finger sausage

69
Q

Convergence

A

The extent to which the eyes turn inward when looking at an object; the greater the angle of convergence or inward strain, the closer the object

70
Q

Monocular Depth Cues

A

the depth cues that are dependent on information that is available to either eye alone
ex. relative size, interposition, relative clarity, texture gradient, relative height, linear perspective, light and shadow, relative motion

71
Q

Relative Size

A

If objects are assumed to be the same size, the one that casts the smaller image on the retina appears more distant
ex. elk are same size, so bigger elk appears to be closer than smaller elk

72
Q

Interposition

A

If one object blocks the view of another, we perceive it as closer
ex. if elk is blocking second elk, first one is closer

73
Q

Relative Clarity

A

We perceive hazy objects as being more distant than sharp, clear objects
ex. field of flowers - distant flowers are hazy

74
Q

Texture Gradient

A

Change from a coarse, distant texture to a fine, indistinct texture indicates increasing distance
ex. flower field - flowers in distance have indistinct texture

75
Q

Relative Height

A

We perceive objects that are higher in the visual field as farther away
ex. train tracks - in an image train tracks get higher as the distance increases

76
Q

Linear Perspective

A

Parallel lines appear to converge as distance increases. The greater the convergence, the greater the perceived distance
ex. train tracks - two rails that make up train track run parallel and get closer together as distance increases

77
Q

Light and Shadow

A

Closer objects reflect more light than distant objects. The dimmer of the two identical objects will seem farther away
ex. row of windows - farther windows appear dimmer and like less light comes through

78
Q

Relative Motion

A

As we move, stable objects appear to move as well. Objects that are near to us appear to move faster than objects farther away
ex. looking at trees from the window of a moving car

79
Q

Perpetual Constancy

A

We perceive an object as unchanging even as the illumination, angle, and distance of the object changes
ex. shape constancy, size constancy, lightness constancy

80
Q

Shape Constancy

A

Familiar objects are perceived as having constant form despite changes in the images that are projected onto our retina
ex. approaching cars appear to be the same shape

81
Q

Shape Constancy

A
82
Q

Size Constancy

A

We perceive objects as having constancy size even as the distance of the object changes

83
Q

Lightness (Brightness) Constancy

A

We perceive objects as having constant brightness despite changes in illumination

84
Q

Multi-Store Model of Memory

A

Sensory memory (iconic and acoustic memory) is given attention and is put into short-term/working memory

85
Q

Broadbent Filter Model of Selective Attention

A

Aims to explain that in an otherwise distracting environment, we can focus on a single task;
A lot of information enters our sensory stores and some of that info makes it through the selective filter into our working memory and the other information is filtered out and decays
This theory explains why we are not constantly overwhelmed by all of the stimuli in our environment
Doesn’t account for cocktail party effect

86
Q

Cocktail Party Effect

A

Occurs when you filter out other conversations, until your name (or something equally salient) is mentioned, art which point you shift your attention to this other channel

87
Q

Treisman Attenuation Model of Selective Attention

A

Aims to explain that in an otherwise distracting environment, we can focus on a single task, but DOES account for the cocktail party effect;
Some information not attended to can still be detected under the right conditions;
Accordingly, information not attended to does not decay (as in Broadbent’s model), but rather it is “turned down” to a lower volume. Information from that channel is still processed, just not as consciously

88
Q

Attenuating Filter

A

Weaken the signal/ turns down the volume of sensory information in an environment

89
Q

Divided Attention

A

Multitasking
Successful multitasking depends upon a few factors such as task similarity, task difficulty, and task practice

90
Q

Schema

A

A mental framework that allows us to organize our experiences/stimuli and respond to new experiences/stimuli

91
Q

Assimilation

A

Interpreting new information based on our current schemas

92
Q

Accommodation

A

Incorporate new information and experiences into our existing schemas

93
Q

Piaget’s Stages for Cognitive Development

A
  1. Sensorimotor Stage
  2. Pre-operational Stage
  3. Concrete Operations Stage
  4. Formal Operations Stage
94
Q

Sensorimotor Stage of Piaget’s Stages (Age Range, Description, and Milestones)

A

Age: 0-1.5/2 yrs
Description: no long term memory, don’t form new memories that quickly, no object permanence, live in the here and now; Child experiences the world directly through senses and motor movement
Milestones: Must overcome object permanence and stranger anxiety

95
Q

Pre-Operational Stage of Piaget’s Stages (Age Range, Description, and Milestones)

A

Age: 2-6/7 yrs
Description:
Milestones:

96
Q

Concrete Operations Stage of Piaget’s Stages (Age Range, Description, and Milestones)

A

Age: 7-11 yrs
Description:
Milestones:

97
Q

Formal Operations Stage of Piaget’s Stages (Age Range, Description, and Milestones)

A

Age: 12- Adult
Description:
Milestones:

98
Q

Fixation

A

Occurs when we have structured a problem in our mind a certain way, even if that way is ineffective, and are unable to restructure it; we are then unable to see the problem from a fresh perspective

99
Q

Functional fixedness

A

A mental bias that limits our view of how an object can be used, based on how that object is traditionally used

100
Q

Mental Set

A

Our tendency to approach situations in a certain way because that method worked for us in the past

101
Q

Availability Heuristic

A

Occurs when we rely on examples that immediately come to mind when we are trying to make a decision or judgement. By relying on what is just available in our minds, rather than doing actual research, we can overestimate the probability and likelihood of something happening

102
Q

Representativeness Heuristic

A

Occurs when we estimate the likelihood of an event by comparing it to an existing prototype that already exists/representation in our minds. Our prototype is what we think is the most relevant or typical example of a particular event or object

103
Q

Intelligence

A

The ability to learn from experience and adapt to the environment
General intelligence represented by a ‘g’

104
Q

Social Intelligence

A

The ability to manage and understand people

105
Q

Emotional Intelligence

A

The ability to monitor and discriminate emotions in order to guide thinking and action

106
Q

Two Types of Intelligence

A
  1. Fluid Intelligence
  2. Crystallized Intelligence
107
Q

Fluid Intelligence

A

Ability to reason abstractly, speed at which you can process info

108
Q

Crystallized Intelligence

A

Accumulated knowledge and verbal skills

109
Q

Two Mindsets regarding intelligence

A
  1. Fixed
  2. Growth
110
Q

Fixed Mindset

A

Belief that intelligence and abilities are static

111
Q

Growth Mindset

A

Belief that intelligence and abilities can be developed through effort

112
Q

Language Development (4-6 Months)

A

Infants babble using all sounds

113
Q

Language Development (6-9 Months)

A

Babbling becomes more focused, sounds narrow

114
Q

Language Development (10-12 months)

A

First words develop

115
Q

Language Development (18-24 Months)

A

Toddlers begin using 2-word phrases (“Me up” “Get milk”)

116
Q

Language Development (2-3 yrs)

A

Children begin using 3-word phrases in correct order with inflection

117
Q

Language Development (4-5 yrs)

A

Children start speaking with accurate syntax

118
Q

Language Development (5-7 yrs)

A

Children begin using and understanding more complex language

119
Q

Language Development (9+ yrs)

A

Children understand almost all forms of language

120
Q

Noam Chomsky’s Nativist Theory

A

Proposes that infants are born with the innate ability to use language. According to this theory, human brains have evolved a language acquisition device that is innately capable of understanding universal grammar common to all human languages. All normally-developing humans will automatically learn language when exposed to it during a critical period that ends before puberty

121
Q

BF Skinner’s Behaviorist Theory of Language

A

Posits that language develops through the associative learning principle of classical and, more importantly, operant conditioning

122
Q

Lev Vygotsky’s Interactionist Theory of Language

A

Lies somewhere in between Skinner and Chomsky’s theories; admits some innate ability and biological predispositions, but emphasizes social interactions and cognitive development as the most important factors (as expected from a symbolic interactionist theory)

123
Q

Broca’s Area

A

Associated with LANGUAGE PRODUCTION

124
Q

Wernicke’s Area

A

Associated with UNDERSTANDING WRITTEN AND SPOKEN LANGUAGE

125
Q

Broca’s Aphasia

A

Non-fluent aphasia with intact comprehension
Difficulty producing speech

126
Q

Wernicke’s Aphasia

A

Fluent aphasia with impaired comprehension
Difficulty understanding written and spoken language

127
Q

Linguistic Relativity Hypothesis

A

This principle holds that the different structures and vocabulary of different languages strongly affect the thinking of those who use these languages. In particular, experimental evidence suggests that linguistic differences in categorization (e.g., color categories) can influence the categorical perception of the speakers of those languages

128
Q

Linguistic Determinism

A

Stronger than Linguistic Relativity Hypothesis; Holds that language determines though and emotions/feelings, and linguistic categories limit and determine cognitive categories
AKA Sapir-Wharf Hypothesis

MCAT PSYCH/SOC (7 decks)

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