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Psych > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Four Lobes and functions?

A

Frontal - planning, evaluation
Pariental - touch, sensory, perception
Temporal - hearing, understanding language
Occipital - visual cortex, seeing

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2
Q

Three big brain principles?

A

Connectivity - Every part of your brain is connected (highways of brain)
Plasticity - Your brain can adapt and mold based on experiences (brain is malleable)
Specialization - different areas in the brain are specialized for different functions

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3
Q

Hippocampus function?

A

Learning and Memory.

Responsible for encoding and retrieving declarative memories (explicit)

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4
Q

Declarative memories (Explicit)

A

Memories of events/experiences. Stuff you will be encoding into LTM.

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5
Q

Non-declarative memories (Implicit)

A

Memories of everyday activities such as what you had for dinner. Enter STM but isn’t encoded into LTM.

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6
Q

Caudate Nucleus

A

Non-declarative memories encoded and retrieved. Also controls bodily functions.

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7
Q

Top-down processing?

A

Brain perceives info first then relays to body.

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8
Q

Bottom-up processing?

A

Body perceives info first then relays to brain

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9
Q

Prosopagnosia

A

face blindness - ppl can’t perceive faces as a whole. Retina sees it for these ppl so they can see different features but can’t put together. (Bottom-up works. Top-down doesn’t)

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10
Q

Fusiform Gyrus

A

Processes faces and useful for anything visually meaningful. Turned out was not just a place for processing faces but also anything you have expertise with.

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11
Q

capgras syndrome

A

When you see a familiar face, recognize it, but think they are an imposter, problem with connection from right fusiform gyrus to amygdala.

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12
Q

Amygdala

A

Processing fearful and threatening stimuli. Is in the subcortex (below the cerebral cortex). Subcortex is older.

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13
Q

Right ventral Cortex

A

Evaluation - Why can’t I recognize this face, conclusion: they must be an imposter.

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14
Q

Reductionism

A

Believe there is no such thing as a mind, they only believe in biology/brain.

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15
Q

Emergentism

A

Mind comes from context and social cues, but also biology

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16
Q

Broca’s Area

A

Area of brain for Speech production

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17
Q

Wernicke’s Area

A

Area of brain that understands language

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18
Q

Chunking

A

When you memorize things through grouping/breaking down into smaller bits because short term memory can only remember 7 +-2 things at a time.

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19
Q

Schema

A

Organized knowledge structure or a mental model we have stored in memory.

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20
Q

Maintenance Rehearsal

A

Straight repeating of information in order to memorize it. Encodes into LTM.

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21
Q

Elaborative Rehearsal

A

Elaborative rehearsal involves both linking the information to knowledge already stored and repeating the information.

Elaborative rehearsal is a way to more effectively memorize information and maintain it in your long-term memory.

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22
Q

Proactive Interference

A

When your prior knowledge interferes with new knowledge.

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23
Q

Retroactive Interference

A

When your new knowledge interferes with your prior knowledge.

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24
Q

What do Neurons do?

A

Talk to each other at the synapse. (Neuron 1 communicates info to neuron 2)

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25
Q

Action potential

A

electrical signals that travel within a neuron.

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26
Q

Axon

A

Tunnel within a neuron. Information travels through here to get to the other neuron.

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27
Q

Synapse

A

Structure that allows a neuron to pass a signal to another neuron.

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28
Q

Neurotransmitters

A

Neurotransmitters are chemical messengers in the body. Their job is to transmit signals from nerve cells to target cells.

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29
Q

Dendrite

A

Where a neuron receives input from other cells. (tree branch)

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30
Q

Pain and bottom-up and top-down processing

A

Painful stimuli is bottom-up. The way you interpret that stimuli in the brain is top-down.

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31
Q

Agonist

A

helps feel less pain. Closes the gate.

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32
Q

Antagonist

A

Makes you feel more pain. Opens the gate.

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33
Q

Ladderalization

A

Different sides of the brain have different functions

34
Q

Anterograde Amnastics

A

Can’t encode new ltm. No primacy, only recency.

35
Q

Retrograde Amnastics

A

Can’t remember old stuff but can encode new ltm, also conditioning and implicit memories remain. (how to drive, how to speak, etc.)

36
Q

Organic amnesia

A

can’t remember things because of Physical trauma

37
Q

Functional amnesia

A

can’t remember things because of Psychological trauma

38
Q

Inductive reasoning

A

observing surroundings, seeing what is occurring, making an inference based off of that. Ex: looking at what people are doing, see they are studying, conclude it might be a study space.

39
Q

Deductive reasoning

A

Taking what you already know and applying it to what you observe to come to a conclusion. Ex: we know people study in a library, we look around and see people are studying, so we conclude it must be a library.

40
Q

Confirmation bias

A

You really want something to be true so it leads you to ignore other negative alternatives.

41
Q

Hindsight bias

A

Look back at something and thinking it was not that bas but in actuality it didn’t seem that way at the time.

42
Q

Confabulations

A

to make up new memories that did not actually happen.

43
Q

Source monitoring confusion

A

details of the event might be correct but the context is wrong. Ex: “remember that conversation we had?” “no” they actually had that convo with someone else

44
Q

How can schema lead to source monitoring confusion?

A

A person has to pick a suspect out of a suspect line, if they have a racist unconscious schema, they could pick a person of color based off of that.

45
Q

Crytomnesia

A

an implicit memory phenomenon in which people mistakenly believe that a current thought or idea is a product of their own creation when, in fact, they have encountered it previously and then forgotten it.
can lead to unintentional plagiarism

46
Q

Framing

A

Manipulating a person’s response by the way you contextualize your question. Example: driving w/ people and asking what color the barn you just past was when there was no barn.

47
Q

Normative Approach

A

How someone SHOULD behave

48
Q

Descriptive Approach

A

How someone ACTUALLY behaves

49
Q

State dependent learning

A

Has to do with physical or psychological state in which you learn something

50
Q

Context dependent learning

A

Has to do with the environment in which you learned something

51
Q

Peterson and Peterson Experiment

A

Did an experiment in which people were given a set of consonants and then asked to count backwards by 3s + 4s from a specific number. By the end they could not remember the consonants they learned most recently because the activity overwhelmed STM and wiped out the recency effect.

52
Q

Mental Set

A

Similar to a schema but in a negative way/stuck in a problem solving situation and ignoring alternatives

53
Q

Resilient properties of language

A

Aspects of language (such as, word meanings and having noun-verb phrases) that are minimally sensitive to social cues. (accents, tone, tense, etc) (Genie could grasp these)

54
Q

Fragile properties of language

A

Aspects of language (such as, pronunciation, plurals and tense markers) that are highly sensitive to environmental input. (Genie couldn’t grasp these)

55
Q

The Modal Model

A

When you first intake sensory info it goes to your sensory stores, then it is taken to your STM and is either destroyed or encoded into LTM, then memories can be taken out of long term memory and back into STM when needed. Basically like taking a book off the shelf and putting it back when done.

56
Q

Selective attention

A

If you are focused on one specific objective you will fail to notice other details.

57
Q

Functional Fixedness

A

You have certain expectations based off of prior knowledge when in actuality it is different. (Mount candle stick on wall)

58
Q

Encoding Specificity Principle

A

Do better if in the same encoding and retrieving environment.

59
Q

Semantic (Declarative)

A

Factual information

60
Q

Episodic (Declarative)

A

events/experiences

61
Q

Procedural (Non-declarative)

A

actively getting used to something

62
Q

Habituation (Non-decarative)

A

passively getting used to something

63
Q

Priming (Non-declarative)

A

our ability to identify stimulus more quickly after experiencing a similar stimuli.

64
Q

Conditioning (Non-declarative)

A

when we learn, often without effort or awareness, to associate neutral stimuli (such as a sound or a light) with another stimulus (such as food), which creates a naturally occurring response, salivation.

65
Q

Nature language argument

A

Some aspects of language are innate. These aspects may influence or reflect how we perceive and think about the world.

66
Q

Nurture language argument

A

Aspects of language are sensitive to your environment/outside influences. These aspects may also influence how we perceive and think about the world.

67
Q

Linguistic universals

A

qualities universal to all languages

68
Q

Phenology (most fragile)

A

The phonic sounds.

69
Q

Morphemes

A

Prefixes and suffixes and the actual root of the word

70
Q

Somantics

A

what the meaning of the word is

71
Q

Syntax

A

The structure/order of the words

72
Q

Pragmatics

A

Big picture, lots of words forming a collective meaning.

73
Q

Interpersonal

A

Language is used to communicate and connect with one another

74
Q

Extra Linguistic information

A

Everything outside of spoken words: tone, gestures, emotion. Ties into pragmatics bc they are cues that help you understand the meaning.

75
Q

Linguistic determinism

A

Language determines how you perceive the world

76
Q

Fundamental axium

A

all behaviors involve biology

77
Q

Primary motor cortex

A

controls movements

78
Q

Primary soma sensory

A

how your body moves

79
Q

Meta cognition

A

awareness of one’s own thought processes and an understanding of the patterns behind them.

80
Q

Levine Gordon + Fields (1978)

A

Dental patients. Tooth removal, control group given nothing, pain + placebo group, pain + placebo + naloxone. Found that naloxone wipes out placebo affect and opens the pain gates.

Psych (4 decks)

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