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BCS 111 > Exam #2 > Flashcards

Exam #2 Flashcards

(67 cards)

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1
Q

Hemifield Neglect

A

Unilateral neglect

Damage: right parietal lobe (spatial)

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2
Q

Anosognia

A

Lack of insight into one’s own illness

Damage: from any neurological impairment

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3
Q

Balint’s Syndrome

A

Inability to perceive visual field as a whole (simultanagnosia) and/or cannot orient hand to places (optic ataxia

Damage: both parietal lobes, or occipital lobe

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4
Q

Simultanagnosia

A

Inability to perceive more than a single object at a time

Damage: lesions between parietal an occipital lobes

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5
Q

Clinical lycanthropy

A

Delusion that person can transform into a non-human animal

Damage: caused by other conditions such as schizophrenia

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6
Q

Broca’s Aphasia

A

Cannot put words together to form sentences

Damage: frontal region of left hemisphere from stroke

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7
Q

Wernicke’s Aphasia

A

Individuals are not able to understand language in its written or spoken form

Damage: damage to language area from stroke

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8
Q

Motor/Sensory Aphasia

A

Similar to Broca’s and Wenicke’s Aphasia but the ability to repeat words and sentences is disproportionately preserved

Damage: specific areas in temporal lobe

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9
Q

Split-brain procedures

A

Alleviates epileptic seizures, but hemispheres are no longer connected (each hemisphere has its own perception, concepts, and impulses to act)

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10
Q

Sensory Memory

A

Info from our senses lingers a little, after images

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11
Q

Echoic memory

A

Retaining auditory information

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12
Q

Iconic Memory

A

Short-term visual memories stored when seeing something very briefly

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13
Q

Working memory

A

Current, active memory space, emphasizes a functional role, not just passive. Concerned with immediate conscious perceptual and linguistic processing

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14
Q

Phonological loop/buffer

A

2 parts: Phonological store with auditory memory traces (rapid decay); Articulatory rehearsal component that can revive memory traces

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15
Q

Visuospatial Sketchpad

A

Stores and processes info in a visual or spatial form (visualizable words are easier to learn)

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16
Q

Episodic memory

A

Combines elements into a single story or “episode”, backup store that draws from working memory and LTM

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17
Q

Central Executive

A

Coordinates behavior of the buffers, keeps systems on task, turns off subsystems after task is over

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18
Q

Long Term Memory

A

Storage of info for an extended period of time

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19
Q

Primacy

A

First items are privileged

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20
Q

Recency

A

Most recent items are privileged

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21
Q

Chunking

A

Re-coding list into larger “chunks”

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22
Q

Subvocalization

A

Auditory reassurance, repeating things in echoic memory

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23
Q

7 + or - 2

A

George Miller, how much info can human memory carry for simple tasks

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24
Q

(Brook’s) Dual-task paradigm

A

Individual performs two tasks simultaneously, see which task interferes with each other

  1. Pointing/block-letter: easy if verbal, hard if spatial
  2. Sentence task: hard if verbal, easy if spatial
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25
Semantic memory
Not tied to specific time or place, LTM, not drawn from personal experience, common knowledge
26
Episodic memory
Tied to specific events, collection of past experiences
27
Implicit/procedural memory
Unconscious memory, uses past experiences to remember things, conscious thought may interfere, LTM (ex: how to walk or ride a bike)
28
Explicit memory
Conscious thought, recollection of factual information (divided into episodic and semantic memory)
29
Distributed neural networks
Formed of multiple layers of "nodes"/neurons, pass neurons from one level to another, patterns in activation in level can cause pattern of activation in next group
30
Anterograde amnesia
Loss of ability to create new memories after the event that caused amnesia
31
Depth of encoding
The more you interact with and manipulate data, the more you remember it
32
Retrieval paths
When learning, we make connections between material we're learning and what we already know
33
Spreading activation
Activating one concept leads to activation of related concepts, # of connections=more access points
34
Context dependent learning
Improved memory performance when tested in the same context that was in place during learning
35
State dependent learning
Improved memory performance when tested in same state that was in place during learning
36
Schema(ta)
Cognitive framework or concept that helps organize and interpret information (ex: write down things you remember from office)
37
Scripts
Our knowledge of actions is based on the typical routines we have experienced, sequence of expected behaviors for given situation
38
Thalamus
Relays sensory info from receptors in various parts of the body to the cerebral cortex
39
Cochlea
Breaks down sound into frequencies, "spectrogram" for brain, converts vibrations into nerve impulses
40
Sensory and Motor Homunculus
Somatotopic representations of the body in the mirror and somatosensory cortices
41
Tonotopic mapping
Spatial arrangement of where sounds of different frequencies are processed in the brain
42
Somatotopic mapping
Projection of the body surface onto a brain surface that is responsible for touch
43
Lateralization
Certain tasks show greater activation in one hemisphere over the other (Right- prosody, intonation, stress Left- words, phrase structure)
44
Top-down flow of information
High level (V4) to low level (V1), complex --> simple
45
Bottom-up flow of information
Low level (V1) to higher level (V4), simple --> complex
46
Threshold of consciousness
Most of what our brains do is virtually unknown to us
47
Frontal Lobotomy/Leucotomy
Egas Moniz, connections of frontal lobe are surgically severed, changed personalities of mentally ill patients
48
Hypnagogia
Falling asleep, can experience hallucinations during this time
49
Sensory integration
Different sources provide information about the same aspect of an object or scene (ex: Double-flash illusion: one flash in each example but it changes when sound is added)
50
Binding problem
We are only conscious of one percept
51
Ventriloquism
Visual cue captures auditory cue
52
McGurk-MacDonald Effect
Visual and auditory cues provide different information about what syllable is being uttered
53
Rubber-hand illusion
Real hand is out of view and rubber hand is in view, both are touched at same time=perception of rubber hand is theirs, maps in brain can be changed radically
54
Magnetic-touch illusion
Same basic procedure, but brush never touches rubber hand=creates feeling of a "force-field" around hand
55
Phonemes
Speech sounds, distinguishes one word from another
56
Minimal pairs
Distinguish two sounds in same mental category because of different phonemes (ex: pat vs bat)
57
Spectrogram
Visual representation of frequency strength over time
58
Formants
Resonant frequencies from the shape of the mouth and nasal cavities (dark bands on spectrogram)
59
Lack of invariance problem
There is no single, invariance property in the acoustic waveform (or spectrogram) that corresponds uniquely to a given speech sound
60
Coarticulation
Speech sounds overlap in time, articulation of two or more speech sounds together so that one influences the other
61
Assimilation
Speech sounds take on some of the properties of their neighbors (ex: suit vs root)
62
Categorical perception
Perception of invariance within categories, despite variance in the signal (ex: American-Chinese waiters), within category tokens are harder to tell apart than between category tokens
63
Motor theory of speech perception
People perceive spoken words by identifying the vocal tract gestures with which they are pronounced rather than by identifying the sound patterns that speech generates
64
Phoneme restoration effect
We often hear speech in a noisy environment, even though environmental noise may mask speech sounds we are pretty good at understanding it
65
Ganong effect
Our top-down knowledge of words helps us figure out ambiguous tokens, category boundaries shift in favor of known words (exL gift, kift, gisss, kiss)
66
Big L/Small L language
Big L: general human language ability as a whole | Small L: this is an individual language (ex: English, Hindi, etc.)
67
General/specific faculty of language
Broca, General: can we communicate (produce/perceive) meaningfully? Specific: can we converse with spoken words?

BCS 111 (3 decks)

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