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BCS 111 > Exam #2 > Flashcards

Exam #2 Flashcards

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
Q

Semantic memory

A

Not tied to specific time or place, LTM, not drawn from personal experience, common knowledge

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26
Q

Episodic memory

A

Tied to specific events, collection of past experiences

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27
Q

Implicit/procedural memory

A

Unconscious memory, uses past experiences to remember things, conscious thought may interfere, LTM (ex: how to walk or ride a bike)

28
Q

Explicit memory

A

Conscious thought, recollection of factual information (divided into episodic and semantic memory)

29
Q

Distributed neural networks

A

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
Q

Anterograde amnesia

A

Loss of ability to create new memories after the event that caused amnesia

31
Q

Depth of encoding

A

The more you interact with and manipulate data, the more you remember it

32
Q

Retrieval paths

A

When learning, we make connections between material we’re learning and what we already know

33
Q

Spreading activation

A

Activating one concept leads to activation of related concepts, # of connections=more access points

34
Q

Context dependent learning

A

Improved memory performance when tested in the same context that was in place during learning

35
Q

State dependent learning

A

Improved memory performance when tested in same state that was in place during learning

36
Q

Schema(ta)

A

Cognitive framework or concept that helps organize and interpret information (ex: write down things you remember from office)

37
Q

Scripts

A

Our knowledge of actions is based on the typical routines we have experienced, sequence of expected behaviors for given situation

38
Q

Thalamus

A

Relays sensory info from receptors in various parts of the body to the cerebral cortex

39
Q

Cochlea

A

Breaks down sound into frequencies, “spectrogram” for brain, converts vibrations into nerve impulses

40
Q

Sensory and Motor Homunculus

A

Somatotopic representations of the body in the mirror and somatosensory cortices

41
Q

Tonotopic mapping

A

Spatial arrangement of where sounds of different frequencies are processed in the brain

42
Q

Somatotopic mapping

A

Projection of the body surface onto a brain surface that is responsible for touch

43
Q

Lateralization

A

Certain tasks show greater activation in one hemisphere over the other
(Right- prosody, intonation, stress
Left- words, phrase structure)

44
Q

Top-down flow of information

A

High level (V4) to low level (V1), complex –> simple

45
Q

Bottom-up flow of information

A

Low level (V1) to higher level (V4), simple –> complex

46
Q

Threshold of consciousness

A

Most of what our brains do is virtually unknown to us

47
Q

Frontal Lobotomy/Leucotomy

A

Egas Moniz, connections of frontal lobe are surgically severed, changed personalities of mentally ill patients

48
Q

Hypnagogia

A

Falling asleep, can experience hallucinations during this time

49
Q

Sensory integration

A

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
Q

Binding problem

A

We are only conscious of one percept

51
Q

Ventriloquism

A

Visual cue captures auditory cue

52
Q

McGurk-MacDonald Effect

A

Visual and auditory cues provide different information about what syllable is being uttered

53
Q

Rubber-hand illusion

A

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
Q

Magnetic-touch illusion

A

Same basic procedure, but brush never touches rubber hand=creates feeling of a “force-field” around hand

55
Q

Phonemes

A

Speech sounds, distinguishes one word from another

56
Q

Minimal pairs

A

Distinguish two sounds in same mental category because of different phonemes (ex: pat vs bat)

57
Q

Spectrogram

A

Visual representation of frequency strength over time

58
Q

Formants

A

Resonant frequencies from the shape of the mouth and nasal cavities (dark bands on spectrogram)

59
Q

Lack of invariance problem

A

There is no single, invariance property in the acoustic waveform (or spectrogram) that corresponds uniquely to a given speech sound

60
Q

Coarticulation

A

Speech sounds overlap in time, articulation of two or more speech sounds together so that one influences the other

61
Q

Assimilation

A

Speech sounds take on some of the properties of their neighbors (ex: suit vs root)

62
Q

Categorical perception

A

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
Q

Motor theory of speech perception

A

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
Q

Phoneme restoration effect

A

We often hear speech in a noisy environment, even though environmental noise may mask speech sounds we are pretty good at understanding it

65
Q

Ganong effect

A

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
Q

Big L/Small L language

A

Big L: general human language ability as a whole

Small L: this is an individual language (ex: English, Hindi, etc.)

67
Q

General/specific faculty of language

A

Broca, General: can we communicate (produce/perceive) meaningfully?
Specific: can we converse with spoken words?

BCS 111 (3 decks)

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