Exam 2 Ch 5-7 Flashcards
(111 cards)
1
Q
consciousness
A
the awareness of internal and external stimuli
- awareness of external events
- awareness of internal sensations
- the awareness of yourself as the unique being having these experiences
- awareness of thoughts about these experiences
2
Q
levels of awareness
A
freud argued that the unconscious and the conscious preocesses are different levels of awareness
consciousness not all or none
3
Q
EEG
A
electroencephalograph records activity from broad swaths of the cortex-monitors electrical activity of the brain over time by means of recording electrodes attached to the surface of the scalp
4
Q
beta waves
A
13-24 cps (frequency)
normal waking thought alert problem solving
5
Q
alpha waves
A
8-12 cps (frequency)
deep relaxation, blank mind, meditation
6
Q
theta waves
A
4-7 cps (frequency
light sleep
7
Q
delta waves
A
less than 4cps (frequency)
deep sleep
8
Q
biological rhythms
A
periodic fluctuations in physiological functioning-means that organisms of biological clocks that monitor the passage of time
9
Q
circadian rhythms
A
the 24 hour biological cycles found in humans and many other species
-Regulation of sleep/other body functions
10
Q
physiological pathway of the biological clock
A
based in in light levels, which go from the eye to an area of the brain called the suprachiasmatic nucleus (SCN) (in the hypothalamus). This nucleus tells the pineal gland to secrete melatonin, a hormone that adjusts biological clocks
11
Q
EMG
A
electromyograph records muscular activity and tension
12
Q
EOG
A
electrooculograph records eye movements
13
Q
EKG
A
electrocardiograph records contractions of the heart
14
Q
stage 1 sleep
A
lasts 10-12 mins
alpha waves in relaxed wakefulness lower freq. and theta waves are prominent
15
Q
stage 2 of sleep
A
respiration rate, heart rate, muscle tension and body temp decline even more
brain waves become higher in amp. and lower in freq. as you move towards slow wave sleep
16
Q
slow wave sleep
A
sleep stages 3 and 4
low freq. delta waves more prominent in EEG recordings
takes less than an hour to reach typically and slow wave sleep remains for about a half hour
17
Q
REM sleep
A
after stage 4 Rapid eye movements deep sleep rock high freq. brain waves (similar to ordinary wakefulness) dreaming
18
Q
sleep cycling
A
cycle repeated about 4 times
first REM stage a few mins
gradually gets longer peaking at 40-60 mins
19
Q
REM sleep in babies vs adults
A
50% of sleep in infants is REM 20% in adults
20
Q
cultural variations in sleep
A
black and whites sleep worse than hispanics and asians
21
Q
sleep deprivation/sleep restriction effects
A
impairs attention, reaction time, motor coordination, decision making may also have neg effects on endocrine system and immune system
22
Q
effects of REM deprivation
A
little effect on daytime functioning and task performance
end up shifting into REM sleep more quickly, the more you are deprived of REM sleep (vice versa goes for slow wave sleep deprivation)
23
Q
memory consolidation
A
REM and slow wave sleep together help firm up learning that takes place during the day–why we need both types of sleep
24
Q
REM sleep and memory
A
helps to foster neurogenesis (formation of new neurons)
may promote creative insight related to recently learned info
25
sleep loss and health
sleep restriction: -increases hunger due to shifting hormones
- increased obesity
- imaired immune system function
- increased inflammatory responses
26
mortality risk and amount of sleep
>8 hours elevated mortality risk
27
insomnia
refers to chronic sleep problems
- difficulty falling asleep
- difficulty staying asleep
- consistently early-morning wakening
28
insomnia demographics
increases with age
| more common in women than men (50%)
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insomnia treatment
```
nonbenzodiazepine sedatives (ambien, lunesta, sonata)
benzodiazepine sedatives originally developed to relieve anxiety
```
sedatives are poor long time solutions
30
narcolepsy
sudden and irresistible onsets of sleep during normal waking periods-go directly from wakefulness to REM sleep for 10-20 mins
31
sleep apnea
frequent reflexive gasping for air that awakens a person and disrupts sleep-person stops breathing for at least 10 seconds
32
somnambulism
sleep walking- occurs when a person arises and wanders about while remaining asleep
33
dreams
almost always first person perspective
| negative and potentially traumatic events
34
wish fulfillment
freud believed this was the principle purpose of dreams
35
Xproblem-solving view
cartwright- purpose to dreams according to some-continuity between wakeful and sleeping thoughts-how to solve problems in dreams bc not constrained by logic or realism
36
Xactivation synthesis model
hobson-cortex constructs a story to make sense of internal signals from lower brain centers
37
Xhypnosis
systematic procedure that produces a heightened state of suggestibility
38
Xhypnotic phenomena
1-anasthesia
2- sensory distortions and hallucinations
3-disinhibition (will sometimes disrobe in public)
4-posthypnotic suggestions and amnesia (told that they will remember nothing while hypnotized)
39
napping across cultural lines
siesta cultures allow for 1-2 hour midday nap
found in tropical regions
prevents working in hottest part of the day
not found in industrialized societies
40
meditation
refers to a family of practives that train attention to heighten awareness an bring mental processes under greater voluntary control
deliberate effort to alter consciousness
2 main styles: focused attention and open monitioring
41
focused attention
1 of 2 main styles of meditation where attention is concentrated on specific object, image or bodily sensation like breathing
supposed to narrow attention to clear mind of clutter
ex: transcendental meditation roots in hinduism
42
open monitoring
1 of 2 main styles of meditation where attention is directed to contents of ones own moment-to-moment experience in nonjudgemental or reactive way
ex: mindfulness meditation-roots in zen buddhism
43
in meditative state
alpha and theta waves more prominent in EEG recordings meaning deep relaxation and very similar to light sleep-sort of like a unique state of consciousness
44
why do we sleep-evolutionary significance
3 hypotheses:
1-to conserve energy
2-to be immobilized and therefore out of danger
3-to restore energy and other resources used during waking hours
3 has most support-still debated
45
stimulants
drugs that tend to increase central nervous system activation and behavioral activity-caffeine, nicotine, cocaine, amphetamines
46
stimulant effects
euphoria, buoyant elated energetic "i can conquer the world", alertness
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physical dependence
exists when a person must continue to take the drug to avoid withdrawal illness
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psychological dependence
when a person must continue to take the drug to satisfy intense mental and emotional craving
49
learning
any relatively durable change in behavior or knowledge that is due to experience
50
classical conditioning
type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus
phobias often come from classical conditioning
51
unconditioned stimulus
(US) comes from Pavlov
stimulus that evokes an unconditioned response without previous conditioning
52
unconditioned response
UR-Pavlov
| unlearned reaction to an unconditioned stimulus that occurs without previous conditioning
53
unconditioned association
between unconditioned stimulus and unconditioned response
| ex: meat powder and dog salivation
54
conditioned stimulus
(CS) previously neutral stimulus that has through conditionig acquired the capacity to evoke a conditioned response
55
conditioned response
(CR) learned reaction to a conditioned stimulus that occurs because of pervious conditioning
56
evaluative conditioning
changes in the liking of a stimulus that result from pairing that stimulus with other positive or negative stimuli
acquisition of like and dislikes through classical conditioning
57
extinction
the gradual weakening conditioned response tendency
classincal conditioning: occurs with continued exposure to CS without the US
operant conditioning: responding gradually slows and stops after reinforcement is terminated
58
spontaneous recovery
reappearance of an extinguished response after a period of non-exposure to the conditioned stimulus
this reappearance of extinguished response ususally has a weaker response than the original peak response
59
stimulus generalization
occurs when an organism that has learned a response to a specific stimulus responds in the same way to new stimuli that are similar to the original stimulus-adaptive because organisms rarely encounter exact same stimulus more than once
classical conditioning: CR is elicited by new stimulus that resembles CS
operant conditioning: responding increases in presence of new stimulus that resembles original discriminative stimulus
60
stimulus discrimination
occurs when organism that has learned a response to a specific stiumulus does not resond in the same way to new stimuli that are similar to the original stimulus- adaptive because survival may depend on ability to distinguish edible from poisonous food etc.
classical conditioning: CR not elicited by new stimulus that resembles original CS
operant conditioning: responding does not increase in the presence of new stimulus that resembles original discrim stimulus
61
operant conditioning
form of learning in which voluntary responses come to be controlled by their consequences-organisms tend to repeat responses that are followed by favorable consequences---says operant conditioning shapes behavior
named by BF Skinner
ex: study because it leads to good consequences which do not precede the studying
62
skinner box
small enclosure in which an animal can make a specific response that is systematically recorded while the consequences of the response are controlled
63
reinforcement contingencies
circumstances or rules that determine whether responses lead to the presentation of reinforcers
ex: whether a behavior should be rewarded or not
64
cumulative recorder
creates graphic record of responding and reinforcement in a skinner box as a function of time
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shaping
in operant conditioning, operant responses are established through the gradual process of shaping. shaping is the reniforcement of closer and closer approximations of a desired response
66
little albert
study done by watson,founder of behaviorism where every time 11 month old boy presented with rat there was a loud startling noise--eventually rat elicited fear response which eventually generalized to a fear of all white fluffy things (like the rat)
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primary reinforcers
events that are inherently reinforcing because they satisfy biological needs
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secondary reinforcers
events that acquire reinforcing qualities by being associated with primary reinforcers (ex: money, good grades, attention, flattery, praise, applause)
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continuous reinforcement
every instance of a designated response is reinforced
| used to shape and establish a new response
70
intermittent reinforcement
designated response is reinforced only some of the time-tends to have longer lasting effects-more resistant to extinction that continuous reinforcement
71
positive reinforcement
response is strengthened because it is followed by the presentation of a rewarding stimulus
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negative reinforcement
response is strengthened because it is followed by the removal of an unpleasant stimulus
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albert bandura
observational learning
74
observational learning
albert bandura-occurs when an organism's responding is influenced by the observation of others who are called models
after observing your behavior may change
4 basic processes:
attention
retention
reproduction (mental image converts into overt behavior)
motivation (you won't copy the model unless you believe that response will pay off)
75
basic processes of memory
encoding
storage
retreival
76
encoding
involves forming a memory code-
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storage
maintaing encoded information in memory over time
78
retrieval
recovering info from memory stores
79
attention
involves focussing awareness on a narrowed range of stimuli or events-need to pay complete attention in order to encode information
80
levels of processing
not all attention created equal-there is shallow, intermediate and deep processing--shallow processing occurs when there is just structural encoding (structure of stimulus)--intermediate occurs with phonemic encoding (what a word sounds like)--deep processing occurs with semantic encoding (meaning of stimulus)
81
levels of processing theory
deeper levels of processing result in longer-lasting memory codes
82
to enrich encoding
```
elaboration (enriches semantic encoding)
visual imagery (forms a whole other code in addition to semantic code)
```
83
elaboration
linking stimulus to other information at the time of encoding. creating additional connections help you semantic encode
84
visual imagery
creating visual images as you learn-helps facilitate memory because it provides a second kind of memory code-2 codes are better than 1
85
dual coding theory
memory is enhanced by forming both semantic and visual codes since either can lead to recall
86
short term memory
limitted capacity store that can maintain unrehearsed info for up to about 20 seconds
limitted in number of items it can hold--why chunking helps
87
to aid retrieval
chunking
| schemas (remember things that are consistent with schema better remembered)
88
chunking
creating groups of familiar stimuli stored as a single unit
89
working memory
```
modular system for temporary storage and manipulation of information
4 components-
phonological loop
visuospatial sketchpad
central executive system
episodic buffer
```
90
phonological loop
at work when you use recitation to temporarily hold onto a phone number
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visuospatial sketchpad
allows people to temporarily hold and manipulate visual images--at work when you try to mentally rearrange the furniture in you bedroom
92
central executive system
controls deployment of attention and switching the focus of attention and dividing attention as needed
93
episodic buffer
temporary limited capacity store that allows the various components of working memory to integrate info and it serves as an interface between working memory and long term memory
94
long term memory
unlimited capacity store that can hold info over lengthy periods of time
95
retreival cues
stimuli that help gain access to memories such as hints related info or partial recollections
96
tip of the tongue syndrome
temporary inability to remember something you know accompanied by a feeling that its just out of reach-retrieval cues help
97
context cues
help to aid retrieval when put back in the context of forgotten event
98
schemas/scripts
organized cluster of knoledge a particular object or event abstracted from previous experience with the object or event--people more likely to remember things consistent with their schema
script: series of actions
99
elizabeth loftus
researched eyewitness testimony and found that the misinformation effect distorts recollections which show up in eyewitness testimony
100
misinformation effect
occurs when participants' recall of an event they witnessed is altered by introducing misleading post event info
ex: how fast when cars hit vs how fast when cars smashed
effect due in part to source monitoring which is the process of making inferences about the origins of memories
101
ebbinghaus
used nonsense sylables (consonant-vowel consonant) and memorized long lists of them and tested his retention to form a forgetting curve which for him showed that he forgot more than 60% of syllables in 9 hours--less forgetting when material has meaning
102
retention
proportion of material retained/remembered
103
recall measure
requires participants to reproduce info on their own without any cues
104
recognition measure
requires participants to select previously learned info from array of options
105
decay theory
forgetting occurs because memory traces fade with time
106
retroactive interference
new info impairs the retention of previously learned info
107
proactive interference
occurs when previously learned info interferes with the retention of new info
108
episodic memory system
made up of chronological or temporally dated recollections of personal experiences
109
semantic memory system
contains general knowledge that is not tied to the time when the info was learned
110
retrospective memory
involves remembering events from the past or previously learned info
111
prospective memory
remembering to perform actions in the future
