Final Flashcards
(264 cards)
1
Q
the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment
A
sensation
2
Q
the process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events
A
perception
3
Q
analysis that begins with the sensory receptors and works up to the brains integration of sensory informaition
A
bottom up processing
4
Q
As our brain looks at a picture of a flower, it enables our sensory systems to detect the lines, angles and colors that form the flower and leaves
A
example of bottom up processing
5
Q
information processing guided by higher level mental processes, as when we construct perceptions drawing on our experience and expectations. We interpret what our senses detect
A
top down processing
6
Q
conversion of one form of energy into another
A
transduction
7
Q
three steps of transduction
A
Receive sensory stimulation, often using specialized receptor cells
Transform that stimulation into neural impulses
Deliver the neural information to our brain
8
Q
the study of relationships betwene the physcial characteristics of stimuli, such as their intensity, and our psychological experience of them
A
psychophysics
9
Q
the minimum stimulus energy needed to detect a particular stimulus 50 percent of the time
A
absolute threshold
10
Q
when we will detect weak signals
A
signal detection theory
11
Q
Lonely, anxious people at speed dating events tend to respond with a low threshold → can be unselective in reaching out to dates
A
example of signal detection theory
12
Q
stimuli you cannot detect 50% of the time, below your absolute threshold
A
subliminal
13
Q
the activation, often unconsciously, of certain associations, this predisposing ones perception, memory or response
A
priming
14
Q
the minimum difference a person can detect between any two stimuli half the time, increases with the size of the stimulus
A
difference threshold
15
Q
Parents must detect the sound of their own children’s voice amid other children’s voices
A
example of difference threshold
16
Q
for an average person to perceive a difference, two stimuli must differ by a constant minimum percentage
A
Weber’s law
17
Q
diminished sensitivity as a consequence of constant stimulation
A
sensory adaption
18
Q
what is the benefit of sensory adaption?
A
Helps us focus on informative changes in our environment without being distracted by background chatter
19
Q
a set of mental tendencies and assumptions that effects what we hear, taste, feel and see. Through experience we come to expect certain results
A
perceptual set
20
Q
Walking destinations look farther away to those who are tired, a hill looks steeper when wearing a heavy backpack
A
example of the power of emotion
21
Q
A water bottle seems closer when you are thirsty
A
examples of the power of motives
22
Q
Two physical characteristics of light that help us determine our sensory experience
A
wavelength
intensity
23
Q
the distance from the peak of one light or sound wave to the peak of the next. Electromagnetic wavelengths vary from the short blips of cosmic rays to the long pulses of radio transmission
A
wavelength
24
Q
the dimension of color that is determined by the wavelength of light; what we know as the color names blue, green, and so forth
A
hue
25
bluish colors
Short wavelength, high frequency
26
reddish colors
Long wavelength, low frequency
27
bright colors
large amplitude
28
dull colors
small amplitude
29
the amount of energy in a light wave or sound wave, which influences what we perceive as brightness or loudness. Determined by the wave's amplitude
intensity
30
8 parts of the eye
```
cornea
iris
pupil
lens
retina
fovea
blind spot
optic nerves
```
31
where the light enters our eye, bends light to help provide focus
cornea
32
the adjustible opening in the center of the eye through which light enters
pupil
33
surrounds the pupil and controls its size, a colored muscle that dialates or constricts in response to light intensity and our cognitive and emotional states
iris
34
the transparent structure behind the pupil that changes shape to help focus on the retina
lens
35
the light sensitive inner surface of the eye, containing the receptor rods and cones plus layers of neurons that begin the processing of visual information
retina
36
How do the retina see images?
It doesn’t see the whole image, its millions of receptor cells convert particles of light energy into neural impulses and forward those to the brain. There they are reassembled into a perceived, upright-seeming image
37
the process by which the eye's lens changes shape to focus near or far objects in the retina
accomodation
38
5 steps of retinal processing
1. The light goes through the retina
2. Reaches the rods and cones
3. The light energy triggers chemical changes
4. Bipolar cells are activated
5. Gangion cells are activated and optic nerves are formed
39
retinal receptors that detect black, white and gray; necessary for peripheral and twilight vision, when cones don't respond
rods
40
three characteristics of rods
Share bipolar cells which send combined messages
Enable black and white vision
Sensitive to faint light
41
retinal receptor cells that are concentrated near the center of the retina and that function in daylight or in well-lit conditions. The cones detect fine detail and give rise to color sensations
cones
42
three characteristic of cones
Each cone transmits its message to a single bipolar cell → better able to detect fine detail
Perceive color
Sensitive to detail and color
43
the nerve that carries neural impulses from the eye to the brain
optic nerve
44
the point at which the optic nerve leaves the eye, creating a blind spot because no receptor cells are located here
blind spot
45
the central focal point in the retina, around which the eye's cones cluster
fovea
46
4 steps of retinal processing
1. Information travels from your rods and cones to your bipolar cells
2. Travels to your ganglion cells through their axons making up the optic nerve
3. Momentary stop at the thalamus
4. Information travels to your visual cortex, in the occipital lobe
47
the theory that the retina contains three different color receptors - one most sensitive to red, one to green, one to blue - which, when stimulated in combination, can produce the percetion of any color
Young-Helmholtz Trichromatic (three color) theory
48
the theory, proposed by Herring, that opposing retinal processes (red-green, yellow-blue, white-black) enable color vision
opponent process theory
49
Some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green
example of opponent process theory
50
featured in the work of Hubel and Wiesel, nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle or movement
feature detectors
51
the processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision
parallel processing
52
Show a series of stick, they see nothing but can correctly guess whether they are horizontal or vertical
example of blindsight
53
Four steps of visual information processing
retinal processing
feature detection
parallel processing
recognition
54
brains detector cells respond to specific features - edges, lines and angles
feature detection
55
brain cell teams process combined information about color, movement, form and depth
parallel processing
56
brain interprets the constructed image based on information from stored images
recognition
57
an organized whole, psychologists emphasized our tendency to integrate pieces of information into meaningful wholes
gestalt
58
the organization of the visual field into objects (the figures) that stand out from their surroundings (the ground)
figure ground
59
the perceptual tendency to organize stimuli into coherent groups
grouping
60
three things we group by
proximity
continuity
closure
61
the ability to see objects in three dimensions although the images that strike the retina are two-dimensional; allows us to judge distance
depth perception
62
depth cues, such as retinal disparity, that depend on the use of two eyes
binocular cues
63
a binocular cue for perceiving depth: by comparing images from the retinas in the two eyes, the brain computes distance - the greater the disparity between the two images, the closer the object
retinal disparity
64
depth cues, such as interposition and linear perspective, available to either eye alone
monocular cues
65
an illusion of movement created when two or more adjacent lights blink in and off in quick succession
phi phenomenon
66
perceiving objects as unchanging (having consistent colour, brightness, shape and size) even as illumination and retinal images change
perceptual constancy
67
perceiving familiar objects as having consistent color, even if changing illumination alters the wave lengths reflected by the objects
colour constancy
68
we perceive objects as having a constant brightness even while it's illumination varies
brightness constancy
69
the amount of light an object reflects relative to its surroundings
relative luminance
70
we perceive the form of familiar objects as constant even while our retinas receive changing images of them
shape constancy
71
we perceive objects if having a constant size, even while our distance from them varies
size constancy
72
in vision, the ability to adjust to an artificially displaced or even inverted visual field
perceptual adaptation
73
the sense or act of hearing
audition
74
What determines the loudness of a sound wave?
the amplitude
75
the number of complete wavelengths that pass a point in a given time, determines the pitch we experience
frequency
76
a tones experienced highness or lowness, depends on frequency
pitch
77
high pitched sounds
Short wavelength, high frequency
78
low pitched sounds
Long wavelength, low frequency
79
loud sounds
long amplitude
80
soft sounds
short amplitude
81
the chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum in the cochlea's oval window
middle ear
82
a coiled, bony, fluid filled tube in the inner ear; sound waves traveling through the cochlear fluid trigger nerve impulses
cochlea
83
the innermost part of the ear, containing the cochlea, semicircular canals and vestibular sacs
inner ear
84
the most common form of hearing loss; caused by damage to the cochlea's receptor cells or to the auditory nerves
sensorineural hearing loss or nerve deafness
85
less common form of hearing loss caused by damage to the mechanical system that conducts sound waves to the cochlea
conduction hearing loss
86
a device for converting sounds into electrical signals and stimulating the auditory nerve through electrodes threaded into the cochlea
cochlear implant
87
how does our brain interpret loudness?
the number of activated hair cells
88
in hearing, the theory that presumes that we hear different pitches because different sound waves trigger activity at different places along the cochlea's basilar membrane
place theory
89
the brain reads pitch by monitoring the frequency of neural impulses traveling up the auditory nerve
frequency theory
90
sensory receptors that enable the perception of pain in response to potentially harmful stimuli
nociceptors
91
the theory that the spinal cord contains a neurological gate that blocks pain signals or allows them to pass on to the brain. The gate is opened by the activity of pain signals traveling up small nerve divers and is closed by activity in larger divers or by information coming from the brain
gate control theory
92
what affects pain tolerance?
People who carry a gene that boosts the availability of endorphins are less bothered by pain and their brain is less responsive to pain
93
the system for sending the position and movement of individual body parts
kinaesthesia
94
the sense of body movement and position, including the sense of balance
vestibular sense
95
look like a three dimensional pretzel
semicircular canals
96
connecting the semicircular canals with the cochlea, contain fluid that moves when your head rotates or tilts
vesticular sacs
97
the principle that one sense may influence another, as when the smell of food influences its taste
sensory interaction
98
seeing mouth movements for ga while hearing ba, we may perceive da
McGurk effect
99
in psychological science, the influence of bodily sensations, gestures and other stages on cognitive preferences and judgements. We think from within a body
embodied cognition
100
one sort of sensation involuntary produces another
synthesia
101
source of vision
light waves striking the eye
102
receptors for vision
rods and cones in the retina
103
source of hearing
sound waves striking the outer ear
104
receptors for hearing
cochlear hair cells in the inner ear
105
source of touch
pressure, warmth, cold on the skin
106
receptors for touch
skin receptors detect pressure, warmth, cold and pain
107
source of taste
chemical molecules in the mouth
108
receptors for taste
basic tongue receptors for sweet, sour, salty, bitter and Unami
109
source of smell
chemical molecules breathed in through the nose
110
receptors for smell
millions of receptors at top of nasal cavity
111
source of body position (kinesthesia)
any change in position of a body part, interacting with vision
112
receptors for kinesthesia
kinesthetic sensors in joints, tendons and muscles
113
source of body movement (vestibular sense)
movement of fluids in the inner ear caused by head/body movement
114
receptors for vestibular sense
hairlike receptors in the semicircular canals and vestibular sacs
115
biological influences on perception
Sensory analysis
Unlearned visual phenomena
Critical period for sensory development
116
psychological influences on perception
Selective attention
Learned schemas
Gestalt principles
Context effects
Perceptual set
117
the process of acquiring through experience new information or behaviours
learning
118
earn new behaviours by observing events and watching others, and through language, we learn things we have neither experienced nor observed
cognitive learning
119
how we learn, our mind naturally connect events that occurs in sequence
association
120
You see and smell fresh baked bread, eat some, and find it satisfying. The next time you see and smell fresh baked bread, you will expect that eating it will again be satisfying
example of association
121
How long does it take for behaviours to become habitual?
66 days
122
learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and it's consequences (as in operant conditioning)
associative learning
123
A seal will repeat behaviours, such as slapping and barking, that prompt people to toss it a hearing → the seal associates slapping and barking with a herring treat
example of associative learning
124
Two main forms of classical conditioning
classical conditioning
| operant conditioning
125
we learn to associate two stimuli and this to anticipate events
classical conditioning
126
A flash of lightening signals an impending crack of thunder → when lightening flashes nearby, we start to embrace ourselves
example of classical conditioning
127
we learn to associate a response (our behaviour) and it's consequence. We learn to repeat acts followed by good results and avoid acts followed by bad results
operant conditioning
128
Polite behaviour in children is strengthen by giving them a treat when they are polite
example of operant conditioning
129
any events or situation that evokes a response
stimulus
130
behaviour that occurs as an automatic response to some stimulus
respondant behaviour
131
behaviour that operates on the environment, producing consequences
operant behaviour
132
we acquire mental information that guides our behaviour
cognitive learning
133
we learn from other people's experiences
observational learning
134
Ivan Pavlov, a type of learning in which one learns to link two or more stimuli and anticipate events
classical conditioning
135
the view that psychology (1) should be an objective science that (2) studies behaviour without reference to mental processes. Most research psychologists today agree with (1) but not with (2)
behaviourism
136
in classical conditioning, a stimulus that elects no response before conditioning
neural stimulus
137
Events the dog could see an hear but didn't associate with food → a bell ring
example of neural stimulus
138
in classical conditioning, an unlearned, naturally occurring response (such as salivation) to an unconditional stimulus (such as food in the mouth)
unconditioned response
139
drooling
example of unconditioned response
140
in classical conditioning, a stimulus that unconditionally - naturally and automatically - triggers an unconditioned response
unconditional stimulus
141
the food
example of unconditional stimulus
142
in classical conditioning, a learned response to a previously neutral (but now conditioned) stimulus
conditioned response
143
in classical conditioning, an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response → a stimulus that used to be neutral
conditioned stimulus
144
conditioned =
| unconditioned =
learned
| unlearned
145
Five major conditioning processes explored by Pavlov
```
acquisition,
extinction
spontaneous recovery
generalization
discrimination
```
146
in classical conditioning, the initial stage, when one links a neutral stimulus and an unconditioned stimulus so that the neural stimulus begins triggering the conditioned response. In operant conditioning, the strengthening of a reinforced response
acquisition
147
a procedure in which the conditioned stimulus in one conditioning experience is paired with a new neural stimulus, creating a second (often weaker) conditioned stimulus → a new neural stimulus can become a new conditioned stimulus without the presence of an unconditioned stimulus
higher order conditioning
148
An animal that has learned that a tone predicts food might then learn that a light predicts the tone and begin responding to the light alone
example of higher order conditioning
149
the diminishing of a conditional response; occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus: occurs in operant conditioning when a response is no longer reinforced
extinction
150
If the tone sounded again and again but no food appeared, the dog would salivate less and less
example of extinction
151
the reappearance, after a pause, of an extinguished conditioned response
spontaneous recovery
152
the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses
generalization
153
A dog conditioned to a tone will also salivate to a different tone
example of generalization
154
in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus
discrimination
155
Why does Pavlov's work remain so important?
Many other responses to many other stimuli can be classically conditioned in many other organisms
Pavlov showed up how a process such as learning can be studied objectively
156
Former drug users often feel a craving when they are with people or in places they associate with previous highs
.
157
forms associations between stimuli
classical conditioning
158
a type of learning in which behaviour is strengthened if followed by a reinforcer or diminished if followed by a punisher → organisms associate their own actions with consequences
operant conditioning
159
Thorndike's principle that behaviours followed by favourable consequences become more likely and that behaviours followed by unfavourable consequences become less likely
law of effect
160
in operant conditioning research, a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer; attached devices record the animals rate of bar pressing or key pecking
operant chamber
161
in operant conditioning, any event that strengthens the behaviour it follows
reinforcement
162
an operant conditioning procedure in which reinforcers guide behaviour toward closer and closer approximations of the desired behaviour
shaping
163
signal that a response will be formed
discriminative stimulus
164
green traffic light
example of a disciminative stimulus
165
increasing behaviours by presenting positive reinforcers. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response
positive reinforcement
166
A child getting his way after whining, taking aspirin to relieve a headache
example of positive reinforcement
167
A child getting his way after whining
example of positive reinforcement
168
taking aspirin to relieve a headache
example of positive reinforcement
169
increasing behaviours by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response
negative reinforcement
170
A parent caving into their child to stop the whining
example of negative reinforcement
171
snoozing an alarm to stop the noise
example of negative reinforcement
172
any consequence that strengthens behaviour
reinforcement
173
an innately reinforcing stimulus, such as one that satisfies a biological need
primary reinforcer
174
a stimulus that gains its reinforcing power through its association with a primary reinforcer
conditioned reinforcer or secondary reinforcer
175
If a rat in a Skinner box learns that a light reliably signals food delivery, the rat will work to turn on the light → the light had become a conditioned reinforcer
example of conditioned reinforcer
176
a pattern that defines how often a desired response will be reinforced
reinforcement schedule
177
reinforcing the desired response every time it occurs
continuous reinforcement schedule
178
reinforcing a response only part of the time; results in slower acquisition of a response but much greater resistance to extinction than does continuous reinforcement
partial reinforcement schedule
179
Salespeople do not make a sale with every pitch, but they persist because their efforts are occasionally rewarded
example of partial reinforcement schedule
180
Skinner's four schedules of partial reinforcement
fixed ratio schedules
variable ratio schedules
fixed interval schedules
variable interval schedules
181
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified number of responses
fixed ratio schedules
182
in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses
variable ratio schedules
183
in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed
fixed interval schedules
184
in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals
variable interval schedules
185
Coffee shops that reward you after buying 10 drinks
example of fixed ratio schedules
186
Slot machines
example of variable ratio schedules
187
Checking the mail frequently as the delivery time approaches
example of fixed interval schedules
188
Receiving a message after rechecking email
variable interval schedules
189
In general, response rates are higher when reinforcement is linked to the number of responds rather than to time
.
190
Responding is more consistent when reinforcement is unpredictable than when it is predictable
.
191
an event that tends to decrease the behaviour that it follows
punishment
192
A child that is burned by a hot stove will learn not to touch the stove again
punishment
193
Four major drawbacks of physical punishment
punished behaviour is suppressed
punishment teaches discrimination among situations
punishment can teach fear
physical punishment may increase aggression by modeling aggression as a way to cope with problems
194
The child swears, the parent swats, the parent hears no more swearing and feels the punishment successfully stopped behaviour
example of how punished behaviour is suppressed
195
A child knows it's not okay to swear around the house but thinks it's okay to swear elsewhere
example of how punishment teaches discrimination among situations
196
Children may learn to fear a punishing teacher and try to avoid school, or may become more anxious
example of how punishment can teach fear
197
Spanked children are at increased risk for aggression
example of how physical punishment may increase aggression by modelling aggression as a way to cope with problems
198
Insisted that external influences, not internal thoughts and feelings, shape behaviour
skinner
199
a mental representation of the layout of one's environment
cognitive map
200
After exploring a maze, rats act as if they have learned a cognitive map of it
example of a cognitive map
201
learning that occurs but is not apparent until there is an incentive to demonstrate it
latent learning
202
a desire to perform a behaviour effectively for its own sake
intrinsic motivation
203
a desire to perform a behaviour to receive promised rewards or avoid threatened punishment
extrinsic motivation
204
learning without direct experience, watching and imitating others
observational learning
205
A child that sees his sister burn herself on the stove learns not to touch it
example of observational learning
206
the process of observing and imitating a specific behaviour
modeling
207
frontal lobe neurons that some scientists believe fire when performing certain actions or when observing another doing so. The brain's mirroring of another's action may enable imitation and empathy
mirror neurons
208
positive, constructive, helpful behaviour
prosocial behaviour
209
Many business organizations effectively use behaviour modeling to help new employees learn communications, sales and customer service skills
example of prosocial behaviour
210
Abusive parents have aggressive children
example of antisocial affects
211
the persistence of learning over time through encoding, storage and retrieval of information
memory
212
Three measures of retention
recall
recognition
relearning
213
a measure of memory in which the person must retrieve information learned earlier, as on a fill in the blank test
recall
214
a measure of memory in which the person. Red only identify items previously learned, as on a multiple choice test
recognition
215
a measure of memory that assesses the amount of time saved when learning material again
relearning
216
Three parts of remembering an event
encoding
storage
retrieval
217
get information into our brain
encoding
218
retain that information
storage
219
later get the information back out
retrieval
220
the processing of many aspects of a problem simultaneously; the brains natural mode of information processing for many functions
parallel processing
221
the immediate, very brief recording of sensory information in the memory system
sensory memory
222
Richard Atkinson and Richard Shriffrin's three stage model of memory forming process
Record information as a fleeting sensory memory
Process information into short term memory and encode it through reversal
Information moves into long term memory for later retrieval
223
activated memory that holds a few items briefly, before the information is stored or forgotten
short term memory
224
the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills and experiences
long term memory
225
a newer understanding of short term memory that focuses on conscious, active processing of incoming auditory and visual spatial information, and of information retrieved from long term memory
working memory
226
When reading a textbook, we are using it to link the information we are reading to our previously stored info
example of working memory
227
memory of facts and experiences that one can consciously know and declare
explicit memory
228
encoding that requires attention and conscious effort
effortful processing
229
unconscious encoding of incidental information, such as space, time and frequency, and of well learned information, such as word meanings
automatic processing
230
retention of learned skills or classically conditioned associations independent of conscious recollection
implicit memory
231
Two parts of implicit memories
procedural memory for automatic skills
associations among stimuli
232
How to ride a bike
example of procedural memory for automatic skills
233
If attacked by a dog in childhood, years later you may automatically tense as a dog approaches
example of associations among stimuli
234
Visualize where information is on a page in a textbook
example of how we automatically process space
235
Realizing you left your coat somewhere and retracing our steps to find it
example of how we automatically process time
236
Keeping track of how many times something has happened, "this is the third time I've run into her today"
example of how we automatically process frequency
237
feeds our active working memory, recording momentary images of scenes or echoes of sounds
sensory memory
238
for a few tenths of a second, our eyes register a photographic or picture image memory of a scene, and we can recall any part of it in amazing detail
iconic memory
239
a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
echoic memory
240
three effortful processing strategies that boost our ability to form new memories
chunking
mnemonics
hierarchies
241
organizing items into familiar, manageable units; often occurs automatically
chunking
242
memeory aids, especially those techniques that use vivid imagery and organizational devices
mnemonics
243
organizing info intoa few broad concepts divided and subdivided into narrower concepts and facts
hierarchies
244
Chapter outlines, headings, etc.
example of hierarchies
245
the tendency for distributed study or practice to yield better long term retention than is achieved through massed study or practice
spacing effect
246
cramming
massed practice
247
enhances memory after retrieving, rather than simply rereading information
Testing effect or retrieval practice effect or test enhances learning
248
encoding on a basic level based on a word's letters or a word's sound
shallow processing
249
encoding semantially, based on the meaning of the words; tends to yield the best retention
deep processing
250
we have especially good recall for information we can meaningfully relate to ourselves
self reference effect
251
our capacity for storing long term memories is essentially limitless
memory model
252
The network that processes and stores your explicit memories for facts and episodes
frontal lobes and hippocampus
253
Recalling a password and holding it in working memory
example of the left frontal lobe
254
Calling up a visual party scene
example of the right frontal lobe
255
a neural center located in the limbic system; helps process explicit memories for storage. The brains equivalent of a "save" button for explicit memories. Memories are not stored here, they act as a loading dock where the brain registers and temporily holds the info then the info is moved for new incoming info
hippocampus
256
people have trouble remembering verbal information but they have no trouble recalling visual designs and locations
example of left hippocampus damage
257
Three parts of the hippocampus
One part helps people learn to associate names with faces
One part is active in spatial mnemonics
The rear processes spatial memory
258
the neural storage of a long term memory
memory consolidation
259
Cannot develop certain conditional reflexes, such as associating a tone with an impeding puff of air - will not blink in anticipation of the puff
example of damage to the cerebellum
260
deep brain structures involved in motor movement, facilitate formation of our procedural memories for skills
basal ganglia
261
our memory of our first three years is blank
infantile amnesia
262
Two influences that contribute to infantile amnesia
We index much of our explicit memory using words that nonspeaking children have not learned
The hippocampus is one of the last brain structures to mature
263
a clear memory of an emotionally significant moment or event
flashbulb memory
264
an increase in a cells firing potential after brief, rapid stimulation. Believed to be a neural basis for learning and memory
long term potentiation
