Introduction - Week 1

Question 1

bottom-up information

Answer 1

the initial thoughts and coding of a proximal stimulus

Question 2

top-down information

Answer 2

how we perceive a stimulus with pre-existing knowledge.

i.e. historical context, language, conceptual knowledge, tropes, stereotypes, etc.

Question 3

attentional blindness

Answer 3

we don’t always see things that are right in front of us

Question 4

dual-task decrement

Answer 4

the performance of two tasks at once results in a decrease of success.

i.e. using a mobile phone and driving

Question 5

sustained attention

Answer 5

attentional performance decreases overtime

i.e. airport security

Question 6

attention

Answer 6

where as to which one places their focus

Question 7

decision making

Answer 7

the reaction time in association with the knowledge of facts

Question 8

memory

Answer 8

what one is able to recall about certain events, locations, etc.

i.e. using one’s cognitive map

Question 9

reasoning

Answer 9

being able to see both sides of the story

Question 10

language

Answer 10

can be very influential; but, can also be provocative and controversial

Question 11

first step of cognition

Answer 11

a subset of information is first created through one’s sensory systems and is then later stored reliably

Question 12

second step of cognition

Answer 12

this information is then further manipulated, compared, and contrasted

Question 13

dualism v. monism

Answer 13

dualism - the mind and the brain are separate entities

monism - the brain and the mind are one

Question 14

wundt

Answer 14

introspection!

the ability to take complex experiences and break them down into combinations of simpler sensations and processes

Question 15

donders

Answer 15

reaction time and mental chronometry!

Question 16

simple v. choice reaction time

Answer 16

the difference stands in the reaction time that it takes in order for one to perceive a stimulus and further react to it

Question 17

ebbinghaus

Answer 17

the forgetting curve!

memory tends to decay overtime; however, if you remember something from your distant past, the likelihood is that you’ll remember it forever

Question 18

watson

Answer 18

classical conditioning!

UCS –> UCR
| |
CS –> CR

Question 19

classical conditioning - SEAS

Answer 19

Stimulus Generalization - a similar kind of CS can elicit the same CR (generalized)

Extinction - the CS stops predicting the US and the association is extinguished. replaced rather than forgotten

Acquisition - US-CS associations take time to develop. temporal proximity can allow for the bonds to strengthen

Spontaneous Recovery - CS-US relationships begins again and the CR can return (however in a weaker form)

Question 20

skinner

Answer 20

operant conditioning!

Positive Reinforcement
- doing x gives you what you want and will increase your chances of doing x

Negative Reinforcement
- doing x lets you leave what you don’t want and will increase your chances of doing x

Positive Punishment
- doing x makes you do what you don’t want, and further decreases the chances of x occurring

Negative Punishment
- doing x doesn’t allow you to have what you want, and further decreases the chances of x occurring

Question 21

chomsky