Midterm #2 Review Flashcards
(85 cards)
1
Q
What is the difference between passive and active attention?
A
2
Q
What is divided attention?
A
3
Q
Describe ADHD.
A
4
Q
What are the sleep disorders?
A
5
Q
How do the following show conflict between mental state and behaviour?
- Blindsight
- Split-brain
- Hollow-face illusion
- Visual neglect
A
6
Q
What is selective attention?
A
7
Q
How is selective attention demonstrated by the cocktail party effect?
A
8
Q
How is selective attention demonstrated by change blindness?
A
9
Q
What is the pop-out phenomenon?
A
10
Q
What does salient mean?
A
11
Q
Explain how a dichotic listening task works, what it is testing.
A
12
Q
How does the eye-gaze study from the lecture demonstrate autonomic processing?
A
13
Q
What does the circadian rhythm do?
A
14
Q
What systems does the circadian rhythm influence?
A
15
Q
How does the circadian rhythm change with age?
A
16
Q
What are the 2 main structures and chemicals in the circadian rhythm and how do they work?
A
17
Q
What are the effects of sleep deprivation?
A
18
Q
What are the 4 theories of sleep?
A
19
Q
What evidence supports the idea that dreaming helps us learn?
A
20
Q
Classify the 3 classes of drugs in terms of their names and effects.
A
21
Q
How does each of the 3 classes of drug affect the brain?
A
22
Q
Be familiar with the basics of sleep stages: general waveform pattern, name of waveform, what stage we’re dreaming in, change of duration of stages through the night.
A
??
23
Q
Name each of the major types of learning.
A
- habituation
- classical conditioning
- operant conditioning
- observation/social learning
24
Q
Define habituation.
A
a decline in responsiveness after repeated presentations of a stimulus
25
Define classical conditioning.
- a learned association between a neutral stimulus and a meaningful stimulus
- the learned association elicits a response to the neutral stimulus
26
Define operant conditioning.
operant conditioning forms a connection between a behaviour and a consequence
1. a baseline rate of behaviour is observed
2. a consequence of the behaviour is introduced
3. as the result of the consequence, there is a change in the rate of the behaviour
27
Define observational/social learning.
the observation of models helps us:
- learn new behaviours
- determine when to make or avoid making certain responses
- learn rules that can be applied to new situations
28
Be able to identify examples of the different types of learning.
29
How does a habituation paradigm work?
It is a method used for investigating the ability of infants to discriminate between stimuli by measuring preferential looking times. Repeated exposure to a stimulus in the habituation phase is followed by the presentation of a new stimulus in the test phase.
30
What does dishabituation demonstrate?
Dishabituation can be interpreted as a signal that a given stimulus can be discriminated from another habituated stimulus and is a useful method for investigating perception in nonverbal individuals or nonhuman animals.
31
How long does habituation last? What about other types of learning?
32
How can learning through conditioning change (extinction)?
in classical condition, the signal occurs without what's signaled and the conditional response goes away; the conditional stimulus is presented alone, and the conditional response decreases
33
What are the major components of classical conditioning?
34
Know the story of little albert.
35
What is the difference between second-order conditioning and generalization?
36
What is the difference between generalization and discrimination?
37
How can drug overdoses/physiological compensation be understood in the context of classical condition?
38
positive reinforcement
- frequency of the behaviour increases
- behaviour is affected by the addition of a stimulus
39
negative reinforcement
- frequency of the behaviour increases
- behaviour is affected by removal of a stimulus
40
positive punishment
- frequency of the behaviour decreases
- behaviour is affected by the addition of a stimulus
41
negative punishment
- frequency of the behaviour decreases
- behaviour is affected by the removal of a stimulus
42
Differentiate between positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Be able to apply your understanding to examples.
43
What is shaping? How does it work? When is it necessary?
- some behaviours happen by chance and individual learns to repeat it
- but some behaviours are too complex and might never happen by chance
- we can reinforce successive approximations to the desired behaviour
- e.g. training a dog
44
Explain the difference between primary and secondary reinforcers. Give examples.
primary:
- unlearned, rooted in biology
- create or comfort or end discomfort
secondary:
- learned through association with a primary reinforcer
45
Describe the 5 schedules of reinforcement. Identify the different rates of responding for each.
46
Identify the differences in resistance to extinction and acquisition for the different schedules of reinforcement.
47
What is latent learning? Give an example.
48
Describe the Bobo doll study.
49
What factors are necessary for observational learning to occur? What factors increase the chance that it will occur?
50
Identify the scientists who led the field in each type of learning we discussed.
51
Understand how systemic desensitization involves classical conditioning.
52
Be familiar with Thorndike's work with cats and the Law of Effect.
53
Know what the Stroop effect is and how it demonstrates that memory can be automatic.
54
Be familiar with the history of memory.
55
What are the different types of memory?
- sensory
- short-term
- working
- long-term
56
How does sensory memory work? What are its characteristics and components?
57
How does short-term memory work? What are its characteristics and components?
58
How does working memory work? What are its characteristics and components?
59
How does long-term memory work? What are its characteristics and components?
60
What did Sperling's research show?, and how?
61
Be familiar with the research that demonstrated the different components of working memory.
62
What is dual-task performance? When is it most difficult?
63
What evidence do we have for mental processing?
64
Know the ways we discussed to have strong memory.
65
Be familiar with the different methods of organization in memory.
66
Know the cases of Clive and HM, and what we learned about the memory system from these cases.
67
What is flashbulb memory?
68
What are the differences between recall and recognition memory?
69
What is state-dependent learning?
70
How do moods affect memory?
71
Differentiate between implicit and explicit memory.
72
Know the different classes of forgetting and the examples that we discussed for each.
73
What are scripts and schemas? How do they impact memory?
74
What is transfer appropriate processing?
75
Differentiate between retroactive and proactive interference.
76
What is the tip-of-the-tongue state? What did we learn about what to do if you-re in this state?
77
What is hyperthymesia?
78
What are the 3 components of emotion?
79
What are some reasons that emotions may have evolved? Be familiar with Darwin's ideas.
80
What are some ways that emotions can be learned?
81
Differentiate between the James-Lang, Cannon-Bard, and Two-Factor theories of emotion.
82
Do emotions and cognitions interact? Give examples.
83
Be familiar with Ekman's work on universal expressions of emotion
84
What role does the amygdala play in emotion?
85
Differentiate between adaptation and comparison in the context of happiness.
