MIDTERMS Flashcards
(131 cards)
1
Q
anything that we perceived through senses
A
Sensation
2
Q
perceived through senses and are interpreted or we give opinions about it
A
Perception
3
Q
refer to any objects, events, or situations that elicit a response from an individual.
It can come from both the external environment (like sounds, lights, or social interactions) or internal states (like hunger, thoughts, or emotions).
A
Stimuli
4
Q
are specialized cells or structures that detect and respond to stimuli, converting external or internal environmental signals into electrical impulses that can be interpreted by the nervous system.
It let’s us experience sensations
A
Receptors
5
Q
refers to the process by which the sensory systems in the body adapt, adjust, or become less responsive to continuous or unchanging stimuli over time in a particular situation. This allows individuals to tune out irrelevant background information and focus on new or more important stimuli.
Ex. Foreigners become used to hot weather in the Philippines after staying for a long time
A
Sensory Adjustment
6
Q
Release in sweat and is used for mating in animals.
Study also said that it is an indicator for compatibility in people through genetics
A
Pheromones
7
Q
EYES
Focuses light onto the retina by adjusting its shape
A
Lens
8
Q
EYES
The small, black circular opening in the center of the iris that controls how much light enters the eye.
A
Pupil
9
Q
EYES
The colored part of the eye, controlling the size of the pupil.
A
Iris
10
Q
EYES
The clear, watery fluid between the cornea and the lens. It nourishes the lens and cornea and helps maintain intraocular pressure to keep the eye’s shape.
The cavity of the eyes
A
Aqueous Humor
11
Q
EYES
Contains receptors of the eyes. It is the thin layer of tissue lining the back of the eye that contains light-sensitive cells.
A
Retina
12
Q
EYES
Within Retina that is responsible for color vision and work best in bright light.
Lack of it can lead to color blindness
A
Cone
13
Q
EYES
Within Retina that is responsible for vision in low light and peripheral vision. (gray, black)
A
Rods
14
Q
EYES
Transmits electrical signals from the retina to the brain, where they are processed into visual images. (the receiver of information to the brain)
A
Optical Nerves
15
Q
EYE DISEASE
also known as hyperopia
only far objects are clear
the point of focus falls behind the retina, making close-up objects appear blurry
A
Far Sightedness
16
Q
EYE DISEASE
also known as myopia
only near objects are clear
is a refractive error that makes far-away objects look blurry.
A
Nearsightedness
17
Q
EYE DISEASE
A common vision problem where the eye does not focus light evenly onto the retina, causing blurred or distorted vision at any distance.
A
Astigmatism
18
Q
Eye diseases
A
- Farsightedness
- Nearsightedness
- Astigmatism
19
Q
PART OF OUTER EAR
The visible part of the ear that helps collect sound waves and directs them into the ear canal.
receiver of sound in the ears
A
Pinna
20
Q
PART OF OUTER EAR
A tube-like structure that carries sound from the pinna to the eardrum. It also protects the inner structures by producing earwax.
A
Ear Canal
21
Q
PART OF MIDDLE EAR
A thin membrane that vibrates when sound waves hit it. These vibrations are then passed to the middle ear.
A
Ear Drum
22
Q
PART OF MIDDLE EAR
The three bones in the ears that serves as the doubling of sound waves.
A
Hammer
Anvil
Stirrup (smallest bone)
23
Q
PART OF INNER EAR
Are receptors/stimulus in the ear that are spiral-shaped, fluid-filled structure responsible for converting sound vibrations into electrical signals.
A
Cochlea
24
Q
PART OF INNER EAR
Carries electrical signals generated by the cochlea to the brain, where they are interpreted as sound.
A
Auditory Nerve
25
PARTS OF OUTER EAR
* Pinna
* Ear Canal
26
PARTS OF MIDDLE EAR
* Ear Drum
* Hammer
* Anvil
* Stirrup
27
PARTS OF INNER EAR
* Cochlea
* Auditory Nerve
28
# **EAR DISEASE**
-defected pinna
-infection on ear drums
- blockages (earwax)
Hearing loss caused by a **problem in the outer or middle ear** that prevents sound from reaching the inner ear.
TREATMENT: hearing aid
Conductive Deafness
29
# **EAR DISEASE**
damage of auditory nerve
Nerve Deafness
30
EAR DISEASES
* Conductive Deafness
* Nerve Deafness
31
# **PART OF THE NOSE**
The **large air-filled space behind the nostrils**, lined with mucous membranes and **tiny hairs (cilia)** that trap dust, dirt, and pathogens. It filters, warms, and moistens the air before it reaches the lungs.
Nasal Cavity
32
# **PART OF THE NOSE**
Are the **receptors of the nose** which is a part of the brain responsible for **processing smells**. **Located above the nasal cavity**, it receives signals from olfactory receptor cells in the nose, which detect odor molecules.
Olfactory Bulb
33
# **PART OF THE NOSE**
One of the best adjustments when encountering stimuli
Olfactory Nerve
34
# **PART OF THE TOUNGE**
Are **receptors of tongue** which are sensory organs located on the tongue and other parts of the mouth that detect different tastes.
Taste Buds
35
# **PART OF THE SKIN**
They are the **receptors of the skin**
Hair Follicles and the Nerve endings
36
refers to the **skin's ability to conduct electricity** in response to stress or emotional changes.
Galvanized Skin Response
37
The **ability to perceive body movement** and position without visual aid. Can be found in **Tendons (Joints)**
Kinesthetic Bodily Senses
38
The **stomach plays a key role in it** by digesting food, signals the body to starve for appetite, helps in peeing
Organic Bodily Senses
39
7 HUMAN SENSES
1. sight
2. hearing
3. smell
4. taste
5. touch
6. kinesthetic bodily senses
7. organic bodily senses
40
process by which a person focuses on specific stimuli while ignoring others or **filtering stimuli to only important ones**.
Selective Attention
41
The **error in sensation/perception** is where wrong pick up of information from senses happen.
Perceptual Illusion
42
It is something you feel, hear, see but **it’s not there**. It is the **sensory experiences** that occur **without an external stimulus**.
| Schizophrenia
Hallucination
43
-this is more on **feeling**
-**grandiosity** (refers to an unrealistic sense of superiority in which someone believes themself to be unique and better than others)
-firmly held **false belief that is resistant to reason** or confrontation with actual fact.
Delusion
44
According to this field, it is from the perceptions that you form images.
Gestalt Psychology
45
Imagining or forming images from environment
Form Perception
46
Forming of perceptions according to groupings
Gestalt Groupings
47
# **GESTALT GROUPING/PRINCIPLE**
The **Figure** is the____ and the **Ground** is the____
Figure is the object itself
Ground is the background
48
# **GESTALT GROUPING/PRINCIPLE**
grouping based on **how near objects** are from each other.
Grouping according to proximity or Law of proximity
49
# **GESTALT GROUPING/PRINCIPLE**
grouping based on **similarity in traits**
Grouping according to similarity or Law of Similarity
50
# **GESTALT GROUPING/PRINCIPLE**
grouping based on **continuous** forms because of visual elements that are aligned with each other
Grouping according to continuity or law of continuity
51
# **GESTALT GROUPING/PRINCIPLE**
describes how humans have a natural inclination to perceive incomplete or fragmented visual elements as a complete object by **filling the gaps**.
Grouping according to closure or Law of closure
52
# **GESTALT GROUPING/PRINCIPLE**
people see visually connected elements or ones with common characteristics to belong to the same group or unit.
Grouping according to connectedness or law of connectedness
53
visual ability to perceive the world in **three dimensions (3D)**
| ex. road art
Depth Perception
54
consistency of perception
Perception Constancy
55
**inability to perceive an object as having a constant characteristic** despite changes in distance, angle, or lighting conditions.
Aconstancy
56
It is under **parapsychology** (people who study extrasensory perceptions) that refers to the ability to gain information or perceive things through means **other than the known senses** (sight, hearing, taste, touch, and smell).
Extrasensory Perception
57
**4** EXTRASENSORY PERCEPTION
1. Telepathy
2. Clairvoyance
3. Precognition
4. Psychokinesis (Telekinesis)
58
# **EXTRASENSORY PERCEPTION**
mind-mind communication
Telepathy
59
# **EXTRASENSORY PERCEPTION**
the ability of seeing or knowing about things that are **not present to the senses** **(imagining things from other places)**
Clairvoyance
60
# **EXTRASENSORY PERCEPTION**
ability to perceive future events
Precognition
61
# **EXTRASENSORY PERCEPTION**
Manipulate or move objects with the mind without physical interaction
Psychokinesis (Telekinesis)
62
It is the knowledge, abstract thinking, reasoning and problem solving ability.
Intelligence
63
He was a well-known proponent of the **single general ability (g factor)** view. Every mental task he believed, requires two qualities;
* General Intelligence
* Skills specific to individual task
Charles Spearman
64
He espoused the **multiple factors viewpoint**. He claimed that Spearman’s concept of general intelligence really comprised multiple abilities.
L.L Thurstone
65
# **L.L THURSTONE**
7 Components of Primary Mental Abilities Test
1. Speed and accuracy in adding, subtracting, multiplying, and dividing.
2. Erase in thinking of words to fit specific requirements
3. Ability to understand ideas in word form
4. Memory
5. Reasoning
6. Perception of spatial relationship
7. Perceptual speed (ability to see differences in visual displays quickly
66
He identify the **mental operations** involved in answering standard questions on intelligence tests.
Robert Sternberg
67
STERNBERG 3 APPROACHES
1. Encode
2. Infer relationship between attributes
3. Map relationship
68
**One on one test** taking procedure.
Individual Test
69
Types of Intelligence Test
* Individual Test
* Group Test
70
He created the *first intelligent scale/test*. He was also **commissioned by the government in 1904** to make a intelligent test where the test are particularly to those mentally unstable children
Alfred Binet
71
# **INDIVIDUAL TEST**
First Intelligence Scale/Test in **1905**
Binet-Simon Scale/Test
72
# **INDIVIDUAL TEST**
The test where Alfred Binet was commission by **Standard University** where paper and pencil are used where results represents the **mental age of a person**.
STANFORD-BINET INTELLIGENCE SCALE
73
The **formula** for Stanford-Binet Intelligence Scale
IQ= MA/CA x 100
MA- Mental Age
CA- Chronological Age
74
The doctor who found out **classical conditioning**
Ivan Pavlov
75
This test is **longer than Stanford-Binet test** that is composed of **verbal**, and the **performance sections** ,each with various subtests. The verbal section consists of the comprehension subtest and similarities subtest while performance section includes the picture arrangement subtest, picture-completion subtests, object-assembly subtest, and coding subtest.
| **A test that has verbal, picture manipulation, general information** (NOTES)
Wechsler Scale
76
Types of **Wechsler Scales**
* Wechsler Adult Intelligence Scale (WAIS)
* Wechsler Intelligence Scale for Children (WISC) , Used in children ages 6-16
* Wechsler Preschool and Primary Scale of Intelligence (WPPSI), Used in children ages 4-6
77
Test procedure done within a **group** where most are using pencil and paper.
Group Test
78
The **first people** who use scholarly or standardized tests
Chinese
79
# **GROUP TEST**
Scales used in **recruiting soldiers**.
Army Alpha and Army Beta
80
are only one among several pieces of information that **college admissions staff consider**.
Scholastic Aptitude Test (SAT)
81
Mentally retarded are distinguished by two qualities.
* They **perform far below average** on mental tests
* They **do not adapt well** to the demands of their lives
82
Retardation can be divided into **four categories**
1. Mild Retardation
2. Moderate Retardation
3. Severe Retardation
4. Profound Retardation
83
* **Most retarded people** fall within this category
* During their **early age**, they **resemble normal children**. They learn to communicate and to take care of themselves. This usually becomes apparent at **older ages**. They progress academically up to the level of **sixth grade** or so
* Deficits in the following are common among the these people:
- **Focusing attention**
- **Short and long-term memory**
- **Abstract thinking**
- **Working deliberately**
- **Taking the time to understand what is called for**
- **Applying insights from one context to another**
Mild Retardation
84
* **Recognized as such at an early age**.
* In school, they rarely progress beyond **average second-grade work**. They appear **unaware of social mores**, and they **require close supervision**. Nevertheless, given sheltered placements, they can live at work in the community as adults
Moderate Retardation
85
* It is usually **apparent at birth**
* These people often **have serious health problem**.
* Develop **little or no communicative speech** and **poor motor skills**.
* With **training, they can help in their own care**. They may learn to dress and undress, eat by themselves, wash their hands and faces, and use the toilet. As adults, they may perform simple vocational tasks under close supervision.
Severe Retardation
86
* Usually **apparent at birth**
* **Most Disabled**
* They are **defective in almost all ways**. They have **serious health problems** and **sensory deficiencies**. They lack mobility
* Their **communication is minimal.**
* At best, their **achievements are meager**, confined usually to a little self care.
Profound Retardation
87
Causes of Retardation or factors affecting intelligent differences
| PCBIC
* Biological Causes
* Cultural-Familial Causes
* Physiological Factors
* Cultural and Social Influences
* Interaction between physiological and social objects
88
# **HIGH INTELLIGENCE**
Also called as **gifted**, it is a person with exceptional qualities or **abilities on a specific field.**
Prodigy
## Footnote
**Qualities that distinguishes a prodigy from other children:** Capacity (presumably imbued by heredity)
89
One of the most important characteristics of human beings is their
capacity to learn
90
the **acquisition of habits, knowledge and attitudes**. It involves new ways of doing things and it operates on an individual’s attempt to overcome the obstacles or to adjust the new situations. It represents progressive changes in behavior. It enables him to satisfy interest to attain a goal.
Learning
91
# **NATURE OF LEARNING**
* Learning is a **process**
* It involves all those **experiences and training** of an individual which helps to **change his behavior**
* Learning papers the individual to **adjust and adopt in the situations**
* All the learning is **purposeful and goal-oriented.**
* Learning is **universal and continuous**
* It is a **continuous and never-ending process** that goes from womb to tomb
ang dami bai! basahin niyo nalang baka masama sa true or false HWHAHAH
92
**Learning process** is carried over through various steps **according to**
HP Smith
93
# IDENTIFY THE LEARNING PROCESS
* Are **dynamic force that compel the individual to act**
* The direction of the____ depends upon the relative strength of the ____
* Unsatisfied ____ or needs compel the individual to satisfy them, which initiate the learners to learn something,
A motive or drive
94
# IDENTIFY THE LEARNING PROCESS
* For the satisfaction of the needs the **individual sets definite goals for achievement**.
* The setting of the goal helps in making the learning purposeful and interesting,
An attractive goal
95
# IDENTIFY THE LEARNING PROCESS
* If the individual faces **no difficulty in attending the goal**, **he will not change** his present behavior, this means there is **no necessity to learn**.
* If a block or barrier obstructs the individual to reach the goal then the individual will try to change his behavior.
* Means something to change his behavior to reach goal.
A block to the attainment of the goal.
96
# IDENTIFY THE LEARNING PROCESS
If the **responses is successful in action** and satisfied the needs, on the subsequent occasions the **individual will tend to repeat it.**
Reinforcement
97
# IDENTIFY THE LEARNING PROCESS
The **individual integrate the successful responses** with individual previous learning, so that it becomes a part of new functional whole
Integration (Addition)
98
# IDENTIFY THE LEARNING PROCES
It **provide opportunities for learning**. The quality, speed and effectiveness of learning depends much upon the kind of ________ and environments available to the learners.
Learning Situation
99
The **steps** according to HP Smith in learning process.
| TRIPLE A RIL
* A motive or drive
* An attractive goal
* A block to the attainment of the goal.
* Reinforcement
* Integration (Addition)
* Learning Situation
100
**5** LEARNING PROCESS IN DIFFERENT STEPS
| PCAAA
* Perception Learning
* Conceptual Learning
* Association Learning
* Appreciation Learning
* Attitudinal Learning
101
# IDENTIFY THE LEARNING PROCESS IN DIFFERENT STEPS
**Sight, hearing, taste, smell, and touch** are considered as the five **gateway of knowledge**. All the knowledge is based on the sense of perception.
Perception Learning
102
# IDENTIFY THE LEARNING PROCESS IN DIFFERENT STEPS
The learning implies that the **individual start to think in abstract term**
Conceptual Learning
103
# IDENTIFY THE LEARNING PROCESS IN DIFFERENT STEPS
The individual has some **mental picture of his previous observations**. He try to link up his new **association with his previous mental pictures** and he learns.
Association Learning
104
# IDENTIFY THE LEARNING PROCESS IN DIFFERENT STEPS
The **feeling** make the individual to learn more
Appreciation Learning
105
# IDENTIFY THE LEARNING PROCESS IN DIFFERENT STEPS
These **attitudes** confirmed as the individual acquires more and more knowledge.
Attitudinal Learning
106
Learning process is centered on **three elements**
* **Factors associated with the learners**
*Learner’s physical health,
Learners mental health,
Basic potential of the learner,
The level of motivation,
Goal of life,
Readiness and will power,
Maturation,
Age,
Emotion,
Sex*
* **Factors associated with the type of learning**
* **Factors associated with the men and material**
107
7
LAWS OF LEARNING
| PEDEPAR
* Law of readiness (Person is ready to learn)
* Law of effect (Stressful situation)
* Law of exercise (practice number of time)
* Law of disuse (which is not practiced become decay)
* Law of primary (interested novels)
* Law of purpose (work towards goal)
* Law of association
108
# IDENTIFY THE THEORY OF LEARNING
* All things should be looked at from the perspective of behavior.
* And it doesn’t matter what is going on in the mind, it just matters what the behavior
* So there is no difference in the behaviorist mind between external behavior and internal thoughts.
Behaviorism
109
Different Behaviorists
* **Ivan Pavlov**(*Classic Conditioning*)
* **Edward Lee Thorndike** (*Experimental approach only*)
* **John B. Watson** (*Experimental approach only*)
* **B.F Skinner** (*Operant conditioning*)
110
* Born September 17, 1849
* Died Feb 27, 1936
* Born in Russia
* Physiologist, psychologist, and physician
* **Awarded nobel prize in physiology or medicine in 1904 for research on the digestive system.**
Ivan Pavlov
111
* Born August 31, 1874
* Died August 9, 1949
* Born in Williamsburg
* **Studied animal behavior and the learning process**
* **Led to the theory of connectionism**
* **Laying the foundation for modern educational psychology**
Edward Lee Thorndike
112
# Identify the theory of learning based on **Educational Implication**
* Fear, love towards a particular object is created through ________.
* A teacher's method of teaching or harsh treatment of his students, creates a strong dislike among them towards the subject.
* The theory of ____ emphasizes that the students should be exposed to positive stimuli in order to develop desirable habits, interest and attitudes in them.
Classical Conditioning
113
# Identify the theory of learning based on **Educational Implication**
Cats in Puzzle Boxes
* According to him, when the child is ready to learn, he learns more quickly and effectively. He warns that the child should not be forced to learn.
* And teacher must provide learning environment
* The task of the teacher is to motivate the students by arousing interest
* Learners should be encouraged to perform his tasks independently. He must try various solutions to the problem before arriving at the correct time.
TRIAL AND ERROR OF THEORY OF LEARNING (THORNDIKE’S THEORY)
114
# WHO SAID THE STATEMENT:
All we need to know in order to describe and explain behavior is this: actions followed by good outcomes are likely to recur, and actions followed by bad outcomes are less likely to recur
(Skinner, 1953)
115
# WHO IS THE PROPONENT:
* **Science of behavior: Study of conditioning and extinction of operants**
* **Dependent variable in the “Skinner Box”: rate of response**
B.F SKINNER
116
# WHAT IS THE LAW ACCORDING TO B.F. SKINNER
* Key Variables: Reinforcement
* Practice provides opportunities for additional reinforcement.
Law of Acquisition
117
Concept of Law of Effect
Behavior-----Better state of Affairs------Increased probability of behavior occuring again
Behavior------Worst state of Affairs------Decreased probability of behavior occuring again
118
**4** OPERANT CONDITIONING TECHNIQUES
* Positive Reinforcement
* Negative Reinforcement
* Punishment
* Extinction
119
# **4** OPERANT CONDITIONING TECHNIQUES
Increasing a behavior by administering a **reward**
Positive Reinforcement
120
# **4** OPERANT CONDITIONING TECHNIQUES
Increasing a behavior by **removing an aversive stimulus** when a behavior occurs
Negative Reinforcement
121
# **4** OPERANT CONDITIONING TECHNIQUES
Decreasing a behavior by **administering an aversive stimulus** following a behavior or by **removing a positive stimulus**
Punishment
122
# **4** OPERANT CONDITIONING TECHNIQUES
Decreasing a behavior by **not rewarding it**
Extinction
123
The word “____” means form or shape a particular arrangement of elements
Gestalt
124
Gestalt psychology was found in **germany** in **1912** by
Max Wertheimer and his colleagues
125
This theory believes individuals **use insight and their prior experience to determine their responses to stimuli**. They also use the laws of it to try to make sense of, and provide order to, information in their perception. This information leaves a trace in memory, traces link together to form connections of information. It is closely related to the present day cognitive constructivist view of learning. Problem solving is a good choice of instructional methods to use to incorporate the beliefs of the it.
GESTALT THEORY
126
# WHAT IS THE THEORY:
* According to this theory **learning through imitation**
* Learning **through observing the behavior of others**.
* **Four Steps in observational learning**
1. Paying attention
2. Remembering Behavior
3. Reproducing Action
4. Being motivated to learn and carry out the behavior
COGNITIVE THEORY OF LEARNING
127
refers to the transfer of knowledge, training and habits acquired in one situation to the another situation
Transfer of Learning
128
**Types of Transfer**
* Positive Transfer
* Negative Transfer
* Zero
129
# **Types of Transfer**
When something **previously learned benefit performance** or learning in new situation. E.g. if one has to learn to play tennis and he find it easier to learn to play badminton.
Positive Transfer
130
# **Types of Transfer**
When someone **previously learnt hinders performance** or learning in a new situation, we call it ____. E.g. Tamil or Guajarati his pronunciation of english is affection
Negative Transfer
131
# **Types of Transfer**
Previous **learning makes** **no difference at all** to the performance or learning in a new situation E.g. Learning history may neither help nor hinder the learning
Zero
