Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
66 Cards in this Set
- Front
- Back
|
Cornea?
|
* Outermost, clear, even shpaed.
* Astigmatisim- waves and bumps in the cornea mixes up light and waves making vision blurry. |
|
|
Fovea?
|
* A dent in the retina, most of your cones are here
|
|
|
Rods and cones?
|
* Key role in color vision Blue, green, and red (cones)
*Very sensitive to light, but only see in shades of gray (Rods) * Release chemical all the time unless they get a light signal to the ganglion cell *ganglion cell goes to the brain *series of action potientail in the occipital lobe |
|
|
Iris? Pupil?
|
*Colored part of eye
* Regulates the amount of light that enters the eye * Pupil hole in the iris |
|
|
Taste Adversion?
|
* Pairs a taste with an illness
* Animal Avoids taste * Classical condtioning * Found biological boundary * Chemotherapy * Make you eat food, get sick |
|
|
Pathway from eye to brain?
|
* Into the eye
* Passes the retina on the back of the eye * Bipolar and ganglion cells *optic nerve * optic chiasm * Lateral geniculate bodes * Occipital lobe of the cortex |
|
|
Oponent systems?
|
* Pairs of cells
* One or the other can fire, not both *red or green * blue or yellow * Yellow is added by the brain * Opponent cells of lines and edges and other figures |
|
|
Monocular cues?
|
* One eyed cues
* Basic monocular cues- picture/pictoral, kinetic/motion, eye adjustment/accomodation |
|
|
Binocular cues? (2 kinds)
|
* 2 Eyed cues
* Convergance- movement of the eyes inward/putward * Feedback to the brain that u r looking at far/near objects * Binocular dispairity- each eye sees a slightly different image, overlap between the two images * more overlap near * less overlap- far |
|
|
After-image?
|
* When you stare
-green/red -black/white (Rods) -yellow-blue |
|
|
Linear perspective?
|
* lines converge as the object get further away
|
|
|
Texture?
|
* Patterns get smaller and more dense as the object gets farther away
|
|
|
Cochlear?
|
* Small shaped organ
* Contains semi-circular canals (fluid filled) -Vestibular, basilar, and tectal membranes |
|
|
Tympanic Membrane?
|
* Eardrum- piece of skin cross the oval window
|
|
|
Gestalt psychologists?
|
*Kohler Wertheimer
|
|
|
Gestalt?
|
* 20th century German Psychologists
* phenomenologists- studeies phenomenon * why people have both unique perceptual expirences and commonality across expirences * Brain is hardwired to percieve senstations in certain ways-must have expirences to learn to use it |
|
|
Figure vs. Ground?
|
* gestalt- whole configuration
* gestalt can be broken down into the background (ignore it, irrelevant to stimuli) and the figure (attend to, relevant stimuli) |
|
|
Trichromatic Theory?
|
* Three color theory
* Young (1880) * Von Hemmoltz (1950) * Three colors make white light-blue, green, and red * Should have 3 dif. kinds of cones, blue, green, and red (mix together to form other colors) |
|
|
Opponent process of color theory?
|
* Two levels of processing
* At eye level- 3 kinds of rods/cones * Brain level- opponent systems of cells |
|
|
Interposition of occultion or of objects as monocilar cues?
|
* Near object occludes or blocks a farther away object
|
|
|
Learning?
|
* Learning is a relatively permanent change in behavior that is not due to physical changes in enviromental or maturation
* effortful |
|
|
Habitutation?
|
* Learning to ignore or to not respong to something
* Learn to ignore irrelevant stimuli * Pay attention to important stimuli |
|
|
Classical Conditioning?
|
* Respond to predictive stimuli because they cue you about an upcomming change
|
|
|
Unconditioned stimulus?
|
* US
* loud noise (albert) |
|
|
Unconditioned Response?
|
* UR
|
|
|
Conditioned Stimulus?
|
* CS
* Predictor, carries info about an upcomming event |
|
|
Conditioned response?
|
* CR
* Response to the predictor * CS must predict the CR |
|
|
Ivan Pavlov?
|
* Reflex arc (Descartes)
* Knew that a cue could predict a stimulus that would set off a reflex * Russian psychologist studying salvation and digestion |
|
|
Pavlov and his dogs?
|
* Rings abell, te dog learns to slobber to the bell
* Didn't have to teach the dog to slobber for food (innate, not conditioned) * Slobbering to food is conditioned (learning) |
|
|
Law of Effect?
|
* Ewards Thorndike (1911)
* cats in a puzzle box * measure how long is takes the cat to get out of the box * when a response is followed by a satisfying state of affairs that response will increase. |
|
|
Extinction in Classical conditioning?
|
* If the CS stops being predictive, you stop showing CR
|
|
|
Extinction in operate conditioning?
|
* Stop the consequence: R--> Sr to R--> 0
* Extinction burst or spontaneous increase in responding * extinction induced agression |
|
|
Partial schedules of reinforcement?
|
* PRF
* 4 kinds- Fixed ratio, Fixed interval, Variable ratio, and variable interval |
|
|
Schedules of reinforcment?
|
* Instructions for when you get a reward
* Two basic kinds- Continuous and Partial |
|
|
Continuous schedules of reinforcement?
|
* Every response is rewarded.
|
|
|
Variable interval schedule?
|
*VI
* On average, the first response after X amount of time is rewarded * pop quiz |
|
|
Fixed interval schedule?
|
* FI
* The first response after X amount of time is rewarded * FI 60 sec |
|
|
Variable ratio schedule?
|
* VR
* On average, the nth response is rewarded * its an average across some time interval * on average of 5 responses * slot machines |
|
|
Fixed ratio scedules?
|
*FR
*Every nTH response is reinforced *FR5: Every 5th response is rewarded * respond and wait: break and run |
|
|
Learned helplessness?
|
* * Martin Seligman
* Rule governed by behavior- behavior uses gen. rules * Aniamls can learn to become helpless- learn they have no control over the outcome of a situation * Model of depression- math: attribute the failure to yourself rather than the situation * internal cause: i'm not bad * No internal cause: bad teachers * Reteach and relearn that you can make changes in the enviroment (positive instances make you successful) |
|
|
Bandura's Study withthe bobo doll?
|
* Preschool children are seperated into 2 groups (Disney nature flick vs video of grad student beating Bobo saying unique phrases)
* Kids individually go play with BoBo * Bobo watchers were more aggressive than nature kids * |
|
|
TV and violence: Real characters VS Animated characters?
|
* Evening news produced most violent behavior in kids
* Why? The news is real! (Power ranger were REAL people) * Imitated thing- parents, teachers, friends, sex on TV, emergency behaviors |
|
|
Chunking?
|
* group items that fit together
* group numbers into meaningful units. |
|
|
rehersal?
|
* Must keep rehersing or it goes away
* disrupted- lose the memory * unique ways to rehearse it (maitenance:rote rehearsal Elaborative: elaborate or make the info meaningful mnemonic devices: memory cues. |
|
|
Short term memory?
|
* STM
* duration of about 20 sec. * capacity of 7 +/- 2 items (5-9 thing) *chunking |
|
|
Form rules for solving problems. Algorithm and heuristics?
|
* Algorithm: rules that always works
* heuristics: rules that usually works |
|
|
Schemas that influence our memories and our behavior?
|
* Pollyanna bias
* Eoyore * Rose colored glasses * Self- enhancing bias |
|
|
Morpheme?
|
* Smallest unti of meaning
* Root word:cat * prefixes and suffixes |
|
|
Phoneme?
|
* smallest unit of sound /b/ /p/
* English has about 45 phenomes |
|
|
Semantics?
|
* Changes in word meaning, word emphasis
|
|
|
Syntax in language?
|
* Grammar
|
|
|
Semanic memory?
|
* verbal memory
* words and phrases * vocab |
|
|
Episodic memory?
|
* For episodes
* Pictures, events, places * pictoral memory |
|
|
Procedural memory?
|
* Action
* memory for a motor movement * computer strokes |
|
|
Eidectic memory?
|
* Flashbulb memory
* photographic memory * snapshots of events surrounding an important event * Tend to be inaccurate * young kids use this a lot |
|
|
Sensory register memory?
|
* Sensation- paying att. to imp. info
* very brief: less than a sec * only holds about 4 bits of info * noncatagorical: you don't attend to what is in it, just that it is there |
|
|
Functional Fixedness?
|
* Can't use an object for an unintended purpose
* Use it for the designed purpose; not for the current need. |
|
|
Stereosis?
|
* Shape and color, depth,
* Binocular * Convergance of the eyes (movement of eyes in or outward) |
|
|
Eyewitness Testimony and False Memories?
|
* Eyewitness testimony is bias, based on constructive memory.
*False memories are implanted. Someone tells you something that happened to you and you believe it. * More suseptable in children Other factors= rose colored glasses, self enhancing bias, eoyore, or pollyana. |
|
|
Analogy and Problem Solving?
|
*Define a prob:set of rules, meaterials, and a goal or outcome.
* 2 Rules for problm solving- algorithm, and heuristics *Analogy use one problem as a prototype to solve another |
|
|
Motion Cues?
|
* To move there must be depth
* Motion parallax: movement of light gives the illusion of movement of the object (neon signs) |
|
|
Positive Reinforcement?
|
* Add a stimulus to increase a response
* Add a stimulus to decrease a response * Add something |
|
|
Negative Reinforcement?
|
* Take away a stimulus to increase a response
* Take away a stimulus to decrease a response * Take away something |
|
|
Aha or instight learning?
|
* gestalt
* Stages: suspense, confused, walk away from problem(consolodation), insight or aha. |
|
|
Observational Learning?
|
* Learning from others not through reinforcement
|
|
|
Contingency and operate conditioning?
|
* Behavior change change 2 ways, increase (reinforcer, or decrease (punisher0
* behavior or response in contigient upon some outcome or response |
