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126 Cards in this Set

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Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.
Maturation (pg. 105)

Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience.
All the mental activities associated with thinking, knowing, remembering, and communicating.
Cognition (pg. 107)

All the mental activities associated with thinking, knowing, remembering, and communicating.
A concept or framework that organizes and interprets information.
Schema (pg. 107)

A concept or framework that organizes and interprets information.
Interpreting one’s new experience in terms of one’s existing schemas.
Assimilation (pg. 107)

Interpreting one’s new experience in terms of one’s existing schemas.
The process by which the eye’s lens changes shape to focus near or far objects on the retina.
Accommodation (pg. 107)

The process by which the eye’s lens changes shape to focus near or far objects on the retina.
In Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.
Sensorimotor Stage (pg. 108)

In Piaget’s theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities.
The awareness that things continue to exist even when not perceived.
Object Permanence (pg. 108)

The awareness that things continue to exist even when not perceived.
In Piaget’s theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.
Preoperational Stage (pg. 109)

In Piaget’s theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic.
The principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.
Conservation (pg. 109)

The principle (which Piaget believed to be a part of concrete operational reasoning) that properties such as mass, volume, and number remain the same despite changes in the forms of objects.
In Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.
Egocentrism (pg. 110)

In Piaget’s theory, the preoperational child’s difficulty taking another’s point of view.
People’s ideas about their own and others’ mental states – about their feelings, perceptions, and thoughts, and the behavior these might predict.
Theory of Mind (pg. 110)

People’s ideas about their own and others’ mental states – about their feelings, perceptions, and thoughts, and the behavior these might predict.
A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others’ states of mind.
Autism (pg. 111)

A disorder that appears in childhood and is marked by deficient communication, social interaction, and understanding of others’ states of mind.
In Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.
Concrete Operational Stage (pg. 111)

In Piaget’s theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events.
In Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.
Formal Operational Stage (pg. 112)

In Piaget’s theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts.
The fear of strangers that infants commonly display, beginning by about 8 months of age.
Stranger Anxiety (pg. 113)

The fear of strangers that infants commonly display, beginning by about 8 months of age.
An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.
Attachment (pg. 113)

An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.
An optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.
Critical Period (pg. 114)

An optimal period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development.
The process by which certain animals form attachments during a critical period very early in life.
Imprinting (pg. 114)

The process by which certain animals form attachments during a critical period very early in life.
According to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.
Basic Trust (pg. 116)

According to Erik Erikson, a sense that the world is predictable and trustworthy; said to be formed during infancy by appropriate experiences with responsive caregivers.
The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment.
Sensation (pg. 143)

The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment.
The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events.
Perception (pg. 143)

The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events.
Analysis that begins with the sensory receptors and works up to the brain’s integration of sensory information.
Bottom-Up Processing (pg. 143)

Analysis that begins with the sensory receptors and works up to the brain’s integration of sensory information.
Information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations.
Top-Down Processing (pg. 143)

Information processing guided by higher-level mental processes, as when we construct perceptions drawing on our experience and expectations.
The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them.
Psychophysics (pg. 144)

The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them.
The minimum stimulation needed to detect a particular stimulus 50% of the time.
Absolute Threshold (pg. 144)

The minimum stimulation needed to detect a particular stimulus 50% of the time.
Below one’s absolute threshold for conscious awareness.
Subliminal (pg. 144)

Below one’s absolute threshold for conscious awareness.
The activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response.
Priming (pg. 144)

The activation, often unconsciously, of certain associations, thus predisposing one’s perception, memory, or response.
The minimum difference between two stimuli required for detection 50% of the time. We experience this as a just noticeable difference (or jnd).
Difference Threshold (pg. 145)

The minimum difference between two stimuli required for detection 50% of the time. We experience this as a just noticeable difference (or jnd).
The principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage (rather than a constant amount).
Weber’s Law (pg. 145)

The principle that, to be perceived as different, two stimuli must differ by a constant minimum percentage (rather than a constant amount).
Diminished sensitivity as a consequence of constant stimulation.
Sensory Adaptation (pg. 146)

Diminished sensitivity as a consequence of constant stimulation.
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.
Wavelength (pg. 148)

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.
The dimension of color that is determined by the wavelength of light; what we know as the color names blue, green, and so forth.
Hue (pg. 148)

The dimension of color that is determined by the wavelength of light; what we know as the color names blue, green, and so forth.
The amount of energy in a light or sound wave, which we perceive as brightness or loudness, as determined by the wave’s amplitude.
Intensity (pg. 148)

The amount of energy in a light or sound wave, which we perceive as brightness or loudness, as determined by the wave’s amplitude.
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 (pg. 148)

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.
The process by which the eye’s lens changes shape to focus near or far objects on the retina.
Accommodation (pg. 148)

The process by which the eye’s lens changes shape to focus near or far objects on the retina.
Retinal receptors that detect black, white, and gray; necessary for peripheral and twilight vision, when cones don’t respond.
Rods (pg. 149)

Retinal receptors that detect black, white, and gray; necessary for peripheral and twilight vision, when cones don’t respond.
Retinal receptor cells that are concentrated near the center of the retina and that function in daylight or in well-lit conditions. The _____ detect fine detail and give rise to color sensations.
Cones (pg. 149)

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.
The nerve that carries neural impulses from the eye to the brain.
Optic Nerve (pg. 149)

The nerve that carries neural impulses from the eye to the brain.
The point at which the optic nerve leaves the eye, creating this because no receptor cells are located there.
Blind Spot (pg. 149)

The point at which the optic nerve leaves the eye, creating this because no receptor cells are located there.
The central focal point in the retina, around which the eye’s cones cluster.
Fovea (pg. 149)

The central focal point in the retina, around which the eye’s cones cluster.
Nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle, or movement.
Feature Detectors (pg. 151)

Nerve cells in the brain that respond to specific features of the stimulus, such as shape, angle, or movement.
The processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving.
Parallel Processing (pg. 152)

The processing of many aspects of a problem simultaneously; the brain’s natural mode of information processing for many functions, including vision. Contrasts with the step-by-step (serial) processing of most computers and of conscious problem solving.
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 perception of any color.
Young-Helmholtz Trichromatic Theory

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 perception of any color.
The theory that opposing retinal processes (red-green, yellow-blue, white-black) enables color vision. For example, some cells are stimulated by red and inhibited by green.
Opponent-Process Theory (pg. 154)

The theory that opposing retinal processes (red-green, yellow-blue, white-black) enables color vision. For example, some cells are stimulated by red and inhibited by green.
The sense or act of hearing.
Audition (pg. 157)

The sense or act of hearing.
The number of complete wavelengths that pass a point in a given time (for example, per second).
Frequency (pg. 158)

The number of complete wavelengths that pass a point in a given time (for example, per second).
A tone’s experienced highness or lowness; depends on frequency.
Pitch (pg. 158)

A tone’s experienced highness or lowness; depends on frequency.
The chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window.
Middle Ear (pg. 159)

The chamber between the eardrum and cochlea containing three tiny bones (hammer, anvil, and stirrup) that concentrate the vibrations of the eardrum on the cochlea’s oval window.
A coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger nerve impulses.
Cochlea (pg. 159)

A coiled, bony, fluid-filled tube in the inner ear through which sound waves trigger nerve impulses.
A part of the ear, containing the cochlea, semicircular canals, and vestibular sacs.
Inner Ear (pg. 159)

A part of the ear, containing the cochlea, semicircular canals, and vestibular sacs.
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 fibers and is closed by activity in larger fibers and is closed by activity in larger fibers or by information coming from the brain.
Gate-Control Theory (pg. 163)

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 fibers and is closed by activity in larger fibers and is closed by activity in larger fibers or by information coming from the brain.
The principle that one sense may influence another, as when the smell of food influences its taste.
Sensory Interaction (pg. 165)

The principle that one sense may influence another, as when the smell of food influences its taste.
The system for sensing the position and movement of individual body parts.
Kinesthesis (pg. 167)

The system for sensing the position and movement of individual body parts.
The sense of body movement and position, including the sense of balance.
Vestibular Sense (pg. 168)

The sense of body movement and position, including the sense of balance.
In vision, the ability to adjust to an artificially displaced or even inverted visual field.
Perceptual Adaptation (pg. 182)

In vision, the ability to adjust to an artificially displaced or even inverted visual field.
A mental predisposition to perceive one thing and not another.
Perceptual Set (pg. 183)

A mental predisposition to perceive one thing and not another.
The controversial claim that perception can occur apart from sensory input. Said to include telepathy, clairvoyance, and precognition.
Extrasensory Perception (ESP) (pg. 186)

The controversial claim that perception can occur apart from sensory input. Said to include telepathy, clairvoyance, and precognition.
The study of paranormal phenomena, including ESP and psychokinesis.
Parapsychology (pg. 187)

The study of paranormal phenomena, including ESP and psychokinesis.
1. Who was one of the 1st to come up with the theory of cognitive development?
Jean Piaget

Who was one of the 1st to come up with the theory of cognitive development?
2. Name the stage of physical development (birth to 24 months):
a. Infants construct an understanding of the world through their senses.
b. Gain knowledge of the world from physical interactions.
c. Progresses from reflexive, instinctual action to the beginning of symbolic thought.
Sensorimotor Stage

Name the stage of physical development (birth to 24 months):
a. Infants construct an understanding of the world through their senses.
b. Gain knowledge of the world from physical interactions.
c. Progresses from reflexive, instinctual action to the beginning of symbolic thought.
3. Name the stage of physical development:
a. ____________ thought – any procedure for mentally acting on objects.
b. Halmark of this stage is sparse and logically inadequate mental operations.
c. Learns to use and represent objects by images, words, and drawings.
d. Able to form stable concepts, mental reasoning, and magical beliefs.
e. Difficulty taking the viewpoint of others.
f. Learn primarily through imitation and play.
Preoperational Stage

Name the stage of physical development:
a. ____________ thought – any procedure for mentally acting on objects.
b. Halmark of this stage is sparse and logically inadequate mental operations.
c. Learns to use and represent objects by images, words, and drawings.
d. Able to form stable concepts, mental reasoning, and magical beliefs.
e. Difficulty taking the viewpoint of others.
f. Learn primarily through imitation and play.
4. Name the stage of physical development (between the ages of 2-4 years of age):
a. Cannot manipulate and transform information in logical ways.
b. Can think in symbols and pretend play.
i. Describe the design of objects that are not present.
c. Egocentrism – unable to distinguish between their own perspective and others.
i. Nods while talking on the telephone.
d. Animism
i. Inanimate objects have lifelike qualities.
a) The sidewalk was mad at me and that’s why I fell down.
Symbolic Function Substage

Name the stage of physical development (between the ages of 2-4 years of age):
a. Cannot manipulate and transform information in logical ways.
b. Can think in symbols and pretend play.
i. Describe the design of objects that are not present.
c. Egocentrism – unable to distinguish between their own perspective and others.
i. Nods while talking on the telephone.
d. Animism
i. Inanimate objects have lifelike qualities.
a) The sidewalk was mad at me and that’s why I fell down.
5. Name the stage of physical development (between 4-7 years of age):
a. Very curious and ask many questions.
b. Begins primitive reasoning and wants to know why things are the way they are.
i. Why is the sky blue?
c. Centration – focusing on one characteristic in spite of all others.
i. Unaware of conservation.
ii. Changing the physical appearance of an object does not change its properties.
iii. Water conservation task (tall glass has more water, even though it has the same amount).
Intuitive Thought Substage

Name the stage of physical development (between 4-7 years of age):
a. Very curious and ask many questions.
b. Begins primitive reasoning and wants to know why things are the way they are.
i. Why is the sky blue?
c. Centration – focusing on one characteristic in spite of all others.
i. Unaware of conservation.
ii. Changing the physical appearance of an object does not change its properties.
iii. Water conservation task (tall glass has more water, even though it has the same amount).
6. Name the stage of physical development (7-11 years of age):
a. Appropriate use of logic (knows why there is same amount of water).
b. Seriation – ability to sort objects in an order.
c. Transivity – recognize logical relationships among elements in serial order.
i. (A is taller than B, which is taller than C, A must be taller than C.)
d. Classification – name and identify sets of objects according to characteristics.
i. One set of objects can include another.
Concrete Operational Stage

Name the stage of physical development (7-11 years of age):
a. Appropriate use of logic (knows why there is same amount of water).
b. Seriation – ability to sort objects in an order.
c. Transivity – recognize logical relationships among elements in serial order.
i. (A is taller than B, which is taller than C, A must be taller than C.)
d. Classification – name and identify sets of objects according to characteristics.
i. One set of objects can include another.
7. Name the stage of physical development (around 11 years of age (puberty) and continues into adulthood):
a. Ability to think abstractly.
b. Reason logically and draw conclusions.
c. Hypothetical situations.
d. More likely to solve problems in a trial and error method.
e. Able to understand things such as love, “shades of gray”, logical proofs and values.
Formal Operational Stage

Name the stage of physical development (around 11 years of age (puberty) and continues into adulthood):
a. Ability to think abstractly.
b. Reason logically and draw conclusions.
c. Hypothetical situations.
d. More likely to solve problems in a trial and error method.
e. Able to understand things such as love, “shades of gray”, logical proofs and values.
8. Name the Theory: Children seen as “Apprentices of thought”
a. Understanding the world embedded in social context.
b. Parents, older siblings, childcare workers, and others act as mentors in facilitating mental growth.
a. Guided Participation – social experiences that explore the world.
c. Adult helping a child with a jigsaw puzzle.
a. Praises success, encourages problem solving, goal oriented behavior.
Sociocultural Theory of Cognitive Development

Name the Theory: Children seen as “Apprentices of thought”
a. Understanding the world embedded in social context.
b. Parents, older siblings, childcare workers, and others act as mentors in facilitating mental growth.
i. Guided Participation – social experiences that explore the world.
c. Adult helping a child with a jigsaw puzzle.
i. Praises success, encourages problem solving, goal oriented behavior.
9. Who came up with the Sociocultural Theory of Cognitive Development?
Lev Semyonovich Vygotsky

Who came up with the Sociocultural Theory of Cognitive Development?
10. Early __________ _____ forms the foundation of our adult relationships.
a. Predicts both our willingness to help those in distress and self-esteem.
Early (ATTACHMENT STYLE) forms the foundation of our adult relationships.
a. Predicts both our willingness to help those in distress and self-esteem.
11. Name the attachment style:
a. Caregiver is secure base for exploration.
b. Protests caregivers’ departure and seeks proximity AND is comforted on return. Returns to exploration.
c. May be comforted by stranger, but shows clear preference for caregiver.
Secure Attachment

Name the attachment style:
a. Caregiver is secure base for exploration.
b. Protests caregivers’ departure and seeks proximity AND is comforted on return. Returns to exploration.
c. May be comforted by stranger, but shows clear preference for caregiver.
12. Name the attachment style:
a. Little affective sharing in play (Mood)
b. Little/no distress on departure and responds to return.
c. Turns away and avoids contact if picked up.
d. Treats strangers the same as caregiver.
e. (c-d: Just want to be left alone.)
Avoidant

Name the attachment style:
a. Little affective sharing in play (Mood)
b. Little/no distress on departure and responds to return.
c. Turns away and avoids contact if picked up.
d. Treats strangers the same as caregiver.
e. (c-d: Just want to be left alone.)
13. Name the attachment style:
a. Unable to use caregiver as a secure base.
b. Distressed on separation AND reluctance to warn to caregiver.
c. Preoccupied with caregivers activities (knowing what parent is doing at all times).
Ambivalent/Resistant

Name the attachment style:
a. Unable to use caregiver as a secure base.
b. Distressed on separation AND reluctance to warn to caregiver.
c. Preoccupied with caregivers activities (knowing what parent is doing at all times).
14. What type of attachment style do individuals have higher self-esteem, and is positively related to basing self-worth on family support?
Securely Attached Individuals

What type of attachment style do individuals have higher self-esteem, and is positively related to basing self-worth on family support?
15. What type of attachment style are you most likely to base self-worth on physical attractiveness?
Preoccupied/Fearful

What type of attachment style are you most likely to base self-worth on physical attractiveness?
16. What type of attachment style might individuals conclude they are unlovable unless they satisfy others expectations; they base self-esteem on others reactions and validations of them?
Preoccupied

What type of attachment style might individuals conclude they are unlovable unless they satisfy others expectations; they base self-esteem on others reactions and validations of them?
17. What has a drastic effect on personality?
Parenting Styles

What has a drastic effect on personality?
18. What type of parenting style is high control and low warmth; expect obedience; set rules; cultivate through hard work, respect, and obedience? With this parenting style is enforceable competence, and kids do what they are supposed to but rebel when authority figure is absent or no longer poses a threat.
Authoritarian

What type of parenting style is high control and low warmth; expect obedience; set rules; cultivate through hard work, respect, and obedience? With this parenting style is enforceable competence, and kids do what they are supposed to but rebel when authority figure is absent or no longer poses a threat.
19. What type of parenting style is high control and high warmth; set rules and enforce them; explain reasons involving child in discussion? With this parenting style is high overall competence in children, who are self-motivated, and respond appropriately to authority.
Authoritative

What type of parenting style is high control and high warmth; set rules and enforce them; explain reasons involving child in discussion? With this parenting style is high overall competence in children, who are self-motivated, and respond appropriately to authority.
20. What type of parenting style is low control and high warmth; accept child’s behavior, has few demands, and no punishment? With this parenting style is certain specific competencies.
Permissive

What type of parenting style is low control and high warmth; accept child’s behavior, has few demands, and no punishment? With this parenting style is certain specific competencies.
21. What type of parenting style is low control and low warmth; meet basic physical needs but minimize the time they spend; avoid emotional involvement? With this parenting style is least competent children; who have low self-esteem, low achievement, and are prone to delinquency.
Neglectful

What type of parenting style is low control and low warmth; meet basic physical needs but minimize the time they spend; avoid emotional involvement? With this parenting style is least competent children; who have low self-esteem, low achievement, and are prone to delinquency.
22. How we detect physical energy from the environment and encode it as neural signals; provides the raw information.
Sensation

How we detect physical energy from the environment and encode it as neural signals; provides the raw information.
23. How we select, organize, and interpret raw information; constructs the information into our experiences.
Perception

How we select, organize, and interpret raw information; constructs the information into our experiences.
24. What type of processing sees the whole, break down into parts, and breaks into further parts?
Top-down processing

What type of processing sees the whole, break down into parts, and breaks into further parts?
25. What principle will we perceive the object that is most likely to be the cause of our sensory stimulation?
Likelihood Principle

What principle will we perceive the object that is most likely to be the cause of our sensory stimulation?
26. Think of sensory stimulation as providing data for hypotheses concerning the state of the external world; we do not perceive in an automatic, non-thinking way; perceptions determined by a combination of automatic processes that begin with properties of the stimulus, and individualistic processes that depend on a person’s past experiences, knowledge, and expectations.
Hypothesis Testing

Think of sensory stimulation as providing data for hypotheses concerning the state of the external world; we do not perceive in an automatic, non-thinking way; perceptions determined by a combination of automatic processes that begin with properties of the stimulus, and individualistic processes that depend on a person’s past experiences, knowledge, and expectations.
27. Name him - Pioneer in the study of physical energy and psychological experience. Attempting to promote belief that all animals, persons, and plants have both matter and souls; after staring at the sun for a period of time he saw afterimage (blue, the compliment of yellow). He eventually regained sight.
a. Caused him to devote time to psychological research.
b. Work caused him to devote time to psychological research.
c. Work caused him to develop photophobia and emotional collapse.
On the “bright” side his work was well received.
Gustav Fechner

Name him - Pioneer in the study of physical energy and psychological experience. Attempting to promote belief that all animals, persons, and plants have both matter and souls; after staring at the sun for a period of time he saw afterimage (blue, the compliment of yellow). He eventually regained sight.
a. Caused him to devote time to psychological research.
b. Work caused him to devote time to psychological research.
c. Work caused him to develop photophobia and emotional collapse.
On the “bright” side his work was well received.
28. Gustav Fechner developed 3 methods, which one presents minimal stimulation until it is perceived?
Method of Limits

Gustav Fechner developed 3 methods, which one presents minimal stimulation until it is perceived?
29. Gustav Fechner developed 3 methods, which one presents identical images or with very minimal changes. Participant identifies if the images are the same or different.
Method of Right and Wrong Cases

Gustav Fechner developed 3 methods, which one presents identical images or with very minimal changes. Participant identifies if the images are the same or different.
30. Gustav Fechner developed 3 methods, which one adjusts a comparison stimulus until it appears identical to a standard stimulus?
Method of Adjustment

Gustav Fechner developed 3 methods, which one adjusts a comparison stimulus until it appears identical to a standard stimulus?
31. Difference thresholds grow with the magnitude of the stimulus. Put one quarter in an envelope and then put two quarters in another. Which one is heavier? It is easy to tell. Put an envelope in a different shoe and then pick up the shoes. Which one is heavier? Much harder to tell. This applies to many things (sales, shining a flashlight in daylight/night etc.)
Weber’s Law

Difference thresholds grow with the magnitude of the stimulus. Put one quarter in an envelope and then put two quarters in another. Which one is heavier? It is easy to tell. Put an envelope in a different shoe and then pick up the shoes. Which one is heavier? Much harder to tell. This applies to many things (sales, shining a flashlight in daylight/night etc.)
32. In the eye, this controls the diameter and size of the pupils.
Iris

In the eye, this controls the diameter and size of the pupils.
33. In the eye, this refracts light.
Cornea

In the eye, this refracts light.
34. In the eye, this is the protective outer layer (collage and elastic fiber).
Sclera

In the eye, this is the protective outer layer (collage and elastic fiber).
35. In the eye, this is the fibrous strands connecting the ciliary body with the lens of the eye; anchors the lens in place.
Zonules

In the eye, this is the fibrous strands connecting the ciliary body with the lens of the eye; anchors the lens in place.
36. In the eye, this helps refract light to be focused on the retina.
Lens

In the eye, this helps refract light to be focused on the retina.
37. In the eye, it allows light to enter the retina.
Pupil

In the eye, it allows light to enter the retina.
38. In the eye, light striking this causes neural impulses.
Retina

In the eye, light striking this causes neural impulses.
39. In the eye, no rods or cones at this point in the eye; blind spot.
Optic Nerve Disk

In the eye, no rods or cones at this point in the eye; blind spot.
40. In the eye, it acts as natural sunblock for the retina.
Macula

In the eye, it acts as natural sunblock for the retina.
41. The retina contains 2 types of photoreceptors, name it:
a. 120 million.
b. More sensitive.
c. Not sensitive to color.
d. Better at sensing motion.
e. Responsible for dark adapted vision.
Rods

The retina contains 2 types of photoreceptors, name it:
a. 120 million.
b. More sensitive.
c. Not sensitive to color.
d. Better at sensing motion.
e. Responsible for dark adapted vision.
42. The retina contains 2 types of photoreceptors, name it:
a. 6-7 million.
b. Sensitive to color.
c. Concentrated in the macula.
d. Red, green, and blue cones.
e. High resolution vision.
Cones

The retina contains 2 types of photoreceptors, name it:
a. 6-7 million.
b. Sensitive to color.
c. Concentrated in the macula.
d. Red, green, and blue cones.
e. High resolution vision.
43. Capacity to distinguish objects based on wavelength of light they reflect, emit, or transmit. Nervous system derives color by comparing responses to light from cone photo-receptors in the brain. Sensitive to different portions of the visible spectrum. Red, green, and blue. A red apple absorbs all other frequencies of visible light other than red, which it reflects.
Cones and Rods

Capacity to distinguish objects based on wavelength of light they reflect, emit, or transmit. Nervous system derives color by comparing responses to light from cone photo-receptors in the brain. Sensitive to different portions of the visible spectrum. Red, green, and blue. A red apple absorbs all other frequencies of visible light other than red, which it reflects.
44. Problem with cones that are responsible for red, blue, or green; most common is red/green. Most likely cause is genetics, might also be caused due to exposure to certain chemicals.
Color Blindness

Problem with cones that are responsible for red, blue, or green; most common is red/green. Most likely cause is genetics, might also be caused due to exposure to certain chemicals.
45. Total color blindness – cone defect or absence; 2 or all 3 of the cone pigments are missing; reduced to one dimension.
Monochromancy

Total color blindness – cone defect or absence; 2 or all 3 of the cone pigments are missing; reduced to one dimension.
46. Severe color vision defect in one of the three basic color mechanisms which is absent. Reduced to one dimension.
Dichromacy

Severe color vision defect in one of the three basic color mechanisms which is absent. Reduced to one dimension.
47. A form of Dichromacy, it is an absence of red retinal photoreceptors; red appears dark.
Protanopia

A form of Dichromacy, it is an absence of red retinal photoreceptors; red appears dark.
48. A form of Dichromacy, it is an absence of green retinal photoreceptors; moderately affects red-green hue discrimination.
Deuteranopia

A form of Dichromacy, it is an absence of green retinal photoreceptors; moderately affects red-green hue discrimination.
49. A form of Dichromacy, it is a total absence of blue retinal receptors; very rare.
Tritanopia

A form of Dichromacy, it is a total absence of blue retinal receptors; very rare.
50. Sensory condition in which stimulation of one modality (senses) leads to perceptual experience in another (LSD trip); to perceive together; flavors have shapes; pain perceived as colors with different intensity depending on the amount of pain; may see colors when they hear, but not hear sounds when they see colors; has theoretically 10 possible pairings. Most common is seeing specific letters or numbers (graphemes) in specific colors.
Synesthesia

Sensory condition in which stimulation of one modality (senses) leads to perceptual experience in another (LSD trip); to perceive together; flavors have shapes; pain perceived as colors with different intensity depending on the amount of pain; may see colors when they hear, but not hear sounds when they see colors; has theoretically 10 possible pairings. Most common is seeing specific letters or numbers (graphemes) in specific colors.
51. Color synesthetes – may see a “5” in black ink on a white background as red; “k” may always appear greenish-blue.
Grapheme

Color synesthetes – may see a “5” in black ink on a white background as red; “k” may always appear greenish-blue.
52. Extremely rare form of synesthesia where people taste sounds; Elizabeth Sulston experiences pleasant chords as the taste of ____ _____, while harsh dissonant chords taste sour and disgusting.
Extremely rare form of synesthesia where people taste sounds; Elizabeth Sulston experiences pleasant chords as the taste of (SOUR CREAM), while harsh dissonant chords taste sour and disgusting.
53. Name the Theory: In synesthesia, connections carry information from high level multisensory areas of the brain back to single sense areas not properly inhibited; usually information is processes in such multisensory areas are returned only to appropriate single-sense areas; brain inhibition is disrupted, allowing the different senses to become jumbled. Cross activation of adjacent brain regions is believed to be the mechanism behind synesthesia according to University of California, San Diego.
Feed-Backward Theory

Name the Theory: In synesthesia, connections carry information from high level multisensory areas of the brain back to single sense areas not properly inhibited; usually information is processes in such multisensory areas are returned only to appropriate single-sense areas; brain inhibition is disrupted, allowing the different senses to become jumbled. Cross activation of adjacent brain regions is believed to be the mechanism behind synesthesia according to University of California, San Diego.
54. Selective high frequency deafness, usually beginning at an early age, found in industrial societies.
Prebycusis

Selective high frequency deafness, usually beginning at an early age, found in industrial societies.
55. Name him – blind from age 4; attended Princeton University; applied to graduate school (evolutionary biology) but was turned down by most because he was blind. Yale gave him an interview and took him to a museum, they gave him a shell and asked him if he knew what it was. Due to his ability of touch he was able to differentiate the different details and textures of the samples and correctly identify the samples provided. They expected him to fail, but after he passed the test the professors offered their full support and accepted him without question. Graduated with a Ph.D. and became a professor of geology at the University of California.
Geerat Vermeij

Name him – blind from age 4; attended Princeton University; applied to graduate school (evolutionary biology) but was turned down by most because he was blind. Yale gave him an interview and took him to a museum, they gave him a shell and asked him if he knew what it was. Due to his ability of touch he was able to differentiate the different details and textures of the samples and correctly identify the samples provided. They expected him to fail, but after he passed the test the professors offered their full support and accepted him without question. Graduated with a Ph.D. and became a professor of geology at the University of California.
56. Neural impulses from different parts of the skin surface take different amount of times to reach the brain.
a. Concentrate on WHERE you feel the touch.
i. Touch your two index fingers together.
ii. Lightly touch your lip repeatedly with your index finger.
Lightly touch your ankle repeatedly with your index finger.
Touch Localization

Neural impulses from different parts of the skin surface take different amount of times to reach the brain.
a. Concentrate on WHERE you feel the touch.
i. Touch your two index fingers together.
ii. Lightly touch your lip repeatedly with your index finger.
Lightly touch your ankle repeatedly with your index finger.
57. Ronald Melzack and Patrick came up with this theory – Brain to spinal cord messages can be deterred by psychological factors.
Gate Control Theory

Ronald Melzack and Patrick came up with this theory – Brain to spinal cord messages can be deterred by psychological factors.
58. This often begins as a result of injury; continues long after the injury should have healed; acute pain warns the body to seek help but this offers no beneficial message.
Chronic Pain

This often begins as a result of injury; continues long after the injury should have healed; acute pain warns the body to seek help but this offers no beneficial message.
59. Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain has high pain/psychological distress/low perceived control.
Dysfunctional

Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain has high pain/psychological distress/low perceived control.
60. Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain has low social support.
Interpersonally Distressed

Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain has low social support.
61. Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain report far less pain and social distress; function at higher levels.
Adaptive Copers

Pain clinics aim to reduce pain in their clients and help them manage lingering pain. This type of pain report far less pain and social distress; function at higher levels.
62. This produce changes in the endocrine system of the receiving animal. Female mice mature faster when exposed to male pheromones.
Primer Pheromones

This produce changes in the endocrine system of the receiving animal. Female mice mature faster when exposed to male pheromones.
63. This elicits specific behavior; male hamsters attracted by a secretion females release in greatest amount just before they ovulate.
Releaser Pheromones

This elicits specific behavior; male hamsters attracted by a secretion females release in greatest amount just before they ovulate.
64. Gretchen Van Boehmel/Patricia Rozee-Koker
a. Identified 150 Cambodian women in southern California with unexplained vision loss.
b. Ages from 51-70.
c. Sight ranged from 20/200 to no light perception at all.
d. It was clear, after testing, that they were not faking/malingering, but no physical explanation could be offered.
They all had lost their vision after Pol Pot became prime minister of Cambodia. This was caused through experiencing a horrific tragedy. Of the few women who participated in therapy, 40% improved their vision.
Functional Blindness

Gretchen Van Boehmel/Patricia Rozee-Koker
e. Identified 150 Cambodian women in southern California with unexplained vision loss.
f. Ages from 51-70.
g. Sight ranged from 20/200 to no light perception at all.
h. It was clear, after testing, that they were not faking/malingering, but no physical explanation could be offered.
They all had lost their vision after Pol Pot became prime minister of Cambodia. This was caused through experiencing a horrific tragedy. Of the few women who participated in therapy, 40% improved their vision.
65. What 2 people discovered speed of our perceptions within the classroom setting?
Nalina Abady and Robert Rosenthal

What 2 people discovered speed of our perceptions within the classroom setting?
66. This is the sensation that an amputated or missing limb is still attached to the body and is moving appropriately with other body parts.
Phantom Limb Sensation

This is the sensation that an amputated or missing limb is still attached to the body and is moving appropriately with other body parts.
Name the type of color blindness each one is:
Name the parts of the eye: