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132 Cards in this Set
- Front
- Back
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Sensation |
the process that occurs when the senses detect stimuli and transmit them to the brain- auditory,tactile etc. |
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Perception |
the process that occurs when the sensory information is organized and interpreted by the brain |
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sensory receptors |
cells in the sense organs specialized so they only respond to one kind of stimuli |
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transduction |
sensory receptors change the stimulation into neural impulses and transmit them to the right part of the brain |
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trichromatic theory of color vision |
that there are three kinds of cones in the retina and they respond to red, green, and blue accordingly |
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Opponent-process theory |
that there are three types of cells that increase or decrease firing depending on the light waves. Red/Green. Yellow/Blue. Orange/Purple. |
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Audition |
sense of hearing |
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Frequency theory |
theory that hair cells receptor's vibrate the same number of times per second as the sounds that reach them |
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olfaction |
sense of smell |
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tactile |
sense of touch |
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gustation |
sense of taste |
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Gate Control Theory |
non-painful stimulation can dampen pain, relieving the person. |
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Kinesthetic sense |
keeps track of where your body parts are in relation to each other |
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Vestibular sense |
sense of balance and spatial orientation for the purpose of coordinating movement with balance |
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Gestalt Principles |
Figure ground, similarity, proximity, continuity, closure |
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Figure ground |
objects stand out from the background |
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similarity |
objects with similar characteristics are perceived as one unit |
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proximity |
objects close together in space or time are perceived as belonging together |
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Continuity |
we perceive figures belong together if they form a continuous pattern |
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Closure |
we perceive figures with gaps in them to be complete |
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Perceptual Constancy |
Size, shape, brightness |
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Depth perception |
how far behind something si |
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top-down processing |
being already familiar with a situation enables you to work through it easier |
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Bottom-up processing |
having no former experience in a situation and having to get through it |
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Perceptual set |
we see what we expect |
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Learning |
a relatively permanent change in behavior, knowledge, capability, or attitude that is acquired through experience and cannot be attributed to illness, injury, or maturation |
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Operant conditioning |
a form of learning in which the consequences of behavior are manipulated in order to increase |
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Classical conditioning |
a form of learning in which an association is formed between one stimulus and another |
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Stimulus |
an occurrence that currently does not produce a response when it is presented |
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Unconditioned stimulus |
any stimulus that automatically produces a response |
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Unconditioned response |
the response made to the unconditioned stimulus |
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Conditioned stimulus |
a previously neutral stimulus that has now been conditioned to produce a response
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Conditioned response |
the response made to the conditioned stimulus |
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Higher order conditioning |
when a series of stimuli are learned to cause the response |
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Spontaneous recovery |
sometimes occurs when, after extinction, the condition stimulus is presented and the conditioned response reappears |
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Extinction |
occurs when the conditioned stimulus is repeatedly presented without the unconditioned stimulus |
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Generalization |
occurs when a stimulus, similar to the conditioned stimulus, elicits the same response |
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Watson and Raynor |
Little Albert, fear of rats, proved fear could be classically conditioned |
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Watson and Jones |
Peter and the Rabbits, removing fears |
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Law of effect - Thorndike |
responses that produce a satisfying effect in a particular situation become more likely to occur again in that situation and vice versa |
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B.F. Skinner |
causes of behavior are in the environment not thoughts, feelings, or perceptions |
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Reinforcer |
anything that follows a response that increases the likelihood that the response will occur again |
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Shaping |
reinforcing or rewarding successive approximation of the desired response |
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Discriminative stimulus |
the stimulus that is present when the behavior is reinforced |
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Positive reinforcement |
something pleasant is added after the correct response |
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Negative reinforcement |
An unpleasant consequence is removed after desired behavior |
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Primary reinforcement |
Food, Pride, Water (meets basic needs) |
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Secondary reinforcement |
Money (stands in for something else) |
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Continuous reinforcement |
occurs when each response is reinforced |
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Partial reinforcement |
occurs when correct responses are reinforced randomly or intermittently |
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Fixed rate |
effective to maintain, pause after reward (piece work) |
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Varied rate |
higher, more stable rates of response, more resistant to extinction (gambling) |
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Fixed interval |
when reinforcement occurs after a set amount of time and impacts behavior |
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Variable interval |
reinforcement occurs after a varying amount of time and impacts behavior |
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Punishment |
anything that follows a response that decreases the probability that the response will occur again |
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Avoidance learning |
involves engaging in behavior to avoid an aversive consequence |
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Escape learning |
performing a behavior whereby, an aversive event is stopped. i.e. taking an aspirin to relieve a headache |
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Learned helplessness |
a passive resignation to aversive conditions learned by repeated exposure to aversive events that are perceived inescapable and unavoidable |
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Insight |
learning which arises in a new situation based on experience in prior unrelated situations |
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Observational learning |
observe the behavior of others and note the consequences of that behavior, thereby repeating or avoiding it themselves |
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Latent learning |
learning which was learned for no apparent reason, but exhibits itself when a reason for it occurs |
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Cognition |
mental processes that allow us to acquire, store, and use information |
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Imagery |
mental representation of a sensory experience |
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Concept |
mental category used to represent a group |
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Two types of concepts |
Formal, natural |
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Formal Concept |
concept clearly defined by rules |
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Natural concept |
acquired through every day perceptions; exemplars and prototypes |
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Exemplars |
individual examples |
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Prototype |
has most of the common characteristics (cultural) |
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Decision-making |
considering alternatives and choosing one |
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Additive strategy |
each aspect has a value |
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Heurisitcs |
a rule of thumb from personal experience (suggest but don't guarantee a solution) |
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Availability solution |
frequency |
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Representative heuristic |
matches existing prototype. ex: plumbers crack |
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Framing |
presentation ex: glass half empty/full |
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Problem solving |
following thoughts and actions needed to reach a goal that isn't readily attainable |
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Problem solving methods |
Trial and error, algorithm, working backwards, means-end analysis, analogy heuristic |
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Trial and error |
Random solutions |
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Algorithim |
Step by step |
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Working backwards |
start with goal, work backwards to figure out steps |
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Means-end analysis |
compare present position to goal- How do I get there? |
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Analogy heuristic |
apply a solution used with a similar past problem |
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Obstacles to problem solving |
Functional fixedness, Mental set |
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Functional Fixedness |
failure to use familiar objects in novel ways |
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Mental set |
use the same old method to solve every problem |
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Linguistic relativity hypothesis |
the language a person speaks largely determines the nature of that persons thoughts |
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Intelligence |
an individuals ability to understand complex ideas, adapt to the environment, learn from experience, reason, and overcome obstacles |
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Triarchic theory of intelligence |
idea that intelliegence is composed of three aspects |
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Contextual intelligence |
Traditional notion of intelligence; includes abstract thinking and logical reasoning; verbal and mathematical skills |
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Experiential intelligence |
creative thinking that uses divergent thinking (generating new ideas) and the ability to deal with novel situations |
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Componential intelligence |
"street smarts" the ability to apply knowledge to the real world; ability to shape one's environment or choose an environment |
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Reliable |
the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test ,on an alternative form of the test, or on retesting |
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Valid |
the extent to which a test measures or predicts what it is supposed to do |
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Standardized |
to make consistent and uniform |
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Criticisms of IQ tests |
may unfairly measure the poor, minorities, ESOL, and those with visual or auditory deficiencies. Doesn't measure attitude or motivation |
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Dynamic assessment |
method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential |
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Nature vs. Nurture |
whether a person's development is predisposed in their DNA or a majority of it is influenced by their life experiences and environment |
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Creativity |
the ability to produce original, appropriate, and valuable ideas and/or solutions to problems |
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Stage of Creative problem solving |
Preparation, Incubation, Illumination, Translation |
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Preparation |
preliminary analysis of a problem, gathering info and materials, and initial conscious work on the task |
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Incubation |
Active processing similar to conscious work; slow, automatic spreading of memory activation; passive forgetting of superficial details or previous attempts at the problem; associative play between problem elements |
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Illumination |
when a promising idea suddenly becomes consciously available |
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Translation |
Evaluating, developing, and refining the idea for public view |
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Motivation |
the reasons one has for acting or behaving a certain way |
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Activation |
the first steps |
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Persistence |
the continued effort needed to achieve a goal |
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Intensity |
the focused energy and attention applied to the tas |
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intrinsic motivation |
motivated by internal factors; doing something just for the fun of it or because of the belief that is the right thing or good thing to do |
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Extrinsic motivation |
motivated by external factors; driven to do something for tangible rewards or pressures |
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Social motives |
motives we acquire as a result of interaction with other people |
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Instinct theory |
motivated by unlearned tendencies; not accepted by many |
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drive reduction theory |
Clark Hull; we all have needs that must be met to survive; based on homeostasis |
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Homeostasis |
the body's tendency to maintain a balanced state |
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Arousal theory |
seek to maintain an optimal level of arousal |
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Stimulus motives |
a motive that appears to be unlearned but causes an increase in stimulation |
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Yerkes-Dodson law |
empirical relationship between arousal and performance, originally developed by Yerkes and Dodson. Dictates that performance increases with physiological or mental arousal, but only up to a point. |
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Maslow's hierarchy of needs |
Each level must be satisfied to be able to move on to the next level. 1. physical 2. safety 3. belonging 4. esteem 5. self-actualization |
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Physcial |
Physiological needs- food, water, shelter, sleep |
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Safety |
Security, safety from harm |
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Belonging |
love and be loved, be accepted |
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Esteem |
gain competence, respect, recognition |
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Self-actualization |
reach your fullest potential |
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Metabolic rate |
amount of energy expended while at rest in a neutrally temperate environement |
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Anorexia nervosa |
irrational fear of gaining weight, more common in women. 1% of women. Perfectionists, pleasers, higher rate of OCD |
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Bulimia nervosa |
Uncontrolled binge eating, frequently followed by purging; Vomiting, laxatives, diuretics. Excessive dieting and exercise Stomach acid causes teeth to rot, kidney damage, hair loss, sore throat, 4% of women |
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Homosexuality |
romantic, sexual attraction or behavior between members of the same sex or gender |
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Percentage of homosexuality |
1.8% of men 1.2% of women |
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Causes of homosexuality (thought) |
Abnormal levels of androgen in utero, more feminizing genes working together |
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Cannon-Bard theory |
Emotion is felt at the same time as the physical response |
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James-Lange theory |
event causes a physical reaction, reaction is perceived as an emotion |
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Lazarus theory |
cognitive appraisal first, brain decides if the even is negative or positive, emotions and physical response together |
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Facial feedback theory |
facial expression triggers physical feelings. Same physiological response whether you made the expression or imagine a past experience. |
