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78 Cards in this Set
- Front
- Back
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Major parts of the brain |
Hindbrain Midbrain Forebrain Left & Right Hemisphere Corpus Callosum |
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Functions of the Hindbrain |
Made of the pons, medulla oblongata & cerebellum Controls the autonomic systems: heart, bladder function, breathing, sleep patterns and fine motor skills Controls primal instincts and automated actions: 'fight or flight' and heart rate |
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Functions of the Midbrain |
Between the forebrain & hindbrain Connects two regions, enables communication between sensory info (from eyes/ears) to muscle movement |
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Functions of the Forebrain |
Most recently developed Controls everything from voluntary movement and the integration of sensory info to all our higher abstract thought (logic, speech, emotions) Why we are intellectually advanced |
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Functions of the Left & Right hemisphere
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Left: Verbal (logic, language, reasoning, science and math, written) Right: Visual (creativity, imagination, intuition, 3-D forms) |
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Split brain study |
Roger Sperry Patient could recognise a picture of an object but not name it. This indicated that one hemisphere is primarily responsible for visual recognition of objects and the other for verbal language |
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Corpus Callosum |
Connects the two hemispheres Allows communication between the two sides of brain |
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Four lobes |
Frontal, Parietal, Occipital and Temporal Cortex=functions Lobes=location |
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Main functions of the Frontal Lobe |
The motor cortex Higher cognitive functions: planning, organising, problem solving, memory, impulse control, decision making, selective attention, behaviour & emotion Brocas's Area, left frontal = written & spoken language |
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Main functions of the Parietal Lobe |
The sensory cortex Integrates sensory info Controls sensation (touch, hot, cold, pain) Spatial awareness |
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Main functions of the Occipital Lobe |
The visual cortex Receive/process visual info Perceives shapes and colours |
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Main functions of the Temporal Lobe |
Recognise/process visual info Understand/produce speech Aspects of memory Smell Wernicke's Area, left temporal lobe = understanding language |
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Cell body |
Contains the nucleus and is responsible for the life processes of the cell |
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Axon |
A long, narrow tube that carries the neural impulse toward the terminal branches |
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Terminal branches/buttons |
The "senders'. They contain chemicals that neurons use to communicate with each other |
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Dendrites |
The "receivers". They receive stmulation from other neurons |
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Myelin Sheath |
Protection and insulation of the nerve fibre |
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EEG |
Electroencephalography Measures brain waves (per second) or electrical activity Brain waves measured in amplitude External |
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CAT scan |
Computerised Axial Tomography, still X-ray Scans through 180 degrees, takes a measurement every 1 degree Takes "slice' pictures - from any plane Cross sectional picture is created |
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MRI scan |
Magnetic Resonance Imaging, still Uses strong magnetic fields and radio frequency pulses Magnetic field cause tissue to emit a signal that can be measured 3D image produced, but 2D slices can be taken out and examined |
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fMRI |
Functional Magnetic Resonance Imaging, dynamic Measuring activity in the brain where tissue is consuming oxygen |
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PET |
Positron Emission Tomography, dynamic Scans based on glucose consumption by tissue When tissue is active it consumes glucose for energy |
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Case study - Phineas Gage |
Scientists looked at his changes in behaviour, personality, intelligence after his brain damage (His personality changes) |
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How physical activity has affected behaviour, emotion and thought |
Halves the risk of heart attacks Adds 2 years to life expectancy Reduces expression symptoms |
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Statistics Canada 1999 |
1/4 of people who exercised regularly reported feeling more energetic, less depressed and less tired |
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McCann & Holmes 1984 |
Mildly depressed female students for 10 weeks 1/3 relaxation, 1/3 exercise, 1/3 control No significance difference in depression symptoms Exercise did the best |
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Cooney & Colleagues 2013 |
Meta analysis Exercise is better than nothing, as effective as pharmacological therapies Cheaper and more available to patients |
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Why does physical activity effect behaviour, emotion and thought |
Strengthens heart, increases blood flow, lowering BP and BP reaction to stress Mastery experiences, promotes ability to cope with depression Increases production of mood boosting neurotransmitters eg. noradrenaline, serotonin and endorphins |
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Mind/Body response to Alcohol |
"downer" Calms nervous system Slow bodily functioins Low inhibitions Reduces feelings/self consciousness Reduces motor control, slows reaction time and movement coordination |
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Mind/Body response to Amphetamines |
"uppers" (meth or ice) Increased excitement, well being, energy Increased rate of breathing, temp, BP Come down = mood wings, violence, tension and exhaustion High dosage = effect on memory and cognitive |
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General intelligence Galton |
Cousin of Charles Darwin A general ability that showed itself in different ways, depending on the environment Measured by simple tests Differences in intelligence and notion of general intelligence Aussie - Torres straight islanders, "most primitive", "untouched", compared to "educated"(english), not enough differences to call them "primitive" |
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General intelligence Spearman |
Supported intelligence testing, a positive correlation on different intelligence tasks Two factor theory g factor = general mental ability to all tasks s factor = specific ability or specific intelligence |
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Measuring mental age and IQ Binet & Simon 1908 |
Binet 1905 -showed how to measure -world-wide, a law in French gov. all children must attended school -tried to find 'intellectually retarded' Intelligence - a general ability associated with specific, but related 'mental functioning' such as reasoning, memory, vocab, attention and perceptual judgement Binet & Simon Devised a series of tasks representative of 'normal ability to children' at different ages Measured 50 'normals' (10 from each age group) with 'intellectually retarded' 1908 - mental age (MA) = level of mental functioning 2 years below chronological age = 'different' |
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Measuring mental age and IQ Terman 1916 |
Revised the binet-simon scale |
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Empirical approches to intelligence Wechsler |
intelligence - the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment Wechsler Adult Intelligence Scale (WAIS) Wechsler Intelligence Scale for Children (WISC) Wechsler Preschool and Primary Scale of Intelligence (WPPSI) Categories 1. Verbal abilities 2. Performance abilities - Both are important components of intelligence - Did not agree with Binet, as it was designed for children |
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Multiple Intelligences Gardner |
Intelligence - being intelligent involves more than being able to produce things that are relevant for particular settings -several intelligences, everyone has a unique combination Linguistic Logical-mathematical Musical Bodily Spatial Interpersonal (Others) Intrapersonal (yourself) |
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Emotional Intelligence Golman |
EQ - the ability ti monitor one's own and others feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions 4 hierarchically arranged skills (Salovey & Meyer) 1. managing emotions 2. understanding emotions 3. facilitating emotions in thought 4. perceiving and expressing emotion |
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Advantage/Disadvantage of Group testing |
Advantage -large group -cheap -quick -objective -no examiner training -establishes group norm Disadvantage -no individual attention -nuances (stress) -May effect emotional issues (anxiety) -responses more restrictive -less accurate |
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Advantage/Disadvantage of Individual testing |
Advantage -for important decisions -some tests can only been done this way (eg. Wechsler) -flexible with implementation -not as dependent on reading ability Disadvantage -needs specific training -costly -could be subjective |
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Sensory organs & stimuli |
sight - eyes - visible light hearing - ear - sound waves smell - nose - chemical taste - tongue - chemical |
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Transduction and Transmission |
Transduction - process which the photo receptors (cones & rods) change electromagnetic energy (light) into electrical impulses (signals) which can travel along the optic nerve to the brain to then process the info Transmission - optic nerve carries the visual info from the retina to the visual cortex located at the back of the brain Visual cortex processes visual info and sends to other parts of brain to process |
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Sensation |
process where our sense organs and receptors detect and respond to sensory info that stimulates Sensory info (stimuli) is external |
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Perception |
Process = gives meaning to stimuli, resulting in personal interpretation Automatic process Not always accurate |
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Distortion in perception |
Past experience alters perception (perceptual expectancy) eg. scary dog |
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Stroop effect |
Managing responding to more than one input at a time or ignoring others Difficulty processing competing inputs of sensory info word-colour experiment |
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McGurk Effect |
Fa Ba Fa Ba multiple stimuli can effect our perception |
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Whats does gestalt mean |
An organised whole |
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Gestalt Theory of Visual Perception |
Figure ground (vase and face)- separated from the ground via a contour (camouflage) Closure (pac man triangle)- mentally fill in the gaps or ignore Similarity (colour blind test)- group items based on shared features in order to make a meaningful whole Proximity - group items on nearness to each other in order to create a meaningful whole |
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Monocular Depth Cues |
Relative Size Interposition Texture Gradient Relative Height Relative Clarity Linear Perspective Relative motion |
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Müller-Lyer Illusion (1889) |
two lines of equal length, each of which has opposite end shapes, is incorrectly perceived as being longer than the other Factors of illusion: 1. Biological factor 2. Cognitive factor 3. Perceptual compromise |
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Ross Day (1989) |
where visual cues contradict each other. Lines are one cue, tips another Perceptual Compromise, where two or more visual cues conflict with each other, we form a middle-ground perception |
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Gregory (1990) |
expectation of interplay between perceived size and distance Cognitive factor - Many in daily life Biological factor - Built-in to misperceive 2D figures |
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Visual Cliff study |
Gibson Baby table -Thought baby would be scared -face was positive -first trial, baby will fall. After practice, depth perception improved (perception is cultural) |
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The range of states of consciousness |
Total awareness Selective attention Divided attention Daydreaming Meditative state Hypnotised Asleep Anaesthetised Unconscious (coma) Complete lack of awareness |
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Selective attention |
highest level earphones, each bud plays different message, we are able to recall & ignore other eg. parties, concentrate on our friends and ignore others |
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Divided attention |
Attention divided by two or more sources of information. Multitasking |
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Habituation & Dishabituation |
Habituation = a decrease in attention when a stimulus is repeated eg. living near a train Dishabituation = the renewal of attention when there is a change in stimulus eg. a car screech outside |
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Physiological responses of consciousness |
Brain waves Heart rate Body temperature slows/lowers as we move down the state of consciousness |
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Galvanic Skin response |
measured by attaching electrodes to hair-free parts of the body such as fingers or palms. More sweat - more electrical current passes. Measures arousal as we sweat more when we are more aroused |
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Pro-social behaviour |
Def - is a voluntary, intentional helping acts of kindness or acts of kindness that are intended to benefit others Two main theories 1. Altruism - kinds things to others, without reward 2. Social exchange theory - only help with a reward |
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Likelihood of pro-social behaviour |
1. Aspects of the situation 2. Social norms that inform us about our obligation to help 3. Personal factors associated with the person who has the opportunity to help |
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Situational factors Kitty's case/ 3 key factors |
Latane and Darley 3 key factors that influence pro-social 1. Notice - more likely alone 2. Interpret - less ambiguous, help more likely 3. Responsibility |
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The Bystander effect |
Latane and Dabbs -145 confederates dropped coins/pens in lift -helped 40% of the time when only in the lift with 1 other -helped less than 20% of the time if 6 others Effect = tendency for individuals to be less likely to help another person in need when bystanders are present, compared to when they're alon. Also, the greater the number of bystanders, the less likely they are to help |
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Social norms |
Cialdini & Trost standards or rules that govern what people should or should not do in different social situation |
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Personal factors |
Empathise Mood Competent |
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Pro-social behaviour is empathy |
Empathy has 2 components Affective component = the biological part, because asearly as infancy, it is the biological pre-disposition to react emotionally toothers. Cognitive component = learned through our interactionwith others |
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Anti-social behaviour |
Def - the voluntary, intentional behaviour designed tohurt or cause distress to another person physically or psychologically. Mostcommmon anti-social behaviour is bullying (Olweus)it is learned through observation (family/school) |
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Aggression |
Boys = eg. Have goals ofdominance or getting desired object -will use overt aggression Girls = eg. Generally want to maintain relationships, but will use formof aggression like relational aggression to damage relationships. |
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Proximity |
Familiarity - repeated meeting Availability - living close by Expectation of continued social interaction |
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Similarity |
Communication must happen Mutual attraction |
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Reciprocity |
The social exchange theory fair exchange - we adopt a comparison level or standard against which all our behaviours is measured Stages within theory 1. Sampling 2. Bargaining 3. Commitment 4. Institutionalisation |
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Peer groups in adolescence occur at 3 levels |
1. Dyads – pairs of closefriends or lovers 2. Cliques – small groupswho interact frequently 3. Crowds – larger groupsof adolescents with similar identities |
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Dunphy’sfindings: Stage 1 |
Young people form cliques, small groups ( 4-10) of the samesex Membership required deference(respect) to the leader and required conformity with dress, interestsand attitudes.Development of opposite sex relationships |
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Dunphy’sfindings: Stage 2 |
Crowds form in Stage 2, when unisexcliques interact with one another Youwere only eligible for a membershipof a crowd if you already belonged to a cliqueSex relationships form |
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Dunphy’sfindings: Stage 3 |
Higher-ranking clique members forming heterosexual cliques Sexual encounters |
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Dunphy’sfindings: Stage 4 |
Fully developed crowd – composed of anumber of couples in a close association with one another. |
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Dunphy’sfindings: Stage 5 |
Couples have begun to gotheir separate ways and crowd disintegrates |
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SocialInfluences on the Individual |
1. Status and Power 2. Obedience3. Conformity |
