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Definition
| the process of detecting physical energies with sensory organs |
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| mental process of organizing sensations into meaningful patterns |
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| convert one kind of energy into another (change physical energy into neural) |
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| part of the electromagnetic spectrum to which the eyes respond |
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| transduce color variation (fewer of these) |
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| active when there are low amounts of light -black and white- (more of these) |
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| how our brain deals with information it is given (brain-->body) |
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| A color vision theory that states that we have 3 cone types: red, green, and blue. Other colors are produced by a combination of these. Black and white are produced by rods. (retina) Problem: This does not explain why red&green colorblind people can see yellow. |
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| A color vision theory that is based on 3 opponent "systems": red/green, blue/yellow, black/white. Exciting one color of a pair blocks excitation of the other color. (retina and thalamus) |
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Definition
| visual sensation that remains after stimulus is removed |
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| What are the color vision theories? |
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Definition
1. Trichromatic Theory
2. Opponent Process Theory |
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Term
| geniculate striate pathway |
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Definition
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Definition
| portion of the visual field which, when illuminated, causes a neuron to respond |
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| visual information pathways |
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Definition
1. dorsal stream (along top of head)
2. ventral stream (around sides of head) |
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| apperceptive visual agnosia |
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Definition
| intact basic visual processing, but an inability to form percepts of visual stimuli |
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Definition
| failure to recognize visual stimuli |
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| associative visual agnosia |
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Definition
| cannot understand, recognize, or assign meaning to objects |
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| Gestalt organizing principles |
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Definition
| when given a cluster of visual sensations, people tend to try and organize them into an object or figure |
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| a visual pathway that controls conscious knowledge of WHAT an object is |
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| a visual pathway that determines WHERE in space an object actually is (involves depth perception) |
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Definition
| (pain theory): states that small and large nerve bundles carry information from a spot of injury to the spinal cord, and then to the brain. The more activity done by the large bundles compared to the small bundles, the less pain is felt. (stimulation of the two bundles can cancel each other out.) |
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Definition
a feature found in a picture, drawing, etc. that supply information about space, depth, and distance
-linear perspective: based on convergence of parallel lines
-overlap: one object blocking another
-texture gradient
-relative motion |
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| apparent distance hypothesis |
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Definition
| explains why the horizon seems more distant than the night sky. |
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Definition
| inability to perceive colors (total colorblindness is rare) |
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Definition
inability to distinguish some colors
-red/green is most common
-more common in men than in women |
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Definition
| test for colorblindness/color weakness |
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| figure-ground organization |
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Definition
| a gestalt organizing principle in which inborn part of stimulus stands out as an object against a less prominent background |
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Definition
| a gestalt organizing principle in which patterns allow more than one interpretation by the brain |
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Definition
| a gestalt organizing principle in which conflicting information of a stimulus prevents perceptual organization- figure cannot be organized into a meaningful object. |
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Definition
| certain people who are missing limbs report to still feel stimulation of these limbs when other parts of their body are touched. (ex: man can feel a sensation in his missing arm when his face is touched) It is believed that the brain's sensory region for different parts of the body grown into the area that used to sense feeling in those missing body parts. |
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| What are the three perceptual constancies? |
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Definition
1. size constancy
2. shape constancy
3. brightness constancy |
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| How do expectations or visual perception influence amount of perceived pain? |
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Definition
A LOT. When tests have been done, people given a placebo pill, but told it was a real pain-reliever, felt less pain. Those told they were given a real pain-reliever but actually given a placebo, also reported feeling less pain.
Visual perception- mirror experiment with phantom limbs helped relieve their pain because it seemed like they could see their hand (or other body part) even though it was just a reflection of their other hand. |
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Term
| How is pain perceived in the body? |
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Definition
(both bottom-up and top-down) Nociceptors sense pain on the body. They synapse with nerves in the spinal cord and send signals to the brain so that it can respond. The brain sends responses back down to the body.
-reducers: people who reduce pain
-augmenters: amplify pain and think an injury hurts more than a reducer would. |
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Definition
| behavior that operates on the environment, produces consequences |
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reinforcer- increases the likelihood that the behavior will occur again
punisher- decreases the likelihood that the behavior will occur again |
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Definition
strengthens a response by presenting a typically pleasurable stimulus after a desirable response
ex: free concert tickets |
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Definition
strengthens a response by reducing or removing something undesirable or unpleasant.
-->removes a punishing event
ex: an organism escaping a bad situation |
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Definition
presents person with an unpleasant stimulus to decrease the frequency of an undesirable behavior
ex: spanking |
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Definition
withdraws a desirable stimulus to decrease the frequency of an undesirable behavior
ex: revoked drivers license, time-out away from friends |
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Definition
| a measure of how desirable a certain stimulus is to the person being reinforced/punished--the more desired, the more likely you are to get the response you want. |
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Term
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Definition
situation or pattern in which reinforcement does not follow every repetition of the behavior.
(as opposed to continuous: 1 behavior-->1 reinforcer)
THIS IS MORE RESISTANT TO EXTINCTION |
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Term
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Definition
a schedule of reinforcement in which you provide reinforcers after an unpredictable number of responses
-->high response rates
ex: slot machines |
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Definition
a schedule of reinforcement in which you reinforce the first response after a varying time interval
-->slow, steady response rates
ex: "you've got mail" |
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Definition
a schedule of reinforcement that reinforces behavior after a set number of responses
-->brief pause after the reinforcer, then high rate of responding
ex: coffee shops 'buy 10 and get the next one free' cards |
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Term
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Definition
a schedule of reinforcement that reinforces the first response after a fixed time period
-->choppy stop-start pattern, rather than steady responses
ex: checking on cookies more frequently as the timer is closer to going off. |
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Term
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Definition
| (in classical conditioning) the tendency to respond to stimuli similar to the conditioned stimulus |
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Definition
| (in classical conditioning) the learned ability to distinguish between a conditioned stimulus (which predicts the unconditioned stimulus) and other irrelevant stimuli |
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Definition
a type of learning in which one learns to link two or more stimuli and anticipate events
-Ivan Pavlov, dog drooling |
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Term
| unconditioned stimulus (US) |
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Definition
| (in classical conditioning) a stimulus that naturally triggers a response |
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Term
| conditioned stimulus (CS) |
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Definition
| (in classical conditioning) an originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response |
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Term
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Definition
| a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher |
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Term
| unconditioned response (UR) |
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Definition
| (in classical conditioning) the unlearned, naturally occurring response to the unconditioned stimulus |
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Term
| conditioned response (CR) |
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Definition
| (in classical conditioning) the learned response to a previously neutral stimulus. |
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Term
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Definition
when a neutral stimulus is naturally associated with a certain behavior
ex: wasp: sting-->fear
wasp-->fear |
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Term
| higher order conditioning |
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Definition
when a new neutral stimulus can become a new conditioned stimulus. The new neutral stimulus must become associated with a previously conditioned stimulus.
ex: trashcan:wasp:sting-->fear
trashcan-->fear |
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Term
| When is a reinforcement most effective in training behavior? |
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Definition
| immediately after the behavior |
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Term
| What is the difference between a primary and secondary reinforcer? Give an example of each. |
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Definition
Primary reinforcers are natural reinforcement, and satisfy a physiological need. Secondary reinforcers must be trained and are associated with a primary reinforcer.
ex: primary= food, water, sex
ex: secondary= money, grades, praise |
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Term
| What is the difference between operant and classical conditioning? |
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Definition
| Through classical conditioning, an organism associates different stimuli that it does not control and responds automatically. In this way it can learn to anticipate events. Through operant conditioning, an organism associates its operant behaviors-those that act on its environment to produce rewarding or punishing stimuli-with their consequences. |
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Term
| Explain Pavlov's experiment that led to the discovery of classical conditioning. |
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Definition
| He was a Russian physiologist studying digestion. He wanted to see if salivary responses to food changed under varying conditions. When testing dogs, he noticed that before the food was even given to them, they began to salivate. He called this "psychic secretion". After much research, Pavlov had discovered what we now call classical conditioning; he had discovered how to condition a natural response to a previously neutral stimulus. |
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Term
| List at least 3 factors in conditioning emotional responses. |
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Definition
1. observational learning
2. biology
3. preparedness
4. history of control
5. incubation (how often you experience the stimulus)
6. selective sensitization (other stresses at the time amplify your phobia) |
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Term
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Definition
| irrational fear of a specific object or situation; fear is disproportionate to actual threat |
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Term
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Definition
| Phobias form from conditioned emotional responses where the person learns an emotion to a previously neutral stimulus. They can form from a bad childhood memory, and from overgeneralization. |
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Term
| Explain what happens when a conditioned stimulus is removed and then reintroduced. |
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Definition
| When a conditioned stimulus is removed, it is called extinction, and the organism will quickly stop behaving in the way that would lead to the stimulus. During a spontaneous recovery, when the conditioned stimulus is reintroduced, the behavior can be recovered very quickly and is almost as active as it was before extinction. |
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Definition
| the processing of information into the memory system, for example by extracting meaning |
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Term
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Definition
| active system that stores, organizes, alters, and recovers (retrieves) information |
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Term
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Definition
| the retention of encoded information over time (it is used and kept in the brain) |
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Term
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Definition
| the process of getting information out of memory storage |
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Definition
| the immediate, very brief recording of sensory information in the memory system. (only some is passed on to short term memory) |
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Term
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Definition
activated memory that holds a few times briefly, before the information is stored or forgotten.
ex: remembering a phone number |
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Term
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Definition
| the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. |
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Definition
| memory aids; usually use vivid imagery or organizational devices. |
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Term
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Definition
| a clear memory of an emotionally significant moment or event |
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Term
| long term potentiation (LTP) |
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Definition
| an increase in a synapse's firing potential after brief, rapid stimulation. Believed to be a natural basis for learning and memory. |
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Term
NMDA receptors
(what do they need to function?) |
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Definition
tie together messages of 2 neurons.
need: ligand- neurotransmitter to attach
voltage- voltage of the cell must change for depolarization. |
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Term
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Definition
memory of how to do something
-is stored in hippocampus
-cerebellum is involved (remembering how to move) |
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Definition
memory evoked consciously
-what we think about when we think about "memory"
-->has 2 parts: semantic and episodic memory |
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Definition
(part of declarative memory)- not connected to emotion
-ex: memorizing things for class
-more immune to being forgotten |
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Definition
-memory of personal events
-connected to emotion
-more easily forgotten |
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Definition
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| Choose 4 facets of forgetting. Describe and give an example of each. |
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Definition
1. lack of use
2. memory decay
3. encoding failure
4. lack of memory-dependent cues
5. interference (proactive vs. retroactive)
6. repression
7. suppression |
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