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| Cortical area thought to be critical for language comprehension |
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| critical structure for explicit memory |
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| receives sensory info, processes it, and sends it to the cerebral cortex. it also helps regulate states of arousal, sleep, wakefulness, and consciousness. |
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| largest opening at the base of the skull, connecting the spinal cord to the brain |
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| medulla and pons function |
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| regulation of cardiac and respiratory function |
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| works as an integrator - modifying, not producing - allowing us to control and process our perceptions and motor movements. involved in conditioning and forming procedural memories and habits related to movement |
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| essential participant in motor control, cognition, learning, and emottional processing |
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| what is responsible for emotionally driven behavior |
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| limbic system; including amygdala, hippocampus, hypothalamus, and portions of the cingulate cortex |
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| links the nervous system to the endocrine system; regulates body temperature, hunger, thirst, fatigue, anger, and circadian cycles |
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| involved in visual processing |
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| bodily sensations - touch, taste, temperature |
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| integration and management functions. involved in the encoding and storage of working and long-term memory, and a bit of sensory memory processing |
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| initiates the movements needed to produce speech |
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| general functions of left and right hemispheres |
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left - critical for language
right - critical for spatial relationships |
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| two stimuli must differ by a constant proportion for the difference to be noticeable |
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| different visual processing neurons |
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| feature detectors: simple cells (single features - vertical line), complex cells (two features), hypercomplex (multiple features), fusiform face area |
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| our ability to comprehend all the sensory input into our time model |
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| provide a constant stream of info from our muscles to the cortex of the parietal lobe |
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| directed by internal decisions and explicit choices |
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| directed by external stimuli |
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| our failure to perceive a given stimulus |
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| failure to detect drastic visual changes in a scene |
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| complex processing of information that occurs without our conscious awareness |
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| the way we perceive the world affected by our beliefs, experiences, and expectations |
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| enables us to adjust sensory input so that the world seems normal again |
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| e.g. height, weight, skin color; have a range of possible values |
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| Nature and Nurture thoughts.. |
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W/o the presence of language, a child will not learn language. Yet, we do have a natural ability to learn language - a sort of biological preparedness that promotes this species-typical trait.
LAD + LASS |
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| observe diff indvd at diff ages to track age diff |
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| observe same indvd over a period of time to track age changes |
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| the tendency for motor skills to emerge in sequence from top to bottom |
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| tendency form motor skills to emerge in sequence from inside to outside |
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| preference for new stimuli |
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| Piaget. interpret new exp in terms of existing schemas |
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| Piaget. adjust or refine schema |
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| Piaget's stages of conscious development |
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| 1. sensorimotor 2. preoperational 3. concrete operational 4. formal operational |
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| zone of proximal development |
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| Vygotsky. diff b/t what a child can do alone vs what a child can do with a more competent person - development occurs on a social level before the indvd level |
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Piaget: child as a scientist
Vygotsky: child as an apprentice wishing to function effectively with adult society |
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| supports vygotsky. child looks at adult's eyes and follow gaze, interpreting what is interesting. |
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| remembering to perform a specific action. time based |
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| intelligence remains stable and may even increase into later adulthood |
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| language acquisition devise |
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| ex. of biological preparedness. Chomsky. inherent foundation for the principles of universal grammar |
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| language acquisition support system |
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| not all LAD, also this - social env into which a baby is born |
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| precursor of female sex organs |
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| precursor of male sex organs |
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| emphasizes role of cognition in motivation and the importance of expectations in shaping behavior |
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| part of the self theory - not allowed to be "real" self |
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| males are more likely to guess at answers to difficult qs rather than reveal uncertainty |
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| the process through which a person shapes his or her behavioral patterns acc to society |
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| Kohlberg's Ladder of moral reasoning |
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| 1. preconventional morality -punishment/self-interest; 2. conventional -social laws; 3. postconventional morality -abstract principles |
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| feelings associated with emotion |
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| the physiological exp of heart pounding or tears flowing causes the emotion |
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| mental and physiological components of emotions happen simultaneously. |
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| Schachter and Singer's two-factor theory |
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| cognitive evaulation happens alongside our physiological arousal to create the emotion |
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| familiarity of the stimulus primes us to react a certain way |
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| cognitive appraisal theory |
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| a person notices a particular physiological response, and then interprets what it means --> emotion |
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| assigning the incorrect meaning to an emotion because of a particular physiological response |
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| rapid subcortical pathway |
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| pathway allowing thalamus to send projections from sensory organs to the amygdala |
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| pathway from thalamus to visual cortex back to amygdala - perceptions --> emotions |
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| w/o amygdalas and parts of temporal lobes, inability to interpret emotional significance of sensory stimulus |
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| area underneath frontal cortex that's involved in exp pleasure |
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| facial feedback hypothesis |
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| facial expression corresponds to exp emotion |
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| cognitive strategies to control and influence emotional responses |
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| imagining how that will make you feel in the future |
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| don't keep emotions all bottled up |
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| feel good do good phenomenon |
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| applies to humanistic approach. happy --> good action |
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| adaptation level phenomenon |
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| current state of factors becomes the norm --> wanting even more |
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| comparing oneself to another. higher than you --> feel worse; lower... |
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| int factors involved in motivation |
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| a person reacts when a physiological need cause he/she to do so |
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| understands drives by neural activity |
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| set of neurons that create drive |
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| pleasure found in the act itself |
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| reward found in completion of task |
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| performance peaks with moderate level of arousal |
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| 1. physiological needs 2. safety and security 3. attachment 4. self esteem 5. self expression |
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| activation synthesis theory |
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| dreams are the brains attempt to make sense of random neural activity during sleep |
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| anterior cingulate cortex |
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| area involved in physical pain - also responds to social and emotional pain |
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| workers describe their happiness in relative deprivation terms |
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| satisfaction (e.g. job) with the sense of achieving certain outcome - expectancy and valence |
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| learning. discriminative stimulus --> operant response --> reinforcer/punisher |
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| preferred activity is used to reinforce a non preferred task |
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| tendency to pay attention to something that someone else has shown interest in - like joint visual attention |
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| reward received in the past --> drive to receive award again |
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| amount of brain tissue destroyed is proportional to reduction in learning |
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| networks of neurons that store memories |
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| memory consolidation that takes place w/in a few hours after learning |
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| brain damage affects recent memories more than remote ones - new system consolidations are more fragile |
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| a cell in the hippocampus that only fires when organism is in a particular locationo |
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| frontal lobe memory function |
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| involved in encoding and storing working and long term memory |
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| repeating information in an effort to consciously encode |
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| what we explicitly remember about a dream |
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