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Definition
| the ability for sense organs to respond to and translate a particular stimuli |
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| understanding the signals and sending them to the brain |
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| the lowest intensity at which a stimulus can be detected 50% of the time |
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| how certain someone is that they detected a certain stimulus |
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| concerned with the factors that influence sensory judgments such as fatigue, expectation, significance of the stimuli |
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| a stimulus that is so weak that it may not be perceived consciously |
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| smallest difference between two stimuli that people perceive 50% of the time- a "Just Noticeable Difference" |
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| the difference threshold is directly proportional to the magnitude of the stimulus to which the comparison is being made |
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| the process by which stimulus is converted into nerve impulses |
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| stimulus is electromagnetic energy (light waves) sensitive to wavelength from about 400-700 nanometers |
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| primarily black and white brightness receptors that function best in dim light |
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| pick up color, function best in bright light |
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| a small area of the retina that contains no rods but many densely packed cones. The farther a cone is from the center of the retina, the less the concentration. |
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| Young-Helmholtz Trichromatic Theory |
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3 types of cones respond to 2 different wavelengths
RG, BY, BW-BRAIN |
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combines previous two theories to account for color transduction theory.
Trichomatic cones are most sensitive to RBG and those senses are sent to the brain (Opponent Theory) |
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| TRICHOMATIC have normal vision of all three, DICHROMAT is color blind to 1 of 3, MONOCHROMATIC are completely color blind and see only BW. |
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| nervous system uses time and intensity differences of sounds arriving at two ears to locate sounds. The sound will be perceived first and loudest by the ear that its closest to |
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| a forebrain structure immediately above the nasal cavity, codes various odors. (Stronger in animals than humans) |
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| chemical signals found in natural body cents. Can have subtle influence on behavior |
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| moment-to-moment awareness of ourselves/environment |
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| a personal opinion based method of measuring states of conciousness |
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| performance based method of measuring states of consciousness |
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| measuring consciousness by bodily processes and mental states |
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| conscious mind contains thoughts and perceptions currently aware, preconscious outside current awareness but easily recalled, unconscious cannot be brought into conscious awareness |
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controlled=conscious, current, deliberate
automatic=unconcious, without effort, fast routine
divided attention= multi-tasking |
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| inability to visually recognize objects |
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| inability to recognize faces |
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| reported blindness in a part of visual field, still respond to stimuli |
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| exposure to stimulus influences how you subsequently respond to that same stimulus or another |
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| emotional unconsciousness |
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Definition
| emphasize emotional and motivational processes operate unconsciously and influence behavior |
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| consciousness as a "global workspace" |
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Definition
| represents a unified activity of multiple modules in different areas of the brain (frontal lobe is most responsible) |
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| a process by which experience produces a relatively enduring change in an organism's behavior |
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| 4 Basic Learning Processes |
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| habitual, classical conditioning, operant, observational |
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| assumes that there are laws of learning that apply to all organisms |
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| environment shapes a specie's biology |
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| characteristics that enhance specie's ability to survive and reproduce, over time become a part of the specie's nature |
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| learning that focuses on how an organism's behavior changes in response to environmental stimuli encountered during its lifetime |
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| a decrease in the strength of a response to a repeated stimulus |
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| learn to associate 2 stimuli so that one creates a response originally seen from reaction of another (bell/food) ELICIT BEHAVIOR |
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| period during which a response is being learned |
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| does not naturally create a response |
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| unconditioned stimulus (UCS) |
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Definition
*always creates a response
elicits a reflexive or innate response without prior learning |
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| unconditioned response (UCR) |
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| reflexive or innate response that occurs without prior learning |
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Term
| conditioned stimulus (CS) |
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Definition
*stimulus reaction under experiment
association with the UCS creates a conditioned response similar to the UCR (baby is shocked when it sees a rabbit, baby will scream when it sees a rabbit thinking that it will be shocked) |
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| conditioned response (CR) |
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Definition
| a response elicited by a conditioned stimulus (CS) |
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| forward short-delay pairing |
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Definition
| CS appears first and is still present when the UCS disappears |
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| CS appears and then disappears (repeated) and then the UCS is presented 2-3 seconds later |
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| CS and UCS are presented at the same time |
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| a process in which the CS is presented repeatedly in the absence of the UCS, causing the CR to weaken and eventually disappear |
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| the reappearance of previously extinct CR after a rest period and without new learning trials |
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| stimuli similar to the initial CS elicit CR (salivation may occur when hearing a piano, a similar tone to a bell) |
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Definition
| a CR occurs in the presence of one stimulus but not others (salivation may not occur with a whistle) |
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| higher-order conditioning |
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Definition
| occurs when a neutral stimulus becomes a CS after being paired with an already established CS (ie- a snap may cause a blink after being associated with a whistle or blow of air) |
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| Thorndike's Law of Effect |
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Definition
| a response followed by a satisfying consequence will be more likely to occur as a response followed by a negative consequence will be less likely to occur again |
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| process by which animals utilize TRIAL AND ERROR to achieve desired out come |
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| a type of learning in which behavior is influenced by the consequences that follow it (Law of Effect) EMITTED BEHAVIOR |
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| a special chamber used to study operant conditioning experimentally |
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| a response is strengthened by an outcome that follows it |
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| a response is weakened by an outcome that follows it |
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| the outcome that increases the frequency of a response |
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| a consequence that weakens the frequency of a response |
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| a signal that a particular response will now produce certain consequences (light in the skinner box may indicate whether or not food will be dispensed with the lever is pressed) |
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| occurs when a response is strengthened by a subsequent presentation of stimulus |
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| satisfy biological needs, naturally found satisfying |
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| become satisfying/wanted through association with primary reinforcer |
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| response is strengthened by the removal or avoidance of an disliked stimulus |
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| the weakening and eventual disappearance of a response because it is no longer reinforced |
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| the degree to which non reinforced response |
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| Aversive/Positive Punishment |
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| occurs when a response is weakened by the presentation of a stimulus |
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| shaping (Method of Successive Approximations) |
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| involves reinforcing successive approximations toward a final response |
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| a technique used to develop a sequence of responses by reinforcing each response with the opportunity to perform the next response |
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| operate response occurs to a new antecedent stimulus or situation similar to the original one (put away trash, praised, put away laundry) |
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| an operant response will occur to one antecedent or stimulus but not another |
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| every response of a particular type is reinforced (rat receives food every time it presses the lever) |
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| partial (intermittent) reinforcement |
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Definition
| only a portion of the responses of a particular type are reinforced (slot machine) |
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| reinforcement is given after a fixed number of responses (press lever 20 times to get food) |
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| reinforcement is given after a variable number of responses, all centered around an average (get food for an average of presses sometimes...18....22...average of 20) |
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| reinforcement produces more rapid learning than partial |
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| reinforced responses extinguish more rapidly than partial |
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| organism learns to stop a stimulus they didn't like (no light, shock starts they press the button) *actually feel shock |
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| organism learns a response to avoid an aversive stimulus (light comes on presses button to stop shock) *never feels shock |
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| desirable behaviors are quickly reinforced with tokens that are turned in for tangible rewards |
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| applied behavioral analysis |
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| combines a behavioral approach with scientific method to solve individual and societal problems. designs and implements a program of change, collects data on the program's effectiveness |
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| procedures used to modify/change behavior |
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| some things are more innate/natural to condition, behaviors related to survival are learned more easily |
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| conditioned taste aversion |
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| a conditioned response in which taste, sight, and or smell of a particular food becomes disgusting/repulsive |
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| learning that occurs but is not demonstrated until bonus points are given |
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| learning that occurs by observing the behavior of a model (attention, retention, reproduction, motivation) |
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| human's capacity to learn by observation |
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| emphasizes that people learn by observing the behavior of models and acquiring the beleif that they can produce behaviors to influence the events in their lives |
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| process that allows us to record and store later retrieve |
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| sensory, short term, long term |
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| briefly holds incoming sensory information |
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| temporarily holds a limited amount of information, no more than 7 +-2 meaningful items |
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| combines individual items into larger units of meaning |
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| a limited-capacity system that temporarily stores and processes information |
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| visual/spacial info working memory |
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| integrates and manipulates information from the phonological and visuospatial sketch pad (sight and sound) |
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| direct, overall action, controls the focus of attention, and integrates information in episodic buffer |
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| our vast library of more durable stored memories |
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| the ability to recall an item is influenced by the item's position in a series |
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| superior recall of early items |
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| superior recall of recent items, can be eliminated, immediate recall of info shoes typical primacy and recency of effects, delayed recall without rehearsal shows primacy |
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| writing of information into long-term memory, increases likelihood of retrieval greater |
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| encoding intentionally requires conscious attention |
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| the more deeply we process information the better we will remember it |
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| remembering how a stimulus sounds |
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| remember what a stimulus means |
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| repetition, keeps info in active working memory |
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| focusing on the meaning of info expanding (elaborating) on it in some way |
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| a memory aid that associates information with mental images of physical locations |
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| organized pattern of thought |
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| when, where, what happened |
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| general factual knowledge about the world |
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| skills and actions, motor & cognitive skills, classically conditioned responses |
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| conscious or intentional memory retrieval;recognition is whether it's familiar or not;recall is spontaneous memory retrieval; cued recall; hints are given |
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| influences behavior without realization |
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| internal/external stimulus that activates information stored in long-term memory (a smell reminds you of an old memory) |
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| (TOT) Tip of the Tongue State |
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Definition
| we cannot recall something but feel that we are on the verge of remembering it |
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| consciously or unconsciously motivated to forget |
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| motivational, protective strategy that protects us by blocking the unconscious recall of anxiety arousing memories |
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| losing memories from past |
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| remembering information that occurs after onset of amnesia |
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| clumps of proteins build up on outer neuron |
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| twisted fibers wound with neurons |
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| Gestalt laws of perceptual organization |
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Definition
| similarity, proximity, closure, continuity |
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| our tendency to organize stimuli in to a central or foreground and a background (foreground is usually in front of or on top of what we consider background) |
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