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issue of how the mind is related to the body
-Rene Descartes: thought human body is made of physical matter, but mind and soul made of thinking substance |
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| How things seem to the conscious person (ie culture, religion) eg. painting where africans thought it was a tree, Americans thought it was a house |
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| 4 properties of consciousness |
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| intentionality, unity, selectivity, transcience |
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| 1 of 4 properties of consciousness; about something, directed toward something; we can control what we're thinking bout |
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| 1 of 4 properties of consciousness; resistance to division; humans bad at multitasking b/c consciousness doesn't function well when divided |
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1 of 4 properties of consciousness; created from/by unity
-capacity to be conscious of some objects but not others
-"cocktail party phenomenon" - being able to pay attention to one conversation and not others, but noticing immediately when someone in another converstaion says your name. |
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ability/tendency to shift between focuses
-stream of consciousness |
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a low-level kind of sensory awareness and responsiveness that occurs when the mind inputs sensations and may output behavior
-deals w/ sensory info |
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consciousness in which you know and are able to report your mental state
-you are aware of having mental state while you are experiencing the mental state
-deals w/ processing of sensory info, which is a cognitive and perceptual activity
eg. paper cut=minimal consciousness; realizing this pain hurts=full consciousness |
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the attempt to change constant states of mind
eg. thought suppression |
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=the conscious avoidance of thought; a type of mental control.
-often used to forget a trauma or a worry
-doesn't necessarily work (rebound effect) |
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the tendency of a thought to return to consciousness with with greater frequency following suppression
-eg. don't think about the polar bear exercise |
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| sleep spindles; K complex--short bursts of activity |
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fast, random (dreaming, eye movement rapid)
-sawtooth waves |
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| we operate in a 24-hour cycle |
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| a dream's true underlying meaning |
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| activation-synthesis model (Hobson and McCarley |
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theory that dreams are produced when the mind attempts to make sense of random neural activity that occurs in the brain during sleep
-dreams begin randomly but meaning can be added (whereas Freud said that dreams begin with meaning) |
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| process by which we transform what we perceive, think or feel into a memory |
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process of actively relating new info to knolwedge that is already in memory
-eg. associating 1492 w/ Columbus to remember it |
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process of storing new info by converting it into mental pictures
-eg. remembering Professor Prlkowski by visualizing Pearl-cow- ski |
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process of categorizing info according to the relationships among a series of items
eg. waitress organizing peoples order in categories- hot drinks, cold drinks, desserts |
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| we remember more info when it is survival-relevant |
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| hold sensory info for a few seconds or less |
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| fast-decaying store of visual info |
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| a fast-decaying store of auditory info |
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holds nonsensory info for more than a few seconds but less than a minute
-around 7 pieces of info
fades rapidly in accuracy and total recall |
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| process of keeping info in short-term memory by mentally repeating it |
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| combining small pieces of info into larger chunks or clusters |
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| active maintencance of info in sh; unrehearsed memory gets lostort term memory |
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| holds info for hours, days, weeks, years |
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| inability to transfer new info from short-term store into long-term store eg. 50 First Dates |
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| inability to retrieve info that was acquired before a particular date, usually the date of an injury or operation |
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multiple daily seizures-->removal of much of his temporal lobes including hippocampus-->severe anterograde amnesia and some retrograde
-hippocampus is like a memory index for the cortex, gathering separate pieces of experience and integrating them into one memory, but not f=the final storage site for those long-term memmories |
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| how memory is saved in long term memory |
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| temporal lobe, hippocampus |
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recollection without consciousness; memories that are not consciously recalled, but rather implied by our actions
eg. typing, how to read, social interactions |
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| gradual acquisition of skills as a result of practice eg. ability to ride a bike as a result of remembering whaty ou have learned |
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| an enhanced ability to think of a stimulus, such as a word or object, as a result of a recent exposure to the stimulus. eg. when KC asked what 's-i-l-k' spells and then what cows drink, many people said milk because she had primed them with recent exposure to 'i-l-k.' |
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consciously or intentionally retrieved experiences
-a type of long-term memory |
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a network of associated facts and concepts that make up our general knowledge of the world
-objective knowledge, not memory of personal experience
-"knowing" (versus "remembering" or "recalling" specifics)eg. rules of volleyball, what is a German Shepard |
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collection of past personal experiences that occurred at a particular time and place
-not necessarily accurate
-"mental time travelling"
-can be manipulated by emotional or visual context |
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| transience, absentmindedness, blocking, memory misattribution, suggestibility, bias, persistence, |
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1 of 7 sins of memory failure; forgetting what occurs with the passage of time
-retroactive interference- later influences earlier
-proactive-earlier learning impairs later |
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| a lapse in attention that results in memory failure; 1 of 7 sins of memory failure; eg. yo-yo ma leaving his cello in a taxi |
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| a failure to retrieve info that is available in the memory even though you are trying to produce it; 1 of 7 sins of memory failure; |
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| assigning a recollection or an idea to the wrong source; 1 of 7 sins of memory failure; eg. mis-remembering the face of a terrorist with a face picked up from other events |
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the tendency to incorporate misleading info form external sources into personal recollections
-misadded/removed memory as suggested by external sources, expecially therapeutic techniques- hypnosis, visualization
-1 of 7 sins of memory failure |
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| the distorting influences of present knowledge, beliefs and feelings on recollection of previous experiences; 1 of 7 sins of memory failure |
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| the intrusive recollection of events we wish we could forget |
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when a neutral stimulus evokes a response after being paired with astimulus that naturally evokes a resonse. ie., when an organism learns to respond to a stimulus that previously did not elicit that response.
-eg. pavlov's dogs: dogs trained to respond to the sound of a bell (CS) by salivating (CR) as if it were food (US) |
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| Unconditioned Stimulus (US) |
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something that reliably produces a reaction in an organism
eg. food |
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| unconditioned response (UR) |
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| a reflexive action that is reliably elicited by an unconditioned stimulus, eg. salivation |
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| conditioned stimulus (CS) |
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| stimulus that is initially neutral and produces no reliable response in an organism; eg. bell tone in pavlov's dogs experiment |
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| conditioned response (CR) |
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| a reaction that resembles an unconditioned response but is produced by a conditioned stimulus; eg. salivation when bell rings |
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| the phase of classical conditioning when the CS and the US are presented together. eg. ringing the bell right before presenting food |
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| second-order conditioning |
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| stimuli that functions as the US is actually the CS from an earlier procedure in which it acquired its ability to produce learning; eg. ringing the bell to teach the dg that if it sits down, it will receive food; adds another layer to learning |
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| if the CS discontinues its relationship with the US, after some time the CR will disappear. eg. if the dog stops receiving food when the bell rings, the salivation will eventually disappear. |
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| the tendency of a learned behavior to recover from extinction after a rest period; after a month of not practicing, if the bell is rung, the dog will most likely salivate |
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| the CR is observed even though the CS is slightly different from the original one used during the acquisition; dog may repsond w/ salivation if a different bell is rung than the one it was trained with |
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| the capacity to distinguish between similar but distinct stimuli; the dog will not respond to a similar stimulus if it is different enough, especially if it is not paired with the US |
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| type of learning in which the consequence of the organizm's behavior determine whether it will be repeated in the future eg. Regina in cllass |
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| principle of operant conditioning; that behaviors that are followed by a "satisfying state of affairs" tend to be repeated, those that prouce an unpleasant state of affairs are less likely to be repeated |
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| capacity to distinguish between similar but distinct stimuli |
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| condition in which something is learned but is not manifested as a behavior change until sometime in the future |
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| mental representation of physical features in the environment |
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| feedback that increases the likelihood that a behavior will occur again |
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| pleasant stimulus is presented to increase the likelihood of a behavior occurring; eg. kc gives us chocolate each time you ask a question in class, increases the likelihood we will ask questions in the future |
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| unpleasant stimulus is removed to increase the liklihood of a behavior occurring. eg. kids stop screaming when dad stops the car to get ice cream--they are trying to increase the likelihood of dad stopping for ice cream by teaching him that's the only way they will stop screaming |
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| feedback decreases the likelihood that a behavior will occur again |
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| unpleasant stimulus is presented to decrease the liklihood of a behavior occurring. eg. to stop kids from loitering in front of neighborhood busineses, town officials blasted classical music in order to decrease the likelihood of the kids loitering in the future. |
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| pleasant stimulus is removed to decrease the likelihood of a behavior occurring. eg. when a child pulls her sister's hair, a parent takes away a favorite toy in order to decrease the likelihood of future hair pulling |
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| something that is a biological need |
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| something that we associate with a biological need; eg. something that makes you feel like you will get what you need |
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| when you receive too much reward you're less likely to do the action on your own without reward |
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| the patter with which reinforcements appear, critical in operant conditioning |
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| fixed interval schedule (FI) |
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| operant conditioning principle in which reinforcement is presented at fixed time periods, provided the appropriate response is made. eg. KC comes by every hour and gives us chocolate if we are studying |
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| variable interval schedule (VI) |
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| operant conditioning principle in which behavior is reinforced based on an average time that has expired since the last reinforcement. |
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| fixed ratio schedule (FR) |
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| operant conditioning principle in which reinforcement is s delivered after a specific number of responses have been made. eg. after reading exactly 50 pages you give yourself a 30 minute break |
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| variable ratio schedule (VR) |
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| operant conditioning principle in which the delivery of reinforcement is based on a particular average number of responses; eg. after reading 40 or so pages you give yourself a reward |
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| intermittent reinforcement |
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| operant conditioning principle in which only some of the responses are followed by reinforcement |
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| intermittent reinforcement effect |
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| operant behaviors that are maintained under intermittent schedules resist extinction better than those maintained under continuous reinforcement |
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| multidimensional scaling of emotion |
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| emotions categorized according to valence and arousal |
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| how positive or negative an experience is |
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| how active or passive the experience is |
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| theory of emotion that stimuli trigger activity in autonomic nervous system that produce emotional experience in teh brain. |
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| asserts that a stimuli simultaneously triggers activity int he autonomic nervous system and emotional experience in teh brain |
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| Two-factor Theory (Schachter and Singer) |
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| asserts that emotions are inferences about causes of physiolgical arousal |
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| happiness, anger, disgust, fear, sadness, surprise |
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| norms for the control of emotional expression |
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| exaggerating expression eg. acting surprised about a party you knew about |
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| stifling expression, hiding being annoyed to be polite |
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| expressing one emotion and feeling ano; looking happy when losing a game, while being upset |
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| hiding one's expression of emotion. eg. poker face |
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| maslow's hierarchy of needs |
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psychological needs (sleep, eating, etc.)- bottom rof pyramid
-safety and security needs
-belongness and love needs
-esteem needs
-need for self-actualization
**people don't experience higher needs until needs below them have been met |
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