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| The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. |
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| The proccess of irganizing and interpreting sensory information, enabling us to recognize meaningful objects and events. |
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| Analysis that begins with the sensory receptors and works up to the brain's integration of sensory information. |
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| information processing guided by high-level mental processes, as when we construct perceptions drawing on our experience and expectations. |
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| The study of relationships between the physical characteristics of stimuli, such as their intensity, and our psychological experience of them. |
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| the minimum stimulation needed to detect a particular stimiulus 50% of the time. |
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| a theory predicting how and when we detect the presence of a faint stimulus (signal) amid background stimulation (noise). Assumes there is no single absolute threshold and that detection depends partly on a person experience, expectations, motivation, and level of fatigue. |
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| Our diminishing sensitivity to an unchanging stimulus. |
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| Diminished sensitivity as a consequence of constant stimulation. |
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| conversion of one form of energy into another. In sensation, the transforming of stimulus energies, such as sights, sounds, and smells, into neural impulses our brains can interpret. |
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| the distance from the peak of one light or sound wave to the peak of the next. Electromagnetic wave lengths vary from the short blips of cosmic rays to the long pulses of radio transmission. |
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| the dimension of color that is determined by the wavelength of light; what we know as the color names blue, green, and so forth. |
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| The amount of energy in a light or sound wave, which ew perceive as brightness or loudness, as determined by the wave's amplitude. |
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| the process by which the eye's lens changes shape to focus near or far objects on the retina. |
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| Detect black,white and gray; necessary for [eripheral and twilight vision, when cones don't respond. |
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| concentrated near the center of thee retina and that function in daylight or in well lit conditions. the cones detect fine detail and give rise to color sensations. |
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| the point at which the optic nerve leaves the eye, creating a "blind" spot because no receptor cells are located there. |
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| the central focal point in the retina, around which the eye's cones cluster. |
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| nerve cells in the brain that respond to specific fetures of the stimulus, such as shapes, angle, or movement. |
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| The processing of many aspects of a problem simultaneously; the brain's natural mode of information processing for many functions, including vision. Contrasts with the step-by-step processing of most computers and of conscious problem solving. |
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| Young-Helmholtz trichromatic (three-color) Theory |
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| The theory that the retina contains three different color receptors- one most sensitive to red, one to green, one to blue- which, when stimulated in combinations, can produce the perception of any color. |
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| the theory that opposing retinal processes( red-green, yellow-blue, white-black) enable color vision. For example, some cells are stimulated by green and inhibited by red; others are stimulated by red and inhibited by green. |
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| An organized whole. Gestalt psychologists emphasized our tendency to integrate pieces of information into meaningful wholes. |
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| the organization of the visual field into objects that stand out from the surroundings. |
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| the perceptual tendency to organize stimuli into coherent groups. |
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| the ability to see objects in three dimension although the images that strike the retina are two dimensional; allows us to judge distance. |
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| a laboratory device for testing depth perception in infants and young animals. |
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| depth cues, such as retinal disparity, that depend on the use of two eyes. |
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| A binocular cue for perceiving depth: By comparing images from the retinas in the two eyes, the brain computes distance- the greater the disparity between the two images, the closer the objects. |
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| depth cues, such as interposition and linear perspective, available to either eye alone. |
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| an illusion of movement created when two or more adjacent lights blink on and off in quick successsion. |
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| perceiving objects as unchanging even as illumination and retinal images change. |
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| perceiving familiar objects as having consistent color, even if changing illumination alters the wavelengths reflected by the object. |
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| in vision, the ability to adjust to an artificially displaced or even inverted visual field. |
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| a mental predisposition to perceive one thing and not another. |
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| a branch of psychology that explores how people and machines interact and how machines and physical environments can be made safe and easy to use. |
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| the interdisciplinary study of the brain activity linked with cognition. |
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| the principle that information is often simultaneously processed on separate conscious and unconscious tracks. |
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| the focusing of conscious awareness on a particular stimulus. |
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| failing to see visible objects when our attention is directed elsewhere. |
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| failing to notice changes in the environment. |
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| the relatively slow brain waves of a relaxed, awake state. |
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| false sensory experiences, such as seeing something in the absences of an external visual stimulus. |
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| the large, slow brain waves associated with deep sleep. |
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| a sleep disorder characterized by uncontrollable sleep attacks. The sufferer may lapse directly in REM sleep, often and inopportune times. |
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| A sleep disorder characterized by high arousal and an appearance of being terrfied; unlike nightmares, night terrors occuring during stage 4 sleep, within 2 or 3 hours of falling asleep, and are seldom remembered. |
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| according to freud, the remembered story line of a dream. |
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| according to freud, the underlying meaning of a dream. |
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| the tendency for REM sleep to increase following REM sleep deprivation. |
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| A social interaction in which one person suggests to another that certain perceptions, feelings, thoughts, or behaviors will spontaneously occur. |
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| a suggestion, made during a hypnosis session, to be carried out after the subject is no longer hypnotized; used by some clinicians to help control undesired symptoms and behaviors. |
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| a split in consciousness, which allows some thoughts and behaviors to occur simultaneously with others. |
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| the processing of information into the memory system- for example, by extracting meaning. |
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| the retention of encoded information over time. |
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| the process of getting information out of memory storage. |
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| the immediate, very brief recording of sensory information in the memory system. |
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| activated memory that holds a few item briefly, such as the seven digits of a phone number while dialing before the information is stored or forgotten. |
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| the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. |
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| a newer understanding of short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory. |
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| unconscious encoding of incidental information, such as space, time, and frequency, and of well-learned information, such as word meanings. |
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| encoding that requires attention and conscious effort. |
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| the conscious repetition of information, either to maintain it in consciousness or to encode it for storage. |
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| the tendency for distrubuted study or practice to yield better long-term retention than is achieved through massed study or practice |
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| our tendency to recall best the last and first items in a list. |
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| the encoding of picture images |
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| the encoding of sound, especially the sound of words. |
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| the encoding of meaning, including the meaning of words. |
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| mental pictures; a powerful aid to effortful processing, especially when combined with semantic encoding. |
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| memory aids, especially those techniques that use vivid imagery and organizational devices. |
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| organizing items into familiar, managable units; often occurs automatically. |
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| a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second. |
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| a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds. |
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| a measure of memory in which the person must retrieve information learned earlier, as on a fill0in-the-blank test. |
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| a measure of memory that assesses the amount of time saved when learning material for a second time. |
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| a measure of memory in which the person need only identify items previously learned, as on a multiple choice test. |
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| the activation, often unconsciously, of particular associations in memory. |
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| the tendency to recall experiences that are consistent with one's current good or bad mood. |
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| the disruptive effect of prior learning on the recall of new information |
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| the disruptive effect of new learning on the recall of old information. |
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| in psychoanalytic theory, the basic defense mechanism that banishes from consciousness anxiety-arousing thoughts, feelings, and memories. |
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| incorporating misleading information into one's memory of an event. |
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| attributing to the wrong source an event we have experienced, hear about, read about, or imagined. Source amnesia, along with the misinformation effect, is at the heart of many false memories. |
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| our spoken, written, or signed words and the ways we combine them to communicate meaning. |
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| in a language, the smallest init that carries meaning; may be a word or a part of a word (such as a prefix) |
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| in a language, a system of rules that enables us to communicate with and understand others. |
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| the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning. |
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| the rules for combinig words into grammatically sensible sentences in a given language. |
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| beginning at about 4 months, the stage of speech development in which the infant spontaneously utters various sounds at first unrelated to the household language. |
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| the stage in speech development, from about age 1 to 2, during which a child speaks mostly in single words. |
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| beginning at about age 2, the stage in speech development during which a child speaks mostly two-word statements. |
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| early speech stage in which a child speaks like a telegram- "go car"- using mostly nouns and verbs. |
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| impairment of language, usually caused by left hemisphere damage either to broca's area or to wernicke's area. |
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| controls language expression- an area of the frontal lobe, usually in the left hemisphere, that directs the muscle movements involved in speech. |
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| controls language reception- a brain area involed in language comprehension and expression; usually in the left temporal lobe. |
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| Whorf's hypothesis that language determines the way we think. |
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| rod-lik (not color sensitive) |
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| cone-like (high acuity; color) |
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Two aspects
1. monitoring ourselves and our external environment so that we can be aware of certain things.
2. Controlling ourselves (starting and stopping based on our plans and goals). |
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| remembering the beginning of a list |
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| remembering the end of a list |
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| lack of memory for events that occurred just before a brain trauma. |
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| lack of memory for events that occur just after a brain trauma. |
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| Theory of multiple intelligences |
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| we hace not one intelligence, but many distanct intelligences or skills that are alued by one's culture. |
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