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| examines how our genes, hormones, and nervous system interact with our environments to influence learning, personality, memory, motivation, emotions, coping techniques, and other traits and abilities. |
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| focuses on how we process, store, and use information and how this information influences what we attend to, perceive, learn, remember, believe, and feel. |
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| analyzes how organisms learn new behaviors or modify existing ones, depending on whether events in their environments reward or punish these behaviors |
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| based on the belief that childhood experiences greatly influence the development of later personality traits and psychological problems. It also stresses the influence of unconscious fears, desires, adn motivations on thoughts and behaviors |
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| emphasizes that each individual has great freedom in directing his or her future, a large capacity for achieving personal growth, a considerable amount of intrinsic worth, and enormous potential for self-fulfillment. |
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| studies the influence of cultural and ethnic similarities and differences on psychological and social functioning. |
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| structuralism: study of the most basic elements, primarily sessations and percetptions, that make up our conscious mental experiences. Intropsection: was a method of exploring conscious mental processes by asking subjects to look inward and report their sensations and perceptions |
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| Functionalisim: study of the function rather than the structure of consciousness, was interested in how our minds adapt to our changing environment |
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| change in the patient's illness that is attributed to an imagined treatment rather than to a medical treatment |
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| number that indicates the stregth of a relationship between two or more events: the close the number is to -1.00 or +1.00, the greater is the strength of the relationship |
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is a treatment or something that the researcher controls or manipulates Ex: Drug treatment |
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is one or more of the subjects' behaviors that are used to measure the potential effects of the treatment or independent variable. Ex: child's negative classroom behaviors |
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| tiny electric current that is generated when the positive sodium ions rush inside the axon. The enormous increase of sodium ions inside the axon causes the inside of the axon to reverse its charge. The inside becomes positive, while the outside becomes negative |
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| means that the axon has a charge, or ptential; it resembles a battery. the charge, or potential, results from the axon membrane separating positive ions on the outside from negative ions on the inside. |
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| afferent or sensory neurons |
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| carry information from the senses to the spinal cord |
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| efferent or motor neurons |
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| carry information away from the spinal cord to produce responses in various muscles and organs through out the body. |
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| says that, if anaction potential starts at the beginning of an axon, the action potential will continue at the same speed, segment by segment, to the very end of the axon |
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| involves passing nonharmful radio frequencies through the brain. A computer measures how these signals interact with brain cells and transforms this interaction into an incredibly detialed image of the brain. MRIs are used to study the structure of the brain |
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| stands fro the functional and measures the activity of specific neurons that are functioning during cognitive tasks, such as thinking, listening, or reading |
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| involves injecting a slightly radioactive solution in to the blood and then measuring the amount of radiation absorbed by brain cells called neurons. Very active neurons absorb more radioactive solution than less active ones. |
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| which is usually located in the left frontal lobe, is necessary for combining sounds into words and arranging words into meaningful sentences. if injured a person cannot speak in fluent sentences but can understand written and spoken words |
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| located in the left temporal lobe, is necessary for speaking in coherent sentences and for understanding speech. If damaged one cannot understand written or spoken words and has difficulties putting words into meaningful sentences |
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| Central Nervous System CNS |
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| made up of the[image] brain and spinal cord. From the bottom of the brian emerges the spinal cord, which is made up of neurons and bundles of axons and dendrites that carry information back and forth between the brain and the body. |
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| Peripheral Nervous System-PNS |
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| includes all the nerves that extend from teh spinal cord and carry messages to and from various muscles, glands, and sesne organs located through out the body. |
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egg shaped structure that provides fuel, manufactures chemicals, and maintians the entire neuron in working order |
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| brachlike extensions that arise from the cell body; they receive signals from other neurons, muscles, or sense organs and pass these signals to the cell body |
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| is a sinlge threadlike structure that extends from, and carries signals away from, the cell body to neighborin neurons, organs or muscles |
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| looks like separate tubelike segments composed of fatty material that wraps around and insulates an axon. the myelin sheath prevents interference from electrical signals generated in adjacent axons |
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| located at the end of the axon's braches. Each end bulb is like a iniature container that stores chemicals called neurotransmitters, which are used to communicate with neighboring cells |
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| small space that exists between an end bulb and its adjacent body organ, muscles or cell body |
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| involved with personality and emotions, performing voluntary motor movements, interpreting and performing emotional behaviors, behaving normally in social situations, maintaining a healthy personality, paying attention involved in making decisions, planning, reasoning, and carrying out behaviors |
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processes sensory information from body parts, wich includes touching, locating positions of limbs, and feeling temperature and pain, and carrying out several cognictive functions, such as attending to and perceiving objects. somatosensory cortex is located here |
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| involved with processing visual information, wich includes seeing colors and perceiving and recognizing objects, animals, and people. Primary visual cortex and visual association area is located here. |
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| involved in hearing, speaking and understanding verbal and written material. Primary auditory cortex and auditory association areas are located here. |
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| refres to a group of interconnected structures that make up the core of the forebrain. The limbic system's structures are involved with regulating many motivation behaviors such as obtaining food, drink, and sex; with organizing emotion behaviors such as fear, anger, and aggression; and with storing memories |
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| regulates many motivational behaviors: eating, drinking and sexual responses, emotional behaviors flight and fright; secretion of hormones, such as occurs at puberty |
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| receives input from all the senses. plays a major role in evaluating the emotional significance of stimuli and facial expressions, especially those involving fear, distress, or threat |
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| involved in receiving sensory info, doing initail processing, and then relaying the sensory info to areas of teh cortex. Old school operator |
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| involved in saving many kinds of fleetin gmemories by putting them inpt permanent storage in various parts of the brain |
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| refers to the process in which a sense organ changes, or transforms, physical energy into electrical signals that become neural impulses, which may be sent to the brian for processing |
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| see in black and white and grayscale |
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monochromats: see the word in black and white Dichromats: usualy have difficulty seeing the difference of red and green |
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| the intensity level of a stimulus such that a person will have a 50% chance of detecting it. |
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| just noticeable difference- JND |
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| refears to the smallest increase or decrease in the intensity of a stimulus that a person is able to detect |
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| states that the increase in intensity of a stimulus needed to produce a just noticeable difference grows in proportion to the intensity of the initial stimulus |
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