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| The sense organs' detection of external stimuli, their responses to the stimuli, and the transmission of these responses to the brain. |
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| The processing, organization, and interpretation of sensory signals; it results in an internal representation of the stimulus. |
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| The translation of stimuli |
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| a subfield developed during the nineteenth century by the researchers Weber and Fechner, examines our psychological experiences of physical stimuli. |
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| The just noticeable difference between two stimuli, or minimum amount of change required for a person to detect a difference. |
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| minimum intensity of stimulation that must occur before you experience a sensation. |
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| A decrease in sensitivity to a constant level of stimulation. |
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| A noticeable difference between two stimuli is based on a proportion of the original stimulus rather than on a fixed amount of difference. The more intense the stimulus the bigger the change needed for notice. |
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| sensory organs on the tongue, (in the tiny, mushroom-shaped structures called papillae) but are also spread throughout the mouth and throat. |
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| Our sense of taste that keeps poisons out of our digestive systems while allowing good food in. |
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| sense of smell that has the most direct route to the brain. |
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| sense of touch that conveys sensations of temperature, pressure, and pain.It also delivers a sense of where our limbs are in space. |
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| Perception of the positions in space and movements of our bodies and our limbs. |
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| Small region near the retina's center where cones are densely packed. |
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| Respond at extremely low levels of illumination and are responsible primarily for night vision. They do not support color vision, and they resolve fine detail poorly. |
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| Cones are less sensitive to low levels of light. They are responsible primarily for vision under high illumination and for seeing both color and detail. |
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| A condition in which people who are blind have some spared visual capacities in the absence of any visual awareness. |
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| the X-shaped structure formed at the point below the brain where the two optic nerves cross over each other. |
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| Range from blue to violet |
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| Range from yellow to green |
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| pain signals need to encounter certain ‘neurological gates’ at the spinal cord level and these gates determine whether the pain signals should reach the brain or not. In other words, pain is perceived when the gate gives way to the pain signals and it is less intense or not at all perceived when the gate closes for the signals to pass through. |
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| Relatively enduring change in behavior, resulting from experience. |
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| Occurs when you learn that a behavior leads to a particular outcome. Ex.) grasping that studying leads to better grades. |
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| Occurs when you learn that two types of events go together. |
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| The acquisition or modification of a behavior after exposure to at least one performance of that behavior. Ex.) Offspring learning basic behavior by watching adults perform that behavior. |
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| A response to a conditioned stimulus; a response that has been learned. |
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| A response that does not have to be learned, such as a reflex. |
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| Stimulus that elicits a response, such as a reflex, without any prior learning. |
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| Stimulus that elicits a response only after learning has taken place. |
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| Taught to fear neutral objects by John B. Watson in his experiment for classical conditioning. |
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| A type of learning in which behavior is reinforced intermittently. |
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| Ex.) A slot machine pays off an average every few pulls, but you never know which pull will pay. |
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| Ex.) When quizzes are scheduled at fixed intervals, students study only when the quiz is to be administered. |
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| A type of learning in which behavior is reinforced each time it occurs. |
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| Ex.) You are paid each time you complete a chore. |
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| Ex.) You listen to the radio to hear your favorite song. You do not know when you will hear it. |
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| The administration of a stimulus to increase the probability of a behavior's being repeated. |
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| The removal of a stimulus to increase the probability of a behavior's being repeated. |
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| The administration of a stimulus to decrease the probability of a behavior's recurring. |
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| The removal of a stimulus to decrease the probability of a behavior's recurring. |
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| Hierarchial model of pattern recognition in which data are relayed from one level of mental processing to the next, always moving to a higher level of processing. |
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| Hierarchial model of pattern recognition in which info at higher levels of mental processing can also influence lower, "earlier" levels in the processing hierarchy. |
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| The tendency to interpret intersecting lines as continuous rather than as changing direction radically. |
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| The closer two figures are to each other, the more likely we are to group them and see them as part of the same object. |
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| We tend to group figures according to how closely they resemble each other, whether in shape, color, or orientation. |
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| Anything that hides from view a portion of an object or an entire object. |
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| A cue of binocular depth perception; when a person views a nearby object, the eye muscles turn the eyes inward. |
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| Far-off objects project a smaller retinal image than close objects do, if the far-off and close objects are the same physical size. |
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| Seemingly parallel lines appear to converge in the distance. |
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| One of the most important cues to depth perception. This cue is caused by the distance between humans' two eyes. |
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| Developmental Psychologist |
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| Studies changes, over the life span, in physiology, cognition, emotion, and social behavior. |
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| Order of the periods of human development: |
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| Prenatal, infancy, childhood, adolescence, and adulthood |
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| When the sperm and egg unite. The first cell of new life. |
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| From about two weeks to two months, the developing human. |
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| The growing human after two months of prenatal development. |
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| Environmental agents that harm the embryo or fetus. |
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| Was prescribed to ease morning sickness accompanying pregnancy. Caused various birth defects, especially limb deformities. |
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| Process whereby the synaptic connections in the brain that are used are preserved, and those that are not used are lost. |
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| The strange situation test |
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| Studied attachment behaviors in humans. |
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| Placed infant monkeys in a cage with two different "mothers." One mother was made of bare wire, and could give milk. the other was made of soft cloth and could not give milk. When threatened the monkeys clung to the cloth mother. This experiment established the importance of contact comfort. |
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| % of children with secure attachment style |
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| A secure child is happy to play alone and is friendly to the stranger as long as the attachment figure is present. When the attachment figure leaves the room, the child is distressed, whines or cries, and shows signs of looking for the attachment figure. |
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| Referred to as anxious attachments. Can take many forms, from an infant's completely avoiding contact with the caregiver during the strange-situation test to the infant's actively hitting or exhibiting angry facial expressions toward the caregiver. |
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| Begins at the spinal cord during the 1st trimester of pregnancy and on the neurons during the 2nd trimester. The brain's way of insulating "wires." |
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| Hormone that plays an important role in mother/infant attachment. |
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| Piaget's stages of cognitive development |
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| Sensorimotor, Preoperational, Concrete operational, formal operational |
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| The process by which we place new information into an existing schema. |
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| The process by which we create a new schema or drastically alter an existing schema to include info that otherwise would not fit into the schema. |
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| 1st stage in Piaget's theory of cognitive development; during this stage, infants acquire info about the world through their senses and motor skills. Reflexive responses develop into more deliberate actions through the development and refinement of schemas. |
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| The understanding that an object continues to exist even when it cannot be seen. |
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| 2nd stage in Piaget's theory of cognitive development; during this stage, children think symbolically about objects, but they reason based on intuition and superficial appearance rather than logic. |
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| 3rd stage in Piaget's theory of cognitive development; during this stage, children begin to think about and understand logical operations, and they are no longer fooled by appearances. |
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| Final stage in Piaget's theory of cognitive development; during this stage, people can think abstractly, and they can formulate and test hypotheses through deductive logic. |
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