Term
|
Definition
1. Sense differ but share similar features
2. Sensory info must 1st go through transduction
3. Conversion of an external stimulus into a neural signal
4. Sensory receptors
4. Sensory adaptation |
|
|
Term
|
Definition
| Specialized nerve cell that is designed to respond to a specific sensory stimulus |
|
|
Term
|
Definition
| Activation is greatest when first introduced to stimulus but gradually declines as you get used to the new sense |
|
|
Term
| Different Parts of the Eye |
|
Definition
Cornea- outer covering of eye, protects eye, focus on light
Iris- colored part of eye, regulates light by widening or narrowing pupil
Pupil- light passes through and helps focus on objects, black dot in middle of eye
Vitreous- holds eye in place
Retina- back of eye, connected to optic nerves, light transmitted from lens into chemical and electrical pulses to brain
Blind Spot- can't see something in visual field, can be due to problems in the eye or simply the brain isn't registering it
Optic Nerve- exits eye, carries nerve impulses to thalamus-->occipital lobe-->cerebrum, vision is located here
Lens- right behind pupil, when light hits lens/pupil adjusts to focus properly
Sclera- whites of eye, attaches to tendons behind eye |
|
|
Term
| Trichromatic v. Opponent Process |
|
Definition
Trichromatic- Red, green and blue receptors in our eyes
Opponent- opposite colors:
RED-GREEN
BLUE-YELLOW
BLACK-WHITE
opponent merely builds on trichromatic to explain things like colorblindness |
|
|
Term
| Different Parts of the Ear |
|
Definition
Outer and Middle Ear:
Pinna- collects sound waves
Ear canal- carries sound
Tympanic membrane- ear drum
Malleus, incus, stapes (bones)- amplify sound
Inner Ear:
Cochlea- fluid-filled tube, sounds travel through liquid
Basilar Membrane- moved by vibrations of oval window
Hair cells- bent by vibrations of sensory receptors
Auditory Nerve- sends soul receptors to brain |
|
|
Term
Place Theory
Frequency Theory
Volley Theory |
|
Definition
1. Theory of hearing which states that our perception of sound is frequency and vibrations bouncing off the basilar membrane
2. he frequency of the auditory nerve's impulses corresponds to the frequency of a tone, which allows us to detect its pitch
3. groups of neurons of the auditory system respond to a sound by firing action potentials slightly out of phase with one another so that when combined, a greater frequency of sound can be encoded and sent to the brain to be analyzed |
|
|
Term
| Sense and Perceive odors and smells |
|
Definition
| Odors go through the nose and the receptors at the back of the nose to be transmitted to the thalamus to then be relayed to a different part of the brain for neural processing |
|
|
Term
|
Definition
Touch- sense we determine characteristics about objects: size, shape and texture
Pain- neuron signals are fired to the spinal chord when in pain which is then sent to the thalamus and then other parts of the brain in order to feel the pain in a certain area |
|
|
Term
Parallel Processing
Bottom-Up v. Top-Down Processing |
|
Definition
1. ability for the brain to process multiple things at once
2. constructing a representation from its parts and basic features e.g. hearing a song for the first time
3. processing influenced by previous experience and knowledge |
|
|
Term
| Processing motion v. depth |
|
Definition
1. Ability to judge speed and direction of objects
2. Ability to juge distance/3D relations of objects |
|
|
Term
| Memory- How is it reconstructive? How can this lead to inaccurate memories? |
|
Definition
1. When recalling a memory you are recalling the the representation in your mind that you created the last time recalling the memory.
2. False Memories |
|
|
Term
|
Definition
Flashbulb memory: emotional memory that is super detailed (traumatic, autobiographical, etc.)
Source monitoring: lack of clarity about the origin of the memory (dreaming)
Cryptomnesia: failure to recognize that ideas originated from someone else |
|
|
Term
|
Definition
Encoding- embedding new information into your brain and giving it meaning
Storage- Storing memory in brain for retrieval, short term and long term separately stored
Retrieval- reactivation or reconstruction of experiences of memory |
|
|
Term
| Subtypes of long-term memory |
|
Definition
1. Recall: generating previously remembered info
2. Recognition: selecting previously remembered info from an array of options
3. Relearning: reacquiring knowledge or previously retained info that was forgotten over time |
|
|
Term
|
Definition
| Repeating info over and over until it's embedded in your memory |
|
|
Term
|
Definition
-Categorize events, interprets ambiguous info, increases predictability of events, allows for fast decision making
-Can distort what we remember (stereotypes, making schemas come true, etc.) |
|
|
Term
Relationship b/w encoding and retrieval conditions
Influence on memory |
|
Definition
1. Have to encode info in order to retrieve it
2. Retrieval is whether you can reconstruct a memory or not. Forgetting can be lack of retrieval |
|
|
Term
|
Definition
| gradual strengthening of connections among neurons from repetitive stimulation, more likely to be in your long term memory |
|
|
Term
|
Definition
1. Retrograde: loss of past memories (uncommon)
2. Anterograde: loss of ability to make new memories (most common)
3. Generalized: loss of all memories (very rare) |
|
|
Term
| 4 levels of analysis that constitutes language |
|
Definition
1. Phonetics- pronunciation of words
2. Morphology-forms words (e.g. girl-->girls)
3. Semantics- meaning of various kinds
4. Pragmatics- language use (daily use, context)
Bonus: Syntax- structure of words/sentences |
|
|
Term
|
Definition
-Learning language requires hefty brain power and a large learning period
-Children's brains are more malleable when younger so pick up on new information faster, easier to learn a language when younger than older |
|
|
Term
| Do animals have language? |
|
Definition
| Not like humans do (morphology) but they do communicate through different sounds and gestures |
|
|
Term
Cross-sectional v. longitudinal study
Pros and cons |
|
Definition
1. Observing groups from different cultures/populations
Pros: Large variety Cons: varied results
2. Observing people for a long period of time
Pros: Follows people for a good portion of their lives
Cons: expensive, hard to keep up with it, variables can have impact (death of family member, war, etc.) |
|
|
Term
| Piaget's stages for cognitive development |
|
Definition
Sensiromotor: newborn-2 years, lack of object permanence, learn new info through senses
Pre-Operational: 2-7 years, egocentrism, more motor skills developed, symbolic thinking
Concrete operational: middle childhood, understand concrete ideas but not abstract, conservation is understood by now
Formal Operational: can think abstractly and in depth |
|
|
Term
|
Definition
| Vygotsky believes that social interaction is huge in cognitive development whereas Piaget believes that through childhood you slowly develop cognitively just by growing up |
|
|
Term
|
Definition
Permissive- too lenient, not enough limitations on children
Authoritarian- strict, sometimes abusive, threatening, shaming, hard on children, punishment-heavy
Authoritative- recommended*, limits kids but allows room for kids to have some independence and control in their lives |
|
|
Term
| Kohlberg's stages of moral development |
|
Definition
pre-conventional: 9 and younger, they start to realize that not everyone's always right. Kids are only good in order to prevent them from being punished by an authority figure
conventional reasoning: kids are good so adults and other children notice they're being good for the approval of others, enjoy following rules (need rules to set limitations)
Post-conventional Reasoning: can think abstract, people have different values and ethics but still coexist, no one person is always right |
|
|
Term
| Accommodation v. Assimilation |
|
Definition
1. update schema, create new memories
2. adapting already developed schema to new info |
|
|
