Term
| What is the Behavioral Approach? |
|
Definition
| focuses on environmental causes of behaviors |
|
|
Term
| What does radical mean in terms of skinnarian behaviorism? |
|
Definition
|
|
Term
| What is Radical Behaviorism and who came up with it? |
|
Definition
-Skinner
-A form of psychology that focuses on environmental causes of behavior; in which thoughts are taken as a form of behavior. |
|
|
Term
| What is the cognitive approach? |
|
Definition
| focuses on cognitions as the immediate causes of behaviors |
|
|
Term
| Who is the father of the cognitive approach? |
|
Definition
|
|
Term
|
Definition
| a hidden, internal process underlying behavior |
|
|
Term
| What are three examples of a cognition? |
|
Definition
-perception
-attention
-mental imagery
-memory
-knowledge
-problem solving
-decision making |
|
|
Term
| What is the Neuropsycholgical Approach? |
|
Definition
| focuses on nervous system as immediate cause of behaviors |
|
|
Term
| Who is the father of the neuropsychological approach? |
|
Definition
|
|
Term
|
Definition
A relatively permanent change in behavior, or in behaviors that can be performed, that occurs as a result of experience
*Occurs as a result of experience, not biological maturation or increase in arousal* |
|
|
Term
|
Definition
| behavior at a particular point in time |
|
|
Term
| What are three things that can effect one's performance |
|
Definition
-Learning
-Memory
-Stimuli in the environment
-Sensory abilities
-Motor abilities
-Arousal
-Motivation |
|
|
Term
True or False and why:
Learning can occur even though no behavioral change is observed? |
|
Definition
| True. Arousal or motivation to demonstrate learning could have decreased. |
|
|
Term
True or False and why:
Behavioral change can be observed even though no learning has occurred. |
|
Definition
| True. Behavioral change could be due to maturation rather than learning. |
|
|
Term
|
Definition
| descriptive name for various growth processes |
|
|
Term
| What are some example of maturation processes? |
|
Definition
-Motor abilities
-Standing
-Walking
-Speaking
-Sensory abilities
-Seeing
-Hearing |
|
|
Term
| What are four advantages to using animals to study learning? |
|
Definition
-more control over experience
-less likely that performance is due to anything other than learning
-Shared evolution with humans
-procedures can be used that would be unethical in humans |
|
|
Term
| The CR is the ... Response |
|
Definition
|
|
Term
| The UR is the ... Response |
|
Definition
|
|
Term
| What is an appetitive US? |
|
Definition
|
|
Term
| What are two examples of appetitive US(s)? |
|
Definition
-Food Pellet
-Sucrose Solution |
|
|
Term
|
Definition
|
|
Term
| What are three examples of aversive US(s)? |
|
Definition
-Eyelid stimulation
-Foot Shock
-Illness |
|
|
Term
|
Definition
| An initially meaningless stimulus which serves as a signal for the US |
|
|
Term
Fill in the Blank:
The Organism uses the CS to predict... |
|
Definition
|
|
Term
| What are two examples of CS(s) in the laboratory? |
|
Definition
-Tone
-Light
-Context
-Flavor |
|
|
Term
Fill in the Blank:
The CR comes to be elicited by the CS and serves to prepare the organism for... |
|
Definition
|
|
Term
True or False:
The Cs and the US are the only stimuli that the organism learns about. |
|
Definition
| False. The organism learns about the context in which the CS and US occur, and even about different aspects of the CS and US themselves. |
|
|
Term
True or False:
The CS and the US must be stimuli external to the organism. |
|
Definition
| False. CS(s) and US(s) can also be internal bodily sensations. |
|
|
Term
True or False:
A CR and a UR are similar in form. |
|
Definition
| False. Not always. In many cases a CR is opposite from the UR. |
|
|
Term
True or False:
The Form of a CR is determined only by the US. |
|
Definition
| False. Different CS(s) can come to elicit different CR(s) to the same US |
|
|
Term
True or False:
The organism learns just one CR to a CS. |
|
Definition
| Multiple different CR(s) are learned to a particular CS but experimenters usually choose to measure just one. |
|
|
Term
| What is fear conditioning? |
|
Definition
| learning to predict a threatening stimulus |
|
|
Term
| What is the learned response of fear conditioning? |
|
Definition
|
|
Term
|
Definition
| learning to predict food delivery |
|
|
Term
| What is the learned response for autoshaping? |
|
Definition
| approach to the signal for food |
|
|
Term
|
Definition
| development of a CR as a result of CS-US pairings |
|
|
Term
| What is unpaired control? |
|
Definition
| CS and US presented in the same session, but always separated |
|
|
Term
|
Definition
| disappearance of a CR as a result of presenting the CS by itself after acquisition |
|
|
Term
| What is spontaneous recovery? |
|
Definition
| Over time and without further US presentations, the CS may again elicit the CR, suggesting that the original CS-US association remains |
|
|
Term
| What are two examples of factors that affect to what extent and how quickly a CR will develop to a particular CS that precedes a US? |
|
Definition
-Previous experience with the CS
-Presence of other CS(s)
-Predictive-ness of the CS
-Relevance of the CS to the US |
|
|
Term
| What is Latent inhibition? |
|
Definition
| a CS that was previously experienced without the US may be slower to be learned about |
|
|
Term
|
Definition
| When two CS(s) simultaneously predict the US, the "more salient" CS will tend to "win out" |
|
|
Term
|
Definition
| when one CS predicts the US, later CS(s) in the same relationship to the US are not learned about as long as the first CS is still present |
|
|
Term
|
Definition
| The organism is more prepared to associate certain types of CS(s) with certain types of US(s) |
|
|
Term
| How does the Tasty-noisy water experiment exhibit preparedness? |
|
Definition
| the organism was more prepared to pair the noisy water with the foot shock than it was to pair the tasty water with the foot shock. |
|
|
Term
| Give an example of when a cue(s)(cs} became associated with immune system functioning{us}? |
|
Definition
| when repeated drinking of a grape flavored drink that contained an immunosuppressant drug. With the grape flavor alone the immunities became suppressed without the drug. |
|
|
Term
| How could tolerance be associated with classical conditioning? |
|
Definition
| Tolerance may be a result of the body responding to drug related environmental conditional stimuli that occur when the drug is taken. |
|
|
Term
| What do the models that suggest rules for how CS-US associations are developed actually do? |
|
Definition
| they try to explain the shape of the learning curve which is thought to be the behavioral manifestation of the changing of "hidden" stimulus associations |
|
|
Term
| What is the ultimate goal of the organism in the rescorla-wagner model? |
|
Definition
| make better and better predictions of when the US will occur, so as to minimize the prediction error |
|
|
Term
| What is prediction error? |
|
Definition
| difference between whether the animal expects the US and whether the US actually occurs |
|
|
Term
| What is the equation for the rescorla-wagner model? |
|
Definition
|
|
Term
| What does ΔVcs mean in the rescorla-wagner equation? |
|
Definition
| change in the strength of the CS prediction of US(CS-US association) on this trial |
|
|
Term
| What does αβ mean in the rescorla-wagner equation? |
|
Definition
| a constant/the learning rate |
|
|
Term
| What is the equation for the prediction error using the resorla-wagner model? |
|
Definition
|
|
Term
|
Definition
| strength of US on this trial |
|
|
Term
|
Definition
| strength of prediction of US by all stimuli (other than the US) present on this trial |
|
|
Term
| if greater than 0, surprise!; you’re not quite sure what predicts the US |
|
Definition
| ASK ABOUT THIS ONE!!!!!!!!! |
|
|
Term
True or False:
Human causal learning is different from classical conditioning and it is an example of associative learning. |
|
Definition
|
|
Term
| What is human causal learning? |
|
Definition
| association between cause and effect |
|
|
Term
| What is instrumental conditioning? |
|
Definition
| learning about the relationship between a response and its consequence, which may be positive or negative |
|
|
Term
| What are two differences between classical conditioning and instrumental conditioning? |
|
Definition
1)In classical conditioning the learned behavior(CR) prepares for what is about to occur(US). In Instrumental conditioning the learned behavior (CR) leads to an outcome.
2)In classical conditioning the learned behavior(CR) is prompted by a signal (CS). In instrumental conditioning the learned behavior is prompted/dissuaded by the outcome of the behavior. |
|
|
Term
| What is reward learning also known as? |
|
Definition
|
|
Term
| What is the system of reward learning? |
|
Definition
| instrumental response> reward |
|
|
Term
| How do we know that instrumental responses increase frequency because of the reward? |
|
Definition
| because of the reward is devalued then the instrumental response declines in frequency |
|
|
Term
|
Definition
| start by deliviering the reward for behaviors that are approximately closer and closer to the desired behavior and then only the desired behavior |
|
|
Term
| How do we get instrumental response to occur so we can deliver reward for the instrumental response? |
|
Definition
|
|
Term
| What were the three groups in the Tolman and Honzik group? |
|
Definition
Group 1 always found food at the end of the maze
Group 2 never found food
Group 3 never found food for days 1-10 and then always found food for days 11-17 |
|
|
Term
| What did the experiment with Tolman and Honzik teach the researchers? |
|
Definition
| that without a reward {groups 2 and 3} the subjects actually learn more |
|
|
Term
| What was the effect that verbal rewards had on expressed attitude |
|
Definition
|
|
Term
| What was the effect that tangible rewards had on expressed attitude? |
|
Definition
|
|
Term
| What was the effect that verbal rewards had on free time spent on task? |
|
Definition
| increased time spent on task |
|
|
Term
| What was the effect that tangible rewards had on free time spent on the task? |
|
Definition
| had a negative effect only when reward was expected for doing the task and reward was given regardless of performance quality |
|
|
Term
| What is expressed attitude? |
|
Definition
| the statements of either I like it or I hate it when it comes to a task (ex: math) |
|
|
Term
| What is the premack principle? |
|
Definition
| a reward is something that is preferred over the instrumental response |
|
|
Term
| Can you give an example of the premack principle? |
|
Definition
| Watching TV is preferred over reading, so reading will be reinforced if you are then allowed to watch TV. |
|
|
Term
| What is Response deprivation hypothesis? |
|
Definition
| a reward is something that has been deprived compared to the instrumental response. |
|
|
Term
| Can you give an example of the deprivation hypothesis? |
|
Definition
| After many, many hours of watching TV, watching TV will be reinforced if you are then allowed to read. |
|
|
Term
| *ASK SOMEONE TO EXPLAIN SUPERSTITIONS TO YOU* |
|
Definition
|
|
Term
| What is contingency between response and reward? |
|
Definition
| timing, spacing, and variability of reward after response |
|
|
Term
| what is continuous reinforcement? |
|
Definition
| every instrumental response leads to a reward |
|
|
Term
| What is fixed ratio reinforcement? |
|
Definition
| there is a fixed number of instrumental responses that will get the subject a reward |
|
|
Term
| What is fixed-interval reinforcement? |
|
Definition
| There is a set amount of time until the subject gets a reward |
|
|
Term
| What is variable-ratio reinforcement? |
|
Definition
| There is a random number of instrumental responses until the subject gets rewarded |
|
|
Term
| What is variable-interval reinforcement? |
|
Definition
| the subject is rewarded after a random amount of time |
|
|
Term
| What is the most effective schedule of reinforcement? |
|
Definition
|
|
Term
| What is the least effective schedule of reinforcement? |
|
Definition
|
|
Term
| What is the quantitative law of effect? |
|
Definition
| rate of a particular instruemtnal response is determined by the rate of reward of that response relative to rate of reward of alternative responses |
|
|
Term
| What is the equation for the quantitative law of effect? |
|
Definition
| act=[(all possible behaviors)(reward for act)]/[reward for act + reward for alternative behaviors] |
|
|
Term
| How do you decrease the liklihood of an act using the quantitative law of effect equation? |
|
Definition
| decreasing the reward for the act or increasing the reward for alternative behaviors |
|
|
Term
|
Definition
| capacity to inhibit immediate gratification in preference for a later, larger reward |
|
|
Term
| What are the three relationships in behavioral economics? |
|
Definition
*substitutes
*complements
*unrelated |
|
|
Term
What kind of behavioral economic relationship occurs if:
consumption of other reward increases |
|
Definition
|
|
Term
What kind of behavioral economic relationship occurs if:
consumption of other reward decreases |
|
Definition
|
|
Term
What kind of behavioral economic relationship occurs if:
if consumption of other reward does not change |
|
Definition
|
|
Term
An overweight youth may be more likely to eat than engage in alternative behaviors because they may have fewer pleasurable alternatives to eating
WOULD BE AN EXAMPLE OF.... |
|
Definition
| quantitative law of effect |
|
|
Term
peer relationships and friendships may increase the value of alternatives an promote substitution of alternatives to eating
WOULD BE AN EXAMPLE OF.... |
|
Definition
| quantitative law of effect and behavioral economics |
|
|
Term
Inadequate social skills, a history of teasing and unhappy experiences in social situations and weight criticism may limit overweight youth's access to social activities
WOULD BE AN EXAMPLE OF.... |
|
Definition
|
|
Term
Increasing the child's social network could potentially result in a reduction in eating
WOULD BE AN EXAMPLE OF.... |
|
Definition
| Quantitative law of effect and behavioral economics |
|
|
Term
| What is stimulus control? |
|
Definition
| conditioning an instrumental response to occur more often in the presence of a discriminative stimulus than the absence of the discriminative stimulus |
|
|
Term
|
Definition
| an instrumental response in the presence of a discriminative stimulus will receive a reward; stimuli similar to the discriminative stimulus may also produce an instrumental response |
|
|
Term
|
Definition
| an instrumental response in the presence of a discriminative stimulus; an instrumental response in the presence of a different stimuli will not receive a reward |
|
|
Term
| When an instrumental response produces a pleasant stimulus what happens? |
|
Definition
| reward learning {instrumental response increases} |
|
|
Term
| When an instrumental response produces an aversive stimulus what happens? |
|
Definition
| punishment {instrumental response decreases} |
|
|
Term
| When an instrumental response stops or prevents a pleasant stimulus what happens? |
|
Definition
| omission {instrumental response decreases} |
|
|
Term
| When an instrumental response or prevents an aversive stimulus what happens? |
|
Definition
| Escape/avoidance {instrumental response increases |
|
|
Term
|
Definition
| making an instrumental response stops an aversive stimulus |
|
|
Term
True or False:
Avoidance is usually learned before escape when dealing with any given aversive situation. |
|
Definition
False. Escape is usually learned before avoidance when dealing with any given aversive situation.
EX: first, children learn to escape wet underpants by removing them. Later they learn to avoid having wet underpants by going to the bathroom before having an "accident". |
|
|
Term
| How does shuttlebox avoidance learning occur? |
|
Definition
Trial 1 (Escape from footshock):
Tone>footshock>shuttle response> tone and foot shock stop
Trial 2 (avoidance of footshock):
Tone>Shuttle Response>Tone stops;Foot shock not delivered |
|
|
Term
| What pathological addiction? |
|
Definition
| a strong habit (or compulsion) that is maintained despite harmful results |
|
|
Term
| How could drug taking be construed as reward learning? |
|
Definition
drug taking (instrumental response)> high reward
*reward learning* |
|
|
Term
| How could drug taking be construed as escape? |
|
Definition
withdrawal>drug taking instrumental response> stops withdrawal (reward)
*escape* |
|
|
Term
| How could drug taking be construed as avoidance? |
|
Definition
signal for withdrawal> drug taking instrumental response> prevents withdrawal (reward)
*avoidance* |
|
|
Term
| What is two-factor theory? |
|
Definition
| avoidance learning consists of classical conditioning(factor 1) and instrumental conditioning(factor 2) |
|
|
Term
| What is the classical conditioning aspect of two-factor theory? |
|
Definition
| tone-shock (CS-US) pairing produce fear of tone(CR) |
|
|
Term
| What is the instrumental conditioning aspect of two-factor theory? |
|
Definition
| instrumental response (R) stops the tone/fear (S*) |
|
|
Term
| What is the two factor approach to Obsessive Compulsive Disorder? |
|
Definition
Classical conditioning: thoughts about germs (CS)> anxiety (CR)
Instrumental conditioning: washing hands (R)> anxiety stops (S*) |
|
|
Term
| What is exposure and response prevention? |
|
Definition
| an empirically-validated and effective treatment for obsessive-compulsive disorder(and possibly other anxiety disorders that involve escape/avoidance, such as bulimia) |
|
|
Term
|
Definition
| a group of neurons in the central nervous system with a similar function |
|
|
Term
|
Definition
| brain areas where neurons are organized in thin, layered sheets |
|
|
Term
| What is structural neuroimaging? |
|
Definition
| imaging the static(single point in time) living brain |
|
|
Term
| What is magnetic resonance imaging? |
|
Definition
| atoms aligned by powerful magnet; image created from temporary disruption of alignment of atoms in tissue (brain in this case), which emit energy as they settle back to stable state |
|
|
Term
|
Definition
| brainch of psychology that studies relation between brain function and behavior |
|
|
Term
| What is the most common form of study in neuropsychology? |
|
Definition
| examine pattern of impaired and spared abilities in patients who have suffered brain damage |
|
|
Term
| What is the caveat with lesion studies? |
|
Definition
| Since human lesions are accidental, no two are identical and they usually encompass multiple brain regions |
|
|
Term
| Whaat are experimental brain lesions? |
|
Definition
| removal or deactivation of specific brain regions in non-human animals to study relation between brain function and behavior |
|
|
Term
| What is functional neuroimaging? |
|
Definition
| imaging the active (across time points) living brain |
|
|
Term
|
Definition
| Positron Emission Tomography |
|
|
Term
|
Definition
| created from injection of radioactive tracer attached to a molecule and measurement of where and when it accumulates in brain |
|
|
Term
| What can PET be used to study? |
|
Definition
| differences in glucose, metabolism, oxygen metabolism, blood flow or distribution of some neurotransmitters |
|
|
Term
| How are PET experiments set up? |
|
Definition
| difference in brain activity between a task of interest and a control task are put together to get the difference image |
|
|
Term
|
Definition
based on same technology as MRI but measures changes in blood oxygenation
*active areas of the brain require more oxygen extracted from blood
*also comparison btwn activity during target task and control task |
|
|
Term
| What are two types of indirect functional neuroimaging? |
|
Definition
|
|
Term
| What is one type of indirect structural neuroimaging? |
|
Definition
|
|
Term
| What are two pros of PET? |
|
Definition
1)direct measure of metabolic activity
2)can measure distribution of different chemicals across brain regions |
|
|
Term
| What are three pros of fMRI? |
|
Definition
1)better spatial resolution
2)doesn't require injection of radioactive substance
3)only requires adaption of commonly used MRI scanners |
|
|
Term
| What are four reasons to be cautious about over interpreting functional neuro-imaging experiments? |
|
Definition
1) fMRI is a measure of changes in blood oxygenation, which doesn't always match changes in neuronal activity
2)Even when it matches neuronal activity, can't tell wheather it's changes in action potentials or synaptic activity
3)The resolution of fMRI is in "voxels", each of which can contain over 5 million neurons
4)A particular brain region can "light up" during many different types of tasks so it is difficult to pinpoint a specific function for that region |
|
|
Term
| What is event-related(evoked) potential? |
|
Definition
| measuring changes in electrical activity of brain (through EEG)to presentations of a stimulus |
|
|
Term
| What is electroencephalography? |
|
Definition
| measuring electrical activity of brain from electrodes placed on scalp |
|
|
Term
| What is the advantage and disadvantage of functional neuroimaging? |
|
Definition
advantage: more direct measure of brain activity
disadvantage:difficult to determine exact brain region that changes in activity originate from |
|
|
Term
|
Definition
| gap between two neurons in which chemical messages pass |
|
|
Term
| What is a presynaptic terminal? |
|
Definition
| often the axon terminal of one neuron |
|
|
Term
| What is a postsynaptic membrane? |
|
Definition
| often the dendrite of the next neuron |
|
|
Term
| What is a neurotrasmitter? |
|
Definition
| chemical messenger between two neurons |
|
|
Term
| What are the four steps for neurotransmitter travels? |
|
Definition
1)Stored in vesicles in presynaptic terminal and released from presynaptic terminal of active neuron.
2) Binds to receptors on postsynaptic membrane of next neuron and activates receptors
3) Can be broken down in synaptic cleft
4) Can be reabsorbed into presynaptic terminal and recycled |
|
|
Term
| What are the two methods of measuring the activity of individual neurons? |
|
Definition
1) Single-cell recording
2) Patch-clamp recording |
|
|
Term
| What are the two methods of manipulating the activity of groups of neurons? |
|
Definition
1) Stimulation
2) Intracranial drug infusion |
|
|
Term
| What is single-cell recording? |
|
Definition
| recording action potentials of a neuron very close to the top of a very thing metal electrode |
|
|
Term
| What is intracranial drug infusion? |
|
Definition
| infuse very small quantity of a drug quantity of a drug into fluid around brain cells |
|
|
Term
| What are three caveats of intracranial drug infusion? |
|
Definition
1) May alter ability of presynaptic neuron to produce or release neurotrasmitter
2) May alter ability of receptors on postsynaptic neuron to bind neuroransmitter or be activated by binding of neurotransmitter
3) May alter break down or reabsorption of neurotransmitter in synapse |
|
|
Term
| What is neural plasticity? |
|
Definition
| the ability of the nervous system, both in development and in adulthood, to be changed by the environment and by experience |
|
|
Term
| What is synaptic plasticity? |
|
Definition
| a type of neural plasticity that involves changes in the strength of synapses |
|
|
Term
| What is long-term potentiation? |
|
Definition
| a long-lasting increase in synaptic strength |
|
|
Term
| ASK HOW LONG-TERM POTENTIATION HAPPENS |
|
Definition
|
|
Term
| What is synaptic plasticity? |
|
Definition
| a type of neural plasticity that involves changes in synaptic communication |
|
|
Term
| What are the three things that are the cellular basis for increase in synaptic communication? |
|
Definition
1)postsynaptic receptor number may increase
2)presynaptic terminal may release more neurotransmitter
3)larger or more synapses |
|
|
Term
| What are the two parts of long-term memory? |
|
Definition
1)Declarative memory
2)Non-declarative memory |
|
|
Term
| What are the two parts of declarative memory? |
|
Definition
1)episodic memory
2)semantic memory |
|
|
Term
| What are two things that are similar between episodic and semantic memory? |
|
Definition
1)Can be communicated in a format other than that in which it was acquired
2)Consciously accessible |
|
|
Term
| What are three things that are different about episodic memory? |
|
Definition
1)tagged with spatial and temporal context
2)must be autobiographical
3)learned in a single exposure; can be weakened by exposure by exposure to similar events |
|
|
Term
| What are three things that are different about semantic memory? |
|
Definition
1)not necessarily tagged with spatial or temporal context
2)Can be personal or general information
3)Can be learned in a single exposure, but can also be strengthened by repetition |
|
|
Term
|
Definition
| memory system for personal events |
|
|
Term
|
Definition
| memory system for facts about yourself and the world |
|
|
Term
| What is an autobiographical memory interview? |
|
Definition
-Provide information from 3 different time periods in your life childhood, early adulthood and recent
*autobiographical portion of test(episodic memory)
*personal facts portion of test(semantic memory) |
|
|
Term
|
Definition
| semantic memory is dependent upon episodic memory |
|
|
Term
|
Definition
| semantic memory is not dependent upon episodic memory |
|
|
Term
|
Definition
| initial processing of a stimulus that leads to a representation in memory |
|
|
Term
|
Definition
| process of transferring a short-term memory into long-term storage |
|
|
Term
|
Definition
| process of acessing of a memory, which may then be expressed in behavior |
|
|
Term
| What are three things that effect encoding? |
|
Definition
-characteristics of material
-presentation of material
-cognitive strategies of subject |
|
|
Term
| In the Baker-baker paradox experiment how many photographs of men were presented? |
|
Definition
|
|
Term
| In the Baker-baker paradox experiment each photograph was accompanied by... |
|
Definition
| 2 facts about the person: his name and his occupation |
|
|
Term
| In the Baker-baker paradox experiment, group 1..... |
|
Definition
| his name was meaningful and his occupation was meaningless |
|
|
Term
| In the Baker-baker paradox experiment, group 2..... |
|
Definition
| his name was meaningless and his occupation was meaningful |
|
|
Term
| In the Baker-baker paradox experiment each photograph was presented and subjects were asked..... |
|
Definition
| to try to recall the name and occupation |
|
|
Term
| What were the results of the baker Baker experiment? |
|
Definition
Group 1 remembered the name
Group 2 remembered the occupation
*each remembered what was meaningful and what they could visualize* |
|
|
Term
|
Definition
| grouping bits of knowledge into larger bits |
|
|
Term
| What was the chess playing experiment? |
|
Definition
| -to test the efficacy of chunking the lab tested individual's skill level of chess to memorizing the number of chess pieces on a aboard. It was easier for experienced chess players to memorize the master's game because they had prior knowledge on the game. |
|
|
Term
| What is serial-position effect? |
|
Definition
| beginning and end portions of a list are encoded more easily |
|
|
Term
| What is the primacy effect? |
|
Definition
| enhanced recall of first items in list |
|
|
Term
| What is the recency effect? |
|
Definition
| enhanced recall of last items in list |
|
|
Term
| What was the experiment involving serial-position effect? |
|
Definition
| students viewed a list of 15 commercials and asked to recall as many as possible. Then they viewed a second list and after a 3 min interval they were asked to recall as many commercials as possible. |
|
|
Term
| What were the results of the experiment involving the serial position effect? |
|
Definition
| After the immediate test there was a primacy and a recency effect. After three min there was a primacy and and no recency effect. |
|
|
Term
|
Definition
| When you have a list of things to remember, you mentally follow a well known route, imagining each of the to-be-recalled items at a location; recall involves "re-walking" the route |
|
|
Term
| What is depth of processing? |
|
Definition
| encoding is better when you encode the meaning of the material |
|
|
Term
| What is shallow processing? |
|
Definition
|
|
Term
| What is an example of shallow processing? |
|
Definition
|
|
Term
|
Definition
|
|
Term
| What is an example of deep processing? |
|
Definition
organizing information
using imagery
relating information to existing knowledge |
|
|
Term
| What were the three questions that were asked during the depth of processing experiment? |
|
Definition
Is the word in capital letters?
Does the word rhyme with ___?
Use the word in a sentence. |
|
|
Term
| What were the results of the depth of processing experiment? |
|
Definition
| the sentence group learned the best, the rhyme group learned the second best and the case group learned the third best |
|
|
Term
| What are the three best methods of encoding in order? |
|
Definition
|
|
Term
| What is the rehearsal method of encoding? |
|
Definition
|
|
Term
| What is the imagery method of encoding? |
|
Definition
| mentally picture each word |
|
|
Term
| What is the link method of encoding? |
|
Definition
| mentally link picture of each word with picture of previous word by having them interact |
|
|
Term
| What is the peg method of encoding? |
|
Definition
| link each word to a number/rhyme combination |
|
|
Term
| What is the loci method of encoding? |
|
Definition
|
|
Term
|
Definition
| the process of transferring a short-term memory into long-term storage |
|
|
Term
| What does the experiment testing consolidation of tv shows over time prove? |
|
Definition
| -it showed that after having electroconvulsive therapy that individuals forgot more details from 2-3 years ago because the memories were still being consolidated |
|
|
Term
True/False:
Long-term memory takes time for the "pieces" to be "joined" together firmly. |
|
Definition
|
|
Term
|
Definition
| process of accessing of a memory, which may then be expressed in behavior |
|
|
Term
| What are two factors that effect retrieval? |
|
Definition
|
|
Term
| What is practice under the terms of retrieval? |
|
Definition
| practice retrieving the memory |
|
|
Term
| What is match under the terms of retrieval? |
|
Definition
match between conditions at encoding and conditions at retrieval
{transfer-appropriate processing} |
|
|
Term
| What were the three groups in the practice retrieving memory study? |
|
Definition
-read, recite, review group
-note taking grou
-re reading group |
|
|
Term
| What were the results of the three groups in the practice retrieving memory study after the immediate free recall test? |
|
Definition
| read, recite, review group remembered the most. Note taking group remembered the second most. Rereading group remembered the least. |
|
|
Term
| What were the results of the three groups in the practice retrieving memory study after the delayed free recall test one week later? |
|
Definition
| read recite review group remembered the most. Note taking and rereading group remembered almost the same amount. |
|
|
Term
| What is transfer appropriate processing? |
|
Definition
| retrieval is easier when cues, context and cognitive processes during retrieval match those during encoding. |
|
|
Term
| What were the match between encoding and retrieval experiment? |
|
Definition
| subjects were asked to watch a video of a lecture and then were given one of four assignments. And then a month later subjects were give a short answer test on the lecture. |
|
|
Term
| What were the four groups in the match between encoding and retrieval experiment? |
|
Definition
1) no activity
2) studying a summary of the lecture
3) taking a multiple choice test on the lecture
4) taking a short answer test on the lecture |
|
|
Term
| What were the results of the match between encoding and retrieval experiment? |
|
Definition
| the short answer group did the best. Multiple choice and study group did about the same. |
|
|
Term
|
Definition
| remembering something that never happened |
|
|
Term
| What was the false memory experiment? |
|
Definition
| participants were presented with fake ads for disneyland that mentioned bugs bunny. Then they were asked about personal experiences in disneyland. |
|
|
Term
| What were the results of the false memory experiment? |
|
Definition
16% of participants claimed that they had met Bugs at disneyland
62% said they had shook his hand
46% remembered hugging him. |
|
|
Term
| The hippocampus and the rest of the medial temporal lobel cortex are necessary for... |
|
Definition
| retaining recent declarative memories and for forming new declarative memories |
|
|
Term
| THe hipposcampus itself is particularly important for... |
|
Definition
| forming new episodic memories |
|
|
Term
| Hippocampal neurons are activated when sequences of events must be... |
|
Definition
| encoded, which may be a "building block" of forming new episodic memories |
|
|
Term
| Hippocampal synapses are strengthened by... |
|
Definition
|
|
Term
| What brain lesion did HM have? |
|
Definition
| bilateral removal of medial temporal lobe |
|
|
Term
| What brain lesion did RB have? |
|
Definition
| bilateral lesion of hippocampus |
|
|
Term
| What brain lesion did KC have? |
|
Definition
| bilateral lesion of hippocampus |
|
|
Term
| What memory deficits did HM have? |
|
Definition
-he could not remember new events and facts
-he could not remember old events and facts |
|
|
Term
| What was the conclusion that scientists drew from studying HM? |
|
Definition
| medial temporal lobes are important for somewhat old declarative memory and for forming new declarative memories |
|
|
Term
| What memory deficits did RB have? |
|
Definition
-could not remember new declarative
-old declarative memory was fine |
|
|
Term
| What was the conclusion that scientists drew from studying RB? |
|
Definition
| hippocampus is important for new but not old declarative memories |
|
|
Term
| What memory deficits did KC have? |
|
Definition
|
|
Term
| What was the conclusion that scientists drew from studying KC? |
|
Definition
| hippocampus is important for episodic memory but not semantic memory |
|
|
Term
| What was the hippocampus for encoding sequences of events experiment? |
|
Definition
-Subjects were asked to encode two sequences of 12 faces
*in the "overlap" condition, 4 of the faces appeared in both sequences
*in the "non-overlap" condition, there was no overlap in faces between the sequences |
|
|
Term
| What were the results of the hippocampus for encoding sequences of events experiment? |
|
Definition
-The hippocampus(right side) was more active in the "overlap" condition compared to the "non-overlap" condition
*the hippocampus(right side) was particularly active in response to the faces that appeared in both sequences |
|
|
Term
| What was the concluusion of hippocampus for encoding sequences of events experiment? |
|
Definition
| Hippocampus is important for encoding sequences of events, and keeping them separate |
|
|
Term
| What was the experiment with rats, the T-maze and the hippocampus? |
|
Definition
| rats had recording electrodes implanted in hippocampus. Continuous alternation in a T-maze. Rat traversed cetral stem of maze and alternated between left and right turns to get reward. |
|
|
Term
| What was the result with the experiment with rats, the T-maze and the hippocampus? |
|
Definition
| individual hippocampal neurons fired in different location of "stem" of the maze depending on whether trial required left turn or right turn. |
|
|
Term
| What was conclusion of the experiment with the rats, t-maze and the hippocampus? |
|
Definition
| hippocampal neurons can encode sequences of events, and keep them separate |
|
|
Term
| What was the experiment that helped psychologists discover that hippocampus synapses become stronger during encoding? |
|
Definition
-rats had electrodes implanted in hippocampus.
- Weak stimulation of CA3 axons and recording of CA1 neurons. Inhibitory avoidance training. Repeat Weak stimulation of CA3 axons and recording of CA1 neurons.
-Step through and shocked in dark chamber. Step through and no shock in dark chamber. Inhibitory avoidance training. |
|
|
Term
| What was the conclusion of the experiment in which scientists stimulated CA3 axons and recorded CA1 neurons? |
|
Definition
| memory formation can produce the same changes in synaptic strength as a "tetanus" |
|
|
Term
| What were the results of the experiment in which scientists stimulated CA3 axons and recorded CA1 neurons? |
|
Definition
| CA3-CA1 synapses stronger in rats that were shocked in dark chamber. |
|
|
Term
| What is retrograde amnesia? |
|
Definition
| loss of memories formed before onset of disorder |
|
|
Term
| What is anterograde amnesia? |
|
Definition
| inability to form new memories |
|
|
Term
|
Definition
| retrograde amnesia tends to be stronger for events right before onset of disorder |
|
|
Term
True/false.
While being consolidated, memories are not fragile or easily lost. |
|
Definition
| false. While being consolidated memories are fragile and easily lost. |
|
|
Term
| What is standard consolidation theory? |
|
Definition
-components of an episodic memory occur at different parts of the brain.
-components of an episodic memory are bound together by the hippocampus once being consolidated
-components of an episodic memory are boudn together in the neocortex once they are consolidated |
|
|
Term
True/false.
Once a declarative memory is consolidated, the hippocampus is no longer necessary for that memory? |
|
Definition
|
|
Term
|
Definition
| memory for how to do something |
|
|
Term
| What are perceptual-motor skills? |
|
Definition
| learned movement patterns guided by sensory inputs |
|
|
Term
| What are cognitive skills? |
|
Definition
| learned rules and stretegies |
|
|
Term
| What are three characteristics of skill memories? |
|
Definition
1)are difficult to convey except by direct demonstration
2)may be acquired without awareness
3)require several repetitions |
|
|
Term
| What are three characteristics of memories for declarative memories? |
|
Definition
1)Can be communicated in formats different from those learned
2)have content that is consciously accessible
3)can be acquired in a single exposure |
|
|
Term
| What are three examples of perceptual motor skills? |
|
Definition
athletic skills
playing a musical instrument
driving a car
riding a bike
rotary pursuit
mirror tracing |
|
|
Term
| What are three examples of cognitive skills? |
|
Definition
reading
solving math problems
operating technology
tower of hanoi puzzle
mirror reading |
|
|
Term
| What is the power law of learning? |
|
Definition
| improvements in performance get smaller and smaller as practice continues |
|
|
Term
| What is an example of the power law of learning? |
|
Definition
learning to read more quickly:
8 min to read a page on day 1
4 min to read a page on day 2
2 min to read a page on day 3
1 min to read a page on day 4 |
|
|
Term
|
Definition
| concentrated, continuous practice |
|
|
Term
|
Definition
| practice spread out over several time periods |
|
|
Term
| What was the the experiment to test the efficacy of massed/spaced practice? |
|
Definition
| participants learned a video game which required both perceptual motor skills and cognitive skills. |
|
|
Term
| How were the lessons constructed for the massed group in the experiment to test the efficacy of massed/spaced practice? |
|
Definition
|
|
Term
| What were the groups in the experiment to test the efficacy of massed/spaced practice? |
|
Definition
-massed practice group
-distributed practice group |
|
|
Term
| What was a lesson for the experiment to test the efficacy of massed/spaced practice? |
|
Definition
| 8 practice games and 2 test games |
|
|
Term
| How were the lessons constructed for the distributed group in the experiment to test the efficacy of massed/spaced practice? |
|
Definition
|
|
Term
| What were the results of the experiment to test the efficacy of massed/spaced practice? |
|
Definition
| the distributed group did better than the massed practice group |
|
|
Term
| What is implicit learning? |
|
Definition
| learning in the absence of awareness of learning |
|
|
Term
| Was H.M. able to demonstrate non declarative memory in rotary pursuit? |
|
Definition
|
|
Term
| What are fitt's three stages of skill learning? |
|
Definition
1) Cognitive stage
2) Associative stage
3) Autonomous stage |
|
|
Term
| Describe the cognitive stage of fitt's model of learning. |
|
Definition
1st stage
performance is based on verbalizable rules |
|
|
Term
| Describe the associative stage of fitt's model of learning. |
|
Definition
2nd stage
actions become stereotyped |
|
|
Term
| Describe the autonomous stage of fitt's model of learning. |
|
Definition
3rd stage
movements seem automatic |
|
|
Term
| What was the experiment that tested the three steps of fitt's model of learning? |
|
Definition
| they had two groups novice putters and expert putters. They had all putters try and encode a word list while putting as the experimental condition. |
|
|
Term
| What were the results of the experiment that tested the three steps of fitt's model of learning? |
|
Definition
-novices putt more poorly when they have to simultaneously encode a word list
-experts do not putt more poorly when they have to simultaneously encode a word list, unless they are using a non-standard shaped putter. |
|
|
Term
| What is an example of the autonomous stage in the experiment that test the three steps of fitt's model of learning? |
|
Definition
| an expert putting with the standard putter |
|
|
Term
| What is an example of the cognitive stage in the experiment that test the three steps of fitt's model of learning? |
|
Definition
| an expert putting with the non-standard putter |
|
|
Term
| What is the basal ganglia? |
|
Definition
| group of subcortical nuclei beneath the cerebral cortex of the frontal lobe |
|
|
Term
| Where does the basal ganglia receive inputs from? |
|
Definition
| most areas of the cerebral cortex |
|
|
Term
| Where does the basal ganglia send outputs to? |
|
Definition
|
|
Term
|
Definition
| little brain, with it's own cortex and subcortical structures |
|
|
Term
| Where does the cerebellum receive inputs from? |
|
Definition
| cerebral cortex, sensory systems, and spinal cord |
|
|
Term
| Where does the cerebellum send outputs to? |
|
Definition
|
|
Term
|
Definition
A->Frontal Lobe
B-> Temporal Lobe |
|
|
Term
|
Definition
A-> Hippocampus
B-> Entorhinal Cortex
C-> Perirhinal Cortex |
|
|
Term
|
Definition
A-> Basal Ganglia
B-> Cerebral Cortex
C-> Cerebellum
D-> Brainstem
E-> Spinal Cord |
|
|
Term
|
Definition
|
|
Term
| What was the experiment that tested perceptual memory in the basal ganglia? |
|
Definition
| rats learn that arms with a light in a raidal arm maze has a food pellet. |
|
|
Term
| What were the two groups in the experiment that tested perceptual memory in the basal ganglia? |
|
Definition
-hippocampus lesion
-basal ganglia lesion |
|
|
Term
| What was the result of the experiment that tested perceptual memory in the basal ganglia? |
|
Definition
| they are impaired by basal ganglia lesion but not by hippocampal lesion |
|
|
Term
| What was the experiment that tested cognitive skill memory in basal ganglia? |
|
Definition
| predict weather based on combination of patterns on four cards |
|
|
Term
| What were the results of the experiment that tested the cognitive skill memory in the basal ganglia? |
|
Definition
| fMRI of blood oxygenation levels during performance of the weather prediction task and during performance of a baseline task |
|
|
Term
| What was the experiment that tested the perceptual motor skill memory of the cerebellum? |
|
Definition
| rats learned coordinated and balanced movements on an obstacle course |
|
|
Term
| What was the result of the experiment that tested the perceptual motor skill memory of the cerebellum? |
|
Definition
| Rats that learned the perceptual motor skill had a greater number of synapses in the cerebellar cortex than rats that were physically active but not learning a skill. |
|
|
Term
| What was the experiment that tested the cognitive skill memory of the cerebellum? |
|
Definition
| reading mirror-words or regular words |
|
|
Term
| What were the results of the experiment that tested the cognitive skill memory of the cerebellum? |
|
Definition
| fMRI of blood oxygenation levels during reading mirror-reversed words and during reading of regular words |
|
|
Term
| What is perceptual memory? |
|
Definition
| unconscious, automatically retrievable memory for a previously experienced stimulus or stimuli |
|
|
Term
| What are four tests that test perceptual memory? |
|
Definition
*word-stem completion
*word fragmentation identification
*paired-associate learning of related words
*picture fragment identification |
|
|
Term
| What was the experiment that tested perceptual memory through word-stem completion? |
|
Definition
| subjects studied a list of words |
|
|
Term
| What were the two groups in the experiment that tested perceptual memory through word-stem completion? |
|
Definition
1) subjects asked to complete word-stem with "first word that comes to mind"
2)subjects asked to complete word-stem with a word from the study list |
|
|
Term
| What were the results of the two groups in the experiment that tested perceptual memory through word-stem completion? |
|
Definition
1) amnesics performed the same as controls and tended to complete the word stems with a word from the study list
2) amnesics performed more poorly than controls |
|
|
Term
| What was the conclusion of the experiment that tested perceptual memory through word-stem completion? |
|
Definition
| the medial temporal lobes are not necessary for perceptual memory |
|
|
Term
| What was the experiment that tested perceptual memory of sensory cortex? |
|
Definition
| subjects studied a list of words. Then subjects were asked to complete word stem with the "first word that comes to mind". |
|
|
Term
| What lesion did M.S. have? |
|
Definition
| most of his right occipital lobe removed |
|
|
Term
| What were the results of the experiment that tested perceptual memory of sensory cortex? |
|
Definition
| M.S. performed more poorly than controls |
|
|
Term
| What was the conclusion of the experiment that tested perceptual memory of the sensory cortex? |
|
Definition
| sensory cortex is necessary for perceptual memory |
|
|
Term
| What was the experiment that tested perceptual memory through paired associates? |
|
Definition
| subjects studied lists of word pairs. Then asked subjects to say first word that came to mind when presented with the first word in each pair |
|
|
Term
| What were the two groups in the experiment that tested perceptual memory through paired associates? |
|
Definition
1) word pairs were unrelated
2) word pairs were related |
|
|
Term
| What were the results of the experiment that tested perceptual memory through paired associates? |
|
Definition
1) Amnesics were impaired at remembering the unrelated associate
2) Amnesics were normal at remembering the related associate |
|
|
Term
| What was the conclusion of the experiment that tested perceptual memory through paired associates? |
|
Definition
| well-learned associations eventually become part of non-declarative memory |
|
|
Term
| What are the memory deficits of H.M.? |
|
Definition
* Impaired long-term
* normal short-term memory |
|
|
Term
| What conclusion did scientists draw from observing H.M.'s lesions and deficits? |
|
Definition
| short-term memory and long-term memory may be separable with only long-term memory requireing the medial temporal lobes. |
|
|
Term
| What are the memory deficits of H.M.? |
|
Definition
*normal long-term memory
*impaired short-term memory |
|
|
Term
| What conclusion did scientists draw from observing K.F.'s lesions and deficits? |
|
Definition
| short-term memory requires brain areas other than the medical temporal lobes; the medial temporal lobes are only for long-term memory |
|
|
Term
| What are four things that make short term memory different? |
|
Definition
-in consciousness
-access is rapid
-capacity is limited
-forgotten quickly |
|
|
Term
| What are four things that make long term memory different? |
|
Definition
-not in consciousness
-access is slower
-capacity is unlimited
-forgotten more slowly |
|
|
Term
| What are the four parts of the atkinson-shiffrin model of memory? |
|
Definition
1) Input
2) Sensory memory
3) Short-term memory
4) Long-term memory |
|
|
Term
| What brings information from sensory memory to short-term memory in the atkinson-shiffrin model? |
|
Definition
|
|
Term
| What control processes occur in short-term memory phase of atkinson-shiffrin model of memory? |
|
Definition
Rehearsal
Coding
Decision
Retrieval strategies |
|
|
Term
Name this:
A single short-term memory that handles all temporary storage and rehearsal, and includes some basic manipulation processes. |
|
Definition
| Atkinson and Shiffrin "short-term memory" model |
|
|
Term
Name this:
Seperate short-term systems for->
1. temporary storage and rehearsal of acoustic-verbal information
2. temporary storage and rehearsal of visual-spatial information
3. monitoring and manipulating the contents of the 2 storage systems. |
|
Definition
| Baddely and Hitch "working memory" model |
|
|
Term
|
Definition
| maintenance of different types of information and active manipulation of that information |
|
|
Term
| What is the visuo-spatial sketchpad? |
|
Definition
| short-term storage and rehearsal for visual and spatial information |
|
|
Term
| What is the phonological loop? |
|
Definition
| short-term storage and rehearsal for auditory and verbal infomation. |
|
|
Term
| What is the central executive? |
|
Definition
| cognitive control of short-term stores |
|
|
Term
| What part(s) of the badely and hitch model is the maintenance compnents? |
|
Definition
visuo-spatial sketchpad
phonological loop |
|
|
Term
| What part(s) of the badely and hitch model is the working component? |
|
Definition
|
|
Term
| Is there evidence that proves the baddely and hitch model to be more likely? If so what is it? |
|
Definition
Yes...
-subjects could keep a long string of digits in short-term memory while at the same time performing a reasoning test
-subjects can do a verbal and visual short-term memory task together simultaneously much more easily than two verbal short-term memory tasks or two visual short-term memory tasks |
|
|
Term
| What four things is the central executive in charge of? |
|
Definition
1) Controlled updating of short-term memory
2) Setting goals and planning
3) Task switching
4) Stimulus attention and response inhibition |
|
|
Term
| What does the N back task test for? |
|
Definition
| controlled updating of short-term memory |
|
|
Term
| What does the tower of hanoi test for? |
|
Definition
| setting goals and planning |
|
|
Term
| What does wisconsin card sorting test, test for? |
|
Definition
| stimulus attention attention and response inhibition |
|
|
Term
| What does the self-ordered search test for? |
|
Definition
| controlled updating of short-term memory |
|
|
Term
| How does the n-back card test, test controlled updating of short-term memory buffers? |
|
Definition
1) Receiving and evaluating sensory information
2) Moving items into, and retrieving them from, long-term memory
3) Deciding which memories are needed for which tasks |
|
|
Term
| How does the tower of hanoi test for setting goals and planning? |
|
Definition
1) Keeping tack of sub-goals
2) Planning how to achieve these sub-goals
3) Determining what subgoal to achieve next |
|
|
Term
| How does the wisconsin card test, test for task switching? |
|
Definition
1) Paying attention to current task
2)Monitoring external cues for information that may signal need to switch to another task |
|
|
Term
|
Definition
| inhibit tendency to say word rather than to name color that word is printed in |
|
|
Term
| How does stroop test, test for stimulus selection and response inhibition? |
|
Definition
| 1)Inhibiting a habitual response 2) Shifting attention to an alternative, context-specific rule |
|
|
Term
|
Definition
Pink= Motor
Yellow= Premotor
Teal= Prefrontal
Green= Limbic |
|
|
Term
|
Definition
Green= Dorsolateral prefrontal cortex
purple= ventrolateral prefrontal cortex |
|
|
Term
| What are the four parts of the prefrontal cortex? |
|
Definition
dorsolateral prefrontal cortex
ventrallateral prefrontal cortex
medial prefrontal cortex
orbital prefrontal cortex |
|
|
Term
| What is the right ventrolateral prefrontal cortex in charge of? |
|
Definition
| rehearsal of visuospatial sketchpad |
|
|
Term
| What is the left anterior ventrolateral prefrontal cortex in charge of? |
|
Definition
| rehearsal of semantic information in the phonological loop |
|
|
Term
| What is the left posterior ventrolateral prefrontal cortex in charge of? |
|
Definition
| rehearsal of phonological information in the phonological loop |
|
|
Term
| What is the right posterior cortical visual area in charge of? |
|
Definition
| maintanence of object and location information |
|
|
Term
| What is the left posterior cortical speech and language areas in charge of? |
|
Definition
| maintanence of verbal information |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| What was the manipulation vs. maintenance experiment? |
|
Definition
| monkeys performed a self-ordered memory task. On each trial monkey saw 2-5 objects and had to choose an object that he had no previously chosen in order to receive a food reward (10-120 seconds between trials). |
|
|
Term
| What were the groups in the manipulation vs maintenance experiment? |
|
Definition
Group 1 had lesion of dorsolateral prefrontal cortex
Group 2 had lesion of a posterior cortical visual area
Group 3 had no lesion |
|
|
Term
| What was the first trial of the manipulation vs. maintenance experiment? |
|
Definition
2 objects on each trial
10 second delay between trials |
|
|
Term
| What were the results of the first trial of the manipulation vs. maintenance experiment? |
|
Definition
| all groups performed the same |
|
|
Term
| What was the second trial of the manipulation vs. maintenance experiment? |
|
Definition
| 5 objects on each trial, 10 second delay between trials |
|
|
Term
| What were the results of the second trial of the manipulation vs. maintenance experiment? |
|
Definition
| group 1 was impaired (dorsolateral PFC removed) |
|
|
Term
| What was the part of memory that was impaired during the second trial of the manipulation vs. maintenance experiment? |
|
Definition
|
|
Term
| What was the third trial of the manipulation vs. maintenance experiment? |
|
Definition
| 2 objects on each trial, 120 second delay between trials |
|
|
Term
| What were the results of the third trial of the manipulation vs. maintenance experiment? |
|
Definition
| Group 2 was impaired (posterior cortical visual area) |
|
|
Term
| What part of memory was impaired during the third trial of the manipulation vs. maintenance experiment? |
|
Definition
|
|
Term
| What lesion did T.O. have? |
|
Definition
| left posterior ventrolateral prefrontal cortex |
|
|
Term
| What Lesion did L.A. have? |
|
Definition
| left temporo-parietal cortex |
|
|
Term
| What deficits did both T.O and L.A. have in memory? |
|
Definition
| impaired phonological loop |
|
|
Term
| What is articulatory suppression? |
|
Definition
| uttering blah over and over again |
|
|
Term
| What is phonological interference? |
|
Definition
| listening to background talking |
|
|
Term
| What was T.O. impaired by when testing his memory? |
|
Definition
| phonological intereference. He has impaired rehearsal |
|
|
Term
| What was L.A. impaired by when testing his memory? |
|
Definition
| articulatory suppression. He has impaired short-term storage |
|
|
Term
| What was the conclusion drawn from the study involving patients T.O and L.A? |
|
Definition
| rehearsal process of phonologicalloop requires left posterior prefrontal cortex; short-term storage process of phonological loop requries left poosterior speech/language cortex |
|
|
Term
|
Definition
| limited capacity cognitive process devoted to the monitoring of internal and external events |
|
|
Term
| What is goal-driven attention? |
|
Definition
| voluntary attending to something |
|
|
Term
| What is another way to say goal-driven attention? |
|
Definition
|
|
Term
| What is stimulus driven attention? |
|
Definition
| reflexive capture of attention by a stimulus |
|
|
Term
| What is another way to say stimulus-driven attention? |
|
Definition
|
|
Term
| What is a feature search? |
|
Definition
|
|
Term
|
Definition
| something that has to be searched for |
|
|
Term
| What was the low target prevalence experiment? |
|
Definition
| prior to the experiment participants were shown images of 20 potential target weapons. Stimuli consisted of X-ray images of bags containing a variety of non-weapon objects. There were two conditions, high prevelance and low prevalence. Participants responded as quickly as possible as to whether a bag contained a weapon or not. |
|
|
Term
| What were the results of the low target prevalence experiment? |
|
Definition
| significantly more weapons missed in low prevalence condition compared to high prevalence condition. |
|
|
Term
| What is attentional blink? |
|
Definition
| period of time after the detection of a visual stimulus during which another stimulus cannot be detected |
|
|
Term
| Where is attentional blink typically demonstrated? |
|
Definition
| when a series of stimuli are presented in rapid succession |
|
|
Term
| What is inattentional/change blindness? |
|
Definition
| anything outside coherence(objects in visual scene that belong) and attentional set (what one is paying attention to) is ignored |
|
|
Term
| What is selective attention? |
|
Definition
| processing of relevant stimuli while ignoring irrelevant stimuli. |
|
|
Term
| What is early selection theory? |
|
Definition
| we process everything around us in terms of physical characteristics but only what we are attending to gets processed any further |
|
|
Term
| What is multimode theory? |
|
Definition
| with more attentional effort, you can process unattended stimuli to a higher level |
|
|
Term
| What is divided attention? |
|
Definition
| attending to multiple things at once |
|
|
Term
| What were the two groups in the divided attention experiment? |
|
Definition
group 1= subjects drove in the simulator while conversing with a passenger
group 2= subjects drove in the simulator while conversing on a hands-free cell phone |
|
|
Term
| What were the results of the divided attention experiment? |
|
Definition
-increased lane drift
-increased following distance
-decreased ability to complete the task |
|
|
Term
|
Definition
| tendency for cognitive processes to occur non-intentionally, unconsciously, and with little effort after extensive practice |
|
|
Term
| What are three characteristics of controlled processes? |
|
Definition
| conscious control, conscious intention, attention demanding |
|
|
Term
| What are three characteristics of controlled processes? |
|
Definition
| unconscious, effortless, attention not needed |
|
|
Term
| What is increased speed theory? |
|
Definition
| as performance of a task undergoes transition from controlled to automatic, component processes used to carry out task become faster and faster |
|
|
Term
| What is instance based theory? |
|
Definition
| controlled performance of a task involves effortful memory search while automatic performance of a task involves effortless memory retrieval |
|
|
Term
| What was the instance-based theory experiment? |
|
Definition
| subjects repeatedly solved the same set of 60 multiplication problems. Periodicalyy they were asked for a verbal report of the strategy they were using |
|
|
Term
| What was the result of the instance-based theory experiment? |
|
Definition
| eventually people were not even thinking about the answers. The answers were just automatic |
|
|
Term
| _______ skills may suffer when too much attention is paid to performance. |
|
Definition
|
|
Term
| ______________ skills suffer when not enough attention is paid to individual steps. |
|
Definition
|
|
Term
| What was the surgical safety checklist experiment? |
|
Definition
| had sugical team sign in, time out and sign out during surgery (go over everything orally as a team) |
|
|
Term
| What was the result of the result of the surgical safety checklist experiment? |
|
Definition
| 152 people were saved (about 4%) |
|
|
Term
|
Definition
cluster of three distinct but interrelated phenomena:
1)Physiological responses
2)Conscious emotional feelings
3)Overt behaviors |
|
|
Term
| What is the James Lange theory? |
|
Definition
| emotional stimulus-> bodily response(arousal-> conscious emotional feelings |
|
|
Term
| What is the Cannon-Bard theory? |
|
Definition
| Emotional stimulus-> Bodily response (arousal) and Conscious emotional feelings |
|
|
Term
| What is the two-factor theory? |
|
Definition
| Emotional stimulus-> Bodily response (arousal) and Conscious emotional feelings-> conscious emotional feelings |
|
|
Term
| How many distinct facial expression in humans are there? |
|
Definition
|
|
Term
| What are the eight basic emotions in humans? |
|
Definition
anger
sadness
happiness
fear
disgust
surprise
contempt
embarrassment |
|
|
Term
| What are the three major subdivisions of nuclei in the amygdala? |
|
Definition
1)medial group of nuclei
2)central group of nuclei
3)basal-lateral group of nuclei |
|
|
Term
|
Definition
A-> Basal-lateral group
B-> Central group
C->Medial group |
|
|
Term
| Orbital prefrontal cortex and limbic cortex are responsible for... |
|
Definition
| emotional behavior and recognzing emotions |
|
|
Term
| Medial prefrontal cortex is responsible for... |
|
Definition
| deciding between alternatives in a dangerous situation. |
|
|
Term
| What brain deficits does S.M. have? |
|
Definition
| bilateral damage to the amygdala |
|
|
Term
| What issues does S.M. have due to her brain deficits? |
|
Definition
-She cannot recognize faces of fear
She spends much less time than controls fixating on the eyes of faces |
|
|
Term
True/False:
patients with lateral or medial prefrontal damage do not have emotion realted deficits. |
|
Definition
|
|
Term
| Patients with deficits oribital prefrontal or limbic cortices had... |
|
Definition
increase in emotional behavior
impairment in recognition of emotions in others |
|
|
Term
| What was the conditioned emotional responses and amygdala experiment? |
|
Definition
| trails in which a tone CS was followed by a foot shock US |
|
|
Term
| What were the two groups in the conditioned emotional responses and amygdala experiment? |
|
Definition
Group 1> Had lesion of amygdala
Group 2> Had no lesion |
|
|
Term
| What was the result of the conditioned emotional responses and amygdala experiment? |
|
Definition
| a lesion of the amygdala= decreased freezing to the tone CS |
|
|
Term
| What was the conclusion of the conditioned emotional response and amygdala experiment? |
|
Definition
| fear conditioning requires the amygdala in rats |
|
|
Term
| What brain deficits did W.C. have? |
|
Definition
| bilateral damage to the hippocampus |
|
|
Term
| What brain deficits did R.H. have? |
|
Definition
| bilateral damage to the amygdala and hippocampus |
|
|
Term
| What was the experiment that proved fear conditioning requires the amygdala in humans? |
|
Definition
| S.M., W.C. and R.H. underwent fear condtioning. S.M and R.H. showed little or no reaction to the CS |
|
|
Term
| What is the medial prefrontal cortex controls the amygdala experiment? |
|
Definition
| trials in which a tone is followed by a footshock, but the footshock can be avoided if a shuttle response is made during the tone |
|
|
Term
| What were the two groups in the medial PFC controls the amygdala experiment? |
|
Definition
Group 1: Had lesion of medial prefrontal cortex
Group 2: had no lesion |
|
|
Term
| What were the results of the medial prefrontal cortex controls the amygdala experiment? |
|
Definition
| a lesion of the medial prefrontal cortex led to increased freezing to the tone and decreased shuttle response to the tone |
|
|
Term
| What was the conclusion for the medial prefrontal cortex controls the amygdala experiment? |
|
Definition
| avoidance learning requires suppression of amygdala-mediated freezing by the medial prefrontal cortex, so that avoidance responses can be made |
|
|
Term
| What was the arousal enhances consolidation of memory experiment? |
|
Definition
| Participants were given treatment and then 43 min later, participants perfomed a word-rating and picture-rating task in which they had to rate neutral or negative. The next day, they were given recognition tests for the words and pictures encoded the previous day. |
|
|
Term
| What were the three groups of treatment in the arousal enhances consolidation of memory experiment? |
|
Definition
Group 1: 20mg hydrocortisone tablet
Group 2: 40 mg hydrocortisone tablet
Group 3: placebo |
|
|
Term
| What were the results of the arousal enhances consolidation of memory experiment? |
|
Definition
| 20 mg of hydrocortisone performed the best |
|
|
Term
| What was the arousal enhances consolidation of memory: amygdala experiment? |
|
Definition
| inhibitory avoidance training. Step-through and shocked in dark chamber. And then injection of a synthetic stress hormone. |
|
|
Term
| What were the results of the arousal enhances consolidation of memory: amygdala experiment? |
|
Definition
| injection of stress hormone immediately after training makes them slower to step through the next day compared to controls. |
|
|
Term
| What was the conclusion of the arousal enhances consolidation of memory: amygdala experiment? |
|
Definition
| arousal enhances memory consolidation, by activating norepinephrine receptors in the amygdala |
|
|
