Psychology Exam 2 Broom
About this set
Created by:
jcfrog on February 22, 2011
Subjects:
psychology, sensation, perception, learning, positive psychology
Description:
TCU Ellen Broom Psychology Exam 2, 2.2011
Classes:
Freshman Seminar: Concepts and Controversies in Foods and Nutrition,Mary Anne Gorman,2012 NTDT 10433
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85 terms
Terms | Definitions |
|---|---|
 sensation | a process by which our sensory receptors and nervous system receive and represent stimulus energy |
| perception | a process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events |
| forms of sensation | seeing, hearing, touch, taste, smell, kinetics |
| bottom-up processing | analysis that begins with the sense receptors and works up to the brain's integration of sensory information |
| top-down processing | information processing guided by higher-level mental processes; as when we construct perceptions drawing on our experience and expectations |
| psychophysics | study of the relationship between physical characteristics of stimuli and our psychological experience of them |
| absolute threshold | minimum stimulation needed to detect a particular stimulus |
| Signal Detection Theory | predicts how and when we detect the presence of a faint stimulus (signal); assumes that there is no absolute threshold; detection depends partly on person's experience, expectations & motivation |
| sensory adaptation | diminished sensitivity with constant stimulation |
| vision | transduction, wavelength, hue, intensity... all make up: |
| transduction | conversion of one form of energy to another |
| wavelength | the distance from the peak of one wave to the peak of the next |
| hue | dimension of color determined by wavelength of light |
| intensity | amount of energy in a wave determined by amplitude (brightness & loudness) |
| cornea | transparent tissue where light enters the eye |
| pupil | adjustable opening in the center of the eye |
| iris | a ring of muscle the forms the colored portion of the eye around the pupil and controls the size of the pupil opening (eye color) |
| lens | transparent structure behind pupil that changes shape to focus images on the retina |
| accommodation | change in shape of lens; focus near objects |
| retina | inner surface of eye; light sensitive; contains rods and cones; layers of neurons; beginning of visual information processing |
| cones | near center of retina (fovea); fine detail and color vision; daylight or well-lit conditions |
| rods | peripheral retina; detect black, white and gray; twilight or low light |
| optic nerve | nerve that carries neural impulses from the eye to the brain |
| blind spot | point at which the optic nerve leaves the eye; there are no receptor cells located there |
| fovea | central point in the retina, around which the eye's cones cluster |
| acuity | the sharpness of vision |
| nearsightedness | nearby objects seen more clearly; lens focuses image of distant objects in front of retina; Lasic surgergy |
| farsightedness | faraway objects seen more clearly; lens focuses near objects behind retina |
| Visual Information Processing | optic nerves connect to the thalamus in the middle of the brain, and the thalamus connects to the visual cortex |
| hearing | is audition; transduction of air pressure waves into neural messages that the brain reads as meaningful sound |
| frequency | the number of complete wavelengths that pass a point in a given time |
| pitch | a tone's highness or lowness; depends on frequency |
| The Stimulus Input | sound molecules |
| sound waves | compressing and expanding air molecules |
| outer ear | collects and sends sounds to the eardrum: Auditory Canal & Eardrum |
| middle ear | hammer, anvil, stirrup |
| inner ear | oval window; cochlea; basilar membrane; hair cells |
| touch | a mix of four distinct skin senses— pressure, warmth, cold, and pain; skin sensation |
| taste | sensations: sweet, sour, salty, bitter |
| smell | airborne molecules stimulating the receptor cells in the olfactory system |
| Sensory Interaction | the principle that one sense may influence another as when the smell of food influences taste |
| kinetics | the system for sensing the the position and movement of individual body parts |
| Vestibular Sense | the sense of body movement (including our head) and position; including the sense of balance |
| sensation & perception | to process information from the outside world, we must detect energy from the environment and encode it as neural signals. Then we must select, organize, and interpret these into meaning |
| perceptual organization | Gestalt- an organized whole; tendency to integrate pieces of information into meaningful wholes |
| grouping principles | proximity, similarity, continuity, closure, connectedness |
| depth perception | ability to see objects in three dimensions; allows us to judge distance; USE molecular clues |
| form perception | figure and ground; grouping |
| learning | a relatively permanent behavior change due to experience; experience (nurture) is critical |
| associative learning | learning that certain events occur together. two stimuli; a response and its consequences; a form of Classical Conditioning |
| classical conditioning | a type of learning in which one learns to link two or more stimuli and anticipate events; reflexive or respondent behavior; automatic response to a stimulus |
| operant conditioning | a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher; responses are learned because of their consequences; behavior is voluntary |
| Pavlov | Russian physician/ neurophysiologist; Studied digestive secretions of dogs; Nobel Prize 1904; Discovered classical conditioning |
| Unconditioned Stimulus | naturally, automatically triggers a response, like food |
| Unconditioned Response | naturally occurring response to a US; unlearned, like salivation |
| acquisition | the pairing of a neutral stimulus with a unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response |
| Conditioned Stimulus | an originally irrelevant stimulus that, after association with an unconditioned stimulus (US) comes to trigger a conditioned response |
| Conditioned Response | the learned response to a previously neutral (but now conditioned) stimulus (CS) |
| extinction | the diminishing of a conditioned response (CR) when an unconditioned stimulus (US) does not follow a conditioned stimulus (CS) |
| Spontaneous Recovery | the reappearance, after a pause, of an extinguished conditioned response (CR) |
| generalization | the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar response |
| discrimination | in classical conditioning, the learned ability to distinguish between a conditioned stimulus and stimuli that do not signal an unconditioned stimulus |
| Skinner | the father of operant conditioning; thought everything could be modeled in a Stimulus-response contingency |
| reinforcement | anything that increases the likelihood that the behavior will be repeated |
| positive reinforcement | rewards or other positive consequences that follow behaviors, like giving your dog a treat when he follows a command |
| negative reinforcement | removing an aversive stimulus; engaging in behavior to remove a "negative" stimulus, like fastening your seatbelt to make the annoying fasten-seatbelt ding stop |
| shaping | using reinforcers to guide behavior toward closer and closer approximations of the desired behavior |
| punishment | an event that decreases the behavior it follows |
| latent learning | a form of learning that is not immediately expressed in an overt response; it occurs without obvious, reinforcement to be applied later; learning that has occurred but we don't recognize that it has occurred until there's a motivation |
| ratio | reinforcement after a number of behavioral responses |
| fixed ratio | provides reinforcement after a fixed number of responses; (e.g. piecework in a factory) |
| variable ratio | provides reinforcement after an unpredictable number of responses; (e.g. payouts on a slot machine) |
| interval | reinforcement after a passage of time |
| fixed interval | reinforce the behavior after a fixed period of time (e.g. a weekly paycheck) |
| variable interval | reinforce the behavior after an unpredictable period of time (e.g. a pop quiz) |
| positive psychology | learning more and more about how the brain is impacted by positive and negative experiences; research based; focuses on what conditions and processes lead us to optimal health and performance |
| character strength | wisdom and knowledge, courage, humanity, justice, temperance, transcendence |
| pain | unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage |
| positive contrast | our reward is be bigger in quantity and quality (i.e. if you get a 3.5 one semester your parents will take you to Austin, if you get it the next semester they will take you to Hawaii) |
| negative contrast | our reward is smaller in quantity and quality (i.e. if you get a 3.5 one semester your parents will take you to Austin, if you get it the next semester they will take you out to dinner) |
| positive punishment | administering an aversive stimulus (i.e. spanking) |
| negative punishment | removing a desirable stimulus (i.e. time-out) |
| stress | can negatively impact your immune system |
| positive psychological lifestyle | support system/people, religion, liking your job & feeling like it's meaningful, certain level of money to be comfortable but after that money doesn't equal happiness unless we're donating a lot of it |
| character | crisis reveals: |
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