Miterm 2 Study

Question 1

What’s change blindness?

Answer 1

You don’t notice what’s in front of you

Question 2

Inattentional Blindness:

Answer 2

When we engage in multiple complex tasks. So when we are putting more attention on one task then the other and completely miss the other information.Where we fail to see things when we don’t pay attention to them. (Fail to see something right in front of usé that is so obvious because attention is focused on another task).
Instructions to watch out for something, will help u pay attention.
Ex: deer sign on road.

Question 3

Divided Attention

Answer 3

Often called Multitasking. When we do two or more tasks like Driving and talking,

Question 4

Dichotic listening

Answer 4

A study testing selective attention where 2 diffrent sounds in your eay are in your ear at the same time and being told to only focus on one of them , ignoring one side and selecting the other

Question 5

Focused auditory attention

Answer 5

Top down . Your brain choosesing one thing to listen to and blocks other stimulus

Question 6

Focused Visual Attention

Answer 6

Top-down. choosing one thing to focus o.

Question 7

Attention Capture

Answer 7

Captures our attention. Something that diverts your attention away from something else.
Has to do with top down. Ex: A referee at a football game knows exactly where to look to make a call on the play and they know that information is irrelevant.

Question 8

Simulus salience

Answer 8

down -up of a scene that directs our attention like calling you name gets your attention

Question 9

Inhibition

Answer 9

Your brain is actively blocking other parts of a scene

Question 10

Selective attention

Answer 10

Focusing on one thing and ignoring other stimulus

Question 11

The Tuskegee Study

Answer 11

Study conducted in Alabama (went on for over 40 years)
The goal was to see the development of syphilis (STD) if it has gone untreated.
African American men who were recruited to participate in the study were promised free meals and medical treatment for “bad blood” (these men had syphilis but were not told). Researchers had no intention of treating them. These men were also not given treatment even though there were treatments out there. The negligence of these men lead to many of their deaths. Also contributed to the increased spread of syphilis because the men were still continuing with sexual activities.
This targeted poor uneducated people.
Soon after, the government established ethical principles and guidelines.

Question 12

Kinsys Surveys

Answer 12

Volunteer bias happens when people that choose to participate are iffrent than those who dont choose to parecipate.

Question 13

The Primary auditory cortex is located in which lobe?

Answer 13

Temporal Lobe

Question 14

The Primary Visual cortex is located in which lobe?

Answer 14

Occupital Lobe

Question 15

Insomnia

Answer 15

inability to fall asleep or stay asleep

Question 16

Sleep hygiene

Answer 16

practices you do before you sleep

Question 17

Conditioned insomnia

Answer 17

A form of insomnia that, instead of not just not being able to sleep also being condition where the bed gives anxiety and bad feelings

Question 18

hypersomnia

Answer 18

excessive sleep

Question 19

Sleep apnea

Answer 19

is a condition where the intake of oxygen is reduced as the person sleeps—usually for only short periods of time, but on occasion for as long as a minute. In some cases, breathing may become quite shallow; in more severe cases, the individual stops breathing entirely. The brain sends signals to the body as blood oxygen decreases and the sleeper wakes. This occurs throughout the night.

Question 20

Narcolepsy

Answer 20

Narcolepsy is a rare genetic neurodegenerative disorder characterized by several symptoms, most notably a sudden and extreme need to sleep. These sleep attacks are uncontrollable and can last anywhere from a few seconds to a few minutes. Upon waking, most people report they feel alert and refreshed. In its most extreme form, the individual enters a kind of REM sleep, losing all muscle tone while unconscious

Question 21

parasomnias

Answer 21

problems that occur during sleep. Sometimes this occurs when the brain is unable to effectively paralyze the body during sleep.

Question 22

Unconditioned Stimulus (US)

Answer 22

A stimulus that naturally causes a response.
👉 No learning needed.

Example: Food the things itself

Question 23

Unconditioned Response (UR)

Answer 23

Unconditioned Response

A natural, automatic reaction to the unconditioned stimulus.

Example: Salivating when food is in your mouth.

Question 24

Neutral Stimulus (NS)

Answer 24

Neutral Stimulus

A stimulus that does NOT cause the response before learning.

Example: A bell (before conditioning)

Question 25

Conditioned Stimulus (CS)

Answer 25

Conditioned Stimulus The neutral stimulus after it’s been paired with the US. 👉 It now causes the response because of learning. Example: Bell (after training)

Question 26

Conditioned Response (CR)

Answer 26

The learned response to the conditioned stimulus. 👉 It looks the same as the UR, but it happens because of learning. Example: Salivating to the bell.

Question 27

Generalization

Answer 27

Definition: Responding to stimuli similar to the conditioned stimulus. Example: Salivating to a ding because it sounds like a bell.

Question 28

Discrimination

Answer 28

Definition: Learning to respond only to the original conditioned stimulus, not similar ones. Example: Salivating to the bell but not the ding.

Question 29

Higher-Order Conditioning

Answer 29

Definition: A new neutral stimulus becomes a CS by being paired with an existing CS. Example: Bell → salivation. Light + bell → light → salivation.

Question 30

Extinction

Answer 30

no longer doing a habit you always did The conditioned response weakens when the CS is presented without the US. Important: Not unlearning — you learn the CS no longer predicts the US. Example: Bell without donut → salivation fades.

Question 31

Spontaneous Recovery

Answer 31

Definition: After extinction and a rest period, the conditioned response reappears. Example: After a break, the bell suddenly triggers salivation again.

Question 32

three stages of memory

Answer 32

Sensory Memory → Short Term Memory → Long Term Memory

Question 33

Schedules of reinforcement

Answer 33

The rate or interval at which responses are reinforced. (The rules that we use to determine when we get reinforcers for behavior).

Question 34

The Law Effect ( operant conditioning is made by who?

Answer 34

* E.L. Thorndike

Question 35

Continuous schedule of reinforcement:

Answer 35

Reinforcement is delivered after every time the response occurs

Question 36

* Partial reinforcement schedule:

Answer 36

You don’t get a reward every time, only sometimes.

Question 37

Part of * Partial reinforcement schedule is ratio schedules and interval schedules explain what they are

Answer 37

* Ratio schedules – depend on the number of responses * Interval schedules – depend on the amount of time between responses

Question 38

Fixed Ratio (FR)

Answer 38

You get a reward after doing the behavior a set, exact number of times. Fixed = SAME number every time.

Question 39

. Variable Ratio (VR)

Answer 39

You get a reward after a random number of times you do the behavior. You don’t know when your next reward is. Variable = RANDOM number each time.

Question 40

Shaping

Answer 40

rewarding small steps that get closer and closer to the final behavior you want.

Question 41

EXtenction

Answer 41

When you stop doing a habit it's no longer reinforced, which decreases the behaviour

Question 42

“Bobo” doll studies Observational modeling

Answer 42

Children watched an adult behave aggressively toward a Bobo doll. Children who saw the aggression were more likely to imitate the same aggressive behavior, showing that kids learn through observational learning (modeling).

Question 43

Observational Learning 4 phases

Answer 43

1. Attention You must notice the model’s behavior. 2. Retention You must remember what you saw. 3. Production You must be able to copy the behavior. 4. Motivation You must want to perform the behavior (reward or reason).

Question 44

The Atkinson-Shiffrin 3 memory system model

Answer 44

1. Sensory memory 2. short term memory 3. long term memory

Question 45

Sensory Memory

Answer 45

Briefly holds raw sensory info (sights, sounds, smells). Acts as a bridge between perception and memory. Keeps info unprocessed just long enough to create continuous experience. Duration: <1 sec visual, 2–4 sec auditory.

Question 46

Short-Term Memory (STM)

Answer 46

* Actively holds onto a limited amount of information so that it can be manipulated and processed * Less than 30 seconds * Brief storage for information currently being used

Question 47

Long -term memory LTM

Answer 47

Memory systems used to store and recall information over extended periods of time.

Question 48

Sematic memories

Answer 48

a part of LTM Memories whose contents relate to specific facts and pieces of meaningful information not based on personal experience.

Question 49

Episodic Memory

Answer 49

This is a part of LTM, and it stores personal stories or events

Question 50

Procedural Memory

Answer 50

Part of LTM and is used to store automatic otor and cognative skils like riding a bike or typing

Question 51

Schemas

Answer 51

Organized framework of knowledge & assumptions about people, objects, or events. Guides how we encode and recall information. Based on prior experiences. Example: “Restaurant schema” → seating, ordering, eating, paying.

Question 52

Transfer from STM to LTM – Consolidation

Answer 52

Consolidation: process of stabilizing and strengthening memories. Moves info from Short-Term Memory (STM) to Long-Term Memory (LTM). Requires time and often sREM sleep

Question 53

Working memory:

Answer 53

Working memory: u work on info to understand it remember it, or use it to communicate. example Adding up a restaurant bill in your head or remembering a phone number while dialing

Question 54

Elaborative Rehearsal (Elaboration)

Answer 54

Encoding strategy that links new information to existing knowledge. Helps transfer info from short-term to long-term memory. Makes memories more meaningful and easier to recall. Example: Relating a new psychology concept to a personal experience.

Question 55

Levels of processing model

Answer 55

Shallow processing: based on surface features (e.g., font, sound). Deep processing: based on meaning, associations, or connections to existing knowledge.

Question 56

Interference Theory of Forgetting

Answer 56

Forgetting occurs because other memories interfere with retrieval. Two types: 1. Proactive interference: old memories block new ones. Example: Old phone number makes it hard to remember a new one. 2. Retroactive interference: new memories block old ones. Example: Learning a new language makes it harder to recall an old one.

Question 57

Importance of Cues in Remembering

Answer 57

Retrieval cues help trigger stored memories. Make recall easier and faster.

Question 58

emotion vs motivation

Answer 58

Motivation: why we act (goal-driven). Emotion: how we feel (reaction to events).

Question 59

Darwin’s Three Principles of Emotions 3 of them

Answer 59

1Serviceable Habits: Useful expressions for survival → e.g., fear → running, widening eyes. 2. Antithesis: Opposite emotions produce opposite expressions → e.g., aggression vs. submission posture. 3. Direct Action of Nervous System: Strong emotions trigger automatic reactions → e.g., blushing, trembling.

Question 60

James-Lange Theory:

Answer 60

Arousal comes before the emotion

Question 61

Cannon-Bard Theory:

Answer 61

Arousal and emotion happen at the same time

Question 62

TwoFactor Theory:

Answer 62

Arousal + Label = Emotion 1. Physical arousal 2. Cognitive appraisal

Question 63

4 universal facial expressions

Answer 63

Anas hates sweaty dogs, anxious, happy, surprised, disgusted

Question 64

Action Unit

Answer 64

The smallest observable movement of facial muscles that forms an expression.

Question 65

Facial feedback effect

Answer 65

Facial expressions can trigger emotions * Mimic others’ expressions, which helps us empathize

Question 66

* Behavior feedback effect

Answer 66

* Tendency for behaviour to influence our own and others’ thoughts, feelings, and actions

Question 67

Drive-Reduction Theory

Answer 67

* We have physiological needs * Unmet needs create a drive * That drive pushes one to reduce the need

Question 68

Arousal Theory

Answer 68

Humans are motivated to engage in behaviors that either increase or decrease arousal levels * High arousal levels motivate engagement in behaviors that will lower these levels * Low arousal levels motivate activities that can increase arousal—often through curiosity

Question 69

Yerkes-Dodson Law

Answer 69

Describes the relationship between arousal and performance. Moderate arousal → optimal performance. Too little arousal → low motivation/performance. Too much arousal → stress, poor performance. Example: A little nervousness can help you focus on an exam, but extreme anxiety can make you freeze.

Question 70

Premack Principle

Answer 70

A behavior or activity that has a higher probability of occurring may be used as a reinforcer for a behavior or activity that has a lower probability of occurring if you do your homework ill geive you icecream

Question 71

Response-Deprivation Hypothesis

Answer 71

Any activity that can’t be performed as frequently as a person would like can serve as a reinforcer for a response performed with the usual frequency

Question 72

Maslow’s Hierarchy of Needs

Answer 72

Physiological Safety Belonging Self-Esteem Self-Actualization Self-Transcendenc (people should be super tough )

Question 73

Intrinsic vs. Extrinsic Motivation

Answer 73

ntrinsic Motivation: doing something because it’s enjoyable or meaningful. Example: Reading for fun, painting for pleasure. Extrinsic Motivation: doing something for a reward or to avoid punishment. Example: Studying for grades, working for money.

Question 74

Hunger

Answer 74

Stomach contractions * Blood sugar glucose regulation * Appetite hormones * Basal metabolic rate tast + calories= Hunger

Question 75

How do women choose mates?

Answer 75

good genes Females tend to choose mates seen to have genetic advantages, thereby increasing offspring quality Short-term partners à Masculine Long-term partners Providers

Question 76

How do men choose mates?

Answer 76

waist to hip ratio of 7.0 Fertility and reproduction * Waist-to-hip ratio

Question 77

Rivalry sensitivity hypothesis

Answer 77

when someone else comes beside the couple, the woman looks at th perosns fasical features whil the man looks for the womans expression to them