SENSATION PERCEPTION / LEARNING AND MEMORY

TANGINA AYOKO NA

SENSATION

The process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment.

PERCEPTION

The process of organizing and interpreting sensory information, enabling us to recognize meaningful objects and events.

SENSATION

The brain receives input from the sensory organs

PERCEPTION

The brain makes sense out of the input from sensory organs

BOTTOM-UP PROCESSING

Taking sensory information and then assembling and integrating it

TOP-DOWN PROCESSING

Using models, ideas, and expectations to interpret sensory information

RECEPTION

The stimulation of sensory receptor cells by energy

TRANSDUCTION

Transforming this cell stimulation into neural impulses

TRANSMISSION

Delivering this neural information to the brain to be processed

PHOTORECEPTION

detection of light (sight)

MECHANORECEPTION

detection of pressure, vibration, and movement (touch, hearing and balance)

CHEMORECEPTION

detection of chemical stimuli (smell and taste)

STIMULUS

Anything in the environment that brings about a sensation

INTENSITY

• Threshold / minimal

• Subliminal

• Terminal

THRESHOLD

least amount that can elicit a response

SUBLIMINAL

too weak to elicit a response

TERMINAL

if it actually causes pain

NATURE

1. Light waves

2. Sound waves

3. Chemical substances for taste or smell

4. Mechanical energy for touch

RECEPTORS

Any biological structure that is excitable to stimuli

EYE

Visual sense receptor

RODS AND CONES

Visual sense receptor cells

CORNEA

where light waves enter

IRIS

regulates how much light passes through the pupil into the lens then to the retina

RETINA

where rods and cones are stimulated

RODS

responsible for peripheral vision because of their location

do not detect color

CONES

color receptors

function best in bright illumination

FOVEA

greatest concentration of cones are found in the _____

TRICHROMATIC THEORY

Theory suggests that there are 3 types of color receptors - blue, green, and red

PROCESS THEORY

Theory suggests that each 3 cones responds to 2 different wavelengths - green-red, blue-yellow, black-white

TRICHROMATS

people with normal color vision; sensitive to all 3 systems: red-green, blue-yellow, black-white.

DICHROMAT

a person who is color-blind in only one system

MONOCHROMAT

sensitive only to the black-white system and is totally color-blind

Light waves - cornea - pupil - lens - retina - optic nerve - occipital lobe

PROCESS OF VISION

CATARACTS

clouding of the lens of the eye; affects acuity and color vision

RETINOPATHY

damage to the small blood vessels; beings to leak and may cause blurred vision, blind spots, or floaters

GLAUCOMA

fluid pressure builds up inside the eye, damaging the optic nerve; blurred vision and loss of peripheral vision

MACULAT DENEGRATION

inability to see objects clearly; distorted vision and dark spots in the center of  vision

HYPEROPIA

(farsightedness) - focusing the image behind the retina; difficulty in seeing objects close up

MYOPIA

(nearsightedness) - focusing the image in front of the retina; difficulty in seeing objects far away

EAR

Auditory sense receptor

HAIR CELLS / ORGAN OF CORTI THE COCHLEA

Auditory sense receptor cells

PINNA - AUTIDORY CANAL

Sound enters through the outer ear by the _____ that goes to the ________ _____

AUDITION

The sensation of hearing, the process of hearing

OUTER EAR

The visible part of the ear, consisting of the pinna and the auditory canal

MIDDLE EAR

The portion of the ear containing ossicles which connect the eardrum to the oval window and amplify the vibrations as they travel to the inner ear

INNER EAR

The innermost portion of the ear containing the cochlea, vestibular sacs, and the semicircular canals

COCHLEA

The snail-shaped fluid-filled organ in the inner ear that contains the hair cells (sound receptors)

CONDUCTION DEAFNESS

caused by problems involving the mechanical system that transmits sound waves to the cochlea (punctured eardrum or loss of function in the tiny bones of the middle ear

NERVE DEAFNESS

caused by damaged receptors within the inner ear or damage to the auditory nerve itself

Sound waves - pinna - eardrum - tiny bones - oval window - hair cells in cochlea - auditory nerve - thalamus - auditory cortex of the temporal lobes

Audition process

NOSE

olfactory sense receptor

OLFACTORY EPITHELIUM

olfactory sense receptor cells found in ____________

GUSTATION

sense of taste

TOUNGE

gustatory sense receptor organ

TASTE BUDS

gustatory sense receptor cell

TASTE AND SMELL

they are intertwined, stuffy nose = food tastes bland

SKIN

cutaneous sense receptor organ

PERCEPTION ORGANIZATION

processes that group smaller units of the perceptual world into larger units

LAW OF SIMILARITY

grouping visual information based on how similar they are with one another

LAW OF CLOSURE

grouping visual information based on how close they are with one another

LEARNING

relatively permanent changes in behavior that results from exposure or practice

ASSOCIATIVE LEARNING

the formation of simple associations among stimuli and/or responses (operant and classical conditioning)

COGNITIVE LEARNING

understanding, knowing, anticipating, or otherwise making use of information-rich higher mental processes.

REINFORCEMENT

any event that increases the probability that a response will occur

ANTECEDENTS

events that precede a response; more important in classical conditioning

CONSEQUENCES

effects that follow a response; more important in operant conditioning

CLASSICAL CONDITIONING

the process by which an antecedent stimulus that doesn’t procuse a response is linked with one that does

OPERANT CONDITIONING

the process by which the likelihood of a response is influenced by the consequences of responding

LAW OF EFFECT

the probability of a response is altered by the effect it has, so responses that lead to desired effects are repeated; those that lead to undesired effects are not

PUNISHER

any consequence that reduces the frequency of a target behavior - decrease in behavior

REINFORCER

any event that follows a response and increases its likelihood of recurring - increase in behavior

REINFORCED BEHAVIOR

a behavior that is more likely to be tried again

PUNISHED BEHAVIOR

a behavior that is less likely to be chosen in the future

PRIMARY REINFORCERS

(not learned) - they are innate and often satisfy biological needs

SECONDARY REINFORCERS

(learned by association) - neutral object or situation acquires reinforcing properties by virtue of association with inherently rewarding objects or situations

ATTENTION

The learner must pay close attention to the model’s behavior and be interested in the appropriate features of the behavior that is to be imitated.

RETENTION

The learner must remember what he has observed in order to use it at a later time. It is here that practice is important or some sort of role-playing is important. Retention of an observed behavior manifest itself during play.

MOTOR REPRODUCTION

The child can now with confidence perform the observed behavior. Through practice, the child is now able to control his movements to execute the behavior.

MOTIVATION

It is here that reinforcement plays a vital role. According to Bandura, the child must have some expectations that his execution of the new behavior will give him some reinforcement.

MEMORY

is the faculty of the mind by which data or information is encoded, stored, and retrieved when needed. It is the retention of information over time for the purpose of influencing future action

SENSORY MEMORY

records information from the senses for up to three seconds

SHORT TERM MEMORY

Holds about seven items for up to twenty seconds before the material is forgotten or transferred to long-term memory

LONG TERM MEMORY

Relatively permanent, can hold vast amounts of information

IMPLICIT MEMORY

we can’t directly recall this type of memory; it is based on prior experiences, and it is place where we store knowledge of previous experiences such as skills.

PROCEDURAL MEMORY

Stored long-term knowledge of learned habits of skills

PRIMING

A kind of implicit memory that occurs when recall is improved by prior exposure to same stimuli

EXPLICIT MEMORY

Conscious recall of facts and events and refers to memories that can be deliberately accessed or declared

SEMANTIC MEMORY

Our memory for facts and knowledge

EPISODIC MEMORY

Our memory for the events we have lived through.

HIPPOCAMPUS

Part of lymbic system that plays a key role in encoding and transferring new information into long-term memory

ANTEROGRADE AMNESIA

Inability to store new information

RETROGRADE AMNESIA

inability to retrieve memories from the past

PROACTIVE INTERDERENCE

the tendency for previously learned material to disrupt the recall of new information

RETROACTIVE INTERFERENCE

The tendency to new information to disrupt the memory of previously learned material

AUTOBIOGRAPHICAL MEMORY

The recollections people have of their own personal experiences and observations.

FLASHBULB MEMORIES

Highly vivid and enduring memories, typically for events that are dramatic and emotional

CHILDHOOD AMNESIA

The inability of most people to recall events from before the age of three or four

HINDSHIGHT BIAS

The tendency to think after an event that one knew in advance what was going to happen

RETRIEVAL

process of accessing stored information

RECALL

test of LTM that involves retrieving memories without cues, also termed free recall