psych exam two

absolute threshold

minimum amount of stimulus energy that must be present for stimulus to be detected 50% of the time

afterimage

continuation of a visual sensation after removal of the stimulus

blind spot

point where we cannot respond to visual information in that portion of the visual field

cochlea

fluid-filled, snail-shaped structure that contains the sensory receptor cells of the auditory system

cone

specialized photoreceptor that works best in bright light conditions and detects color

cornea

transparents covering over the eye

fovea

small indentation in the retina that contains cones

gestalt pyschology

field of pyschology based on the idea that the whole is different from the sum of its parts

iris

colored portion of the eye

lens

curved, transparent structure that provides addditional focus for light entering the eyel

pattern perception

ability to discriminate among different figures and shapes

perception

way that sensory information is interpreted and consciously experienced

photoreceptor

light-detecting cell

pinna

visible part of the ear that protrudes from the head

proprioception

perception of body position

rod

specialized photoreceptor that works well in low light conditions

sensation

what happens when sensory information is detected by a sensory receptor

sensory adaptation

not perceiving stimuli that remain relatively constant over prolonged periods of time

transduction

conversion from sensory stimulus energy to action potential

acquisition

period of initial learning in classical conditioning in which a human or an animal begins to connect a neutral stimulus and an unconditioned stimulus so that the neutral stimulus will begin to elicit the conditioned response

associative learning

form of learning that involves connecting certain stimuli or events that occur together in the environment

classical conditioning

learning in which the stimulus or experience occurs before the behavior and then gets paried or associated with the behavior

conditioned response

response caused by the conditioned stimulus

conditioned stimulus

stimulus that elicits a response due to its being paired with an unconditioned stimulus

continous reinforcement

rewarding a behavior every time it occurs

fixed interval reinforcement schedule

behavior is rewarded after a set amount of time

fixed ratio reinforcement schedule

set number of response must occur before a behavior is rewarded

instinct

unlearned knowledge, involving complex patterns of behavior; instincts are thought to be more prevalent in lower animals than in humans

learning

change in behavior that serves as an example of learning

negative punishment

taking away a pleasant stimulus to decrease of stop a behavior

negative reinforcement

taking away an undesirable stimulus to increase a behavior

neutral stimulus

stimulus that does not initially elicit a response

observational learning

type of learning that occurs by watching others

operant conditioning

form of learning in which the stimulus/experience happens after the behavior is demonstrated

positive punishment

rewarding behavior only some of the time

positive reinforcement

adding a desirable stimulus to increase a behavior

stimulus discrimination

ability to respond differently to similar stimuli

unconditioned response

natural (unlearned) behavior to a given stimulus

unconditioned stimulus

stimulus that elicits a reflexive response

adolescence

period of development that begins at puberty and ends at early adulthood

attachment

long-standing connection or bond with others

avoidant attachment

characterized by a child’s unresponsiveness to parent, does not use the parents as a secure base, and does not care if parent leaves

cognitive development

domain of lifespan development that examines learning, attention, memory, language, thinking, reasoning, and creativity

conception

when a sperm fertilizes an egg and forms a zygote

concrete operational stage

third stage in Piaget’s theory of cognitive development; from about 7 to 11 years old, children can think logically about real events

conservation

idea that even if you change the appearance of something, it is still equal in size, volume, or number as long as nothing is added or removed

continuous development

view that development is a cumulative process: gradually improving on existing skills

critical (sensitive) period

time during fetal growth when specific parts of organs develop

embryo

multi-cellular organism in its early stages of development

formal operational stage

use of muscles in fingers, toes, and eyes to coordinate small actions

newborn reflexes

inborn automatic response to a particular form of stimulation that all healthy babies are born with

preoperational stage

second stage in Piaget’s theory of cognitive development; from ages 2 to 7, children learn to use symbols and language but do not understand mental operations and often think illogically

schema

concept that is used to help us categorize and interpret information

secure attachment

characterized by the child using the parent as a secure base from which to explore

sensorimotor stage

first stage in Piaget’s theory of cognitive development; from birth through age 2, a child learns about the world through senses and motor behavior

teratogen

biological, chemical, or physical environmental agent that caused damge to the developing embryo or fetus

zygote

structure created when a sperm and a egg merge at conception; begins as a single cell and rapidly divides to form the embryo and placenta