Psychology Review Session EXAM 2 SESSION 1 Explain visual functions to the brain Rods and cones! Know how concentrated in retina and purpose How does concentration in retina account for purpose? Ex: rods- peripheral (low lights) vs cones- at center (high light and color) Know how the eyes work: Light passes through cornea Cornea focuses on light Expanding and contracting of lens Ganglion cells Retina is absorbed by ganglion cells? No rods and cones where cord-thing exits the retina (accounts for blind spot) Blind spots - What they are and how they work Try to remember biology of eye as best as possible Know how processed in brain. Left visual field will be on right side of cortex (vice versa) Don't worry about ganglion cells --- don't worry about page 174 or 175. Know about vibrations in the ear and how they play a part in hearing Vibrations transferred into changes in the fluid filled space? How sound is transferred into ear Why get dizzy quickly Instrumental conditioning = operational conditioning Classical conditioning Pavlov experiments Dog/food/bell experiment Unconditioned S = natural response (unconditioned response) Pair Conditioned Stimulus and US = Unconditioned response Then Conditioned Stimulus brings up conditioned response CS most responsive when presented before presenting meat versus after. Linking occurring a naturally occurring response with a different stimulus Operant conditioning Concerned with reinforcement Trying to change behavior Rewards and punishments Understand different between reinforce and punishment (look at p 225) Reinforcer - something that will increase a behavior KNOW primary (food & water) and secondary reinforcers (money)!! Punishment - something that will decrease the likelihood of a behavior Know how both can be negative and positive just read in book!! Second order conditioning You can take a CS and pair it with another CS , then take away the first one and still receive the desired response Ex: Money on its own doesn't mean anything but it is associated with other awards Don't worry too much about this Little Albert -- understand why he eventually feared all white fluffy things Generalization Aspect vs. Similar Discrimination Observation (book example: kids seeing adults interact with a doll) Structures of the brain are associated with certain ability or function KNOW HOW THESE PARTS OF BRAIN ARE ASSOCIATED: Function of the amygdala Why vivid memories are easily remember than dull memories Emotion center Triggered to certain smells (ex: why Jaime doesn't drink scotch anymore) Thalamus Relaxation Hypothalamus Sexual behavior (organisms happen here Nucleus Accumbs Associated with rewards Hippocampus Memory Media temporal lobe Taxi drivers have bigger ones ___________________________________________ Short term memory only last 20 seconds You will lose a phone number in 20 seconds if you don't rehears it Magic Number: 7 -+ 2 Know the ways to remember (as talked about in lecture) Order, elaboration, make meaning of info, organize info, rehearsal , etc. Try to remember definitions of different memory systems (bolded words in book) Declarative memory Semantic memory Procedural memory Episodic memory etc Rehearsal Maintenance rehearsal Elaborative rehearsal Know difference and definition of two Learn about long term potentiation Guy named: Hebb ? said "cells that fire together are wired together" Sentization With something is Threatening Connection is strengthen Habituated No long term potential Don't need to form new connection Long term potentiation Connection between neurons; postsynaptic are more easily activated in procedure More in hippocampus = better memory More in nucleus accumbens = better rewards Can be improved and expanded Where learning occurs / speeds up learning because makes hippocampus bigger Perception Pictorial Cues (LEARN THEM) Overlap Height in the field of view Etc. Ponzo illusion Top down processing and how it influences our perception Top down: brain influences body Down up: body influences brain Development P 434 (timeline) Critical stages Acquire of language with children (fairly important) Cognitive development SESSION 2 Read over time lines (at beginning of chapter) after chapter has been read to make sure that concept has been grasped Piagee (some guy) First central development? Ear How it works In book: bold word is connected to bold word Don't worry about technical terms (hammer, stirrup) Page 171 (bottom of page) = know ducts Eye Rods vs cones Distribution of rods and cones on retina Example Jaime did in class with the colored note cards Rods = night vision cones= color vision, high light Transduction Taking sensory information and turning them into neural impulses Sick = don't taste things as well; how come? Optic chaism crosses nerves: left vision is procession in the right brain, right vision in left brain Know major parts of the eye Little Albert Plays with white rat (Neutral Stimulus) US = symbols UR = fear (UR because it is responding to the US) CS = white rat Because he now fears it Reinforcement p 225 (box at top of page) Something that increases behavior Punishment Decreases behavior Positive = giving something Negative= taking something away State dependent memory (review from book) Study sober & take the test drunk will help you do better than studying drunk and taking the test sober. How do we learn across developing? Do we learn in stages or continuous? Different theories on how we learn Stair case theory = stage theory Egocentric thinking Colbert: moral development (look over from notes)