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Lec2Jan22

Course: PSYC 329, Spring 2008
School: Arizona
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to Approaches studying perception 1. Physiological: the relationship between the physical stimulus and responses in the nervous system or the responses in the nervous system and perception Learn about receptors, neurons, and neural pathways. Approaches to studying perception (continued) 2. Phenomenological descriptions of, or musings upon, experiences Disadvantages: can't observe non-conscious processes...

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to Approaches studying perception 1. Physiological: the relationship between the physical stimulus and responses in the nervous system or the responses in the nervous system and perception Learn about receptors, neurons, and neural pathways. Approaches to studying perception (continued) 2. Phenomenological descriptions of, or musings upon, experiences Disadvantages: can't observe non-conscious processes observations are colored by expectations & knowledgea handle on why experiences occur can't get Approaches to studying perception (continued) 3. Psychophysical: Investigations of the relationship between the PSYCHOlogical response and the PHYSical stimulus. (Fechner, 1860) Psychophysics can be used to find limits of sensory systems. Example 1: Thresholds What is the smallest amount of physical stimulation necessary for detection? Classical Psychophysical Methods 1. Method of adjustment (TV whine) 2. Method of Limits Crossover Points (Mean = Threshold) Willingness to say "yes" 3. Method of constant stimuli Multiple light intensities, many samples of each , randomly intermixed Percentage of Trials on which each intensity is detected 3. Method of constant stimuli (continued) Function one might expect "step function" Multiple light intensities, many samples of each , randomly intermixed Percentage of Trials on which each intensity is detected 3. Method of constant stimuli (continued) Function typically obtained "ogive" "Absolute" threshold "Absolute" threshold tells you about the sensitivity of the system. Defined statistically: 50% "yes, I detect it" responses threshold = limen (latin) below threshold = subliminal above threshold = supraliminal Buzz Group Is it true that a below-threshold (subliminal) stimulus is perceived? What never does that imply about subliminal advertising? Elaborate! SUPPORT YOUR ANSWERS! TIP: Buzz group topics are potential essay question topics Psychophysics can be used to find limits of sensory systems. Example 1: Absolute thresholds Example 2: Difference thresholds The smallest difference between two stimuli that a person can detect AKA: Difference limen (DL) Just noticeable difference (JND) JND changes with the magnitude of the stimuli Examples Difference threshold for a particular attribute Applying Weber's Law: Suppose JND for 10 candles is 1 candle Weber fraction = 1/10 = 10% JND for 100 candles candles 1500 60 candles 10 150 6 Psychophysics can also be used to examine perception above threshold. Suprathreshold perception To determine when a subject's perception of intensity is 2X 4X 10X as large as another. Method: Magnitude Estimations S. S. Stevens standard (aka "modulus") assign a number to perceived intensity comparison stimuli assign number relative to the standard Line length units on graph paper Perceived Length (if 1:1) "100" Standard/Modulus 200 1 2 3 4 5 6 7 8 9 10 40 325 485 100 200 400 580 65 145 260 "20" "162.5" "242.5" "50" "100" "200" "290" "32.5" "72.5" "130" Relationship between physical stimulus and psychological response is not always 1:1 Response compression: Response magnitude grows more slowly than stimulus magnitude (e.g., brightness) Response expansion: Response magnitude grows more quickly than stimulus magnitude (e.g., pain) Stevens' Power Law P = KSn P = perception K = constant S = stimulus n = exponent (power) Exponent of power function for area = 0.70 Response compression? Response expansion?
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Arizona - PSYC - 329
April 29, 2008GUSTATION (TASTE)Exam 3: Thurs. May 1 Review session: Tomorrow: Wed. 4/30, 4- 5:30 PM in Mod Lang, Room 311. The final exam is worth 23% of your final grade. There will be 7 questions (rather than 6).April 29, 2008 GUSTATION (TASTE)
Arizona - PSYC - 329
February 12, 2008 1. Why don't colors appear to change (much) when lighting conditions change?If a tree falls in the forest and no one is there to seeit, does it have color?There is a correct answer.What is it & why?Color constancyPerceived
Arizona - PSYC - 329
February 14, 20071. The left hand is controlled by the right brain, as is the right foot. Does the same thing apply to the left eye?2. Why do older people have trouble seeing at night?3. What do babies see when they look at their mother's face?
Colorado - EBIO - 1220
Chapter 27: ProkaryotesPeptidoglycanA type of polymer in bacterial cell walls consisting of modified sugars cross-linked by shorts polypeptides.Gram StainA staining method that distinguishes between two different kinds of bacterial cell walls.
Colorado - EBIO - 1220
Chapter 26: The tree of Life: An introduction to Biological Diversity Protobiont RibozymeAn enzyme-like RNA molecule that catalyzes reactions during RNA splicing. An aggregate of abiotically produced molecules surrounded by a membrane or membrane-li
Colorado - EBIO - 1220
Chapter 28: ProtistsProtistAn informal term applied to any eukaryote that is not a plant, animal, or fungus. Most protests are unicellular, though some are colonial or multicellular.MixotrophAn organism that is capable of both photosynthesis and
Colorado - EBIO - 1220
Exam 1Exam 1-EBIO 1220, General BiologyProfessors Rebecca Safran and Kendi Davies Section 003 (TR 9:30) and 004 (TR 12:30)INSTRUCTIONS:1) READ THE INSTRUCTIONS 2) ANSWER SHEET: BE SURE to fill in your name, correct ID number (not social securit
Colorado - EBIO - 1220
Question number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Your AnswerCorrect Answer (key) B D B FREE! E D D C C D E B D A D E C B B C A D E A BQuestion number 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Pitt. State - SCIENCE - 101
Conservation Biology Preserve species Sustain ecosystems Highlight areas Endangered species Rich biodiversity Habitats sensitive to changeImportance of BiodiversityPromotes stability in ecosystem Large ecosystemsMore stable than sm
UCSD - COMMUNICAT - cogn 20
COGN 20 7/5/07 Sapir-Whorf hypothesis: (a.k.a linguistic determinism) the language we use to some extent determines the way in which we view, think about, and behave in the world around us. Thought is influenced by our language, it shapes our ideas.
UCSD - COMM - cogn 20
COGN 20 July 10, 2007Language, Society and Power: Key Terms -Hegemony: the influence of dominant ideas and values; generally accepted as natural; "common sense" [when elite want to dominate, they dont coheres, rather they use language; ex. forcing
UCSD - COGN - 20
COGN 20 July 12, 2007THE RISE OF MASS MEDIA AND MEDIA REPRESENTATION -The advent of the telegraph -the success of the first telegraph line in 1844 ushered in the modern communication era in America. -this annihilation of space and time had profound
Virginia Tech - ME - 3504
Homework 1 - Solution1. For the given second order ordinary differential equation with initial conditions x 4x 20x 3 sin 5t, x0 1, x0 -1 we first formulate the general solution as the superposition of homogeneous and particular solutions: x
Virginia Tech - ME - 3504
Homework 6 - Solution1. Draw the FBDs for the two blocks:x2 x1 m2 k2 x2c ( x2 - 2 x1 )k1 x1 r C Fm1Note that the displacement at the top of the disk is twice the displacement x 1 at the disk's center. Apply Newton's 2nd law: M C J C
Virginia Tech - ME - 3504
Homework 3 - Solution1. The equation of motion for the free vibration of the underdamped shock absorber is mx cx kx 0 x 2 n x 2 x 0, IC: x 0 0 and 0 n (a) The system parameters stiffness and damping coefficient based on the design spec
Virginia Tech - ME - 3504
Homework 5 - Solution1. (a) The system is shown here again with additional variables:A Bm m4rrkxkTOThe total kinetic energy has three parts: rotational kinetic energy of the rod, as well as translational and rotational kinetic ene
Virginia Tech - ME - 3504
Homework 2 - Solution1. The response can be plotted from the solutions of the equation of motion for different damping ratios: (I) Overdamped case: 1: xt - 2 - 1 n x 0 - 0 2 n - 12e1t 2 - 1 n x 0 0 2 n - 12e 2twhere 1 -
Rutgers - COMMUNICAT - 101
Mediated Communication Medium any technological device that can extend our natural capabilities for creating, sending, and receiving messages Foci within mediated communication o Production (creation of messages) o Distribution (outlet for dissemina
Rutgers - COMMUNICAT - 101
What do social beings use communication for? Persuasion o Gain-framed vs. loss-framed messages o Sleeper effect There was something so great about the message of a communication appeal, but there was something about the person I didn't like we like
Rutgers - COMMUNICAT - 101
Communication and the Creation of Theory Theory o A general principle that has become accepted by the masses as a way of explaining or predicting certain laws, behaviors, facts, events, or phenomena o Beliefs that guide human behavior o Allow us to b
Rutgers - COMMUNICAT - 101
Nonverbal Communication Touch o Study of haptics what types of messages are construed o Low vs. high contact cultures US is low contact o We use touch for Intimacy Greetings/salutations Hostility Knowledge/information acquisition Space o Study
Rutgers - COMMUNICAT - 101
Communication principles (chapter 1) o 8 questions (1 from textbook) Communication models (chapters 2 and 3) o 13 questions (2 from textbook) Persuasion (chapter 4) o 2 questions from textbook Systems approach (chapter 5) o 8 questions (1 from textbo
Rutgers - COMMUNICAT - 101
Communication and Language Language o The tool for the negotiation of meanings between and among individuals o Encoding turning idea into message (source centered) o Decoding turning message into idea (receiver centered) o Signifier vs. Signified
Rutgers - COMMUNICAT - 101
Culture different country, group of people, a way of doing something combination of symbols, knowledge, folklore conventions, language, message processing patterns, roles, rituals, habits, lifestyles, and attitudes that link and give a common identit
Rutgers - COMMUNICAT - 101
Primary recency effect o Source-driven When we interact and attempt to be persuasive, we either start or finish
Rutgers - COMMUNICAT - 101
Message Retention (memory) o Results in overload o Selective o Dynamic o Consists of generals and specifics o Complex (not just binary or dichotomous) o Critical o Spontaneous Conclusion o The nature of the receiver, the nature of the message, the na
Rutgers - COMMUNICAT - 101
Characteristics of Cultures: Individualistic vs. Collectivist Individualistic culture o Strong emphasis on individual goals o Self is the strongest link o Prefer autonomy and competition o United States is an example Collectivist culture o Strong emp
Rutgers - COMMUNICAT - 101
Small Group Communication The process of communication, including creating, sending, and receiving messages and information in groups or teams of 3-11 people Key is reciprocal message processing Is there an optimal group size? Ceiling effect 7 or 8
Rutgers - COMMUNICAT - 101
Communication The process through which individuals in relationships, groups, organizations, and society respond to and create messages to adapt to the environment About the process Communications The use of technology in the transmission and recepti
Rutgers - COMMUNICAT - 101
Linguistic Characteristics of Messages Denotative vs. Connotative meaning o Denotative dictionary definition o Connotative individual interpretation Content vs. Relational level meaning o Content level information about topic o Relational level s
Rutgers - COMMUNICAT - 101
Systems Theory Negative entropy making order in an otherwise disorderly system Every system has senders, receivers and boundaries; systems grow and develop or perish 5 types of messages o Visual o Auditory Make up 80% of communication o Tactile o Ol
Rutgers - COMMUNICAT - 101
The Communication Iceberg: Visible Aspects People o Senders o Receivers o CMC computer-mediated communication Symbols o Any non-verbal message that, in turn, has a verbal translation o Example: tinted windows "the driver of that car is a badass" La
Rutgers - COMMUNICAT - 101
Wilbur Schramm's Communication Model Father of modern communication, most influential Studied communication during World War II What information should be communicated? Studied mainly media and journalism How can public morale be increased? Is there
Rutgers - COMMUNICAT - 101
Prototypes Within Relationships Prototype the best possible example of something Relationship prototype Person prototype related to support, encouragement Event prototype anniversaries Development prototype how we develop relationships Conflict m
Colorado Denver - WRTG - 1001
Praxmarer A True Metamorphosis1All throughout the story, there are many themes that prevail, but at the center are the familial relationships that are so greatly affected by the metamorphosis of the stories protagonist, Gregor Samsa. While the re
Colorado Denver - SOCY - 1001
Study Guide, Exam 2, SOCY1001 Spring Semester 2008 *note that the exams contain questions from the Ferrante textbook, recitation readings/discussion and lecture. Good luck with your studies! Chapter 5 Social Interaction Why is the Democratic Republic
Colorado Denver - WRTG - 1001
Michelle Praxmarer April 2nd, 2008 Close ReadingIdentity CrisisMetamorphosis, a novel by Franz Kafka, tells the story of Gregor Samsa. Gregor is a traveling salesman who wakes up one day and he is no longer human. Unable to work because of his tr
Colorado Denver - WRTG - 1001
Michelle Praxmarer Craig B. Stanford: "The Hunting Apes" Craig B. Stanford states that meat eating may not merely have helped create a civilization. In "The Hunting Apes", Stanford argues that it may have created humankind, in that the politics of me
Colorado Denver - SOCY - 1001
Michelle Praxmarer TA: Jesse Friday 12-12:50Norm Violation Paper Sociologists use the term deviance to refer to any violation of norms; whether the infraction is as minor as sitting next to someone in a public setting, or as serious as murder. This
UConn - FNCE - 203
Chapter 22Providing and Obtaining Credit1Topics in ChapterReceivables management Credit policy Days sales outstanding (DSO) Aging schedules Payments pattern approachCost of bank loans2Elements of Credit PolicyCash Discount
UConn - FNCE - 203
CHAPTER 21Working Capital Management1Topics in Chapter Alternative working capital policies Cash, inventory, and A/R management Accounts payable management Short-term financing policies Bank debt and commercial paper2Basic Definitions
UConn - FNCE - 2003
CHAPTER 10Determining the Cost of Capital1Topics in ChapterCost of Capital ComponentsDebt Preferred Common EquityWACC2What types of long-term capital do firms use? Long-term debt Preferred stock Common equity3Capital Com
UConn - FNCE - 203
CHAPTER 10Determining the Cost of Capital1Topics in ChapterCost of Capital ComponentsDebt Preferred Common EquityWACC2What types of long-term capital do firms use? Long-term debt Preferred stock Common equity3Capital Com
UConn - FNCE - 205
Internationl FNCE Spot Position Mendonca, Christian A/PAssigned Foreign Currency Date Day 0 Day 1 (April Day 2 (April Day 3 (April Day 4 (April Day 5 (April2) 9) 16) 23) 30)Spot FX Rate ($/) 1.7447 1.9822 1.9735 1.9754 1.9790 1.9773Value of
North Shore - PHYS - 201
1.1: 1 mi 5280ft mi 12 in. ft 2.54 cm in . 1 km 105 cm 1.61 km Although rounded to three figures, this conversion is exact because the given conversion from inches to centimeters defines the inch.0.473 L 1000cm 3 1L 1in 2.54 cm31.2:28.9 in 3 .
North Shore - PHYS - 201
2.1: a) During the later 4.75-s interval, the rocket moves a distance 1.00 103 m 63 m , and so the magnitude of the average velocity is1.00 103 m 63 m 4.75 sb)1.00 10 3 m 5.90 s197 m s .169 m s2.2:a) The magnitude of the average velocity
North Shore - PHYS - 201
3.1: a)v x ,ave v y ,ave (5.3 m) (1.1 m) 1.4 m s , (3.0 s) ( 0.5 m) (3.4 m) 1.3 m s . (3.0 s)1.91 m s , or 1.9 m s to two significant figures,b) vave (1.4 m s) 2 ( 1.3 m s) 2 1.3 arctan 1.4 43 .3.2: a)x yb) rx2 y2(v x,ave )t (v y ,ave )t
North Shore - PHYS - 201
4.1: a) For the magnitude of the sum to be the sum of the magnitudes, the forces must be parallel, and the angle between them is zero. b) The forces form the sides of a right isosceles triangle, and the angle between them is 90 . Alternatively, the l
North Shore - PHYS - 201
5.1: a) The tension in the rope must be equal to each suspended weight, 25.0 N. b) If the mass of the light pulley may be neglected, the net force on the pulley is the vector sum of the tension in the chain and the tensions in the two parts of the ro
North Shore - PHYS - 201
6.1: a) (2.40 N) (1.5 m) 3.60 J b) ( 0.600 N)(1.50 m) c) 3.60 J 0.720 J 2.70 J .0.900 J6.2: a) "Pulling slowly" can be taken to mean that the bucket rises at constant speed, so the tension in the rope may be taken to be the bucket's weight. In pu
North Shore - PHYS - 201
7.1: From Eq. (7.2),mgy (800 kg) (9.80 m s 2 ) (440 m) 3.45 106 J 3.45 MJ .7.2: a) For constant speed, the net force is zero, so the required force is the sack's weight, (5.00 kg)(9.80 m s 2 ) 49 N. b) The lifting force acts in the same direction
North Shore - PHYS - 201
8.1: a) (10,000 kg)(12.0 m s) 1.20 105 kg m s. b) (i) Five times the speed, 60.0 m s. (ii)5 12.0 m s26.8 m s.8.2: See Exercise 8.3 (a); the iceboats have the same kinetic energy, so the boat with the 2. larger mass has the larger magnitude of mo
North Shore - PHYS - 201
9.1: a)1.50 m 2.50 m0.60 rad34.4 .b) c)(14.0 cm) (128 )( rad 180 )6.27 cm.(1.50 m)(0.70 rad) 1.05 m.9.2: a) b)1900(35rev min2 rad 1 min 199 rad s. rev 60 s rad 180 ) (199 rad s) 3.07 10 3 s.dz (12.0 rad s3 ) t , so at t 3.5 s
UCLA - ECON - 103
Economics 103 Introduction to Econometrics Winter 2007 Professor Sandra BlackVERSION AVERSION A MIDTERM: VERSION AVERSION AInstructions: Put your name on EACH PAGE OF THE EXAM.DO NOT USE A CALCULATOR! For complicated math, simply set up the
North Shore - PHYS - 201
10.1: Equation (10.2) or Eq. (10.3) is used for all parts. a) (4.00 m)(10.0 N) sin 90 40.00 N m, out of the page. b) (4.00 m)(10.0 N) sin 120 34.6 N m, out of the page. c) (4.00 m)(10.0 N) sin 30 20.0 N m, out of the page. d) (2.00 m)(10.00 N) sin 60
North Shore - PHYS - 201
11.1:Take the origin to be at the center of the small ball; then, (1.00 kg)(0) (2.00 kg )(0.580 m) xcm 0.387 m 3.00 kg from the center of the small ball.11.2:The calculation of Exercise 11.1 becomes (1.00 kg )(0) (1.50 kg )(0.280 m) (2.00 kg )(
North Shore - PHYS - 201
14.1:w mgVg27.8 103 kg m3 0.858 m 1.43 10 2 m 9.80 m s2 or 42 N to two places. A cart is not necessary.41.8 N14.2:m Vm 4 r 3 37.35 1022 kg4 3 1.74 10 m633.33 103 kg m3 .14.3:m V0.0158 kg 5.0 15.0 30.0 mm 37.02 10
North Shore - PHYS - 201
15.1: a) The period is twice the time to go from one extreme to the other, and v f T (6.00 m) (5.0 s) 1.20 m s, or 1.2 m s to two figures. b) The amplitude is half the total vertical distance, 0.310 m. c) The amplitude does not affect the wave speed;
North Shore - PHYS - 201
16.1: a) v f(344 m s) (100 Hz )0.344m. b) if p51000 p0 , then A1000A0 Therefore, the amplitude is 1.2 10 m. c) Since pmax BkA, increasing pmax while keeping A constant requires decreasing k, and increasing , by the same factor. Therefore
North Shore - PHYS - 201
17.1: From Eq. 17.1 , a) 9 5 c) 9 5 31.1 32 88.0 F.62.83281.0 F. b) 9 5 56.732 134.1 F.17.2: From Eq. 17.2 , a) 5 9 41.0 32 c) 5 / 9 18 32 27.8 C.5.0 C. b) 5 9 107 3241.7 C.17.3:1C9 5F , so 40.072.0 FT2T170.0 F140.2 F
North Shore - PHYS - 201
In doing the numerical calculations for the exercises and problems for this chapter, the values of the ideal-gas constant have been used with the precision given on page 501 of the text,R8.3145 J mol K0.08206L atm mol K.Use of values of these