Major Concepts Exam 2 - .I MAJUR(fflNCEP'TSt UNIT 2 EXAM...

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Unformatted text preview: .I' MAJUR (fflNCEP'TSt UNIT 2 EXAM -' Chapter 3- Sfl'llhltllilili and Perception [ll it’s in BULD TYPE. tltett Ifl‘iflw IT} Ntl'l'E-I: "Compare :tnd contrast" menses to {let-inc anti explain Himilafiiies and dtfierences between ternttttrconeepttt Chapter 3 '. Compare tutti Et'mlniiii HEI'IRHLiIiTJ nntl IIErfltplllm. What tun phases ttll'mteehning are int-'ttlt'etl in perceptimt? Ilcrtnc psychnph‘ttsictt, How migln neurone measure a sensory threshold? Iktset'ibe the. concepts of ahlittlute threshold and just noticeable tlifierence. What is Weber's Ion"? He prcpo red to apply these con-oan To cramp-ins .3'. Describe signal detection theory: What other than it tletoctttbtc stimulus otl'cets seitsatiout‘ttclrunmrcnn-d—cmt _. Wfl 1nit-'Itat an: hits, misses, false niarttts, and correct rejections? Cottsidet emetpies of each. /1./ Define Sulifiurj' adaptation anti ctntsitler examples art I'.ll.liL'tI!i!\-CIJ. in class. ' ' ' ' I ' incest-«eel 'in class. Til-tics. it exist? lfse. whttt does the research show about its practical effects i'rEI' tL'itth'. fie. st: persuasion)? fcr’I‘I-‘r'itot is the stimulus energy tpitysieol stitnnlusi t'ot t-isiott'i' Describe the l'oElou-ittg properties ot'ligitt: amplitude. frequency, wavelength. E1 plain ltuw the amplitude ant] wavelength elelet'trotttagnetit: tatJiatie-n relate to ’5' ]ifihlflcsau'briflltltlemt and hlltt'lliltllflr in Ir'ittnal nett'ctttittn. What is tttilurttLitut'E' 1i1l'IiEiJl: is the function not: the hutluan eye? Define ttrtcl. descril'te the Function til'tl'te ettn't'teetT pupilf iris, and Ieret. limerihe attttttt'ttmodnt'ittn. ileiitt-e rtnrl dese rthe the fitnetinrt of the retina. lleseribc. transduction in the 1risotttl 3stetn. _'. Del-Inc. and dn‘iUFilE1lld- function of filflffi and relies. Ettgtiain tint-1t adaptation I/E'. Certhtn't-t ten] cunth the TIiEIlI'flIfl-Hlil.‘ “115er of color nation and tin: {}|I|Julwlllprll.1‘35 theory of color 'I'i‘t’iiflll. I 'I-tnow col-tins or celttr pairs for each theory, tin-ti explain the current perspective tn't httw these Il'tflt‘TlL't‘i roltttc to color vision. TJea-tt:ril'te. aflerirnautet anti upptttlenL cells. iJesct'il'te ettlttr Hint] “Elit'i ‘ . Regarding Phase | of it'lriilfll perception. ttntlenlanti itt'tw the hnnn retzttgj'tmn: etl_t_n:s anti tLeIerrrrinet: the difference bctnnea figure and ground. He generally familiar with the Gestalt lane of organization. Know how time Phase. 1 Br ‘1. Rice—shes relate to ambiguous Fuentes tII1L[ .sulgioclive contours. Metmm the following concepts: perceptual mmlfllltlh size cttttslttrtcgt+ sltope constancy, color constancy {Ll-“iiillljfrhialld silent-orallyI Etttw depth and distance pert'eptittn are hart-tiled 1.13: the visual sytttottt. Del-nit? binocular cues anti denutil't-o “retirements: anti retinal dittpttrily. Define rttutlecular mes tutti 1.1-: l'atniliar with texture gradient ttttt] other pictorial depth cues. Define utuliett cueo' anti describe motion purulhut. Detterilac tite- r‘ttttos Roots] 415i it relates to ill sions Gl' depth anti site.- imfitlmg Phase 3 of t'isuoi Wrecpnen. nntlerstttnti m: difference between the “'ttrl'tat‘e pathway and “where” I pathway Compote and contrast top-down proct'fiing ontl bottom-up proccon'ng. li_‘t:rnsit|cr examples ot‘ttttth in the a'isttol system. Define perceptual set ,e’r’ii ['onsurler hon attention tuttl selectit'e attention tclttlc' to s in; el pmeessing. Compare and contrast pop-up tutti 'i- t'igilance as they teiote to the i'-'-'I:- fears of p'wcssing listed- in #I .1. “hot 'Is the 5WD Efi'ect and how does it relate. :- to attention and processing? wit-{Compare an] contrast change blindness. repetition: blindness, and attentional hlifll-t. Consider crannies. What i: the stimulu: encrg} l-tl'l' the sense 01' hearing? Explain l'tet-L 1J'te amplitude and frequency of :thLttttJ waves ’ relate ttt loudnteet and pitch 1n .J'.: . art per: 'ul:r-n . . Tie _L‘:i:l'ail}' fitmiitrtr tttth the st: snare-t or '.l1:' t'.'t‘.'. ilt‘i'tt .‘ anti tiescnl'tt‘ the innchm'l of the cochlea and hair milk-111 the car. ‘r‘t'hot structutts o: the '- .snoi system do each oi'thcsc correspond ID'.’ if. Compare and contra-st Frequency theory and Place theory: as the}: relate to pitch perception. Compare and contrast 'e deafness and conduction deafness fleeing Phase I tlrluili‘tilcj. inst-cotton. compiler: and contrast the speech-segmentation problem and categorical perception. fittttsitier examples it I' r:_-t_"_=: M'hot is sound localization and “not two cues are more: to its pt‘oper functioning as discussed in class? Under what condition is sound lwzdimliull Nfi'i' net-until: ti'm Nl_]']' talking aloe-n: hen-lg dcofi':' Wye-scribe illc' cocktail purl]. phenomenon lIJJIJ cottsitlet hon it relates to Phase 2 of mtditorjr perception. Define and describe Lite chemical senses oft-[faction and gestation. who: is the stimulus energy for coach" [Insan phenn'rtrmett anti :nnsitltn emtntpies Ur then: chemicals. in humans. IIuw tJtJ taste- buds relate 1E:- gestation“! How are gestation and olfactioa related llcscrmc celttl ell influences on nine patina-once 22. Detitte soittostht-tic set-mes. Describe the l-tinesthetic sense and the. vestibular senor" Where on! then: senses - !he hill-'5"? Ht' general: Familiar with the senses of termini-matte and pain. Describe double pain and entlttfishinx. ilcscni'uc the I‘.'..'I§:Ttt‘l1t'_' .Itente and consider its. etisLenL'e in humans. l:'calixee i if. M aleIflR fIflNflEJTI'S: UNIT 2 EXAM Lillale 4 Learning -; IF lT-l: 1n HULD 'l'YI’E. [11:11 KNO‘N IT;- HEJ'I'I-Z: "Enlupnrr and mislrmfl" Irinalnx In define and expinjg: aimilurittL-ge and dirfirmngcg [Em-gen 1efnman'Unce-Fly (IhuEter n1- 1. Define learning. Describe [Luw The Theory-:11“ hele-‘ior'mm JEkLl-CE: to Stunting. Compare and contrast non ysorialire ltrifl'l'flng :Ilid HSSD-Cialiw: fuming. |Jr::'-n:'rih¢ habituation quLE cum-idor canmplrtx. 3. I'Nscribc Iii-Tm Euler’s {lire-river}- |;IT' ringsioal atom-flHoning.-h '«T. I'Jr'tinl: classical enlldiliiming {S-H. learning] run! consider example}: of This type of Jraming. Whnl Iypnx of [Tatum-landmxpnnxel: tines classical tosnlil'mrl'irlg apply tn? 4. meider the Si phairs of conditioning and explnin The role oj'aoquisilinn in then: phnuns. I'mtme unconditioned REIT-HIM iUSJ, umondiiiuntd rap-lime iL'R]. rulidjtinneul Hlimuluii {CS}, .1an mnditionod rowan-ac (cm and explain Elle. rule Lrl' each in classical onmljtioning- 11-: prepared Tn rJE-quI}I rhrse term; to cxarnpks HES-tribe auridiu'let learning and consider examples. lilefi no mnrlit'innrd mnfional rl‘JIMJ-l'flil.‘ :1an consider lto.1,1.'1hi§1 relates In phobia-i. [Mam-dc! L'.W.|-|II|JJ¢E‘. DEN—'Flh': Juhn Watson’h conditioning caper] men: with Link: 3mm Rulal: this [in the eiinrl‘irinning ofmtmtions 3.11:1 phnl-n' 5;. Ti. {Surrapr'lnt Hm! ronrmst hinlngjeal preimrminema and mmrnpmpnrudnesx unc! {In};ch how then: may ufl'ucl Clflfiifili C'I‘lldiliulliflg i i--:-. l'l-‘T fhflblélfij. COIibidar III: In]: cfl'nwlnlinn.‘lr}' mohauisms fighting in [her-r: tuneup-T5. (imihillnel' enzuuphs ul' these .2an.. Epfi. i". Del—me Exlineiinn. npnntnneous recovery, fililTllllllz‘i generalimtinn. run] 5.1i.r||ulu5 diuefiminatinn with regard 14.:- ulassieal conditioning. He. prepare-d to apply [here Inn-n5: Tn reamplos 3. TlcfiL'I'i he T‘lTT'l'erTTITT ways that L'ugniliu-IT uiieelx elassienl conditioning [Lon xignaling, cxpectnTiort. u-isllal muggy}. DUHCI'H'K: 'll'lt! Eli-Tth effect and tun-Hider l'HTW Tl'li‘s [flaws in mgrlilinrl am] L'iaxfiienl conditioning. Congidrr mumpley. 9. TJchl'ihC the general mil: ell-Thu: amp'gdalu in mnditioned l't-a: ztnpunfirfi. ll]. Deren'l'lr. the conditioned enlnpenicltnry mpomr: and fllnwider firm; This rnfnrcs to drug oyurduseu: and clnnicar conditioning. I1".'nn.-ia.lm' the application of rlassiral rundilinning principles in the following arr-arc: therapy [syrtentntio {Er-sonilimlinn]. adx'cnising feralualiw ennLliliiming}, taste 31mifllL and human: 'if'ilfll'l'l ntfil'lflnsc l 1. Def—uh: upenml mndifinning tilislrulnelllui learning, R-C learning} and curb-Eda examples: of Thin typo ofleoming. Wilfll Lyrics all hchm'inrs-I'rcfipolms LEU'E-F L"|'.‘I:Tfl.|'ll crinrliTTnning apply (0'? ._. Define n-F. SkiTII'IEEI'TS comp-Ls ufreilll'nreemenl itl'l-ii rlrxpnnse contingency and explain hnw Thom rcLuto to Tllllrnli “HRH law of efim. Deaneri he a Skinner 'Iiurn' TJe'Finr: reinformr :qu wnxider how :5 particular requerrc-r may affect indiridanls rljt't'rrrath'. Cumer and runner-1t reinfnremrnt and Dflnifihn'fltnt. ilnscrllir positive and negative rcini'nreemerni as. veg-ll .13.- pusiljw: and ncgafi re puniilirnmnl. Curlsiljer examples r-T'etnnh type ofcugmrquuncu H. Describe hum: uimllcngeflpmhlonfi with punislmlunl then: nnlnfi rmrl hnnriour Tomlin-e}, ‘Iflv'hul. can he rtnnrr to hofp Fl'lk'ft pITITiShrrIenl THUS-1 T:|“li:eTiT;I::‘.i i-i. ['ompaJ-e and ermamst primary T‘rinl'orenm anal :ieenndarf reinfnrflrs. En: prepaid 1:: apply their: Terms tr:- cxampies. UNI—'6th III-Eha‘l'iur mndifienfinn Tech niqrms :Ian consider examples a. {Tempura anrl cnntrasT immediale minim-cement Tlnrl delayed reinfnreemenl. Einw do Then: relate. to self—mum]? CUM-HELEN examples {If each 1311: Hi n:in1‘nr-;;orn:nt 4 i-in'fi' tin-PT stimulus mnirul trial: tr.- npcmnt insulates? [fie-firm: diwriminufifi: stimulus and desiL'ribc: imw thin mini-E's to discrimination and germraliIm'irrn in Dpcntnl. reap-annex. Define exfinrfinn with regard; to npernnT mndlsisning. BE :Trttwcd Nil-1111153? all These Tenm m emarnplefi. (lumpnrr nnrl! contrast than: Lapel-um prmessrrfi with Tim saunt- prueeniicr: In classical! CDIidilimflng 1T9 lflz-yrribe shaping and successive np-pmxirnulinma nnd ronsirlcr examples I'}. Compan nnrl (“Diurnal continuum reinforcement and partial nfiul'urcemenl. ‘IFn'h'relt Fromm: quire-Ln urquiaitiun'? Whlrh ES. The Heist rexislunt In exTinrrson'.’ "ll DCSL‘J'EE‘IL’ fiifd iJTh'J T'ttrittllll: interval schedules 2LT- well :13: fixed :tnrj m l‘i’flblfi! ratio schedules. Consider crumpler nf :«LLL'iI. 1Kl'li-L'l'l if il'lc'iI: 5611!:me [he rrrunl rapid am! stemly HWIIDI'I'QC: nnTo with tho higiwnt row-immor- ln r_-:v;tn-n:nnzz> and u ha: practical problem rims this, mlate in? MI _.. _.+. .- u;- . 1;... -=-.. _ --.-- . . H . . _ . 23. Date Albert Bandura’x Then-11' o’r'nbscervafional iearning {54min} learning Time-11']: and explain hem- iT relates Ln rlaauiecll and an:1'.'In[ mndjT'lefliflg. Han I_'I:I|||l|||.!Ir| ia' this Ifl'h.‘ of learning?I How unfit rljjg relate to tho arguihitmn nl' phnh:r.-<'.’ Ifirieribe [Tun model.» Telab: ln Thi}: Iii-cor}- and what clmartefint'au: nl' rrmdelfi nuke Them more rT't'rcrirr 19.. lirwnbc BEELJZiEi‘i-n BUlHJ' dull experiment-1' nan rounder 5.th inlpIiL-uLi-um for (.11le punishment, aggressive HOTEL-2:». Lun.’ 1Lielen: rm:th cup-M111": wiTIT children MAJOR fflKCEFl'S: L'Dii'l' 1 I-I.‘-t'. 'ti'tl Chapter 5 Mummy {H it's. in 3510].. l} 'I'Y’I’E: “1E” KNGW- 1T3 NU'l'Ji: "(.Inmpr'lrt: aml cuntmht" [trans to dcf‘mc and :tpluin aintiiat'ttics and d1t'f'cTc1'It—‘I-‘h hL‘it-t'tfll 1:1 “Ff-CW“ I?“ [113ng :‘t 2. '_p .I E. '1. it}. Ik'i'mc and dust-rib..- tin: titre-e fundttm-cnml 3: mcmttry prurccse?‘ of Prim-ding. filflrfigfi will WWI-EWI- Dctinn: nmury clan: and dust-rib: that dutminn tmti capacity ttl' tin: flillD'fi-‘Eng thrcc I'I'ttfl'nnfi' Mum's: HEIJSDI'II' tumor}: Hhfirl—Eurm ntcmr}; Inng-tcrm mummy. Etcscaibc [Etc sensor} mcmury stun: and ix. familiar with Scaling":- CKPEIiJIIt'ttl proving its cxiitcncc. CIn-mgnur: anti cuntrmtt iconic memory and mhnic memory. Cmtstdct cxamplcc Ilttstct-iht: tht: :thurt-tcrm tummy stifle tm'IJ' itrl‘l L'ltllfii'flflf lmu’ We“ "59" and “'1 WM": M P W hfild iflffimflmfi in 5115.1. {Innx'Jthr trump-5:5 ttl' t‘iiL'il Di tilts: annual-e, and comm-I51 uni-him; mun-11311, {WM} and ETM [CEITIHEIIIECF thu iirttits Ui' thc: migincl H'I'M TI'IDliL‘I In “EMT-lb: Lin: lichc. ymup-ttlmnl.“ n? WM; arfitululurjt' twp. fisuttsfmtial sketchpml. central miemfit-‘c TJuflfil'lu long—term memuq tl ,TML Cumidcr the relationship bc’tmcn EJI‘M :tntJ “waning. B-e familiar I.t'ittt Rial-pingiou apartment and in mlminnghip in L1]: serial position cffect, ti'u: primuq' EIT‘EEI, and tilt: rct'cnt'y EITL‘H - -- '._ . w t "--I:-'*ue W Dclhtc' mllscdidat'inn ' 'ti-L'nl I' 'tiit: C01] ' _ . Jn'i‘ lkscfibt: {it'pfl't of processing and campurc and ctt-IILI'AM Eh: tlu'cc. ick'clh' Elf Pmefifiing liritcd ill. the dctailcd nt‘It‘CH: fihalitiw {structural} processing. mflt‘itrall: tphuncmic pmccssingt. and deep {semantic} cramming. Cousidt‘l' example; 111' each IJL'EFL'TIi'IL'! [mutter-appropriate pun-ceasing .'I1'Itlccnt~itlcr cm nplcs— It | J . W ctalmrativc cnmding. l{I'ttrrtput-t: anal ccntrcst incident-at learning and in ten Lina-ta] teaming . Dem-rib: [lushliuill mug-nun? and unmidcrcxurnpics . Campfire and mutt-act explicit I'I‘IEFI'HH'F w'll'ld ill'lil'li'lit lm‘ll'lr'v Cgmf'fim and cumm“ Sflmnfit mm”! “"d L'Pifindic menial-3. , Consider cxnmpfcfi :11" all Liam-g. [mu-5cer Thc surgical Cl‘iL' ul' HM. and its tclaticnship Tn imftlitil and tttplitil Tncmttr}: What iJ'JTLifl ETFUCE'IJEC tJtJL'h this hurgc‘tf (cl-13E? m frt'ITI'I Elm-111153 abuts? Duran-H's: |I‘|r: Lfifl—Ejhflfilj piggy}: cut—1i";- acquisi'hicrn (3|.- 5kifls intfllfil‘tg mntrniicli [truce-fixing and automatic prams-sing. Ilcfinc pn'mirgi. Iluw tic-es priming i'lt'lf! “Htatt: time" with processing! Discuss the. nature; nl' rmmttrc [i24— it lib: a recording {IT mrm: n! a: rcctrtlnttuttifltl'ijl. Compth and Ettl'lil'dn'l rL'tiEIli alttj recognition. [inn-dd“ mtnml'tlr'i of rrtcltlttry cucs; _ ' ' ' 1:5. in Eritrrul. c] ' ' "‘ ' 1' —__ _ _ Tflnsidcr haw reality— -._I . _.._m_:l. .. I ._._. . . 'mnniml'ing relates, to 11:35:: mangnilintl .‘tllti cycwitttcss J'tti'siliicl'lt'lfitr'I-‘inn. . mam-me Ehhingluus' forgetting mun-t: £Irltl it!» ItialtDIJS-llip to cnmding faiiurc. Ccttltmrc and contrast decay and inturl‘crcnm. Cum]:th and contrast mutant—"fin: intcfl'cmtw iath W15“ initi‘ffl‘flfl- CHI-555“ “GWP'E‘ “5 1“ T1125: 'FDl'lTlt-l of nun-tutti}r I'm-tun: 11cm" rthc ammia. {'Ittrttrctst functional amnesia “TIE! maliflfltfillfl- CUTElI-‘a-l"? and comm?" Wtfi'fln‘fl‘: “Illnfifiifi ENC-I antcmgntdc am M553. Whtch Ll-‘Fy: glut}. infant-11:9 nmnrxia t'nll ttntlcr? Bu: J'mniiiar with tltc rcltttirtmthip hclu-t-z-t: fii]].|]l_" sin and AIIHEIHTT-‘i. {Innsitkr cialllpiflfi. {If-33011 IEIIL‘. I'EIF ilmnflfi'iit. Dcarribc 1h:- IJ-ebme DL'Er Th: imam: nf rtpmfitd memories and fats: 111ETI'ItIIl'tL‘5- {manor}- ittusicns}. "t‘I-"httl anid:::.':‘ suppum :ttch Std-:1" Dcsciiiu; tit-n cnlttr-nvcrsy over the. zit-Ithcnticit}I ct‘ TCPE'EFHLVJ. mummies. of Sta-mutt chum? lulu-t.L ... tile drtmlcd nnttw. tinctur what ccndittcns shcuiti tint'h claim: be taken as valid tth fitlluwctl up Lnt’.‘ Define mnemonic tict'intlt FlTlti Ctlliftitifil' tAItI’flpiCS addmhfitlfl trl lilt: dtlatiit‘ll IJDICE. C'uttsitlct in gut-rm] how difi'crcnt cuctxling. xtumgc. and rctriccai stratcgirs inwlvc. tlul'fcrcnt areas of :i:-: Irma: .'=.'..‘. li'l'LE-I imprm: ttartttury Ilnctuglt mart: hm'an Lung: Itutu-1 atlclrcfim'l directly in HUME Lu" let-LI. l'ftlI IF T'al'nit'iar “H1 [32.. EHIIUPH Tgi-‘mg {1 aha-imam Fem]! with {mt-fl- unk” Scm_.'1'mn_ .'|_T|[j_51'1L|,d=l]I_ ID {or amt pi‘lnifl- Ill“: [:1 th: cunt. ...
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