Transcript Psych 101B: Professor Osterhout

Psych 101B: Professor
Osterhout
E XA M 2 R EV I EW SESSI O N
Subjects Covered
 Sensation & Perception (Ch. 6 p. 216-243)
 Consciousness (Ch. 3 p. 86-109)
 Learning (Ch. 7 p. 266-288)
 Language (Ch. 9 p. 349-359)
Sensation & Perception
 Sensation: Passive process by which stimuli are
received by the sensory systems
 Perception: the active process by which the brain
interprets the sensory information
 How many senses?

8!

vision, hearing, taste, smell, touch, temperature, pain, balance
Sensation & Perception
 Types of receptor cells

Photoreceptor – sensitive to photons


Vision
Chemoreceptor – sensitive to molecules
Smell
 Taste


Mechanoreceptor – sensitive to pressure
Touch
 Hearing
 Balance


Thermoreceptors – sensitive to heat


Temperature
Nocireceptors – sensitive to painful stimuli

Pain (fast & slow)
Sensation & Perception
Sensory
Receptors
Transduction:
sensations 
neural
impulses
Interpretation
Conscious
Perception
Fovea: Center of visual
field
Pupil: hole in middle of
iris
Neurons in Retina:

Cones



Day vision
Sensitive to
wavelength,
color
Rods



Night vision
Sensitive to
amplitude,
brightness
Detecting
motion
Vision
Perception
 Requires experience in the world
 Depth Perception
Binocular cues
 Retinal disparity – eyes are set apart
 Convergence – inward turn when viewing a near object
 Perceptual organization
 Figure-ground discrimination
 Grouping

• Close objects/similar objects together

Closure
• Filling in gaps

Context!
Sleep
 Sleep deprivation in rats: died after ~4 weeks
 Dinges: Huge sleep reduction study
 Subjects sleep 4, 6, 8 hours per night
 Given psychomotor and working memory tasks
 Results: Sleep Deprivation is bad!

After 2 weeks, compared to being legally drunk
 Circadian Rhythms
 ~24 hours(ish) independent of day/night cues
 Artificial light disrupts rhythms
 Recent discovery: Depend on photoreceptors in small % of
ganglion cells in retina
Sleep
 EEG: Measures brain’s electrical activity
 States of sleep:
Sleep
 REM
 EEG looks like awake, increase in heart rate, respiration
Rapid eye movements
 Paralysis of volunary muscles
 Dreams

Sleep
 Sleep Disorders to Review

Insomnia


Narcolepsy


Stages 3 and 4
Night terrors


Infant ceases breathing and dies in night- cause unknown
Sleep walking/talking etc


Cessation of breathing while sleeping
SIDS


Irresistible sleep attacks during the day
Sleep apnea


Chronic inability to get sufficient sleep
Stage 4 sleep
REM-Behavior Disorder

No paralysis
Dreams
 Freud’s Theory of dreams
 Remember theory of personality: Id, Ego and Superego
 Hobson’s Theory of dreams
 Brain activates itself via the:
 “Reticular Activating System”
Learning
 Classical Conditioning: a neutral stimulus, through
association, takes on some of the psychological
properties of a second stimulus


UCS, UCR
CS, CR
Food (UCS)Slobber (UCR)
 Bell (CS) & food (UCS)  Slobber (UCR)
 Eventually bell (CS)  Slobber (CR)





Acquisition
Extinction
Generalization
Discrimination
Learning
 Operant Conditioning: learning occurs as a result of
the consequences of behavior
 Reinforcement: any consequence that makes prior
behavior more likely to occur


Positive and negative
Schedules
Continuous
 Partial (pg. 278-79)
 Interval, ratio

 Punishment: any consequence that makes prior
behavior less likely to occur
Learning
 Long Term Potentiation:
 a long lasting enhancement in signal transmission between
two neurons
 Improves the postsynaptic cells sensitivity to signals received
from the presynaptic cell
Language
 Human Language:
 1. Compositional
A. Phonemes- units of sound (English- 45)
 Ex. K ae t = cat
 B. words- units of meaning
 C. sentences- units of structure


2. 3 level system
Sounds (phonemes, words) sentences meaning
 Syntax: rules that govern how words can be combined to form
sentences


3. infinite # of possible sentences

Results from RECURSIVE nature of syntactic rules
Language
 Language Acquisition and stages of development

Babbling (5-12 mths)



Non-syllabic babbling (5-7 mths)- baby begins to play with sounds “clicks,
hums, smacks”
Syllabic babbling (7-8 mths)- baby begins to produce real syllables
“deedeedee” “babababa”
Gibberish babbling (8-12 mths)- baby mixes syllables, really cute ‘speech’
results “da-dee”
One-word utterance stage (12-18 mths)


Initially, the child learns about 50 important words

Food: juice, cookie

Body parts: eye nose

Toys: doll, block

People: mama, dada, baby

Action words: up, down, eat, go

Modifiers: hot, allgone, more, dirty

Social interaction: hi, bye-bye, yes, no