1. EXAM 2 REVIEW Psych 101B: Professor Osterhout

2. Associative Learning Ask yourself… what types of Associative Learning?

3. Classical Conditioning UCS : Channing Tatum UCR : Eye Dilation (natural reflex) CS : Picture of cars (neutral stimulus) CR : Eye Dilation (obtained reflex)

4. Operant Conditioning Make sure you can identify these: Reinforcement, Punishment Positive, Negative

5. Reinforcement or Punishment?? Ask yourself… 1) What is the behavior being reinforced or punished? 2) Is the behavior being increased or decreased? Increased = Reinforcement Decreased = Punishment 3) What is the reinforcement or punishment? 4) Are we adding it or taking it away? Adding = Positive Taking away = Negative

6. Giving a child a sticker for brushing his or her teeth 1) What is the behavior being reinforced or punished? Brushing teeth!

7. Giving a child a sticker for brushing his or her teeth 2) Is the behavior being increased or decreased? Increased = Reinforcement Decreased = Punishment Increased! (Reinforcement)

8. Giving a child a sticker for brushing his or her teeth 3) What is the reinforcement or punishment? Sticker!

9. Giving a child a sticker for brushing his or her teeth 3) Are we adding it or taking away? Adding = Positive Taking away = Negative Adding! (Positive) Positive Reinforcement

10. One person in a relationship stops talking to the other in response to a critical comment 1) What is the behavior being reinforced or punished? Making critical comments

11. One person in a relationship stops talking to the other in response to a critical comment 2) Is the behavior being increased or decreased? Increased = Reinforcement Decreased = Punishment Decreased! (Punishment)

12. One person in a relationship stops talking to the other in response to a critical comment 3) What is the reinforcement or punishment? Talking with partner

13. One person in a relationship stops talking to the other in response to a critical comment 3) Are we adding it or taking away? Adding = Positive Taking away = Negative Taking it away! (Negative) Negative Punishment

14. Subjects Covered Sensation & Perception Consciousness Learning Thinking/Language

15. Sensation & Perception Sensation: the passive process by which stimuli are received by the sensory systems Perception: the active process by which the brain interprets the sensory information Properties: 8 different senses vision, hearing, taste, smell, touch, temperature, pain, balance

16. Sensation Receptors Types of receptor cells for transduction  Photoreceptor – sensitive to photons  Vision  Chemoreceptor – sensitive to molecules  Smell  Taste  Mechanoreceptor – sensitive to pressure  Touch  Hearing  Balance  Thermoreceptors – sensitive to heat  Temperature  Nociceptors – sensitive to painful stimuli  Pain (fast & slow)

17. Sensation & Perception Sensory Receptor s The World Transduction: sensations  neural impulses Interpretation Conscious Perception

18. Vision: The ability to perceive a very limited spectrum of one form of electromagnetic energy 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

19. 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: Gestalt psychologists Figure-ground discrimination Grouping Close objects/similar objects together/”fill in” missing pieces Context: Prior expectations strongly influence perceptions

20. Sleep: You Need it to Live! Sleep deprivation in rats: died after ~4 weeks In humans: Sleep reduction study  Subjects slept 2 or 5 ½ hours per night  Noticeable cognitive impairments within 1 st week  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, shift work & jet lag disrupts rhythms  Suprachiasmatic nucleus as “biological timekeeper”

21. Sleep: How is it Measured? EEG: Measures brain’s electrical activity (Frequency & Amplitude) 4 stages of sleep(+REM), with a transition of “sleep steps”

22. REM Sleep REM  EEG resembles awake, increase in heart rate, respiration  Rapid eye movements  Vivid dreams  Duration: 10-40 minutes  Paralysis of voluntary muscles  VERY difficult to wake up  Also known as “Paradoxical” sleep

23. Sleep Disorders Sleep Disorders to Review  Insomnia  Chronic inability to get sufficient sleep  Narcolepsy  Irresistible sleep attacks during the day  Sleep apnea  Cessation of breathing while sleeping  SIDS  Infant ceases breathing and dies in night- cause unknown  Sleep walking/talking etc  Stages 3 and 4  Night terrors  Stage 4 sleep  REM-Behavior Disorder  No paralysis

24. Simpsons & Night Terrors

25. 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”

26. 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 or light (CS) & food (UCS)  Slobber (UCR)  Eventually bell (CS)  Slobber (CR)  Acquisition  Extinction  Generalization  Discrimination

27. 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

28. 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

29. 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. Three-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

30. 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

31. Language Language Acquisition and stages of development, continued  Two-word state (18-24 mths)  Learning 10-20 words/day  Words in mostly correct order  Grammatical competence (24+ mths)  Explosion of linguistic competence  Rule overgeneralization

32. Language Washoe – signing chimp Kanzi – bonobo understanding English How is their language learning different from ours?  They are limited in their ability to produce creative sentences

33. Language Aphasia – acquired problem in producing and/or comprehending speech Broca’s aphasia:  Non-fluent speech – halted, very difficult to produce  Comprehension (of both listening and producing) okay  Can curse, repeat memorized rhymes – can’t use language creatively Wernicke’s aphasia:  Fluent speech, but does not make sense  Problems comprehending language – both what others are saying and in their own responses  Not always aware of their problems