PSY - P 101 1st EditionExam # 3 Study Guide Chapters: 6-7Chapter 6:- Sensationo Our eyes take in stimulus energies- Perceptiono Our brain makes sense of energieso Organizing and interpreting sensory info so we recognize meaningful and interpreting sensory info so we recognize meaningful objects and events- Bottom-up processingo Taking sensory info and assembling and integrating it- Top-down processingo Using models, ideas, and expectations to interpret sensory info- Three-Color Theory o Red, green, blue: color receptor coneso All colors created by light are a combination of 3 cones- Opponent Process Theoryo One opponent color turns off other color- Sensory Adaptationo Diminished sensitivity as consequences of constant stimulation - Perceptual organization and Gestalto Gestalt: person’s holistic worldview that includes- 5 different types of tastes o Sweeto Souro Umanio Bittero Salty - Sense of toucho Expressing and sensing feelingso Sharing affection, comfort, supporto Detecting environment through 4 components of touch: pressure, warmth, cold, pain- Vestibular systemo Vestibular sense: sensing head and body position – balance and spatial orientation- Importance of human toucho Touch with moderate pressure stimulates cranial nerve that slows heart rate and lowers blood pressureThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Produces relaxed but more attentive stateo Reduced stress hormones and may enhance immune function- Perception and paino “Given the choice between experience of pain and nothing, I would always choose pain”Chapter 7:- Some definitions of learningo Book definition: acquiring new and relatively enduring info and/ or behaviorso Change that persists over time- Respondent conditioning paradigmo Individual responds to stimulus in environment - Higher-order conditioning, generalization, discriminationo High-order conditioning: new NS turns into CS when paired with CSo Generalization: conditioned responses triggered by related stimulio Discrimination: learned ability to only respond to specific stimuli- Negative reinforcemento Removal of aversive stimulus- Extrinsic motivation o Do behavior to receive rewardo Good for initial learning and if connected to learning effort, mastery Dependency on reward, remove reward and remove motivation- Intrinsic motivationo Perform behavior for its own sake, for internal satisfactiono Usually intrinsic motivation is best- Delayed gratificationo Skill related to impulse control and longer-term goal setting attainment- Negative punishmento Penalty: loss of something goodo Involves delayed gratificationo Preferred to positive punishment- BAS and BISo BAS: dopamine production associated with hypothalamus and brain rewardo BIS: hippocampus: part of the limbic (emotion) system and associated with memory storage- Inhibitory effecto Suppression of behavior from seeing model punished- Disinhibitory effecto Adult reinforced for behavior- Cognitivism and learningo Anchoring new info to old info in memoryo Creating new neural connections- Metacognitiono Knowing about our knowledge- Humanistic approaches to learningo Student-centered process in which teacher facilitates learning- Zone of Proximal Development and Scaffoldingo What a learner can do without help and with helpo Scaffolding: a little temporary help from teacher (modeling, advice, coaching) to help student to next levelo Gradually added, modified, then