Chapter 5 & 6 Study GuideChapter 5: Consciousness1. Stage 1: Slower than being awake, we experience theta waves four to seven times per second. Stage 2: Our brains our slower, but we experience sleep spindles or dramatic k complexes with big jolts of brain activity. Stage 3: We experience very slow delta waves once or twice per second about 20-50% of the time. Stage 4: similar to stage 3, but over half of the time you experience delta waves. 2. REM Sleep: Rapid Eye Movement sleep is at the end of the cycle. In this stage our brains are almost awake, so we have vivid dreams but our bodies do not move. This where dreams often occur. During the first sleep cycle of the night this lasts 10-20 minutes, but by the last it can be up to an hour. 3. Lucid Dreaming: Experience of becoming aware that one is dreaming. 4. Insomnia: Problems with the ability to fall or stay asleep. Narcolepsy: Disorder characterized by the rapid and often unexpected onset of sleep. Sleep apnea: Disorder caused by a blockage of the airway during sleep, resulting in daytime fatigue. Night terrors: Sudden waking episodes characterized by screaming, perspiring, and confusion followed by a return to a deep sleep. Sleepwalking: walking while fully asleep. 5. Stimulant: Drug that increases activity in the central nervous system, including hear rate, respiration, and blood pressure. Drugs included are tobacco, cocaine, amphetamines, and methamphetamine. Narcotics: Drug that relieves pain and induces sleep made with opium, which contains morphine. Drugs included are all opiate drugs, including heroin, morphine, and codeine. Psychedelic: The effect of these drugs is that they produce dramatic alterations in perception, mood, and thought. Lecture on the neurophysiological basis of Consciousness 1. Split-brain effect: Effect of cutting the corpus callosum in half to avoid seizures. Broca’s area: Language area in the prefrontal cortex that helps to control speech production. Wernicke’s area: Part of the temporal lobe involved in understanding speech. Corpus Callosum: Large band of fibers connecting the two cerebral hemispheres. 2. Left/Right Processing: Left visual field is processed in the right side of the brain and right visual field on the left. 3. Evidence that conscious thought is a product of speech areas: Speech is controlled by the left. If a visual image is displayed on the left (right side of the brain) a split brain person cannot say what they saw, which makes sense because they have no speech. But, they also have no recollection of this, showing it never crossed their consciousness, suggesting consciousness is connected to speech.4. Evidence that people make complex choices without being aware of why :Ask a split brain patient “who is your favorite” and then display the written word “girlfriend” on the left visual field and they will spell out a girl’s name with no recollection for how or why. 5. Evidence that actions made without conscious awareness may later be given a conscious explanation by the actor: A split brain patient was shown an orange on the right side and a bird on the left. Then asked to draw what he saw. He draws and orange, once he is told about the bird he claims he knew that, but cannot draw birds (made up excuse) suggesting we may actuallyhave little control or thought prior to our actions, but then our speech centers make up reasons why later. Classical Conditioning 1. Learning: Change in an organism’s behavior or thought as a result of experience. Habituation: Process of responding less strongly over time to repeated stimuli. Sensitization: is an example of nonassociative learning in which the progressive amplification of a response follows repeated administrations of a stimulus.2. Ivan Pavlov: Discoverer of classical conditioning. He was researching digestion in dogs and found that the dogs became used to stimuli completely unrelated to food that happened before they got to eat, and the dogs would salivate in response to these stimuli. This test and other more rigorous ones came to the realization of conditioning. 3. Event-Event Learning: Learning to expect an outcome due to a completely unrelated stimulant. Law of Contiguity: Our brains tendency to connect two events with similar characteristics or thathappened in secession, and to then assume that the next time one happens the other will as well. 4. Unconditioned Stimulus: Stimulus that elicits an automatic responseUnconditioned Response: Automatic response to a nonneutral stimulus that does not need to be learned. 5. Conditioned Stimulus: Response previously associated with a nonneutral stimulus that is elicitedby a neutral stimulus through conditioning. Conditioned response: response previously associated with a nonneutral stimulus that is elicitedby a neutral stimulus through conditioning. 6. Higher Order Conditioning: Developing a conditioned response to a conditioned stimulus by virtue of its association with another conditioned stimulus. 7. How can conditioning be used to produce a fear response? It can show the two in rapid order, eventually making the brain to connect them. Was done to baby Albert when the experimenter would give him a soft little rat, and then scare him with a loud gong. Eventually the rat made him cry with fear of the ensuing gong sound. 8. Acquisition: Learning phase during which a conditioned response is established. Factors to make a stimulus more likely to be a CS: the length of time between the CS and UCS affects how strong the CR is. If they are closer, the relationship will be stronger. 9. Extinction: Gradual reduction and eventual elimination of the conditioned response. Extinction is caused by the conditioned stimulus being presented repeatedly without the unconditioned stimulus. 10. There is no question ten.11. Spontaneous recovery: Sudden reemergence of an extinct conditioned response after a delay in exposure to the conditioned stimulus. Stimulus generalization: Process by which conditioned stimuli similar, but not identical, to the original conditioned stimulus elicit a conditioned response. Stimulus discrimination: Process by which organisms display a less pronounced conditioned response to conditioned stimuli that differ from the original conditioned stimulus. Little Albert: Baby who was the subject of an unethical study to find the cause of phobias. They made him hold a rat (which he liked) then clanged a loud gong right behind him and made him cry