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| gaps between axon terminals and dendrites of neurons, across which chemical messages are sent | ||
| chemicals which encourage or stop neurons from firing messages on to next neuron | ||
| works to conserve energy and help the body recover after emergency/strenuous activity | ||
| part of nervous system that is the brain+spinal cord | ||
| part of the peripheral nervous system that controls involuntary movements of internal organs | ||
| prepares the body for dealing with emergencies / strenuous activity | ||
| network of nerves beyond spinal cord that conduct info from organs to central nervous systemn and back again | ||
| region of brain stem that controls involuntary processes including breathing and heart rate | ||
| located above medulla on brain stem; it is involved in dreaming + arousal; relays info between cerebellum + cerebral cortex | ||
| lower portion of brain that controls posture + balance and regulates details of motor commands from cerebral cortex | ||
| grey mass surrounding the subcortex, which is the info-proessing center that controls the higher brain functions (reading and problem solving) | ||
| long, thin cells that constitue the structural + functional unit of nerve tissue along which messages travel to and from brain | ||
| structure of brain that relays messages from sense organs to cerebral cortex | ||
| band of nerves that connects the 2 hemispheres of cortex and carries messages back and forth between them | ||
| small area located below the thalamus that regulates the autonomic nervous system and motivates behavior such as eating, drinking, and temp. regulation | ||
| decision making, prob solving, planning. Includes motor cortex | ||
| (top) navigation, spatial awareness. Contains Somatosensory cortex | ||
| (back) visual sight | ||
| (side) hearing | ||
| registers + processes body sensations, ie Touch | ||
| part of cerebral cortex which controls body movement | ||
| brain structure in limbic system that forms + indexes memories |  | |
| division of peripheral nervous system; controls voluntary actions | ||
| pattern of reinforcement in which a specific number of correct responses is required before reinforcement can be obtained | ||
| stimulus, such as food/water, that is natually rewarding and satisfying and requires no learning on part of subject to become pleasurable | ||
| stimulus such as money that becomes rewarding through its link | ||
| pattern of reinforcement in which a specific number of correct responses is required before reinforcement can be obtained | ||
| form of learning in which a certain action is reinforced / punished, resulting in corresponding increases / decreases in the likelihood that similar actions will occur again | ||
| ability to respond differently to similar but distinct stimuli | ||
| pattern of reinforcement in which changing mounts of time must elapse before a response will obtain reinforcement | ||
| learning procedure in which associations are made between a neutral stimulus and an unconditioned stimulus | ||
| in classical conditioning, tendency for a stimulus that is similar to the original conditioned stimulus to elicit a response that is similar to the conditioned response | ||
| info received after an action as to its effectiveness / correctness | ||
| in classical conditioning gradual disappearnace of a conditioned response because the reinforcement is withheld or because conditioned stimulus is repeatedly presented w/out the unconditioned stimulus | ||
| technique of operant conditioning in which desired behavior is "modeled" by first rewarding any act similar to that bahavior then requiring ever=closer approximations to the desired behavior before giving the reward | ||
| effects of past learning on ability to learn new tasks | ||
| when a "perceived unpleasant" stimulus is removed / not applied (subtracted) after a behavior, thus increasing likelihood of behavior happening again | ||
| relatively permanent change in behavior that results from experience | ||
| when a "perceived pleasant" stimulus is given / received (added) after a behavior, thus increasing the likelihood of behavior happening again | ||
| pattern of reinforcement in which an unpredictable number of responses is required before reinforcement can be obtained each time | ||
| when person over time receives rewards w/out effort they learn they don't have to work hard | ||
| condition in which repeated attempts to control / influence a situation fail, resulting in the belief that the situation is uncontrollable and that any effort to cope will fail | ||
| event that elicits a certain predictable respopnse w/out previous training | ||
| an organism's automatic (natural) reaction to a stimulus | ||
| once-neutral event that elicits a given response after a period of training in which it has been paired wih an unconditioned stimulus | ||
| response elicited by the conditioned stimulus; it is similar to the unconditioned response, but not identicla in magnitude / amount | ||
| techniques of memorizing info by forming vivid associations / images, which facilitate recall and decrease forgetting | ||
| system for remembering that involves repeating info to oneself w/out attempting to find meaning in it | ||
| info storage that has unlimited capacity and often may last indefinitely | ||
| type of memory retrieval in which you must identify items you learned earlier, as in a multiple choice question | ||
| ability to remember with great accuracy visual info on basis of short-term exposure | ||
| limited in capacity to about 7 items for a short period of time | ||
| exclusion from conscious awareness of a painful, unpleasant, or undesirable memory | ||
| hampering of recall of learned material by the recall of other material learned more recently | ||
| very brief memory storage immediately following initial stimulation of a receptor | ||
| forgetting process in which info that we learned ealier blocks / disrupts the retrieval of related new info | ||
| act of filling in memory with statements that make sense but that may be untrue | ||
| combining seperate items of info into a larger unit and then remembering parts of info rather than an individual item | ||
| type of declarative memory consisting of factual knowledge of language, including its rules, words, and meanings | ||
| chronological regention of events of one's life | ||
| permanent storage of learned skills that does not require conscious recollection | ||
| stored knowledge of facts or events such as scenes, stories, words, faces, or daily events that can be called forth consciously as needed | ||
| type of memory retrieval in which a person reconstructs previously learned material w/out the aid of or with very few external cues | ||
| type of memory retrieval in which a person is required to identify an object, idea, or situation as one he or she has or has not experienced before | ||
| process by which a person changes his old methods or schemas to adjust or deal with new situations | ||
| process of fitting objects and experiences into one's schemas to deal w/ new situations and to understand environment | ||
| (Piaget) principle that is a given quantity doesn't change when its appearance is changed | ||
| inherited tendency of some newborn animals to follow first moving object they see | ||
| internally programmed growth of a child that ocfcurs as a result of automatic, genetically determined signals | ||
| child's realization that an object exists even when he can't sense it | ||
| intellectual ability of a child to picture something in his mind | ||
| process of learning he rules of behavior of the culture withing which an individual is born and will live | ||
| (Piaget stage of intellectual development 0-2) child experiences world through sense and actions, lacks concept of object permanence | ||
| (Piaget stage of intellectual development 2-7) child represents things w/ words and images but lacks ability for logical reasoning | ||
| (Piaget stage of intellectual development 6-11) logical reasoning begins w/ concrete events; also able to grasp concrete analogies and perform basic operations of arithmetic. understands convos | ||
| (Piaget stage of intellectual development 12+) can do abstract reasoning, figure out consequences of actions and events and think about moral issues | ||
| adolescents participate in decisions affecting their lives | ||
| parents attempts to contol, shape, evaluate behavior and attitudes of children in accordance with set code of conduct | ||
| period of inner conflict during which adolescents worry intensely about who they are | ||
| children have final say | ||
| sleeper acts out his nightmares because skeletal muscles are not paralyzed during REM sleep | ||
| snoring, breathing difficulty during sleep , and overweight | ||
| problems falling or staying asleep | ||
| uncontrollable sleep attacks | ||
| Repeated involuntary movement of the legs and sometimes arms during sleep | ||
| an irresistible urge to move the legs, temporarily relieving pain but disrupting sleep. | ||
| walking while sleeping | ||
| characterized by high arousal and an appearance of being scared; occur during stage 4 sleep, and are seldom remembered | ||
| false beliefs, as of persecution or grandeur, that a person maintains in face of contradictory evidence | ||
| fifth version of American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders | ||
| characterized by confused thoughts, emotions, behavior, and perception | ||
| person's mood drastically alternates between mania and depression | ||
| false sensory perceptions that have no direct external cause | ||
| intense and irrational fear of a particular object/situation | ||
| disorder in which victims of catastrophes experience flashbacks/dreams of event | ||
| anxiety disorder consisting of obsessions and compulsions |
