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| Bodily reactions to situations cause emotion. First, physiological responses are present in situations, then we feel the emotion that comes with these bodily reactions. We feel scared because we are tremling. |
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| Also known as the emergency theory- asserts that emotions and bodily reactions occur simultaneously. In emotional situations, our body is cued to react in the brain (emotion) and in the body (biological response). We tremble and feel scared in response to danger. |
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| Emotions are the product of physiological reactions. How we interpret the bodily state is key. The cognition we attach to a situation determines which emotion we feel in response to physiological arousal. |
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| Eye movements from one fixation point to another |
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| Recognizing an item or pattern from data or details (data driven). |
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| A word-recognition task is the presentation of a related items (such as test) before the next item (such as GRE). Decreases reaction time because it activates the bode of the second item in the semantic hierarchy. In contrast, it would take longer for subjects to recognize the acronym GRE if it were preceded by the word LOBSTER rather than the word TEST. |
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| Reaction time is also called: |
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| Remembering and using information that confirms what you already think. |
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| Believing in conclusions because of what you know or think to be correct rather than what logically follows from the information given. |
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| When a conclusion is influenced by the way information in phrased. |
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| The Levels of Processing Model of Memory (Craik and Lockhart) |
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Concentrates on the processes involved in memory:
Shallow Processing – This takes two forms
1. Structural processing (appearance) which is when we encode only the physical qualities of something. E.g. the typeface of a word or how the letters look.
2. Phonemic processing – which is when we encode its sound.
Shallow processing only involves maintenance rehearsal (repetition to help us hold something in the STM) and leads to fairly short-term retention of information. This is the only type of rehearsal to take place within the multi-store model.
Deep Processing - This involves
3. Semantic processing, which happens when we encode the meaning of a word and relate it to similar words with similar meaning.
Deep processing involves elaboration rehearsal which involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge. |
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| (appearance) which is when we encode only the physical qualities of something. E.g. the typeface of a word or how the letters look. (Shallow) |
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| When we encode its sound. (Shallow) |
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| Happens when we encode the meaning of a word and relate it to similar words with similar meaning. (Deep processing) |
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| (repetition to help us hold something in the STM) and leads to fairly short-term retention of information. |
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| involves a more meaningful analysis (e.g. images, thinking, associations etc.) of information and leads to better recall. For example, giving words a meaning or linking them with previous knowledge. |
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| when trying to remember a list of items, linking each with a familiar place or route. |
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| The idea that people are motivated to do what they do not want to do by rewarding themselves afterward with something they like to do. |
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| Individuals are motivated solely by what brings the most pleasure and the least pain |
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| Approach-avoidance conflict |
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| The state one feels when a certain goal has both pros and cons- typically, the further one is from the goal, the more one focuses on the pros or the reasons to approach the goal. The closer one is to the goal, the more one focuses on the cons or the reasons to avoid the goal |
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| People are motivated by goals that they think they might actually meet; another factor is how important the goal is |
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| The tendency to perceive smooth motion. This explains why motion is inferred when there actually is none, often by the use of flashing lights or rapidly shown still-frame pictures (cartoons). This is apparent motion. |
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| The tendency to create a whole or detailed figures based on our expectations rather than what is seen. |
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| The way that a single point of light viewed in darkness will appear to shake or move. The reason for this is the constant movements of our own eyes |
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| The way that perceived color brightness changes with the level of illumination in the room. With lower levels of illumination, the extremes of the color spectrum (especially red) are seen as less bright |
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| The decreasing responsiveness to a stimulus as a result of increasing familiarity with the stimulus |
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| The act of linking together a series of behaviors that ultimately result in reinforcement. One behavior triggers the next and so on. Learning the alphabet is an example of chaining- each letter stimulates remembering the next letter. |
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| Experiments in which an apparatus allows an animal to control its reinforcements through behaviors, such as bar pressing or key pecking. The animal is, in a sense, shaping its own behavior. |
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