CompeEva_Reviewer.pdf

REVIEWER CHAPTER 6-10 Chapter 6: Learning 6.2 CLASSICAL CONDITIONING – IVAN unconditioned stimulus is no longer...

REVIEWER CHAPTER 6-10 Chapter 6: Learning 6.2 CLASSICAL CONDITIONING – IVAN unconditioned stimulus is no longer PAVLOV presented with the conditioned stimulus. 6.1 WHAT IS LEARNING? o Spontaneous recovery - the return of a o Process by which we learn to associate previously extinguished conditioned o Learning - Is a relatively permanent stimuli and, consequently, to anticipate change in behavior or knowledge that response following a rest period. events. o Continuous reinforcement - rewarding a results from experience. o Reflexes - are a motor or neural reaction to Before conditioning, an unconditioned stimulus behavior every time it occurs a specific stimulus in the environment. (e.g. (food) produces an unconditioned response o Stimulus discrimination - When an the knee-jerk reflex and the contraction of (salivation), and a neutral stimulus (bell) does organism learns to respond differently to the pupil in bright light,) not produce a response. During conditioning, the various stimuli that are similar. o Instincts - are innate behaviors that are unconditioned stimulus (food) is presented o Stimulus generalization - when an triggered by a broader range of events, such repeatedly just after the presentation of the organism demonstrates the conditioned response to stimuli that are similar to the as aging and the change of seasons. (e.g., neutral stimulus (bell). After conditioning, the sexual activity and migration) neutral stimulus alone produces a conditioned condition stimulus. o Associative learning - occurs when an response (salivation), thus becoming a o Habituation - occurs when we learn not to organism makes connections between conditioned stimulus. respond to a stimulus that is presented repeatedly without change. stimuli or events that occur together in the environment. o Unconditioned response (UCR) – natural (unlearned) behavior to a given stimulus BEHAVIORISM o Observational learning - is the process of watching others and then imitating what o Unconditioned stimulus (UCS) - stimulus o John B. Watson – founder of they do. that elicits a reflexive response behaviorism. o Neutral stimulus (NS) - stimulus that does not initially elicit a response 6.3 OPERANT CONDITIONING – B.F o Conditioned response (CR) - response SKINNER caused by the conditioned stimulus o Conditioned stimulus (CS) - stimulus that o Organisms learn to associate a behavior elicits a response due to its being paired and its consequence. with an unconditioned stimulus o Law of effect - behaviors that are o Acquisition – the initial period of learning. followed by consequences that are When an organism learns to connect a satisfying to the organism are more neutral stimulus and an unconditioned likely to be repeated, and behaviors that stimulus. are followed by unpleasant o Extinction - is the decrease in the consequences are less likely to be conditioned response when the repeated.  REVIEWER CHAPTER 6-10 is worth something to buy things that can o Vicarious punishment - the model being satisfy you). punished, you would be less motivated to o Latent learning - learning that occurs but copy her. is not observable in behavior until there is a reason to demonstrate it. o Reinforcement - means you are CHAPTER 7: Thinking and Intelligence increasing a behavior. 7.1 WHAT IS COGNITION? o Positive Reinforcement - a desirable stimulus is added to increase a behavior. o Cognition - is thinking, and it encompasses (e.g., rewards) the processes associated with perception, o Negative Reinforcement - an undesirable knowledge, problem solving, judgment, stimulus is removed to increase a language, and memory. behavior. (e.g., taking something away ) o Concepts - are categories or groupings of o Punishment - decreasing a behavior. linguistic information, images, ideas, or o Positive punishment - you add an memories, such as life experiences. undesirable stimulus to decrease a behavior. (e.g., scolding a student to get the student to stop texting in class.) o Negative punishment - you remove an aversive stimulus to decrease behavior. (e.g., when a child misbehaves, a parent can take away a favorite toy.) o Shaping - we reward successive approximations of a target behavior (e.g., they set up these steps and reinforce each 6.4 OBSERVATIONAL LEARNING step). (MODELING) o Prototype - best example or representation o Primary reinforcer - reinforcers that of a concept (e.g., Mahatma Gandhi o Bandura described specific steps in the (―Mahatma‖ is an honorific title) have innate reinforcing qualities. (e.g., process of modeling that must be followed water, food, sleep, shelter, sex, and o Natural Concepts - are created ―naturally‖ if learning is to be successful: attention, through your experiences and can be pleasure.) retention, reproduction, and motivation. o Secondary reinforce - has no inherent developed from either direct or indirect o Vicarious reinforcement - model was experiences. value and only has reinforcing qualities reinforced for her behavior; you will be when linked with a primary reinforce o Artificial concept - defined by a specific set more motivated to copy her. of characteristics. ( e.g., various properties (e.g., praise, linked to affection and money  REVIEWER CHAPTER 6-10 of geometric shapes , like squares and 7.3 PROBLEM SOLVING unintentionally stereotype someone or triangles) something. o Schema – a method of organizing o Problem-solving strategy - a plan of o Availability heuristic - faulty heuristic in information that allows the brain to work action used to find a solution. which you make a decision based on more efficiently. o Trial and error - problem-solving information readily available to you. o Role Schema - makes assumptions about strategy in which multiple solutions are how individuals in certain roles will behave. attempted until the correct one is found 7.4 WHAT ARE INTELLIGENE AND o Event Schema/ cognitive script - a set of o Algorithm - Step-by-step problem solving CREATIVITY? behaviors that can feel like a routine. (e.g., formula o Heuristic - General problem-solving o Crystallized intelligence - is characterized going to school) as acquired knowledge and the ability to framework (e.g., rule of thumb, breaking a 7.2 LANGUAGE task into steps) retrieve it (e.g., when you learn, remember, o Working backwards - begin solving the and recall information) o Language - a communication system that problem by focusing on the end result. o Fluid intelligence - encompasses the ability involves using words and systematic rules to to see complex relationships and solve organize those words to transmit PITFALLS TO PROBLEM SOLVING problems. (e.g., tackle complex, abstract information from one individual to another. challenges in your daily life) o Lexicon (language vocabulary) – words of o Mental state - continually using an old o Robert Sternberg - Triarchic theory of a given language. solution to a problem without results. intelligence (practical, creative, analytic o Grammar – set of rules that are used to o Functional fixedness - is a type of mental intelligence) convey meaning through the use of a lexicon set where you cannot perceive an object o Phoneme - basic sound unit of a given being used for something other than what language (e.g., the sounds ―ah‖ vs. ―eh‖) it was designed for. o Morphemes - smallest unit of language that o Anchoring bias - occurs when you focus conveys some type of meaning (e.g., ―I‖) on one piece of information when making o Semantics - the process by which we derive a decision or solving a problem. meaning from morphemes and words. o Confirmation bias - is the tendency to o Syntax - manner by which words are focus on information that confirms your organized into sentences existing beliefs. o o Hindsight bias - leads you to believe that Overgeneralization - extension of a rule o Multiple Intelligences Theory – Howard that exists in a given language to an the event you just experienced was Gardner exception to the rule. predictable, even though it really wasn’t. o Emotional intelligence - ability to o Linguistic determinism - Language may o Representative bias - describes a faulty understand emotions and motivations in indeed influence the way that we think way of thinking, in which you yourself and others  REVIEWER CHAPTER 6-10 o Cultural intelligence - ability with which 7.6 THE SOURCE OF INTELLIGENCE o Storage - the retention of the encoded people can understand and relate to those in information. another culture. o Learning Disabilities - cognitive disorders o Creativity - the ability to generate, create, that affect different areas of cognition, or discover new ideas, solutions, and particularly language or reading. possibilities. o Dysgraphia - learning disability that causes o Divergent creativity - ability to think extreme difficulty in writing legibly ―outside the box‖ to arrive at novel solutions o Dyslexia - common learning disability in to a problem which letters are not processed properly by o Convergent creativity - providing correct the brain or established answers to problems CHAPTER 7: Memory o Sensory memory - storage of brief sensory 7.5 MEASURES OF INTELLIGENCE 8.1 HOW MEMORY FUNCTIONS events, such as sights, sounds, and tastes o Short-Term Memory (STM) - (also, o Intelligence quotient (IQ) - score on a test o Memory - system or process that stores working memory) holds about seven bits of designed to measure intelligence what we learn for future use information before it is forgotten or stored, o Standardization - means that the manner of o Encoding - the input of information into the as well as information that has been administration, scoring, and interpretation of memory system. retrieved and is being used results is consistent. o Automatic processing - the encoding of o Rehearsal - conscious repetition of o Norming - involves giving a test to a large details like time, space, frequency, and the information to be remembered population so data can be collected meaning of words o Memory consolidation - active rehearsal to comparing groups, such as age groups. o Effortful processing - encoding of move information from short-term memory o David Wechsler – invented Wechsler- information that takes effort and attention into long-term memory Bellevue Intelligence Scale later changed to o Semantic encoding - encoding of words and o Long-term memory (LTM) -continuous Wechsler Adult Intelligence Scale their meaning storage of information (WAIS). o Visual encoding - is the encoding of images o Explicit memories - are those we o Flynn effect - refers to the observation that o Acoustic encoding - is the encoding of consciously try to remember and recall. each generation has a significantly higher IQ sounds, words in particular. o Implicit memories - memories that are not than the last. o Self-reference effect - is the tendency for part of our consciousness. o The average IQ score on an IQ test is 100. an individual to have better memory for o Range of Reaction - each person’s response information that relates to oneself in to the environment is unique based on his or comparison to material that has less personal her genetic makeup relevance  REVIEWER CHAPTER 6-10 8.2 PARTS OF THE BRAIN INVOLVED o Amnesia - is the loss of long-term memory WITH MEMORY that occurs as the result of disease, physical trauma, or psychological trauma. Karl Lashley o Anterograde amnesia - loss of memory for o Engram - input of information into the events that occur after the brain trauma memory system physical trace of memory  You cannot remember new information, o Equipotentiality hypothesis - if part of one although you can remember information area of the brain involved in memory is and events that happened prior to your damaged, another part of the same area can injury. take over that memory function o Amygdala – to regulate emotions, such as fear and aggression o Procedural memory - is a type of implicit o Hippocampus - is involved in memory, memory: it stores information about how to specifically normal recognition memory as o Retrograde Amnesia - is loss of memory do things (e.g., swim, cook, etc.) well as spatial memory (when the memory for events that occurred prior to the trauma o Declarative memory - has to do with the tasks are like recall tests)  Cannot remember some or even all of storage of facts and events we personally o Prefrontal Cortex – personality expression their past. experienced. and the planning of complex cognitive o Reconstruction - process of bringing up old  Semantic - type of declarative behaviors memories that might be distorted by new memory about words, concepts, and o Neurotransmitters - epinephrine, information language-based knowledge and facts dopamine, serotonin, glutamate, and o Suggestibility - describes the effects of  Episodic - contains information acetylcholine misinformation from external sources that about events we have personally o Arousal theory - believed that strong leads to the creation of false memories experienced, also known as emotions trigger the formation of strong o Misinformation effect paradigm - which autobiographical memory memories, and weaker emotional holds that after exposure to incorrect o Retrieval - or getting the information out of experiences form weaker memories information, a person may misremember the memory and back into awareness, is the o Flashbulb memory - exceptionally clear original event. third function recollection of an important event (has very o False memory syndrome - Recall of false o Recall - accessing information without cues strong emotional associations) autobiographical memories o Recognition - happens when you identify o Forgetting - refers to loss of information information that you have previously 8.3 PROBLEMS WITH MEMORY from long-term memory. learned after encountering it again. o Encoding failure – We can’t remember o Relearning - learning information that was something if we never stored it in our previously learned memory in the first place.  REVIEWER CHAPTER 6-10 Memory errors 8.4 WAYS TO ENHANCE MEMORY normative events (e.g., crawling, walking, writing, dressing, naming colors, speaking in Memory enhancing strategies sentences, and starting puberty). o Chunking - you organize information into o Continuous Development – cumulative manageable bits or chunks (e.g., Instead of process, gradually improving 5205550467, try 520-555-0467 ) o Discontinuous - takes place in unique o Elaborative rehearsal - a technique in stages: It occurs at specific times or ages. which you think about the meaning of the 9.2 LIFESPAN THEORIES new information and its relation to knowledge already stored in your memory PSYCHOSEXUAL THEORY BY FREUD o Mnemonic devices - memory aids that help organize information for encoding (e.g., Mr.  Oral o Transience - this means that memories can  Mouth VEM J. SUN the planets) fade over time.  experience anxiety and the need to defend o Absentmindedness - lapses in memory that CHAPTER 9: Lifespan Development against it if denied oral gratification by not are caused by breaks in attention or our 9.1 WHAT IS LIFESPAN being fed on demand or being weaned too focus being somewhere else DEVELOPMENT? early o Blocking - you cannot access stored  Oral Fixation manifested in adults: information (tip-of0the-tongue) o Normative approach - study of alcoholic, smoking, overeating, Pica, nail o Misattribution - happens when you confuse development using norms, or average ages, biting, thumb sucking the source of your information when most children reach specific  Anal o Bias - how feelings and view of the world developmental milestones  anus distort memory of past events o Physical development - growth and  toilet training era o Persistence - failure of the memory system changes in the body and brain, the senses,  Anal-Retentive: perfectionist, orderly, tidy that involves the involuntary recall of motor skills, and health and wellness.  Anal-Expulsive: lack of self-control, unwanted memories, particularly unpleasant o Cognitive development - learning, messy, careless ones attention, memory, language, thinking,  Phallic o Interference – memory that is inaccessible reasoning, and creativity.  genitals o Proactive interference - old information o Psychosocial development - emotions,  youngsters develop an incestuous desire hinders the recall of newly learned personality, and social relationships. We for the parent of the other sex and must information refer to these domains throughout the defend against it o Retroactive interference - happens when chapter.  Latency information learned more recently hinders o Developmental milestone - approximate  sexual urges sublimated into sports and the recall of older information. (me) ages at which children reach specific hobbies  REVIEWER CHAPTER 6-10  Genitals o Assimilation – when they take in Final Stage – FORMAL OPERATIONAL  physical sexual urges reawaken repressed information that is comparable to what they needs already know  11 to adulthood  direct sexual feelings towards others lead o Accommodation - when they change their  Utilize abstract reasoning to sexual gratification schemata based on new information.  They can now use symbols to represent  may have difficulty accepting their new other symbols, hidden messages, sexuality, therefore, re-experiencing 1st stage - SENSORIMOTOR imagine possibilities, create hypotheses conflict towards their parents and distance  Birth to 2 yr. THEORY OF MORAL DEVELOPMENT themselves to defend against anxiety-  World experienced through senses and BY KOHLBERG producing feelings actions  Object Permanence - idea that even if Level I: Preconventional Morality (3-7 yrs PSYCHOSOCIAL THEORY BY ERIKSON something is out of sight, it still exists old)  Sense of self or Ego identity 2nd stage – PREOPERATIONAL Stage 1: Obedience and Punishment  Social nature Orientation  2 to 7 years old  Use words and images to represent  The child/individual is good to AVOID things, but lack logical reasoning PUNISHMENT because punishment  Language development and pretend play equates, they must have done something  Egocentrism - difficulty in taking the wrong (―What will happen to me if I do perspective of others this?‖) 3rd stage - CONCRETE OPERATIONAL Stage 2: Individualism and Exchange  7-11 years old  Children recognize that there is not just one  Understand concrete events and right view that is handed down by analogies logically; perform authorities. They conform to rules out of arithmetical operations self-interest and consideration what others COGNITIVE THEORY BY PIAGET  Conservation - idea that even if you can do for them. (―You scratch my back, I’ll  Children’s cognitive growth. change the appearance of something, it scratch yours.‖) o Schemata - concept (mental model) that is is still equal in size, volume, or number Level II: Conventional Morality (Morality of used to help us categorize and interpret as long as nothing is added or removed Conventional Role Conformity) (8-13 yrs old) information  Reversibility - objects can be changed and then returned back to their original Stage 3: Good Interpersonal Relationship form or condition.  REVIEWER CHAPTER 6-10  The child is good in order to be seen as a legal restrictions or opinion of others. causes damage to the developing embryo or good person by others. Approval of others is Whatever other people would say. fetus (e.g., alcohol, drugs, smoke) important. o Fetal Alcohol spectrum disorder (FASD) -  e.g., Donating to the victims of the recent 9.3 STAGES OF DEVELOPMENT a collection of birth defects associated with typhoon and posting it on social media so heavy consumption of alcohol during PRENATAL DEVELOPMENT everyone knows they did something good. pregnancy. o GERMINAL STAGE (weeks 1-2) Stage 4: Maintaining Social Order  Conception - occurs when sperm INFANCY THROUGH CHILDHOOD  The child becomes aware of the rules of the fertilizes an egg and forms a zygote o Newborn reflexes - inborn automatic society, so judgment concern obeying the  Zygote - structure created when a sperm responses to particular forms of stimulation rules to uphold the law and avoid guilt. Law and egg merge at conception; begins as (e.g., sucking, grasping.) is law. a single cell and rapidly divides to form  e.g., Crossing the pedestrian crossing or the embryo and placenta PHYSICAL DEVELOPMENT going on a full stop when the traffic light  Mitosis - process of cell division o EMBRYONIC STAGE (weeks 3-8) o Motor skills - our ability to move our turned red.  Embryo - multi-cellular organism bodies and manipulate objects. Level III: Postconventional Morality  Placenta - structure connected to the o Fine Motor skills - focus on the muscles in (Morality of Autonomous Moral Principles) uterus that provides nourishment and our fingers, toes, and eyes, and enable (14-older yrs old) oxygen to the developing baby coordination of small actions (e.g., grasping o FETAL STAGE (weeks 9-40) a toy) Stage 5: Social Contract and Individual  12 weeks – sex organ differentiate o Gross motor skills - focus on large muscle Rights  16 weeks – fingers and toes develop groups that control our arms and legs and  20 weeks – hearing begins involve larger movements (e.g., balancing, o Child becomes aware that while rules might running, and jumping). exist for the betterment of everyone, there  24 weeks – lungs begin to develop are times you have to bend the law for self-  28 weeks – brain grows rapidly ATTACHMENT - long-standing connection or interests. Goodness of all.  32 weeks – muscles fully develop bond with others.  40 weeks – full-term development Stage 6: Universal Principles o Secure base - a parental presence that PRENATAL INFLUENCES gives the child a sense of safety as he o People developed their own set of moral explores his surroundings. guidelines, which may or may not fit the o Prenatal care - medical care during pregnancy that monitors the health of both o Secure attachment - characterized by the law. The principles apply to everyone. They child using the parent as a secure base from do what they think is right regardless of the mother and the fetus o Teratogen - any environmental agent— which to explore biological, chemical, or physical—that  REVIEWER CHAPTER 6-10 o Avoidant attachment - characterized by o Positive temperament - demonstrate o Characterized as an in-between time where child’s unresponsiveness to parent, does positive emotions, adapt well to change, and identity exploration is focused on work and not use the parent as a secure base, and are capable of regulating their emotions. love. does not care if parent leaves o Negative temperament - demonstrate o Resistant attachment - characterized by negative emotions and have difficulty ADULTHOOD the child’s tendency to show clingy adapting to change and regulating their o Begins around 20 years old and has three behavior and rejection of the parent when emotions. distinct stages: early, middle, and late. she attempts to interact with the child o Disorganized attachment - characterized ADOLESCENCE EARLY ADULTHOOD by the child’s odd behavior when faced o period of development that begins at puberty with the parent; type of attachment seen  20 to early 40’s and ends at early adulthood most often with kids that are abused  Our physical abilities are at their peak, o Adrenarche - maturing of the adrenal including muscle strength, reaction time, SELF-CONCEPT glands sensory abilities, and cardiac functioning. o Gonadarche - maturing of the sex glands  Our crystalized intelligence (information, PARENTING STYLE o Primary sexual characteristics - are organs skills, and strategies we have gathered specifically needed for reproduction, like the through a lifetime of experience tends to o Authoritative style - the parent gives uterus and ovaries in females and testes in reasonable demands and consistent limits, hold steady as we age—it may even males. improve. expresses warmth and affection, and listens o Secondary sexual characteristics - are to the child’s point of view. physical signs of sexual maturation such as MIDDLE ADULTHOOD o Authoritarian style - the parent places high development of breasts and hips in girls, and value on conformity and obedience. The development of facial hair and a deepened  40s to the 60s parents are often strict, tightly monitor their voice in boys.  The skin loses some elasticity, and wrinkles children, and express little warmth. o Menarche - beginning of menstrual period; are among the first signs of aging. o Permissive style - parents make few around 12–13 years old  Women experience a gradual decline in demands and rarely use punishment. o Spermarche - first male ejaculation, around fertility as they approach menopause (end o Uninvolved style - parenting, the parents 13-14 years old around 50) are indifferent, uninvolved, and sometimes o Cognitive empathy (theory of mind) - referred to as neglectful; they don’t respond LATE ADULTHOOD ability to take the perspective of others and to the child’s needs and make relatively few to feel concern for others  60s so on demands  The skin continues to lose elasticity, o Temperament - to innate traits that EMERGING ADULTHOOD reaction time slows further, and muscle influence how one thinks, behaves, and o spanning from 18 years old to the mid-20s strength diminishes. reacts with the environment.  REVIEWER CHAPTER 6-10  Smell, taste, hearing, and vision, so sharp in o Self-efficacy - individual’s belief in his our twenties, decline significantly. own capabilities or capacities to complete a  The brain may also no longer function at task optimal levels, leading to problems like o Maslow’s Hierarchy of Needs - spectrum memory loss, dementia, and Alzheimer’s of needs ranging from basic biological needs disease in later years. to social needs to self-actualization  Begin to experience a decline in another area of our cognitive abilities—fluid o William James - father of psychology 10.2 HUNGER AND EATING intelligence (information processing o Instinct - species-specific pattern of Physiological Mechanisms abilities, reasoning, and memory). behavior that is unlearned o Drive theory - deviations from homeostasis o Satiation - fullness; satisfaction 9.4 DEATH AND DYING create physiological needs that result in o Leptin - satiety hormone o Hospice - service that provides a death with psychological drive states that direct o Metabolic rate - amount of energy that is behavior to meet the need and ultimately expended in a given period of time dignity; pain management in a humane and comfortable environment; usually outside of bring the system back to homeostasis o Set-point theory – asserts that each o Habit – a pattern of behavior in which we individual has an ideal body weight, or set a hospital setting regularly engage. point, which is resistant to change o Elizabeth Kübler-Ross – 5 stages of grief 1. Denial o Overweight - with a body mass index 2. Anger (BMI) between 25 and 29.9 3. Bargaining o Obese - with a BMI of 30 or higher 4. Depression o Morbid obesity - having a BMI over 40 5. Acceptance o Bariatric surgery - a type of surgery specifically aimed at weight reduction, and Chapter 10: Emotion and Motivation it involves modifying the gastrointestinal system to reduce the amount of food that can 10.1 MOTIVATION be eaten and/or limiting how much of the o Describes the wants or needs that direct digested food can be absorbed behavior toward a goal. o Prader-Willi Syndrome (PWS) - is a Yerkes-Dodson Law o Intrinsic (arising from internal factors) genetic disorder that results in persistent o Extrinsic (arising from external factors) o A simple task is performed best when feelings of intense hunger and reduced rates arousal levels are relatively high and of metabolism. complex tasks are best performed when EATING DISORDERS arousal levels are lower.  REVIEWER CHAPTER 6-10 o Bulimia nervosa - type of eating disorder  Resolution - phase of the sexual o Limbic system - hypothalamus, thalamus, characterized by binge eating followed by response cycle following orgasm during amygdala, and the hippocampus purging which the body returns to its unaroused o Hypothalamus - plays a role in the o Binge eating disorder - type of eating state activation of the sympathetic nervous disorder characterized by binge eating and o Refractory period - a period of time that system that is a part of any given emotional associated distress follows an orgasm during which an reaction o Anorexia nervosa - characterized by an individual is incapable of experiencing o Thalamus - serves as a sensory relay center individual maintaining body weight that is another orgasm whose neurons project to both the amygdala well below average through starvation o Gender identity - refers to one’s sense of and the higher cortical regions for further and/or excessive exercise being male or female processing o Distorted body image - individuals view o Gender dysphoria - individuals who do o Amygdala - plays a role in processing themselves as overweight even though they not identify as the gender associated with emotional information and sending that are not their biological sex information on to cortical structures o Transgender hormone therapy - use of  Basolateral complex - has dense 10.3 Sexual Behavior hormones to make one’s body look more connections with variety of sensory o Hypothalamus - plays an important role in like the opposite-sex areas of the brain; it is critical for classical conditioning and attaching motivated behaviors, and sex is no exception 10.4 EMOTION o Sexual orientation - is an individual’s emotional value to memory emotional and erotic attractions to same- o Is a subjective state of being that we often  Central nucleus - part of the brain sexed individuals (homosexual), opposite- describe as our feelings. involved in attention and has sexed individuals (heterosexual), or both o Mood - refers to a prolonged, less intense, connections with the hypothalamus and affective state that does not occur in various brainstem areas to regulate the (bisexual). o Sexual response cycle - divided into 4 response to something we experience. autonomic nervous and endocrine phases including excitement, plateau, o James-Lange theory of emotion - emotions systems’ activity o Hippocampus - integrates emotional orgasm, and resolution arise from physiological arousal  Excitement - phase of the sexual o Cannon-Bard theory of emotion - experience with cognition response cycle that involves sexual physiological arousal and emotional  Hippocampal structure and function are arousal experience occur at the same time linked to a variety of mood and anxiety  Plateau - phase of the sexual response disorders (e.g., PTSD) o Schachter-Singer two-factor theory - cycle that falls between excitement and emotions consist of two factors: orgasm physiological and cognitive  Orgasm - peak phase of the sexual response cycle associated with rhythmic THE BIOLOGY OF EMOTIONS muscle contractions (and ejaculation)  REVIEWER CHAPTER 6-10 FACIAL EXPRESSION AND RECOGNITION OF EMOTIONS o Cultural display rule - one of the culturally specific standards that govern the types and frequencies of emotions that are acceptable o Facial feedback hypothesis - facial expressions are capable of influencing our emotions (e.g., smiling can make you feel happier) o Body language - the expression of emotion in terms of body position or movement