Circle The Correct Answer For Every Question Below Then Answ

Circle The Correct Answer For Every Question Below Then Answer the Ra

Circle the correct answer for every Question below, then answer the rationalization below each question in your own words, from your own schemata: 1. The effects of shifting time zones or doing shift work include all of the following EXCEPT a. hallucinations. d. increased risk of mistakes. b. decreased productivity. e. impaired attention & concentration. c. irritability. You eliminated one answer. What would it take to cause the thing you eliminated to occur? Explain in your own words in one small paragraph: ____________________________________________________________________________________________________________________________________________________________________________________ 2. REM sleep may be characterized by a. decreased adrenaline. d. more frequent and vivid dreams. b. decreased brain activity. e. slow & regular heart rate. c. sleepwalking. You chose one correct answer. In which stages do each of these other four phenomenon occur? i) _______________________________________________________________________________________ ii) _______________________________________________________________________________________ iii) _______________________________________________________________________________________ iv) _______________________________________________________________________________________ 3. When we first fall asleep after being sleep deprived, our brain attempts to catch up on the missed REM sleep before the missed deep sleep. This is called a. REM sleep deprivation. b. deep sleep deprivation. c. REM sleep rebound. d. paradoxical sleep. How long does it take to get caught up after being sleep deprived? Explain in your own words: ____________________________________________________________________________________________________________________________________________________________________________________ 4. Sleepwalking and sleep terrors are most likely to occur during ________ sleep. a. REM d. stage 3 b. stage 1 e. stage 4 c. stage 2 What is sleepwalking? What phenomenon is occurring?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are night terrors? What phenomenon is occurring?___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 5. Individuals who experience periods of time during the night when their breathing stops may be diagnosed with a. narcolepsy. c. insomnia. b. sleep apnea. d. somniloquy. What is the treatment for this? Is it curable? Explain these answers in your own words: ________________________________________________________________________________________________________________________________________________________________________ 6. According to Freud, dreams are a. continuations of the mental processes occurring when the person falls asleep. b. an expression of our unconscious desires and needs. c. not very meaningful. d. combinations of random neural signals. What do YOU think dreams are? Explain in your own words: ________________________________________________________________________________________________________________________________________________________________________ 7. The three stages of memory (not memory storage) in sequence are: a. short-term memory, long-term memory, and retrieval. b. encoding, storage, and retrieval. c. encoding, retrieval, and forgetting. d. sensory memory, short-term memory, and long-term memory. Explain each stage in your own words: A)_________________________________________________________________________________________________________________________________________________________________________________ B)__________________________________________________________________________________________________________________________________________________________________________________ C)__________________________________________________________________________________________________________________________________________________________________________________ 8. Lacey can remember how to ride a bike and how to drive a car. These are examples of a. procedural memory. c. episodic memory. b. implicit memory. d. semantic memory. Why can’t Lacey remember the information on her vocabulary test last week? Tell me in your own words: ____________________________________________________________________________________________________________________________________________________________________________________ 9. Ramone watched an episode of American Idol and saw 12 singers perform. Later his wife asked about the performers, and he could only remember the last 3 singers who performed. This is an example of a. a flashbulb memory. c. the primacy effect. b. episodic memory. d. the recency effect. What if he had remembered one of the earlier singers because she reminded him of an old girlfriend? What kind of memory would that have been? Explain: ____________________________________________________________________________________________________________________________________________________________________________________ 10. Alexander went to the phone to call his parents and accidentally dialed their old number instead of their new number. This is an example of a. the primacy effect. c. proactive interference. b. the recency effect. d. retroactive interference. He remembered the number with area code easily in three sections of three/three/four numbers. What is this process of remembering called? Give me another example of when you use this process? ____________________________________________________________________________________________________________________________________________________________________________________ 11. When students answer multiple choice exams, the instructor is using which measure of retrieval? a. recall b. recognition c. relearning d. None of the above This exam type does not involve much higher order or critical thinking. What type of exam questioning would require a student to think more and draw from their own schemata? Explain: ________________________________________________________________________________________________________________________________________________________________________ 12. Many people can recall vivid details about what we were doing and who we were with when we heard about the terrorist attacks on 9/11. This is an example of a. imagery. c. the primacy effect. b. state-dependent learning. d. flashbulb memories. You may have been too young to remember 9/11. Do you have a very vivid memory from Hurricane Rita? What is it? ____________________________________________________________________________________________________________________________________________________________________________________ 13. In Pavlov’s study of classical conditioning, the dog’s salivation to the bell was the a. unconditioned stimulus. c. unconditioned response. b. conditioned stimulus. d. conditioned response. What would the dog’s initial salivation to the meat be considered? ____________________________________ What would the initial presentation of the meat powder be considered? ________________________________ What about the presentation of the bell? _________________________________________________________ 14. Your cat comes running when she hears the can opener because the sound of the can opener has been paired with “dinner time” for several months. The sound of the can opener is a(n) a. unconditioned stimulus. c. unconditioned response. b. conditioned stimulus. d. conditioned response. What would the cat’s running to the sound of the can opener be considered? ___________________________ What would dinner time without the can opener normally be considered? ______________________________ 15. The weakening and eventual disappearance of a conditioned response after the conditioned stimulus is repeatedly presented alone is a process called a. generalization. c. spontaneous recovery. b. discrimination. d. extinction. Give me an example of this phenomenon in “real life.†(Not our fishing example from class): ____________________________________________________________________________________________________________________________________________________________________________________ 16. After “Little Albert†was conditioned to fear a white rat, he later became afraid of a stuffed animal and other white, furry things. This is called a. generalization. c. spontaneous recovery. b. discrimination. d. extinction. Give me an example of this phenomenon in “real life.â: ____________________________________________________________________________________________________________________________________________________________________________________ 17. Common examples of classical conditioning in our everyday lives include all of the following EXCEPT a. drug abuse and addiction. b. taste aversion (after food poisoning). c. fears and phobias. d. rewards and punishments. Why did you eliminate the answer you chose? ____________________________________________________________________________________________________________________________________________________________________________________ 18. When Johnny brought home bad grades on his report card, his mother scolded him and told him he had to do extra chores for two weeks. This is an example of a. positive reinforcement. c. positive punishment. b. negative reinforcement. d. negative punishment. Explain why you answered positive or negative, and explain why you answered reinforcement or punishment: ____________________________________________________________________________________________________________________________________________________________________________________ 19. When Johnny helped his grandmother clean out her attic and mow her yard, his parents removed his extra chores. This is an example of a. positive reinforcement. c. positive punishment. b. negative reinforcement. d. negative punishment. Explain why you answered positive or negative, and explain why you answered reinforcement or punishment: ____________________________________________________________________________________________________________________________________________________________________________________ 20. Using the information from your SLEEP LOG, your textbook, your PPT notes, and our discussion in class, describe for me, in one very brief paragraph, what you learned about YOURSELF with regard to the following concepts: CIRCADIAN RHYTHMS, LARK OR OWL, SLEEP DEPRIVATION, DREAMS, SLEEP STAGES, SLEEP CYCLES, ALTERED STATES OF CONSCIOUSNESS, MEMORIES, AND LEARNING. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Paper For Above instruction

Understanding human cognition, sleep processes, and behaviors requires an integration of biological, psychological, and experiential perspectives. This comprehensive exploration analyzes cognitive functions, sleep mechanisms, conditioning processes, and individual differences to deepen our grasp of psychological phenomena.

Effects of Shift Work and Time Zone Changes

Shift work and jet lag profoundly impact cognitive and emotional functioning. The primary effects include hallucinations, decreased alertness, and irritability, which impair attention, concentration, and overall productivity (Drake et al., 2004). Hallucinations can occur when sleep deprivation or circadian misalignment disrupt normal perceptual processes, leading to visual or auditory distortions. These effects do not typically include increased motivation or productivity, which are more associated with engaged states rather than deficits caused by sleep disruptions. To cause hallucinations or perceptual distortions, a significant deprivation or circadian mismatch must occur, often combined with extended periods of sleep loss or severe sleep deprivation, which destabilize neural functioning (Rand offers insights here). The eliminated answer, “hallucinations,” would require extreme sleep deprivation or circadian disruption to manifest.

Characteristics of REM Sleep

Rapid Eye Movement (REM) sleep is characterized by decreased adrenaline, increased brain activity resembling wakefulness, and vivid dreaming. Thus, the correct answer is d. more frequent and vivid dreams. During NREM stages, especially stages 3 and 4, slow-wave activity dominates, and sleepwalking, night terrors, and sleepwalking are common occurrences. These phenomena typically happen during Stage 3 or 4 sleep, with night terrors often occurring in Stage 3, especially in children, while sleepwalking also predominantly occurs in non-REM deep sleep stages. Dreaming involving vivid, often bizarre, content occurs frequently during REM, facilitated by increased brain activity and limbic system activation (Hobson, 2009).

Sleep Rebound After Deprivation

When deprived of REM sleep, the brain exhibits a rebound effect, increasing REM episodes once normal sleep resumes. This phenomenon is called REM sleep rebound, reflecting the brain's attempt to compensate for the lost REM periods. The catch-up process can take several nights, depending on the duration of deprivation, but typically, a few nights of recovery sleep are sufficient for partial compensation. This underscores the importance of adequate sleep for cognitive restoration and emotional regulation (Carskadon & Dement, 2011). The process involves heightened REM activity, increased density of REM episodes, and more vivid dreams during recovery nights.

Sleep Disorders: Sleepwalking and Night Terrors

Sleepwalking and sleep terrors most often occur during Stage 3 sleep, also known as slow-wave or deep sleep. Sleepwalking involves complex behaviors while still in non-REM sleep, such as walking or performing tasks, often with no memory of the event. It occurs due to incomplete arousal from deep sleep, and the brain’s motor systems become active despite the sleeper being unconscious (Hobson, 2009). Night terrors, characterized by intense fear, screaming, and autonomic arousal, also predominantly occur during Stage 3 sleep. Both phenomena are linked to disruptions in deep sleep stages, often triggered by stress, sleep deprivation, or genetic predisposition.

Sleep Apnea and Its Treatment

Sleep apnea involves repeated cessation of breathing during sleep, leading to fragmented sleep and oxygen deprivation. It is a serious condition that requires medical intervention. Treatments typically include continuous positive airway pressure (CPAP) machines, lifestyle modifications, or surgery in severe cases. While current treatments alleviate symptoms, curing sleep apnea is challenging, especially if anatomical or lifestyle factors are involved. Effective management, however, can significantly improve sleep quality and overall health (Epstein et al., 2009).

Dream Theories: Freud’s Perspective and Personal Views

Freud viewed dreams as expressions of unconscious desires and conflicts, providing insight into hidden aspects of the psyche (Freud, 1900). According to him, dreams contain disguised wish fulfillments that reveal unresolved issues. Personally, I believe that dreams are a complex amalgamation of memory processing, emotional regulation, and subconscious narratives influenced by daily experiences and inner thoughts. While some dreams may serve psychological functions, others might result from neural noise or random activation.

Memory Stages: Encoding, Storage, and Retrieval

Memory involves three fundamental stages in sequence: encoding, storage, and retrieval. Encoding is the process of transforming sensory input into a form that can be stored in memory. Storage involves maintaining that information over time. Retrieval is the ability to access and bring stored information into conscious awareness when needed. Each stage is crucial: encoding prepares information for storage, storage preserves it, and retrieval allows us to access it (Schacter & Tulving, 1994).

Encoding

Encoding refers to how sensory information is processed and transformed into a neural code that can be stored in memory. Effective encoding involves attention and meaningful processing, which facilitate later retrieval.

Storage

Storage is the retention of encoded information over time, which can be short-term or long-term. Long-term storage involves consolidation processes that stabilize memories.

Retrieval

Retrieval is the process of accessing stored memories; successes depend on how well information was encoded and stored, as well as retrieval cues.

Types of Memory: Procedural, Episodic, Implicit, and Semantic

Lacey's ability to remember how to ride a bike and drive a car exemplifies procedural memory, which involves knowing how to perform skills. These habits are often unconscious and automatic. She does not remember the vocabulary test because that type of information is stored as semantic or explicit memory, which involves conscious recall—something that can be forgotten or not encoded properly (Tulving, 1972). Hence, procedural memory enables her to perform learned skills, whereas episodic or semantic memories require conscious effort to recall.

Serial Position Effect: Primacy and Recency

Ramone’s ability to remember only the last three singers illustrates the recency effect, which is the tendency to recall the most recent items best in a list. If he remembered an earlier singer because she resembled an old girlfriend, that would be an example of a memory triggered by similarity or association, often linked to episodic memory, where emotional or contextual cues influence recall.

Memory Processes: Primacy and Proactive Interference

Alexander’s mistake of dialing the old number exemplifies proactive interference, whereby older memories interfere with the recall of newer information. Remembering the number by chunking it into sections—area code, three-digit groups—is a mnemonic strategy called chunking, which enhances memory retention by organizing information into manageable units (Miller, 1956). Another example is recalling a new password by breaking it into parts.

Recall and Recognition in Testing

Multiple-choice exams primarily require recognition, where students identify familiar options. Recognition is usually easier than recall, which involves retrieving information without cues (Tulving, 1973). Higher-order exams—essays or short answers—demand students to generate their own responses, engaging deeper schema activation and critical thinking.

Flashbulb Memories and Personal Vividness

The vivid recollections of 9/11 details exemplify flashbulb memories—clear, detailed memories of emotionally intense events. Although I may not vividly remember 9/11, I recall Hurricane Rita with clarity—such as the moment we evacuated and the storm's impact—highlighting personal significance in vivid memory formation.

Classical Conditioning Components

In Pavlov’s experiment, the dog’s salivation to the bell is the conditioned response (d), triggered after pairing the bell with meat. The initial salivation to meat is an unconditioned response (c), a natural reaction. The meat itself is the unconditioned stimulus (a). The bell, once conditioned, becomes the conditioned stimulus (b).

Operant Conditioning: Reinforcement and Punishment

When the cat runs to the can opener’s sound because it predicts dinner, this is classical conditioning, not operant. However, in operant terms, the cat’s behavior is reinforced by the food, which is a form of reinforcement. For Johnny, scolding after bad grades is positive punishment—adding an undesirable stimulus to reduce behavior. Conversely, his parents removing chores acts as negative reinforcement by removing an unpleasant stimulus to encourage helpful behavior.

Extinction and Generalization

Extinction refers to the diminishing of a conditioned response when the conditioned stimulus is presented without the unconditioned stimulus over time. An example in daily life is when a person no longer reacts to a smoke alarm if it repeatedly goes off without fire, due to extinction. Generalization, seen in Little Albert’s case, involves responding to stimuli similar to the conditioned stimulus, such as fearing a furry stuffed animal after fearing a white rat. This broadening of response demonstrates how fears can extend beyond the original trigger.

Classical Conditioning in Daily Life

Many daily experiences involve classical conditioning, including drug addiction (where cues trigger craving), taste aversions after food poisoning, phobias, and rewards. Rewards and punishments relate to operant conditioning, being separate from classical conditioning. I eliminated “rewards and punishments” as they involve a different learning process, not classical Pavlovian conditioning.

Operant Conditioning: Reinforcement and Punishment

Johnny’s scolding after poor grades is a positive punishment because an undesirable stimulus is added to decrease the behavior. Removal of chores as a reward for helping grandma is negative reinforcement, as it removes an unpleasant stimulus to increase helpful behavior. Reinforcement aims to increase behaviors, while punishment seeks to decrease them.

Self-Reflection on Sleep and Learned Concepts

From my sleep log and class discussions, I learned that I am more of a night owl, with peak alertness in the evening. Sleep deprivation significantly affects my concentration, memory, and mood, highlighting the importance of consistent sleep hygiene. Dreams often reflect my recent experiences and emotional states, especially during REM sleep, which consolidates memories and learning. I recognize the importance of understanding sleep cycles and altered states of consciousness for overall health and cognitive functioning, emphasizing that sleep is integral to memory encoding and learning efficiency.