Quiz
Final Chapter 9
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Fragen in diesem Quiz (134)
1the active maintenance and manipulation of short term (temporary) memory
- Avisuospastial sketchpad
- Bphonological loop
- Cworking memory
- Dcentral executive
2the manipulation/application of working memory for planning, task switching, attention, stimulus selection and the inhibition of inappropriate reflexive behaviors
- Aworking memory
- Bcentral executive
- Ccognitive control
3Memory consists of three multiple stores, what are they?
- Acentral executive, phonological loop, visuospatial sketchpad
- Bsensory memory, short-term memory, long-term memory
- Cprefrontal cortex (PFC), dorsolateral prefrontal cortex (DLPFC), ventrolateral prefrontal cortex (VLPFC)
4brief transient sensations of what has just been perceived when someone sees, hears or tastes something
- Asensory memory
- Bvisuospatial skethpad
- Cshort-term memory
5info automatically and rapidly decays in sensory memory
- ARichtig
- BFalsch
6there is a form of sensory memory for each sensory modality (touch, smell etc)
- ARichtig
- BFalsch
7A temporary memory that is maintained through active rehearsal
- Acentral executive
- Bshort-term memory
- Csensory memory
8the ability to hold info in the STM is limited in several ways, what are they
- ALimited in attention
- Blimited in capacity
- Climited by type of info
- Dlimited by encoding
9George miller's claim about magic number 7 plus or minus 2 is an example of what limit in the STM?
- Alimited in capacity
- Blimited in attention
- Climited by encoding
10when plenty of things distract you and interrupt rehearsal of items, the is what type of limitation in STM?
- Alimited in capacity
- Blimited in attention
- Climited by encoding
11Miller argued that recoding was key to optimizing amount of info to be maintained in LTM e.g. chunking number. this is an example of what type of STM limitation?
- Alimited in capacity
- Blimited in attention
- Climited by encoding
12memory can be retained for long periods, possibly permanently, without requiring ongoing maintenance or conscious attention
- Acentral executive
- Blong-term memory
- Cworking memory
13episodic and semantic memory are part of STM
- ARichtig
- BFalsch
14episodic and semantic memory are part of LTM
- ARichtig
- BFalsch
15nonpermanent memories that lasts seconds or minutes.
- Atransient memories
- BSTM
- Csemantic memory
16The Atkinson-Shiffrin Model of Memory describes two types of transient memories
- Asensory memory
- BSTM
- Cvisuospatial sketchpad
- Dphonological loop
17This is a part of sensory memory. It is the initial temporary storage for info perceived by the visual system
- Avisual sensory memory
- Bvisuospatial memory
18The component of Baddeley's model of working memory that holds visual and spatial images for manipulation
- Aphonological loop
- Bvisuospatial sketchpad
- Cvisual sensory memory
19An auditory memory maintained by internal (subvocal) speech rehearsal e.g. like a tape playing song on repeat. It's component of Baddeley's model of working memory
- Avisuospatial sketchpad
- Bphonological loop
- Ccentral executive
- Dworking memory
20stores object and location material in working memory
- Avisuospatial sketchpad
- Bphonological loop
21stores verbal material
- Aphonological loop
- Bvisuospatial sketchpad
22without rehearsal you retain only _____ seconds worth of info in phonological loop memory, which is enough time to remember 5-7 items, thus slow speakers with normal IQ suck at STM verbal memory tasks
- A1
- B2
- C7
- D0.5
23A component of Baddeley's model of working memory that monitors and manipulates the two working memory buffers
- Avisuospatial sketchpad
- Bphonological loop
- Ccentral executive
24this managers the work that takes place in STM and the traffic of info back and forth between LTM and STM
- AWorking memory
- BCentral executive
- CVisuospatial sketchpad
- DPhonological loop
25Central executive is the most complex/important and LEAST understood component of working memory
- ARichtig
- BFalsch
26Manipulations of the Central executive include
- Aadding/removing items
- Breordering items
- Cusing working memory to guide other behaviors
- Dstores verbal material
27the tendency of a person to remember fewer words from a list as the length of words increase is called_____________________
- Avisual sensory memory
- Bword-length effect
- Ccognitive control
28a neuropsychological test of "set-shifting", i.e. the ability to display flexibility in the face of changing schedules of reinforcement. A number of stimulus cards are presented to the participant. The participant is told to match the cards, but not how to match; however, he or she is told whether a particular match is right or wrong.
- AN-back task
- BSelf-ordered task
- CWisconsin Card Sort Test
29Patients with frontal lobe damage that were asked to perform Wisconsin Card Sort Test they had no trouble learning the initial rule e.g. sort by color, but sucked at learning new rule
- ARichtig
- BFalsch
30Match the job of the Central executive with the task used to explore these behaviors:
Controlled updating of STM- AWisconsin Card Sorting Test
- Bself-ordered search
- CStroop Task
- DN-back task
31Match the job of the Central executive with the task used to explore these behaviors:
Setting goals and planning- Aself-ordered search
- BTower of Hanoi
- CWisconsin Card Sorting Test
- DN-back task
32Match the job of the Central executive with the task used to explore these behaviors:
Task switching- ATower of Hanoi
- BStroop Task
- CWisconsin Card Sorting Test
- DN-back task
33Match the job of the Central executive with the task used to explore these behaviors:
Stimulus attention and response inhibition- AStroop Task
- BWisconsin Card Sorting Test
- CTower of Hanoi
- Dself-ordered search
34A test examining task-switching behavior. original rule is to sort card by color, now rule switches to sort cards by shape- it requires learning a rule & keeping it in mind while sorting, also to change rule and keep track of new rule without confusing it with old rule.
- AN-back task
- BTower of Hanoi
- CWisconsin Card Sorting Test
35Stroop Task is an example of which behavior governed by the central executive?
- A• Controlled updating of STM-
- B• Setting goals and planning
- CTask switching
- D• Stimulus attention and response inhibition
36Intelligence has less to do with ________, and more to do with _____________________
- Abrain; executive control of working memory
- Bexecutive control of working memory ; brain
37a test of visual memory in which a subject must indicate which of two novel objects is not the same as one that was recently seen e.g. monkey with red and blue rings in cage experiment
- AWisconsin Card Sorting Test
- BDelayed nonmatch –to-sample task (DNMS)
- CStroop test
38N-back task examines which behavior that is governed by the central executive
- AControlled updating of STM
- BSetting goals and planning
- CTask switching
- DStimulus attention and response inhibition
39General intelligence is associated with a strong ___________especially the control and manipulation of large numbers of rules, concepts, goals, and ideas
- AShort-term memory
- BWorking memory
- CLong-term memory
40General intelligence is associated with a strong ___________especially the control and manipulation of large numbers of rules, concepts, goals, and ideas
- AShort-term memory
- BWorking memory
- CLong-term memory
41Working memory and intelligence depends on verbal intelligence
- ARichtig
- BFalsch
42Working memory and intelligence does NOT depend on verbal intelligence
- ARichtig
- BFalsch
43Being able to juggle many rules in one’s head is correlated with scoring high on non-verbal tests of intelligence
- ARichtig
- BFalsch
44the front most (anterior) part of the frontal lobe cortex, essential for working memory and executive control
- APrefrontal Cortex
- BHippocampus
- CBasal ganglia
45Planning, foresight and decision making associated with PFC
- ARichtig
- BFalsch
46PFC occupies 1/2 of cerebral cortex in humans (smaller for animals)
- ARichtig
- BFalsch
47PFC occupies 1/3 of cerebral cortex in humans (smaller for animals)
- ARichtig
- BFalsch
48there is a link between _______ and intelligence. Damage to this region impairs higher intellectual abilities
- APFC
- Bfrontal lobe
- CBasal Ganglia
- DHippocampus
49a disrupted ability to think and plan e.g. Penfield’s sister the chef and Elliot the accountant examples.
- Aperserveration
- Bretrograde amnesia
- Cantterograde amnesia
- Ddysexecutive syndrome
50People with _____________ experience a loss of ability to plan and organize AND behave like there’s an absence of a cognitive-control system (no longer guided by long-term goals or task specific restraints), instead they are ruled by their reflexive and automatic impulses
- Aperserveration
- Bretrograde amnesia
- Cantterograde amnesia
- Ddysexecutive syndrome
51People with frontal lobe damage suck at central executive tasks including N-back task, self-ordered task, digit-span task, impairment in STM for colors, shapes and object location, Tower of Hanoi.
- ARichtig
- BFalsch
52 In his studies of iconic memory, George Sperling found that participants could remember more items from an array if:
- Athere was a one-minute delay between presentation of the array and recall
- Ba tone was played at the very start of each trial to catch their attention
- Cafter the array disappeared, a tone was played to indicate which row to recall
- Dthey were instructed to recall all of the items, rather than just a specific row
53The phonological loop can retain information for about how many seconds?
- A0.5
- B2
- C10
- D60
54Which component of working memory would be responsible for remembering the location of objects
- Athe visuo-spatial sketch pad
- Bthe phonological loop
55Suppose a young man is dating two different women. Which part of his working memory would be responsible for keeping track of when and where he has dates with each of them?
- A phonological loop
- Bthe visuo-spatial sketchpad
- Cthe iconic memory
- Dthe central executive
56Tina needs to stop at the store on her way to work one day. To go to the store, she has to remember to turn right out of her driveway, instead of turning left like she normally would when she goes straight to work. The task her central executive is MOST concerned with in this example is:
- Acontrolled updating of short-term memory buffers
- B setting goals
- Ctask switching
- Dresponse inhibition
57Which part of the brain seems to be critical for working memory and executive control?
- Acerebellum
- Bthalamus
- Cprefrontal cortex
- Dhippocampus
58Which of the following is NOT a problem for patients with frontal-lobe damage?
- Athe N-back task
- Ba digit-span task
- Cplanning and organizing
- Dskill learning
59Which of the following is NOT a problem for patients with frontal-lobe damage?
- Athe N-back task
- Ba digit-span task
- Cplanning and organizing
- Dskill learning
60The dorsolateral prefrontal cortex seems to be involved in the functions of which component of working memory?
- Athe central executive
- Bthe phonological loop
- Cthe visuo-spatial sketchpad
- Dtransient memory
61Which part of the brain seems to be involved in encoding and retrieval?
- Aorbital prefrontal cortex
- Bmedial prefrontal cortex
- Cventrolateral prefrontal cortex
- D dorsolateral prefrontal cortex
62Which of the following tasks would activate the left-anterior ventrolateral prefrontal cortex?
- Adeciding whether two words sound the same
- Brehearsing nonsense words
- Clistening to backwards speech
- Ddeciding whether two words have the same meaning
63In people with schizophrenia, the dorsolateral prefrontal cortex is_____ and the ventrolateral prefrontal cortex is _____.
- Anormal; dysfunctional
- Bdysfunctional; norma
64People with ADHD may have deficits in the _____, which is the region associated with _____.
- Aright-prefrontal cortex; spatial attention and working memory
- Bleft-prefrontal cortex; spatial attention and working memory
- Aright-prefrontal cortex; spatial attention and working memory
65Chapter 12: Working memory develops _____ and decays _____ than other memory systems
- Alater; earlier
- Bearlier; later
66Chapter 12: A person with _____ would perform best on tests of learning and memory
- Atwo copies of the Met allele
- Btwo copies of the Val allele
- Cone copy of the Met allele
- Done copy of the Val allele
67 chapter 12: neurogenesis is relatively uniform throughout the brain
- ARichtig
- BFalsch
68chapter 12: synaptogenesis continues throughout the lifespan
- ARichtig
- BFalsch
69synaptogenesis is a very slow process
- ARichtig
- BFalsch
70chapter 12: nearly all of the neurons die during apoptosis in childhood
- ARichtig
- BFalsch
71chapter 12: In old age:
- A neurons in the hippocampus are lost
- Bneurogenesis no longer occurs
- CLTP may become unstable
- Dneurons in the cerebellum are not lost
- A neurons in the hippocampus are lost
72chapter 12: In Alzheimer's disease:
- Aepisodic memory starts to decline before other types of memory
- Bpatients cannot learn new skills
- Cthe cortex shows signs of damage before other brain regions do
- Dthe cerebellum shows signs of damage before other brain regions do
73skills cannot be verbalized, they nondeclarative/ procedural learning
- ARichtig
- BFalsch
74New skills can be learned through 3 of the following:
- Aobservation
- Bpractice
- Coperant conditioning
- Dclassical conditioning
75two types of skills:
- APerceptual-motor skills
- BCognitive skill
- Cexpert skill
- Dtalent skill
76learned movement patterns guided by sensory inputs e.g. athletes, musicians or mundane skill s (opening door, clicking finger, dancing)
great difficulty verbalizing this skill. This is an example of which skill?- APerceptual-motor skills-
- BCognitive skill-
77a skill that requires problem solving or the application of strategy e.g. playing cards to taking standardized tests
- APerceptual-motor skills
- BCognitive skill
78closed and open skills falls under which type of skill?
- APerceptual-motor skills-
- BCognitive skill-
79hanoi puzzle is one way to test which skill?
- APerceptual-motor skills-
- BCognitive skill-
80solving this puzzle gets better with practice, NOT because you are getting better at moving the disk, BUT because you are learning new strategies to move the disks (problem solving, reasoning)
- An-BACK TASK
- BTower of Hanoi
- CWisconsin Card Sorting task
81-a skill that involves performing predefined movements that, ideally, never vary e.g. ballet dancers, gymnasts, divers, dogs play dead
- A• Closed skill
- B• Open skills
82-a skill that involves performing predefined movements that, ideally, never vary e.g. ballet dancers, gymnasts, divers, dogs play dead
- A• Closed skill
- B• Open skills
83- a skill in which movements are made on the basis of predictions about changing demands of the environment e.g. salsa and swing dancing, soccer, basketball, dogs catch Frisbee
- A• Closed skill
- B• Open skills
84• Tricks dolphins learn____________ however recalling and repeating previous action is _______________
- Aopen perceptual motor skills, cognitive skill
- Bcognitive skill, closed perceptual motor skills
- Cclosed perceptual motor skills, cognitive skill
- Dcognitive skill, open perceptual motor skills
85a person’s genetically endowed ability to perform a skill better than most
- Atalent
- Bexpert
86- a person who performs a skill better than most
- Atalent
- Bexpert
87- a person who performs a skill better than most
- Atalent
- Bexpert
88- a person who performs a skill better than most
- Atalent
- Bexpert
89Some argue that a minimum of _________hour of practice is required to become an expert at a skill
- A1,000
- B10,000
- C15,000
- D21,000
90Others argue that mastery of skill at an early age is a predictor of those who will experts
- ARichtig
- BFalsch
91Study found: ____chess players scan small number of locations on board vs _____ chess players scanning large number of locations on board
- Aamateur; expert
- Bexpert; amateur
92Simply repetition is not the best practice alone, what else helps practice?
- APower Law of learning
- BKnowledge of results
93feedback about performance is critical to the effectiveness of practice and improves skill
- AKnowledge of results
- BPower Law of learning
94learning occurs quickly at first and then slow e.g. typing skills in the first year improves 3x but the following year increase a little; this is called
- AKnowledge of results
- BPower Law of learning
95- a law stating that the degree to which a practice trial improves performance diminishes after a certain point, so that additional trials are needed to further improve the skill; learning occurs quickly at first and then slow
- AKnowledge of results
- B Power Law of learning-
96It is possible to overcome the Power Law of Learning through observational learning (additional source of feedback) e.g. the kicking participant formed memories of the observed performance techniques and used it to improve his own performance
- ARichtig
- BFalsch
97-concentrated, continuous practice of a skill
• Generally produces better performance in the short term- AMassed practice
- BSpaced Practice
- CExplicit Learning
- DImplicit Learning
98-concentrated, continuous practice of a skill
• Generally produces better performance in the short term- AMassed practice
- BSpaced Practice
- CExplicit Learning
- DImplicit Learning
99- practice of a skill that is spread out over several sessions
• Leads to better retention in the long run- A Massed practice-
- B Spaced Practice
- C Explicit Learning
- D Implicit Learning
100practice involving a constrained set of materials and skills
- A Massed practice
- B Spaced Practice
- C Constant Practice
- D VariablePractice
101practice involving a constrained set of materials and skills
- A Massed practice
- B Spaced Practice
- C Constant Practice
- D VariablePractice
102practice involving the performance of skills in a wide variety of contexts
- A Massed Practice
- B Spaced Practice
- C Constant Practice
- D Variable Practice
103A learning process that includes the ability to verbalize about the actions or events being learned
- A Explicit Learning
- B Implicit Learning
104Learning that occurs without the learner’s awareness of improvements in performance or, in the case of people with amnesia, awareness that practice has occurred
• Anterograde amnesiacs can learn new skills but don’t recall that they have- A Explicit Learning
- B Implicit Learning
105Serial Reaction Time Task- an experimental task that requires individuals to press keys in specific sequences on the basis of cues provided by a computer
• Participants usually learn the sequences without knowing that they learned them; this is task is used to study learning- Aexplicit
- Bimplicit
106Generally better at retaining perpetual-motor skills than cognitive skills BUT nonuse of such skill can lead to gradual deterioration e.g. YOU CAN FORGET HOW TO RIDE A BIKE
- ARichtig
- BFalsch
107loss of skill because of non-useif you don’t use it; you lose it!!
- AKnowledge of results
- BSkill Decay
- CPower Law of learning
108The restricted applicability of learned skills to specific situations
- Amotor programs
- BTransfer appropriate processing
- CTransfer specificity
109Transfer specificity is closely related to transfer appropriate processing this led to Identical elements theory-
- ARichtig
- BFalsch
110Thorndike’s proposal that learned abilities transfer to novel situations to an extent that depends on the number of elements in the new situation that are identical to those in the situation in which the skills were encoded
- AKnowledge of results-
- BPower Law of learning
- CIdentical elements theory
- Dmotor programs
111a sequence of movements that an organism can perform automatically (with minimal attention)
- Aexpert
- Btalent
- CPerceptual-motor skills
- DMotor program
112To stabilize skill memory, convert them from memory events and facts into memories for PREDEFINED SEQUENCES of action called
- Aperceptual-motor skills
- Bmotor programs/ habits
- Creflex
113Fitts model of skill learning occurs in the following stages:
- ACognitive stage
- BExplicit Stage
- CAssociative Stage
- DAutonomous Stage
114in this stage an individual must exert some effort to encode the skill on the basis of information gained through observation, instruction, and trial and error
• Characteristic: performance is based on verbalized rules
• Example: using written instructions to set up a tent OR learning to play cricket, keep remembering the rules to avoid breaking them- ACognitive stage
- BAssociative Stage
- CAutonomous Stage-
115in this stage, learners begin using stereotyped actions when performing a skill and rely less on actively recalled memories of rules...brain has encoded specific combinations and is recalling them as directed...what began as a process of understanding/ following verbalized rules has become a process of remembering/ reenacting previously performed actions
• Characteristic: actions become a stereotype
• Example: setting up a tent in a fixed sequence, without instructions OR no longer need to think about game controller combinations your hands just do what needs to happen if you want to advocate- ACognitive Stage-
- BAssociative Stage-
- CAutonomous Stage-
116- In this stage, a skill or subcomponents of the skill become motor programsat this stage impossible to verbalize skill in fact thinking too much about the skill while doing it can impair performance aka “choking under pressure”
• Characteristic: movements seem automatic
• Example: setting up a tent in a fixed sequence, while carrying out a discussion about politics OR juggling while talking with a friend- ACognitive Stage
- BAssociative Stage
- CAutonomous Stage
1173 brain regions involved in SKILL MEMORY
- AMedial Temporal Lobe MTL
- BBasal Ganglia
- CCerebral Cortex
- DPrefrontal Cortex
- ECerebellum
118What kind of LEARNING is IMPAIRED after the LESIONS in the HIPPOCAMPUS? What was SPARED?
Example can be seen in experiments of radial arm maze and Morris water maze- ARadial Maze Research: Rats with hippocampal damage continuously revisit arms with no food
- BRadial Maze Research: Rats with hippocampal damage did not revisit arms with no food
- CMorris Water Maze Research: Rats with hippocampal damage have severe difficulty learning this task of swimming to platform when hidden under water
- DMorris Water Maze Research: Rats with hippocampal damage had no difficulty learning this task of swimming to platform when hidden under water
- ARadial Maze Research: Rats with hippocampal damage continuously revisit arms with no food
119What kind of LEARNING is IMPAIRED after the LESIONS in the HIPPOCAMPUS? What was SPARED?
Example can be seen in experiments of radial arm maze and Morris water maze- ARadial Maze Research: (study that illuminates certain arms of radial maze)-only arms with illumination have food, showed that rats with hippocampal damage CAN learn to associate light with food, thus quickly avoid searching in arms with no light.
- BRadial Maze Research: (study that illuminates certain arms of radial maze)-only arms with illumination have food, showed that rats with hippocampal damage COULD NOT learn to associate light with food, thus quickly avoid searching in arms with no light.
- CMorris Water Maze Research:Rats showed problem learning even when the platform is visible. If platform is moved they do not swim to platforms new location
- DMorris Water Maze Research:Rats showed no problem learning if the platform is visible. If platform is moved they swim directly to platforms new location (with no trouble).
- ARadial Maze Research: (study that illuminates certain arms of radial maze)-only arms with illumination have food, showed that rats with hippocampal damage CAN learn to associate light with food, thus quickly avoid searching in arms with no light.
120Rat with basal ganglia damage DO NOT show any trouble navigating the radial arm maze thus DAMAGE TO THE BASAL GANGLIA DOESN'T disrupt memories of past events or stops them from performing skill of finding food in maze.
- ARichtig
- BFalsch
121Another study that illuminates certain arms of radial maze (only arms with illumination have food), showed that rats with basal ganglia damage SHOW TROUBLE performing this task (they search for food in non-illuminated arms), such damage prevents them from learning perceptual motor skill of avoiding dark arms and entering illuminated arms
- ARichtig
- BFalsch
122basal ganglia involved in both cognitive skills and perceptual-motor skills
- ARichtig
- BFalsch
123List two kinds of changes observed in the cerebral cortex as the results of skill learning.
- AThere is a change (DECREASE) in the amount of cortical gray matter.
- BThere is a change (INCREASE) in the amount of cortical gray matter.
- CThere is a change in the regions of cerebral cortex involved in performing a particular skill; area SHRINKS as blood flow is DECREASED to the particular region
- DThere is a change in the regions of cerebral cortex involved in performing a particular skill; area EXPANDS as blood flow is INCREASEDto the particular region
124List two tasks that the damage in the cerebellum impairs gravely. Explain each of these tasks.
- ADamage to the cerebellum can make it DIFFICULT for the individual to LEARN MOVEMENT SEQUENCES THAT REQUIRE PRECISE TIMING; one CAN LEARN NEW dance moves, but have trouble learning to synchronize those moves to musical rhythms.
- BAlso individual with damage to cerebellum will take TWICE as long to learn MIRROR TRACING TASK
- CAlso individual with damage to cerebellum will take TWICE as long to learn mirror READING task
125The basal ganglia:
- Aare especially important for performing skills that require precise timing
- Bare active when people learn cognitive skills
- C send most of their output to the spinal cord
- Dare mainly involved in controlling complex actions
126Which of the following is true regarding the cerebral cortex?
- Aanimals without much cerebral cortex cannot learn perceptual-motor tasks
- Bpracticing a perceptual-motor skill leads to increased cortical activity
- Cpracticing a skill leads to a decrease in the amount of cortical gray matter
- Dit is particularly important for tasks that involve tracking a target
127The cerebellum is:
- Aimportant for learning motions that involve precise timing
- Bonly present in a few species
- Cparticularly important for linking sensory events to motor responses
- Dinvolved in performing skills but not in learning them by watching others perform them
128Which part of the brain seems to be critical for working memory and executive control?
- Acerebellum
- Bthalamus
- Cprefrontal cortex
- Dhippocampus
129Which of the following is NOT a problem for patients with frontal-lobe damage?
- Athe N-back task
- Ba digit-span task
- Cplanning and organizing
- Dskill learning
130Which part of the brain seems to be involved in encoding and retrieval?
- Aorbital prefrontal cortex
- Bmedial prefrontal cortex
- Cventrolateral prefrontal cortex
- Ddorsolateral prefrontal cortex
131Which of the following tasks would activate the left-anterior ventrolateral prefrontal cortex?
- Adeciding whether two words sound the same
- Brehearsing nonsense words
- Clistening to backwards speech
- Ddeciding whether two words have the same MEANING
132Oliver was furious when he learned that his brother had stolen money from him. His heart rate and blood pressure increased, and he started to breathe more rapidly. According to the James-Lange theory of emotion:
- AOliver determined that his physiological changes were a result of the theft, and he labeled the changes as "anger"
- BOliver's physiological changes led him to consciously experience "anger"
133 The part of the brain that mediates learning about contextual information is the:
- Athalamus
- Bhippocampus
134The medial prefrontal cortex seems to be involved in:
- Ainterpreting the expression of emotion in other people
- Bsending incoming sensory information to the amygdala
- C stimulating the release of stress hormones
Informationen
- Beschreibung
- Quiz am Final Chapter 9 , erstellt von melikewela am 12/05/2014.
- Autor
- melikewela
- Sprache
- English
- Aufrufe
- 91
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