IIE 269: Cognitive Psychology
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1 IIE 269: Cognitive Psychology Greg Francis, PhD gfrancis/classes/iie269/index.html Study Guide for Exam 1 Exam Date: 14 July 2008 The exam will include 25 multiple choice questions worth 2 points each, and 5 short answer questions worth 10 points each. Total points on the exam is 100. This exam makes up 25% of your class grade. Make sure you understand the following topics. Basically, for each of the topics listed below, you should be able to think of a corresponding question and be able to write a paragraph or so in answer to that question. The exact nature of the question is what I think up for the exam, but if you understand all of the following topics well, then you should be able to answer a variety of questions on the topics. Lecture 2 1. Know what is meant by contralateral processing in the brain. 2. Understand the general properties and significance of split brain studies. Be able to describe how a patient with a split brain would react to the situation described in class. 3. Be able to explain the expected results of the CogLab brain asymmetry experiment, if it was really able to identify brain side differences. 4. Know the major lobes of the cortex: occipital, parietal, temporal, frontal. Know how each is related to cognition. 5. Know what Broadman s areas are (in general, you do not need to know about specific areas). Lecture 3 1. Be able to describe, in general terms, the technology involved in various brain scanning techniques: EEG, MRI, PET, functional MRI. Be able to describe what each technique measures (e.g., radioactivity, electrical signals, BOLD). 2. Be able to describe the advantages and disadvantages of each brain scanning technique. (e.g., temporal resolution, spatial resolution) 3. Be able to explain some of the limitations and misconceptions about brain scanning technology. Lecture 4 1. Be able to describe how a difference map is made for a brain scan. Be able to explain why the difference map is important for identifying the function of brain areas.
2 2. Be able to comment on the ability and limitations of the current brain scanning technology with regard to reading minds. 3. Be able to describe some of the problems and limitations of the brain scanning techniques. Lecture 5 1. Know the basic anatomy of a neuron: dendrite, soma, axon, myelin sheath. Know the role of each part in the neuron s purpose. 2. Be able to describe the properties of an action potential. 3. Be able to explain the difference between excitatory and inhibitory inputs to a neuron. Know how the different types of input affect the likelihood of the neuron having an action potential. 4. Be able to describe a synapse: axon, dendrites, synaptic cleft, neurotransmitters, receptors. Be able to explain what happens when an action potential comes to the end of an axon. 5. Be able to explain what happens to a cell membrane when a neurotransmitter and receptor bind together. 6. Understand how a receptor neurotransmitter pair are linked by molecular shape(s). 7. Understand how the neurotransmitter dopamine is related to brain diseases like Tourette s syndrome and Parkinson s disease. Understand, in general, how drugs like Haldol and L-DOPA help treat these diseases by affecting dopamine. 8. Be able to explain what Prozac does to the brain at the neurotransmitter level. 9. Know how LSD, curare, cocaine and morphine affect certain neurotransmitters. For curare, cocaine, and morphine be able to explain why this affects behavior like it does. Lecture 6 1. Know the definition of a receptive field. 2. Be able to explain the figure describing the receptive fields of some neurons in monkeys that were responsive to monkey faces in profile. 3. Be able to explain the properties of on-center, off-surround receptive fields of neurons found near the retina of the eye. 4. Be able to describe an experiment that would demonstrate the presence of an inhibitory surround for the on-center, off-surround cells. 5. Understand what kinds of spatial patterns of light will produce a good response for an on-center, off-surround cell. 6. Understand, in general, the receptive field of simple cells. Understand what kinds of spatial patterns of light will produce a good response for a simple cell.
3 7. Understand, in general, how more complex receptive fields are built up from less complex receptive fields. Understand what this suggests about recognizing your grandmother. 8. Be able to argue against the idea that there is a single cell that exclusively responds to the presence of your grandmother s face. Lecture 7 1. Be able to explain the resonance hypothesis. What does it mean in terms of the relationship between neural behavior and cognition? 2. Understand the terms: activation, connection weight, update. 3. Understand the update rule for the network we discussed in class. You do not have to memorize the mathematical equation, but be able to describe the basic mechanisms of the rule. 4. Understand how a network can have error correction capabilities. 5. Understand how a network can tolerate the loss of some cells. 6. Understand how feedback in the network is related to expectation. Lecture 8 1. Understand how learning in a neural network corresponds to changing connection weights. 2. Understand the concept behind Hebb s rule for learning. 3. By able to explain how a network that learns can remember things it has previously experienced. 4. Understand why this type of learning might be important for things like eye-hand coordination. 5. Understand how some aspects of virtual reality may demonstrate this type of learning. Lecture 9 1. Be able to explain why the inability of on-center, off-surround neurons to respond to homogeneous fields of light means our percepts of brightness are based on edges. 2. Be able to explain how the center-surround cells behave in the brightness contrast illusion. 3. Be able to explain how the center-surround cells behave in the Hermann grid illusion. 4. Understand the role of filling-in in illusions like neon-color spreading, the Craik- O Brien-Cornsweet effect, and the disappearing pink circle. 5. Be able to describe the color-competition circuit that produces color afterimages. 6. Be able to predict what color of afterimage you would see after looking at certain colors (e.g., red, blue, green, black).
4 7. Be able to explain why we see color afterimages. 8. Be able to describe the orientation-competition circuit that produces oriented afterimages. Lecture Understand why the critical flicker frequency (CFF) is important for the design of computer monitors and lights. Understand how the CFF is measured. 2. Understand why we said at least one-third of the time the computer screen is dark. Understand why the percept is quite different. 3. Understand how network interactions can lead to persisting responses. Understand, in general, how after responses can reset persisting responses. 4. Be able to describe the metacontrast masking CogLab experiment and its expected results. 5. Be able to explain (in general terms) how the mask interacts with persisting traces of the target signal so that stronger masking occurs as the target is delayed. Lecture Be able to explain how a Reichardt motion detector works. 2. Know what is meant by apparent motion and how it differs from real motion. 3. Understand the prediction of Korte s laws of apparent motion. 4. Be able to explain how movies are based on apparent motion. Explain why movies show only one frame at a time. 5. Understand the aperture problem. Know why each cell can face an aperture problem. 6. Understand how the barber-pole illusion is an example of people seeing motion in one of many possible ways. Lecture Understand how attention is related to information processing and processing resources. Be able to explain how not processing information is the same as ignoring it, in some contexts. 2. Be able to describe one of the demos in class (magic trick, basketball video, flashing images) and explain how it tells us something about attention. 3. Be able to explain how attention is helpful in some situations. For example, how does attention help in the masking experiment we discussed in class? Lecture Be able to describe the CogLab attentional blink experiment, the expected data, and the conclusions.
5 2. Understand how attentional blink is related to information processing and processing resources. 3. Be able to describe the CogLab visual search experiment, the expected data, and the conclusions. Be able to discuss what pattern of results indicates the use of attention. What varies as the number of distracters is increased? 4. Be able to explain the results of a visual search experiment in terms of feature maps. 5. Understand the idea of automaticity. 6. Understand the Stroop task and the basic explanation.
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