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The Impact of Sleep on Psychology and Cognitive Processes: Understanding Sleep & Learning , Study notes of Psychology

Drake UniversityPsychology
Prof. Nicole E. Taylor

The significance of sleep in psychology, discussing its various stages, effects on health, and sleep disorders. Additionally, it covers the role of sleep in learning and memory, as well as the theories of watson, pavlov, and skinner. This information is valuable for university students studying psychology, cognitive science, or neuroscience.

Typology: Study notes

2009/2010

Uploaded on 01/10/2010

paige-freidhof
paige-freidhof 🇺🇸

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PSYCHOLOGY TEST #2
SLEEP
Rhythm
oAnnual cycle – geese migrate, bears hibernate, & HUMANS experience seasonal variations in appetite,
sleep & mood
Seasonal affective disorder (SAD) – mood disorder caused by dark winter months
o28 day cycle – female menstrual cycle averages 28 days
o24 hr cycle – varying alertness (sleep), body temperature, & growth hormone secretion
o90 min cycle – go through various stages of sleep in 90 min cycles
Sleep stages
oAwake & alert – strong mental engagement; low amplitude, fast irregular BETA WAVES
oAwake but relaxed – eyes are closed, but awake; brain slows down. Slow regular ALPHA WAVES
(meditating person)
oSLEEP STAGES 1 & 2!
Brain enters high amplitude; slow, regular wave called, THETA WAVES (day dreaming)
oSLEEP STAGES 3 & 4!
Deepest sleep. Largest amplitude, slow DELTA WAVES
oSLEEP STAGE 5!
After reaching 4, sleep cycle starts moving back towards 1. Although still asleep, brain engages
in low amplitude, fast & regular BETA WAVES. REM sleep – rapid eye movement.
w/ each 90 min cycle, stage 4 decreases and length of REM sleep increases
Sleep & Health
oDisasters: Chernobyl, 3 mile island, Challenger, Bhopal, and Exxon Valdez all officially attributed to errors
in judgment induced by sleepiness or fatigue
Sleep Disorders
oDyssomnia
Insomnia: problem sleeping for at least a month; difficulty falling asleep
Hypersomnia: sleeping too much (1 month)
Narcolepsy: falling asleep during regular day activities
Sleep Apnea: difficulty breathing while sleeping
Circadian Rhythm: your daily rhythms not matching your sleep cycle (working nights)
oParasomnias
Nightmares: children; persistent bad dreams
Night Terrors: children; screaming from bad dreams and not remembering in the morning
Sleepwalking: getting up at night w/o memory in the morning
Sleep hygiene
oFixed bedtime and waking time
oAvoid caffeine, alcohol and spicy food
oUse bed just for sleeping and sex
oAvoid napping
oExercise regularly
Why do we dream?
oTo satisfy own wishes (Freud)
Benefits of sleep
oAlertness; increase of
concentration
oStrengthens memory
oBoosts mood
oModerates hunger and
obesity
oFortifies immune system
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PSYCHOLOGY TEST

SLEEP

 Rhythm o Annual cycle – geese migrate, bears hibernate, & HUMANS experience seasonal variations in appetite, sleep & mood  Seasonal affective disorder (SAD) – mood disorder caused by dark winter months o 28 day cycle – female menstrual cycle averages 28 days o 24 hr cycle – varying alertness (sleep), body temperature, & growth hormone secretion o 90 min cycle – go through various stages of sleep in 90 min cycles  Sleep stages

o Awake & alert – strong mental engagement; low amplitude, fast irregular BETA WAVES

o Awake but relaxed – eyes are closed, but awake; brain slows down. Slow regular ALPHA WAVES

(meditating person) o SLEEP STAGES 1 & 2!

 Brain enters high amplitude; slow, regular wave called, THETA WAVES (day dreaming)

o SLEEP STAGES 3 & 4!

 Deepest sleep. Largest amplitude, slow DELTA WAVES

o SLEEP STAGE 5!  After reaching 4, sleep cycle starts moving back towards 1. Although still asleep, brain engages

in low amplitude, fast & regular BETA WAVES. REM sleep – rapid eye movement.

w/ each 90 min cycle, stage 4 decreases and length of REM sleep increases  Sleep & Health o Disasters: Chernobyl, 3 mile island, Challenger, Bhopal, and Exxon Valdez all officially attributed to errors in judgment induced by sleepiness or fatigue  Sleep Disorders o Dyssomnia  Insomnia: problem sleeping for at least a month; difficulty falling asleep  Hypersomnia: sleeping too much (1 month)  Narcolepsy: falling asleep during regular day activities  Sleep Apnea: difficulty breathing while sleeping  Circadian Rhythm: your daily rhythms not matching your sleep cycle (working nights) o Parasomnias  Nightmares: children; persistent bad dreams  Night Terrors: children; screaming from bad dreams and not remembering in the morning  Sleepwalking: getting up at night w/o memory in the morning  Sleep hygiene o Fixed bedtime and waking time o Avoid caffeine, alcohol and spicy food o Use bed just for sleeping and sex o Avoid napping o Exercise regularly  Why do we dream? o To satisfy own wishes (Freud)  Benefits of sleep o Alertness; increase of concentration o Strengthens memory o Boosts mood o Moderates hunger and obesity o Fortifies immune system

o File away memories o Develop & preserve neural pathways o To make sense of neural static o To reflect cognitive development o Less risk of accidents o Increased productivity o Creativity  What do we dream? o Negative emotional content

  • 8 out of 10 o Failure dreams: commonly dream about failure, being attacked, pursued, rejected o Sexual dream: men—1 in 10; women – 1 in 30 o Dreams of gender: women dream of men &women equally; men dream more of men than women

LEARNING

 Is relatively permanent change in an organisms behavior due to experience Watson  Studied babies  Claims everything is learned  “Little Albert” experiment 1920 o Created fear of furry objects/animals by pairing a white rat with a loud noise after 7 pairings o No extinction process  Behaviorism  Used classical conditioning to develop advertising campaigns for a number of organizations including Maxwell House, making the “coffee break” and American tradition Pavlov  The condition reflex/ Salivation reflex  Classical conditioning o Before conditioning the “NEURAL STIMULUS” (the bell) does nothing o After conditioning the NS creates salivation rather than the meat (UNCONDITIONED STIMULUS) o Extinction – when a US (food) does not follow a CS (tone); CR (salivation) starts to decrease & at some point goes extinct  Spontaneous recovery – may occur if there is a pause in conditioning o Stimulus discrimination – learned by the ability to distinguish between a CS and other stimuli that do not signal a US Cognitive Processes  Early behaviorists believed learnt behavior of various animals could be reduced to mindless mechanisms  Later behaviorists suggested that animals learn predictability of a stimulus, thus learn expectancy or awareness  Pavlov & Watson believed laws of learning were similar between humans and animals o Later behaviorists suggested that learning was constrained by animals biology

 Fixed interval – related to amount of time  Ex. Payment every 2 weeks  Variable Ratio – averaging out to be a # but varies with every time  Ex. Slot machine  Variable interval – random amt of time but averages to a certain amount  Immediate Reinforcer – occurs closely to a behavior in time  Delayed Reinforcer – delayed in time for a certain behavior Punishment  Usually leads to negative affects o Unwanted fear o Conveys no information to the organism o Justifies pain to others o Unwanted behaviors appear o Aggression towards the agent o One unwanted behavior leads to another Motivation  Intrinsic Motivation – desire to perform a behavior for its own sake  Extrinsic Motivation – desire to perform a behavior due to promised rewards or threats of punishment o Skinner believed behaviors were shaped by external influences and not inner thoughts/ feelings. Critics argued that Skinner dehumanized people by neglecting free will Comparison of Classical & Operant conditioning chart Classical Conditioning Operant Conditioning Response Involuntary, automatic Voluntary, operates on environment Acquisition Associating events; CS announces US Associating response with a consequence Extinction CR decreases when CS is repeatedly presented alone Responding decreases when reinforcement stops Cognitive Processes Organisms develop expectation that CS signals the arrival of US Organisms develop expectation that a response will be reinforced or punished; they also exhibit latent learning, without reinforcement Biological Predispositions Natural predispositions constrain what stimuli and responses can easily be associated Organisms best learn behaviors similar to their natural behaviors; unnatural behaviors instinctively drift back toward natural ones Imitation Onset  Learning by observation comes early in life  Bandura’s Experiment o Bobo doll study (1961) indicated that children learn through imitating others who receive reward o In anti social models (family, TV, neighborhood) may have anti social effects o Positive observational learning – pro social models have pro social effects

 TV & observational learning – violent TV/ video games exposed to children create increased aggression

DRUGS

 Psychoactive drug: a chemical substance that alters perceptions & mood (effects consciousness) Dependence & Addiction  Continued use produces tolerance  W/ repeated exposure, more of the drug is needed to get same effects o Withdrawal – users may experience undesirable effects when they stop taking the drug IF addicted

o Dependence – absence of drug may lead to pain & cravings ( psychical dependence ) &negative

emotions ( psychological dependence )

o Addiction – a craving for a chemical substance despite adverse consequences (psychical & Psychological)  MISCONCEPTIONS

  1. Addictive drugs quickly corrupt
  2. Addiction cannot be overcome voluntarily
  3. Addiction is not different than repetitive pleasure seeking behaviors Depressants  Drugs that reduce neural activity and slow body functions o ALCOHOL  Increases aggressiveness; reduces self awareness; affects motor skills, judgment and memory  ½ of car accidents and murders are under the influence of alcohol  1/3 of drownings are under the influence of alcohol  Effects  Depression  Fatigue and lethargy  Decreased motivation  Sleep disturbance  Confusion  Impaired sexual function  Highest consumptions in Europe, Americas and western pacific  Abusive/dependence highest in Native American population in the US 5x more common  50-72% of all rapes are alcohol related  67% of women were intoxicated when unplanned pregnancy occurred  72% of all offenders in assault cases o BARBITURATES  TyDrugs that depress the activity of the CNS  Reduces anxiety, but impair memory & judgment  EX. Nembutal, Seconal and Amytal o Stimulates  Drugs that speed up body functions and excite neural activity  CAFFEINE & NICOTINE – increase heart and breathing rates & other autonomic functions to provide energy

 Retrieval Memory Effects  Next-in-line-effect – when recall is better for what other people say, but poor for a person just before you  Spacing effect – we retain information better when our rehearsal is distributed over time o Works best  Serial position effect – recall is better for 1st^ and last items, but poor for middle items on a list Mnemonics  Link method – forming a mental image  Chunking – organizing items into familiar units o Acronyms Types of Memories  Sensory Memory – the longer the delay, the greater the loss  Working Memory – “short-term” memory, limited capacity (7 +/- 2 ) and short duration (20 seconds) o Brown/ Peterson (1958/1959) measured duration by manipulating rehearsal  Long term Memory – unlimited capacity, stores from 1000 billion to 1,000,000 billion bits of information Stress, Hormones, & Memory  Heightened emotion (stress related/ other) make for longer memories; continued stress can disrupt memory  Explicit Memory – facts/experiences  Implicit Memory – learning an action and the individual does not know or declare what she knows Measures of Memory  Recognition – has to identify an item amongst others  Recall – must retrieve information using effort  Relearning – shows how much time/effort is saved when learning material a 2nd^ time Retrieval Cues

Types of Long

Term Memories

Explicit (declarative) w/ conscious recall Processed in hippocampus facts/general knowledge personally experienced events Implicit (procedural) w/o conscious recall Processed, in part, by cerebellum skills - motor and cognitive classical and operant conditioning effects

 Memories are held in storage by a web of associations; associations are like anchors that help retrieve  Priming – activating one of the strands leading to a specific memory Context Effects  Scuba divers recalled more words underwater if they were taught the list underwater and more on land if learned on land Moods & Memory  Tendency to recall experiences that are consistent with one’s current mood. Emotions/moods are retrieval cues. Déjà vu  Cues from the current situation may unconsciously trigger retrieval of an earlier similar experience Memory Problems  Encoding Failure – we cannot remember what we did not encode  Storage Decay – poor durability of stored memories leads to their decay. Ebbinghaus showed this w/ his forgetting curve  Retrieval Phenomenon – tip of the tongue (TOT) is a retrieval failure phenomenon