Ch 5.3-5.4 Flashcards
developenta psychology
study of how humans develop physically, cognitively and socially thruout their lifetime
at conception
F and M gametes fuse to form a zygote- a single cells with the entire genetic complement ( 46 chromosomes) necessary for developing into human being
placenta purpose
transfers nutrients and oxy to developing fetus and transports waste and carbon dioxide away from fetus, acts as a barrier, protecting the fetus from most harmful substances but some substances can still cross the barrier inclding alcohol which has shown to have negative impact on neuro dev.t
reflexes
automatic survivors
useful for survival
primitive because the originate in CNS and are exhibited by all normal infants
7 reflexes exhibited by all normal infants
moro ( startle) rooting sucking babinski tonic neck palmar grasp walking/ stepping
moro reflex
in response to loud sound or sudden movement, infant will startle; baby throws back its head and extends its arms and legs , cries, then pulls the arms and legs back in
moro duration and start
present at birth
lasts 6 months
rooting
response to touching or stroking one of baby cheeks, baby will turn its head in direction of stroke and open its mouth to root for a nipple
sucking
linked with rooting reflex
in response to anything touching roof of babyès mouth, it will begin to suck
babinski
in response to sole of foot being stroked , baby big toe moves upward or toward the top of the foot and other toes fan out
tonic neck
in response to head being turned to one side, bay will stretch out arm on same side and opposide arm bends up at the elbow
reflex lasts 6-7 months
palmar grasp
in response to stroking the baby palm, baby hand will grasp, reflex lasts for a few months
walking
in response to soles of baby feet touching flat surface, attempt to walk by placing one foot in front of the other
reflex dissapears at around 6 weeks and reappears at around 8-12 months when baby learns to walk
baby preferences for sounds
that facilitate social responsiveness
turn heads to human voices
can distinguish motherès voice and smell
baby pref for sights
that facilitate social responsiveness
gave longer at images that resemble faces
reflexive movements
primitive, involuntary movements that serve to prime neuromuscular system and form the basis for the more sophisticated mvmt to come
ex of reflex mv
palmar grasp reflex primes the nervous system for more controlled grasping learned at later stages
reflex duration
reflexes and learnig to inhibit reflexes occurs during the 1st year of a childès life and overlaps with the stage in which rudimentary movements are learned
rudimentary mvmts
1st voluntary mvmt performed by a child
form foundation on which fund l mvmts are built and is primarily dictated by genetics ( more less pre programmed ) mvmts
rud mv ex
includes rolling, sitting, crawling, standing and walking
rud mv duration
occur in predictable stages from birth to age 2
fund .l mvmt
child is learning to manipulate his or her body thru actions
highly influenced by environment more than rud mv
children are typically in school at this stage, physical activity and games are necessary for proper motor dev.t
mvmts initially start out uncoord d and poorly controlled, but as the child advances in age, mvmts become more refined, coordinated, efficient
fund mvmt duration
from age 2 to 7
fund mvmt ex
actions such as running jumping catching throwing
specialized movement
learn to combine fund mvt and apply to specific tasks
subdivided into 2 shorter stages
2 short stages of spec
transitional
application
trans. l
where combo of mvmts occur
ex of trans. l
grasping, throwing, jumping are combined to shoot a basket in basketball
application
concious decision to apply skills to specific types of activity
application of strategy to movement is now possible such as choosing to delay shooting the basketball until she has a clear shot at the basket
app ex
one child might choose to play basketball
whereas another might use same set of skills and abilities to play baseball
spec duration
from 7-14 years old approx
lifelong application stage
movements are continually refined and applied to normal daily activities as well as recreational and competitive activities
lifelong dur
from beginning of adolescence and progressing thru adulthood
prenatal dev.t neurons
brain produces more neurons than needed
at birth neurons
humans have the highest number of neurons at any point in their life, pruned thruout the ensuing lifetime
immature brain networks
does not have many neural networks
neural networks
codified routes for info processing, types that are generated in response to learning and experience thruout a lifetime
infancy and early childhood neurons
form neural networks and networks are reinforced by learning and behavior
3-6 brain development
most rapid growth occurs in the frontal lobes, corresponding to increase in rational planning and attention
last cortical areas to develop
association areas linked with memory , thinking and language are the last to develop
maturation
sequence of biological growth processes in human development
largely genetic but still influenced by env
ex of env influence on maturation
while humans are programeed to learn how to speak and devlop progressively to more complex speech, severe deprivation can sig delay process while incredible nurturing env might speed it up
developing brain allows for
motor dev.t , as the nervous system and muscles matures , more and more complex physical skills develop
universal development
sequence for motor dev.t is universal
ex of universal sequence
babies learn to roll over, then sit, then crawl, then stand, then walk
necessary precursor to walking
cerebellum
most humans learn to walk
around 1
average age of earliest concious memory
3.5 age
infantile amnesia
before age of 3.5 , we are unable to remember much, if anything
even though humans are unable to recall memories from this period, babies and young children are still capable of learning and memory
infant learning exp
researcher tied string to infantès foot and attached other end to mobile
when baby kicked foot, mobile moved
babies learned they associated kicking with mobile movement, kicked more when attached to mobile
however, if attached to different mobile, did not kick more, however, when attached to same mobile a month later , remembered association and began kicking again
stranger anxiety
crying and clinging to caregiver
form of distress that children experience when exposed to people that are unfamiliar to them
developed schemas for familiar faces and when new faces do not fit already developed schema, infant is disressed
stranger anxiety shows up and peaks
from approx 8-12 months of age
peaks at 13 months and then gradually declines
Harry Harlow and Margaret Harlow exp set up
bred monkeys for experiments
to control for env and reduce incidence of disease, infants were seperated from their mothers at birth ( maternal deprivation) and provided with a baby blanket
Harry Harlow and Margaret Harlow exp
when blankets were removed for laundering baby monkeys became very distressed because they had formed an intense attachment to the object
nourishment hypothesis
was contradicted by the physical attachment the monkeys had with their blanket
artificial mother exp set up HH and MH
one nourishing ( wire frame with wooden head and bottle) other cloth ( wire frame with wooden head and cloth blanket wrapped around it)
artificial mother exp results HH and MH
monkeys preferred cloth mother, clinging to her and spending the majoring of their time with her and visiting the other mother only tofeed
Harlow conclusions
contact comfort was an essential elemnet of infant/ mother bonding as well as to psychological development
monkeys from HH and MH experiments when they grew up
mother ( surrogate wire) i slargely inadequate
demonstrated social deficits
demonstrated agressive behavior as adults , unable to socially integrate with other monkeys and did not mate
would neglect, abuse, or even kill offspring if female monkeys were artficially inseminated
Mary Ainsworth
strange situation experiments
mothers would leave infants in an unfamiliar environment ( usually a lab playroom) to see how the infants would react
strange situation exp results
suggested that attachment styles vary among infants
securely attached infants
will explore and play in the presence of their mother or primary caregiver
when mother leaves the room, infant is distressed and when mother returns, the infant seek contact with her and is easily consoled
insecurely attached infants
in presence of mother are less likely to explore surroundings and may even cling to their mother, when mother leaves they will cry loudly or remain upset or demonstrate indifference to her departure and return
mothers of sec
sensitive and responsive mothers who are quick to respond to their childès needs in a consistent fashion
mothers of insec
insensitie and unresponsive, monkeys attending to needs inconsistently or ignoring their children
cloth mother in Harlowès monkeys experiments
insensitive and unresponsive when these monkeys were put in situation without artificial mothers, they became terrified
securely attached infants demonstrate
better social skills, greater capacity for effective intimate relationship, better able to promote secure attachments in their children
insec attached infants are
more likely to neglect and abuse their own children
3 types of parenting styles
authoritarian
permissive
authoritative
authoritarian
involves attempting to control children with strict
rules that are expected to be followed unconditioneally
very demanding, not very responsive to their children, do not provide much warmth or nurturing
author often utilize
punishment instead of discipline an will not explain the reason behind their rules
children of author
may display more aggresive behavior towards others or may act shy or fearful around others, have lower self esteem , have difficulty in social situations
permissive parents
allow children to lead the show
few rules and demands
rarely discipline their children
very responsive and loving to children but rather lenient; rules are enforced inconsistently
children of perm
tend to lack self discipline, may be self involved and demaning, may demonstrate poor social skills
author parents
listen to children, encourage independence, place limits on behavior and consistently follow thru with consequences when behavior is not met, express warmth and nurturing, allow children to express opinions and discuss options
disciplined in a fair and consisten manner
children of author
produce children who are happier, have good emotional control and regulation, develop good social skills and are confident in their abilities
what are some other explanations for outcomes in children other than parenting styles ?
it is possible that certain children have genetic disposition to be easygoing, confident and socially adjusted so author has easy time raising this easy child and their resultant behavior is attributed to parent when in actuality there was something innate about the child that caused the parent to respond to him in that way
adolescence
comes from latin word adolscere which means grow up
transitional stage between childhood and adulthood
roughly begins in puberty and ends with acheivement of independent adult status
generally encompasses teenage years
adol involves
many important physical, psychological, and social changes
onset of puberty in boys
age 11 or 12 in boys
onset of puberty in girls
age 10-11 in girls
onset of puberty involves
surging estrogens and androgens ( sex hormones ) that cause cascade of physical changes
increased estro girls
causes dev of 2ndy sex characteristics ( increased body and pubic hair , increased fat distribution ( breast development) , as well as initiation of menstrual cycle
increased test in boys
( primary androgen) , causes dev.t of 2ndy sex chars ( increased body and pubic hair , increased muscle mass, voice deepending , enlargement of penis and testes) and the onset of ejaculation
onset distress ex
early puberty for a girl means that she will begin developing breasts and menustrating before her peers, which can be psychologically upsetting
three major changes of brain during adolescence
cell proliferation
synaptic pruning
myelination
cell proliferation
occurs in certain areas , particularly the prefrontal lobes and the limbic system
process which results in an increase in the number of cells and is defined by the balance between cell division and cell loss through cell death or differentiation
synaptic pruning
process by which extra neurons and synaptic connections are eliminated in order to increase efficiency of neuronal transmissions
process of synapse elimination
done for unused or unnecessary connections
myelination
strengthens connections between various regions
pre front cortex responsible for
abstract thought, plannin , anticipating consequences,m personality
pre front cortex
continues devoloping during adolescent period
limbic system develop during adol and what it explains
responsible for emotion
develops more rapidly than the prefrontal cortex
explains behavior that appears emotionally rather than rationally driven
adol improve
self control, judgement and long term planning abilities during adolc
attainment of adult
marked by feeling of comfortable independence
transition to adult
not marked by any definitive biological event
adult abilities
less clear defined
not marked by clear developmental milestones and attainment of physical abilities
info entering sensory register
when encoding occurs
encoding
process of transfering sensory info into memor system
working memory def
where info is maintained temporarily as part of a particular mental activity, learning solving a problem
quite limited
working memory includes
phono loop, visuo sketchpad , central exec and episodic buffer
serial model effect
occurs when someone attempts to memorize a series, such as a list of words
immediate recall condition
shortly after info is first presented, ind more likely to recall first and last items on the list
phenom of recalling 1st and last items on the list
primacy and recency effect
hypo why 1st item easily recalled
because they have had the most time to be encoded and transferred to long term memory
last items more easily recalled
because they may still be in phono loop, may be readily available
when ind.l asked to recall list at later point
ind tends to remember only first items well, because that was the only in fo which was transferred to long term memory whereas recent info from phonological loop would quickly decay and be lost
mnemonic
any tech for improving retention and retrieval of info from memory
one simple process which aids memory
use of phono loop thru rehearsal
repeated rehearsal could lead to encoding into long term memory
chunking
strategy by which info to be remembered is organized into discrete groups of data
ex of chunkin
one might mem area code and last 4 digits as discrete chunks for a phone number
the umber of things being remembered is decreased- in the case for a phone number, there are 3 things rather than 10 individual digits
ex of using phono loop
if u were given a phone number but didnè have any way of recording the info, you miht repeat the digits over and over in your head until you are able to write them down
why is chunking an imp strategy
limit of working memory is generally understoop to be about 7 digits
aiding in encoding memories: heirarchies
made for organization when people are memorizing info
when words are organized into groups, recall significantly improves
as child learns more, heirarchies are reorganized to match incoming info
ex of using heirarchies
if child is learning about diff animals in the zoo, it would be useful to have a category of bids which includes penguins, ostriches and a category of big cats to remember lions, tigers and so on
importance of depth of processing for encoding memories
info that is thought about at a deeper level, is better remembered
ex of depth of processing on memories book
easier to remember general plot of a book than the exact words, meaning that semantic informantion ( meaning) is more easily remembered than grammar ( form) when goal is learn a concept)
rhyme
useful for phono processing
another useful mnemonic device
use short words or phrases that represent longer strings of info
dual coding hypothesis
indicates that it is easier to remember words associated with images than either words or images alone
by encoding visual mental rep.n with associated word, there are more connecions made to memory and an opportunity to process info at deeper level
thus imagery is a useful mnemonic
method of loci
involves imagining moving thru familiar place such as you home and in each place, leaving a visual representation of the topic to be remembered, for recall, then the images of the places can be called upon to bring into awareness the associated topics
self reference effect
it is easier to remember things that are personally relevant
have excellent recall for info that we can personally relate to because it interacts with our own views or it can be linked to existing memories
personify new info
as a way to memorize it
different stores of memory (3)
sensory
short term
long term
sensory
initial recording of sensory info in the memory system
very brief snapshot that quickly decays
2 types of sensory
iconic
echoic
iconic
brief photographic memory for visual info, which decays in a few tenths of a second
echoic
memory for sound, which lasts about 3-4 sec
this is why you might ask what someone said if you had trouble hearing him or her, only to hear and make sense of the words you said a sec later
info from sens and Broadbentès filter
sens info decays quickly and is not passed thru the filter into short term memory
short term
limited in duration and in capacity
recall capacity for adult
around 7 items , plus or minus 2
which is why phone numbers with 7 digits are easily remmbered
info retained in short term
for only about 20 s unless it is actively processed so it an get transferred to long term memory
long term
info that is retained sometimes indefinitely, is believed to have an infinite capacity
short term strongly correlated with
hippocampus, where new info sought to be remembered resides temporarily and is then encoded to long term memory or forgotten
working memory strongly correlated with
prefrontal cortex, storage bin to hold memories ( short term and long term) that are needed at a particular moment in order to process info or solve a problem
implicit memory
aka procedural memory
refers to conditioned associations and knowledge of how to do something
procedural involves motor skills and actions
explicit memory
aka declarative memory
memories involving concious recall
involves being able to declare or voice what is known
explaining a concept requires
explicit or declarative memory
2 subdivisions of expl memory
semantiic memory
episodic memory
implicit memory helps with
performing of tasks without concious awareness of previous experiences
memory without concious recall
semantic memory
memory for factual info such as the capital of England
episodic memory
autobiographical memory for info of personal importance such as the situation surrounding a first kiss
semantic vs epi deterioration
semantic usually deteriorates before episodic memory does
brain structures involved in memory
hippocampus, cerebellum, amygdala
hippocampus role
necessary for encoding of new explicit memories
cerebellum role
involved in learning skills and conditioned associations ( implicit)
amygdala
involved in associating emotion with memories , particularly negative memories such as fear response to dentists drill involves fear conditioneing
two types long term memory
explicit memory
implicit memory
explicit memories are
facts or events that you can clearly or explicitly describe
implicit memories involve
things you cannot articulate, such as how to ride a bicycle
cannot say clearly how much pressure u put on the pedal
memories for procedures like riding a bike are called procedural memories
priming
means that prev exp influences your current interpretation of the event
2 types of implicit memories
procedural
priming
amnesia patients
with hippocampal damage may not have declarative memory for skill they have recently learned ( due to amnesia) and yet they may be able to demonstrate the skill, indicating implicit memory exists
impl vs expl infants
implicit memory infants make are retained indefinitely but explicit memories infants make are not retained beyond age 4 - infantile amnesia, it is only after hippocampus has fully developed that explicit memories are retained long term
believed that info is stored in long term memory
as an organized network
nodes
individual ideas in the network, which can thought of like cities on a map
associations
rods which connect the nodes
encoding
act of moving information from the temporary store in your working memory into the permanent store in your long term memory
strength of association in the network
related to how frequently and how deeply the connection is made
processing material
in diff ways leads to establishment of multiple connections
searching thru memory is
process of starting at one node and travelling the connected roads until one arrives at what one is looking for
retrieval of info improves
if there are more and stronger connections to the idea
semantic network approach
which argues that concepts are organized in your mind in terms of connected ideas
are heirarchies
length of associations
analogous to roads which connect nodes
longer for less related ideas and shorter for more related ideas
storage of info at the heirarchy
store the commonalities higher order in the node
more specific characteristics are stored at lower level nodes
the longer it takes us to verify a connection between 2 nodes
the longer the links between the 2 nodes are or the more nodes that we have to go through to make that link
problems with heirarchal semantic system
the links getting longer is not necessarily true for all categories for example it takes longer to verify a pig as an mammal than verifying it as an animal
collins and loftus modified version of semantic system
every individualès semantic network develops on their experience and knowledge so some links may be shorter or longer for certain individuals
spreading activation
all ideas in head are connected
when you activate one you pull up relating concepts along with it
as part of semantic model
node activation
not activated until receives input signals from neighbor that are strong enough to reach a response threshold
effect of input signals
is cumulative, response threshold is reached by summation of input signals from multiple nodes
stronger memories connectiosn
involve more neural connections in the form of more numerous dendrites, stimulation of which can summate more quickly and powerfully to threshold
once response threshold of node is reached
node fires and sends stimulus to all its neighbors
spreading activation
activation of a few nodes can lead to a pattern of activation within the network that spreads on ward
spread and searches
when we retrieve info, we start search from one node, we do not choose where to go next but rather the activated node spreads its activation to other nodes around it to an extent related to the strength of association between that node and each other
pattern continues, with well established links carrying activation more efficiently than more obscure ones
why hints may be helpful
explained by network approach
may serve to activate nodes that are closely connected to the node being sought after which might contribute to the nodeès activation
spreading activation also explains relevance of
contextual clues
ex of context
if you read a book while jummping up and down on a trampoline, you are more likely to later recall this info if you once again are on the trampoline because you developed some association between learned info and cues in the env when learning the info
recall
the ability to retrieve info
retreival
process of finding info stored in memory
free recall
involves retrieving item out of thin air
cued recall
involves retrieving info when provided with a cue
recognition
another type of retrieval
involves identifying specific info from a set of info presented
ex of recogn task
multiple choice
ex of free recall
ask student to name all the capital cities in the world
ex of cued recall
provide student with list of countries and ask him or her to name all capital cities in the world
relearning
involves process of learning material that was originally learned
once we have learned and forgotten something
we are able to relearn it more quickly than when originally learned, suggesting info was in memory system to be retrieved
retrieval cues
provide reminders of info
priming
prior activation of nodes and associations
often occurs without our awareness
act of retrieval
performed any time you take something out of your long term memory and bring it into your working memory or your concious awareness
serial position curve
plots probability of recall against the list
recency and primacy have highest probability
middle has the lowest
ex of priming
if you are shown several red items and then asked to name a fruit, you would most likely name a red fruit
3 types of retrieval cues
priming
contextual cues
state dependent memory
contextual cues
associations formed at the time that the memory was encoding including tastes, smells and sights
environment in which you encode
ex of context someone familiar
almost has had the experience of not recognizing someone familiar because of seeing the person in another context
running into your coffee shop barista at a concert may make it hard to recognize him or her
common retrieval cues
emotion, words, events, sensory input
mood dependent memory
what we learn in one state is most easily recalled when we are once again in that emotional state
ex of mood dep depressed
when someone is depressed
events in the past that were sad are more likely to emerge to the forefront of his or her mind
playing a role in maintaining the cycle of depression
ex of mood dep happy
when we are happy, we tend to remember past times that were also happy
emotion bias memories
emotion can bias the recall of memories
emotion bias ex
is someone is angry at a friend, they are more likely to feel that the relationship has always been rotten
remembering info is acheived
thru process of paying attention, encoding, retaining info ( storage) and finally retrieval
forgetting
caused by failure among any step of the remembering info process
info never got into memory system
failure to pay attention or encode means that
decay
failure to store information
failure in retrieval could result
from lack of retrieval cues or interference
decline in memory is influenced
by how active the person is
increased activity ( both physical and mental)
is a protective factor against neuronal atrophy
age related loss of neurons may parallel
memory loss
info meaningful
and connects well to exiting web of info in older adults
and info that is skill based shows less decline with age
greater decline for info that is less meaningful and less richly connected
older adults show
minimal decline in recognition but greater decline in free recall
prospective memory
remembering to do things in the future
stronger when there are cues in the environment
ex of decrease in prospective memory
older adult may be asked to remember to take a particular medication 3 times a day, however, unless there is a reminder such as readily visible pillbox or an alarm, it might be difficult to remember that there is a task that needs to be completed
person fails to remember to remember
diff with prospective memory
without cues makes it difficult to complete time based tasks, since one must remember to look at a clock or keep track of a schedule
anterograde amnesia
patients with damage to the hippocampus could develop this , which is an inability to encode noew memories
retrograde amnesia
patients with damage to hippocampus could develop this
inability to recall info that was prebbiously encoded
damage to hippocampus
could cause antero
retro
or both
neuro damage involving neuro
also causes memory dysfunction
theory about cause of alzheimer’s disease
involves inabiliy to manufacture enough neuro acetyl, which results in among other things, neuronal death in hippo
memory decay results
in failure to retain stored info
despite the fact if info is successfully encoded into memory , can decay from memory storage and be forgetten
memory decay happens
in a non linear fashion
forgetting curve pattern
longer the retention interval, the more info will be forgotten with most of the forgetting occuring rapidly in 1st few days before leveling off
why do memories fade or erode with the passage of time
it is unclear
possibilities on why memories fade or erode with time
possible that brain cells involved in memory may die off
perhaps associations with memories need to be refreshed in order not to weaken
interference results
in failure to retriev info that is in storage
proactive interference
happens when info previously learned interferes with ability to recall info learned later
ex of pro inter
remembering where you had parked your car in a parking garage will be more difficult once you have parked in that parking garage from months in different locations
retroactive inter
happens when newly learned info interferes with the recall of info learned previously
ex of retro inter
someone who has moved frequently may find that learning new addresses and directions interferes with his or her ability to remember old addresses and direcctions
positive transfer
old info facilitates learning of new info
ex of + trans
knowiing how to play american football may make it easier for someone to learn to play rugby
when memories are encoded
they pass thru a lens ; the mood and selective attention of the observer influences howtheya re included
memories are altered
when passing thru the lens of retrieval
when we remember something, we draw picture, constructing the recalled memory from info that is stored
schema
mental blueprint containg common aspects of some part of the world
info we retrieve can be based
on schemas rather than reality
ex of schema view of the world
if asked to describe what 4th grade classroom looked like, u might remember a chalkboard, chalk, desks, posters and books based on your schema of such a classroom even though the actual room may not have had posters
when we construct a memory
we tend to fill in the blanks by adding in details that may not have been present at the time
we may unknowingly alter details
ex of altered memories
in eyewitness testimony, leading questions could cause witnesses to misestimate or misremember
when participants in an experiment were asked how fast cars were going when they smashed into each other instead of just hit each other, they indicated higher speeds
misinfo effect
tendency to misremember when people are exposed to subtle misinfo
ind.ls may also misremember when
asked repeatedly to imagine nonexistent actions and events
false memories
can get created when repeatedly imaging that one did something
inaccurate recollections of an event which may the result of implanting ideas
distinguishing between real and false memories using emotion
difficult, because both can be accompanied by emotional reactions and a sense of familiarity
therefore, an individuals confidence n the validity of the memory has not been found to be a good indication of how valid it actually is
error in source monitoring
when people forget the source of the info that they are recalling
ex of error in source montoring
you may recognize someone but have no idea where you have seen the person before
physical basis for memory
difficult time searching
no central location found for memories and there seem to be no such thing as special memory neurons
process of forming memories
involves electrical impulses sent through brain circuits
impulses leave permanent neutral traces that are physical representation of info
what is important for memory and learning
synapses
sites where nerve cells communicate with each other thru neuro
once believed
after bran devlops n childhood, it remains fixed
neural plasticity
malleablty of brain’s pathways and synapses based on behavior, environment, and neural process
changes in memory and learning are
reflected physiologically by changes in association between neurons
connections in brain
are constantly removed and created
if someone has a brain injury
neurons will reorganize in an attempt to compensate for or work around the impaired connections
after someone becomes blind, the neurons devoted to vision take on diff roles , potentially improving other sensory perception
neurogenesis
the birth of new neurons
found to occur in a small extent in hippocampus and cerbellum
nearby neurons that fire impulses
simultaneously form associations with each other
associations can create neural nets
neural nets
patterns of activation , that represent info that is learned or stored in memory
if any part of neural net activated
memory may be recalled
provide neuro basis for usefulness of retrieval cues discuessed
process of learning and memory thru the lifetime
does not involve the enlarging of brain or gaining of neurons but involves increased interconnectivity of the brain through increasing synapses between existing neurons
as neurs fire together
more associations are formed
strength of associations
strength of associations are further based on freq with which simult firing occurs and other aspects such as the presence of emotion ( which strengthens associations)
