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Psych 2GG3 Test 2 > Chapter 5 > Flashcards

Chapter 5 Flashcards

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1
Q

Taste aversion learning

A

After becoming sick due to food, the item itself becomes a warning stimulus for sickness

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2
Q

What are the explanations for taste aversion

A

Laws of classical conditioning
Law of effect (probability to repeat a situation based on outcome)

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3
Q

Problems with classical conditioning explanations of taste aversion

A

One trial acquisition (one count food poisining)
Delayed conditioning (doesn’t get sick for 10+hours)
Selectivity in taste aversion learning (wont link with other paired stimuli)

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4
Q

Is extinction more likely to occur in classical conditioning or one shot learning?

A

Classical conditioning
One shot learning is highly resistant

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5
Q

Blocking ( the rescorla-wagner model)

A

Group A: group B
pre-training- none. Pre training- noise = shock
Conditioning -noise + light = shock. Conditioning -noise + light = shock
Testing-light. Testing-light
Response- freezing (high fear). Response - Bar pressing (no fear)

Fear of light is not learnt bc associative strength has been used up by noise shock pairing

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6
Q

Natural selection 3 key features

A

1.all individuals are unique behaviorally and physiologically
2. Traits are heritable
3. Typically competition for important resources

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7
Q

Instinctive drift

A

Refers to the tendency of organisms to revert to instinctual ,unlearned behaviours
Ex. Training pig to drop money = inset chive drift of digging behaviour

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8
Q

Hindbrain

A

Lower brain stem responsible for basic physiological functions such as respiration and heart rate
Houses cerebellum which is involved in locomotion and balance

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9
Q

Midbrain

A

Upper brain stem responsible for waking and sleeping and for controlling general arousal
Nerve fibers associated with movement

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10
Q

Forebrain

A

Largest most complex brain structure
Includes: hypothalumus,thalamus, limbic system, cerebrum, cerebral cortex

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11
Q

Learning can take 4 basic forms

A
  1. Perceptual learning
  2. Stimulus-response learning
  3. Motor learning
  4. Relational learning
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12
Q

Perceptual learning

A

Any info coming in through senses and being processed

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13
Q

Stimulus- response learning

A

Ability to learn to perform a particular behaviour when a particular stimulus is present
Involves establishment of connections between circuits involved in perception and movement

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14
Q

Neural model of classical conditioning

A

Sensation (puff of air to the eye) → Neuron in somatosensory (eyes) natural response is to blink. Therefore synapse is strong

Sensation ( 1000-hz tone) → neurons in auditory system, no natural response of blinking to a tone. Therefore synapse is weak - however, it can be strengthened over time through classical conditioning

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15
Q

Hebb rule

A

If synapse repeatedly becomes active at same time that the post synaptic neutron fires, changes will take place in structure + chemistry of the synapse that strengthen it

If weak and strong neuron are activated together. Weak neuron will eventually become strong

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16
Q

Classical vs instrumental conditioning

A

Classical: reward is delivered independently of behaviour
Instrumental: behaviour causes reward to appear

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17
Q

Neural model for instrumental conditioning

A

Stimulus → neural circuit that detects and processes a particular stimuli (perceptual system) → neural circuit that controls a particular behaviour (motor system) → desired behaviour → reinforcing stimuli

Reinforcement system strengthens connection between perceptual and motor system

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18
Q

Motor learning

A

Changes within motor system

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19
Q

What is motor learning dependant on?

A

Sensory guidance from the environment (perceptual system)

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20
Q

Overview: perceptual, s-r, motor learning

A

Stimulus → perceptual system → s-r learning → motor learning → response

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21
Q

Long-term potentiation

A

A particular neuron changes the way its behaving in terms of its voltage
Potentiation =increase in receptors

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22
Q

Hippocampal formation ( used in memory formation)

A

Series of structures that work together in a circuit (activity in one part of formation effects activity in another part)

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23
Q

How can you measure a charge?

A

Using an electrode

24
Q

How can you give a neuron some charge?

A

Electrode

25
Q

How do we measure change/stimulation in hippocampal formation?

A

Repeatedly stimulating axon in perforant path with electrode and recording voltage from a neuron in dentate gyrus

26
Q

What does hippocampul long term pontentiation simulate?

A

Hebbs rule

27
Q

Long term depression

A

Low-frequency stimulation of the synaptic inputs
A long-term decrease in the excitability of a nueron to a particular synaptic input
Ex. After this class you want study this material (low frequency stimulation) and it will be forgotten

28
Q

Is long term depression hyperpolarization or polarization

A

Hyper-polarization

29
Q

Perceptual learning

A

Involves learning to recognize things (perceive) not what to do when they are present

30
Q

Ventral stream

A

What? Stream
Object recognition
Continues into the temporal cortex

31
Q

Dorsal stream

A

Where? Stream
Location of objects
Continues into parietal cortex

32
Q

What responses can an aversive stimulus produce

A

Behavioural: freezing
Autonomic: increased blood pressure
Hormonal: secretion of adrenal

33
Q

Where does the amygdala (emotion control) receive its information from?

A

Lateral nucleus

34
Q

What is the primary function of the basal nucleus?

A

Stimulating fear response
After info is received from lateral nucleus -→ the basal nucleus stimulates fear

35
Q

After the basal nucleus receives info from the lateral nucleus, where does it go?

A

Central nucleus

36
Q

What are the two major pathways between the sensory association cortex and the motor association cortex

A
  1. Direct transcortical connections thalamus
  2. Connections vid the basal ganglia and thalamus
37
Q

What are involved in our pleasure areas?

A

Ventral segmental area
Nucleus accumbens

38
Q

What two functions must any reinforcement systems perform?

A
  1. Detect presence of reinforcing stimulus
  2. Strengthen connections between neutrons that detect the stimulus and ones that produce responses
39
Q

Reinforcement: VTA

A

Has dopaminergic neutrons: neural chemical that results in a pleasurable feeling

40
Q

Detection in reinforcement

A

Depends on physiological state of organism. Will the reinforcer dectually be of any pleasure to the organism?
Is the reinforcer food and they are already full?

41
Q

Where is the pre-frontal cortex?

A

Right behind the forehead

42
Q

Where is the hippocampus

A

Buried deep in the brain

43
Q

When first learning is the hippocampus or prefrontal cortex more active?

A

Hippocampus (activity is high at first and then decreases)

44
Q

Prefrontal cortex activity in relation to learning

A

Activity in prefrontal cortex is low as learning first occurs and then it increases over time

45
Q

Episodic memory

A

Memory of a collection of perceptions of events organized in time identified by a particular context
Ex. Memory of having birthday dinner with a friend

46
Q

Semantic memory

A

Memory of facts and general information
Ex. Who the president is

47
Q

Spatial memory

A

Example: remembering how to get from class to class

48
Q

Where are place cells located

A

Hippocampus

49
Q

What are place cells

A

Neutron that becomes active when the animal is in a particular location in the environment

50
Q

Morris Water maze task:

A

Fats use environmental cues to orient themselves in space
There are variable and fixed start positions
If released from variable spots :relations/connections are made
If released from same position: rats will eventually find the platform through stimulus response learning.
At a constant start (stimulus response task): the rats with and without lesions will take the same amount of time
In a variable start (relational task): lesioned animals use no relations (take longer)

51
Q

Water maze task lidocaine injection:

A

They questioned what happens if hippocampus vs. Cerebral cortex were inactivated on day 1 of training vs. 30 days after training
Results:
Hippocampus : day 1 injection then test = no memory. Day 30 injection then test = good memory
Cerebral cortex: day 1 injection then test = good memory. Day 30 injection then test = no memory

52
Q

What is relational learning?

A

Putting the pieces together. “Relating things” to learn

53
Q

Retrograde amnesia vs. Anterograde amnesia

A

Retrograde: can’t remember events prior to brain damage
Anterograde (what h.m had) can’t remember events that occur after brain damage

54
Q

Is korsakoft’s syndrome a form of retrograde or anterograde amnesia?

A

Anterograde
Can be from chronic alcohol use

55
Q

Milner 3 assumptions about h.m

A
  1. Hippocampus is not the location of long term memory
  2. Hippocampus is not the location of short term memory
  3. Hippocampus is involved in converting (consolidation) short term memories to long-term
56
Q

Declarative memory (excplict)

A

Memory that can be verbally expressed (telling a story about a past experience)

57
Q

Nondeclarative memory (implicht)

A

Does not depend on hippocampul formation
Motor memory, stimulus - response memory

Psych 2GG3 Test 2 (6 decks)

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