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Learning, Measuring and Shaping Behaviour > Chapter 6 - Lecture > Flashcards

Chapter 6 - Lecture Flashcards

1
Q

define taste aversion learning

A

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

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2
Q

what are the conditioning explanations for taste aversions?

A
  • laws of classical conditioning
  • law of effect
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3
Q

what are the problems with classical conditioning (CC) explanations for taste aversion?

A
  • one-trial acquisition (OTA) of taste aversion
  • delayed conditioning of taste aversion (become sick later but still connect the cause)
  • selectivity in taste aversion learning (more likely to stay away from something like a salad if you went to a buffet and decide the cause)
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4
Q

contrast the # of associations required for classical conditioning vs one trial learning

A

CC
- responses take a number of associations
eg. multiple pairings of the bell & food for Pavlov’s dog
OTL (one slide ota)
- a change in behaviour occurs after one association

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5
Q

contrast the time lapse between CS & CR in CC AND OTL

A

CC
- almost immediate
OTL
- often a large time lapse

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6
Q

contrast the extinction between CS and OTL

A

CC
- can be extinguished relatively easily
OTL
- highly resistant, response is powerful

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7
Q

contrast the generalisation, between cs and otl

A

CC
- cs can be easily generalised to other stimuli
OTL
- unlikely to be generalised

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8
Q

describe the Rescoria-Wagner Model

A
  • rats in group B first learn an association between noise (CS) and shock (US)
  • they later fail to learn the association between light and shock due to the associative strength that has been used up by noise-shock pairing
    *also called blocking? can use this example to show exceptions to rule
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9
Q

describe the pretraining, conditioning, testing and response examples for blocking

A

A group (control): pretraining (none), conditioning (noise+light+shock), testing (light), response (freezing -high fear)
B group (blocking): pretraining (noise>shock), conditioning (noise+light+shock), testing (light), response (bar pressing - no fear)

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10
Q

what does the cerebral cortex do?

A

sensation, language, speech, thinking and motor activity

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11
Q

what does the thalamus do?

A

relay center for sensory information

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12
Q

what does the hypothalamus do?

A

regulation of endocrine gland activity relating to growth, sexual behaviour and other functions

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13
Q

what does the pituitary do?

A

growth: regulation of other endocrine gland acticity

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14
Q

what does the amygdala do?

A

emotion, aggression, memory

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15
Q

what does the hippocampus do?

A

learning and memory

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16
Q

what does the cerebellum do?

A

control of rapid and habitual movements, coordination of motor activity, balance

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17
Q

what does the brain stem do

A

physiological functions such as breathing, heart functioning, digestion

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18
Q

what does the reticular formation do?

A

arousal center, sleep-wake control

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19
Q

describe the hindbrain

A
  • the lower brain stem responsible for basic physiological functions such as respiration and hr
  • the cerebellum is centrally involved in locomotion and balance
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20
Q

describe the midbrain

A
  • the upper brain stem responsible for regulating waking and sleeping adn for controlling general arousal
  • nerve fibers associated with movement
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21
Q

describe the forebrain

A
  • the largest and most complex brain structure
  • its most important structures include the hypothalamus, the thalamus, and other structures of the limbic system, as well as the cerebrum and cerebral cortex *limbic system important in emotional learning
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22
Q

learning can take at least 4 basic forms:

A

perceptual learning, stimulus-response learning, motor learning, relational learning

23
Q

describe perceptual learning

A
  • involves learning to recognize things, not what to do when they are present
  • can involve learning to recognize entirely new stimuli, or it can involve learning to recognize changes or variations in familiar stimuli
24
Q

describe the streams involved in perceptual learning

A

The ventral stream
- Object recognition, continues ventrally into the
inferior temporal cortex
(WHAT the person is looking at)
The dorsal stream
- Perception of the location of objects, continues
dorsally into the posterior parietal cortex (WHERE item is in the environment)
*perceptual learning is happening everywhere in the brain and vision is everywhere in the brain

25
Q

describe stimulus-response learning

A

Learning to automatically make a particular response in the presence of a particular stimulus
* Stimulus–response learning is the ability to learn to perform a particular behaviour when a particular stimulus is present
* Involves the establishment of connections between circuits involved in perception and those involved in movement

26
Q

recall classical conditioning in terms of stimuli/responses

A

before conditioning: bell> no response
food (us)> salivation (ur)
during conditioning: bell (cs) followed by food (us)>ur (salivation)
after conditioning: bell (cs)> salivation (cr)

27
Q

describe the hebb rule (neural model of classical conditioning)

A

Hebb Rule: If a synapse repeatedly becomes active at about the same time that the postsynaptic
neuron fires, changes will take place in the structure + chemistry of the synapse that strengthen it

28
Q

describe the neural model of classical conditioning

A
  • somatosensory neuron collecting info from senses, results in a motor response (blinking output)
  • neuron in auditory system weakly connected to blinking output but becomes active as the postsynaptic neuron fires + connection is strengthened
29
Q

describe the neural model for instrumental conditioning: a simple model for motor learning

A

stimulus>neural circuit that detects a particular stimulus>neural circuit that controls a particular behaviour>behaviour>reinforcing stimulus (eg. food)>reinforcement system>neural circuit that controls …etc.

30
Q

define relational learning

A

Relational Learning establishes neuronal
connections in systems that include memories that
can be verbally expressed, such as memory for
events in a person’s past (i.e., declarative memory)
and memory whose formation does not depend on the hippocampal formation
- A collective term for perceptual, stimulus-response, and motor memory (i.e., non declarative memory).

31
Q

what is the hippocampal formation?

A
  • A forebrain structure of the temporal lobe, constituting an important part of the limbic system
  • Temporal Lobe
  • Characteristic appearance
32
Q

describe long-term potentiation

A

Long-term potentiation (LTP) is a persistent strengthening of the synapses, or connections, between neurons
- It is one of the fundamental mechanisms that underlie learning and memory
- LTP occurs when two neurons are activated at the same time, and it results in an increased ability of the postsynaptic neuron to transmit signals from the presynaptic neuron

33
Q

describe the appearance/structure of the hippocampal formation

A

axon in perforant path is always found in the same location
- connects to neuron in the dentate gyrus

34
Q

how can we measure charge in the hippocampal formation?

A
  • can measure and cause electrical changes
  • take electrode, stimulate axons in perforant path and record from dentate gyrus (recording changes in second neuron,what happens to the electrical charge?)
35
Q

how can long-term potentiation be applied to learning?

A

when you are thinking about a concept, activating specific circuits and then testing memory
- the fact that you’ve studied that = takes less time to bring up the info
*if a neuron has been stimulated enough, in the future it doesn’t need a lot of stimulation to be active again

36
Q

how does amplitude relate to long term potentiation? *not on slides

A

referring to change that is happening in the charge
- if the amplitude is fairly high, neuron doesn’t need much stimulation to be put into action

37
Q

describe EPSP (long term potentiation)

A

An Excitatory Postsynaptic Potential (EPSP) is a temporary change in
the electric potential of the membrane of a postsynaptic neuron (the
neuron that receives signals) that makes it more likely to generate an
action potential
- EPSPs are a result of the activation of excitatory synapses, which transmit signals from presynaptic neurons to postsynaptic neurons

38
Q

describe the excitatory nature of EPSPs

A

EPSPs are excitatory in nature, meaning
that they increase the likelihood of the postsynaptic neuron
firing an action potential

39
Q

describe associative long-term potentiation

A
  • take a weak stimulus (ex. sound/bell) and strong stimulus (puff of air), if you activate at thesame time adn record EPSPs, because both have been stimulated together, the weak stimuli become stronger
    = learning takes place
40
Q

*learning can take the form of increased activity but also _

A

decreased activity (not in slides)

41
Q

describe long-term depression

A

Low-frequency stimulation of the synaptic inputs
* Long-term depression (LTD) is a phenomenon
that is the opposite of long-term potentiation
(LTP)
* While LTP involves the strengthening of synaptic
connections, LTD involves the weakening or long-
lasting decrease in the strength of synaptic
connections between neurons
*when synapses not activated, become weaker
ex. when not paying attention to concept, have to spend more time jogging memory for test

42
Q

define retrograde amnesia

A

cannot remember events prior to brain damage

43
Q

define anterograde amnesia

A

cannot later remember events that occur after brain damage

44
Q

*how is alcohol use related to amnesia?

A
  • can result in experience of retrograde amnesia with heavy use
  • can result in cell death
  • can result in memory issues
45
Q

what did the H.M. story tell us?

A

The hippcampus is not the location of long-
term memories
2. The hippocampus is involved in converting
immediate (short-term) memories into long-
term memories

46
Q

describe the examples of broken drawings shown in class

A
  • as each set progresses, the drawings become less broken
  • for most participants, when they have encountered the stimuli before, they are able to identify each item very quickly
  • also happened to H.M.
  • if h.m. saw elephant in umbrella and went back to set 1 in later trials, would be able to identify correctly (but wouldn’t be able to say why he could do it)
    *we have diff kinds of memory
47
Q

define declarative memory (explicit)

A

Memory that can be verbally expressed, such as
memory for events in a person’s past

48
Q

define nondeclarative memory (implicit)

A

Memory whose formation does not depend on
the hippocampal formation; a collective term for perceptual, stimulus–response, and motor memory
ex. the drawing identification task isa good example

49
Q

in the graphs on the ventromedial prefrontal cortex and hippocampus, what was on the y and x axis?

A

x axis: time (days)
y axis: relative activity

50
Q

what do the graphs on the ventromedial prefrontal cortex and hippocampus show?

A
  • hippocampus deals with immediate handling of info and long term storage happens in the ventromedial cortex
  • hippocampus activity is increased at the beginning and it decreases over time
  • activity in the ventromedial cortex increases over time
51
Q

recalling information in the same order would be the responsibility of the_

A

hippocampus (not on slides)

52
Q

describe the simple model of the learning process

A

sensory information> short-term memory > long-term memory
long-term memory can go to short-term memory

53
Q

moving from short-term memory to long-term memory is called

A

consolidation
- has to do with putting things in context: how do you give it meaning?

54
Q

moving from long-term memory to short-term memory is called

A

rehearsal
-there has to be a certain amount of rehearsal but repeating it won’t necessarily bring theinfo up in the way you want to use it

Learning, Measuring and Shaping Behaviour (17 decks)

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