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PY221 > exam 1 > Flashcards

exam 1 Flashcards

1
Q

what is learning

A

a relatively permanent change in knowledge or behavior resulting from experience, you can learn and forget and learning can change but it has to endure for some time

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2
Q

why is learning knowledge and behavior

A

because the essence of science is publicly observable

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3
Q

how can you prove knowledge or learning

A

run experiments to rule everything out to prove that knowledge is there

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4
Q

what is reductionism

A

take a complicated system and look for the underlying building blocks

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5
Q

what are the themes of learning

A

1) learning involves formation of connections and associations
2) learning involves enduring changes in neural connections (rewiring of cell structures in brain)

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6
Q

thread of philosophy and learning

A

Descartes said that animals are reflex machines and said that things can be taken apart and studied (excluded humans because of souls), Locke Hyme and Stuart Mill were British empiricists who were interested in where knowledge comes from and decided it was from experience and the physical world (associations)

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7
Q

thread of natural science and learning

A 
Pavlov= reflexes in animals can be studied in labs (just dogs, not people)
Darwin= we are products of evolution; we are related to the other creatures of earth
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8
Q

what is parsimony or Morgan Canon’s Law

A

means of keeping explanations as simple as possible, never assume a higher mental process when a lower one will do

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9
Q

what are the characteristics of learning

A

1) happens continuously
2) often no intentions of learning
3) associations
4) neuron connection changes

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10
Q

why should we study non-humans

A

1) simpler systems (nervous system, no culture or language or things that can influence responses)
2) provide motivation (no incentives in human studies, cannot give incentives or consequences)
3) eliminate demand effects (humans react to the perceived expectations of the experiment)
4) can’t use surveys (not a good research method)
5) can control non-humans past experiences

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11
Q

what is introspection

A

asking questions to uncover knowledge

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12
Q

what are the problems with introspection

A

1) thinking you don’t know but you do (inaccurate access to state of knowledge)
2) thinking you know but you don’t
3) we have to look at behavior to gauge someones knowledge because of the inaccuracy of introspection

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13
Q

why does behavior not equal knowledge

A

1) learning, but no behavior change (ex. other outside reasons for a poor test grade other than lack of knowledge)
2) behavior change but no learning (ex. other outside reasons for good performance on a test)

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14
Q

why is control necessary in research

A

1) to rule out alternatives

2) to produce best conditions for learning

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15
Q

what are the three questions about learning

A

1) conditions: what is required for learning to occur?
2) content: what is stored in memory?
3) performance: how is the knowledge turned into behavior?

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16
Q

what is habituation

A

responding declines to repeated single event (most common)

show general habituation curve with tones (test)

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17
Q

what is sensitization

A

responding increases to repeated single event

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18
Q

if a rat is no longer responding to a stimulus what other possibilities must a researcher rule out

A

motor fatigue (tired), sensory fatigue (can no longer feel the stimulus), spontaneous recovery (behavior comes back after time apart with no cause)

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19
Q

what is dishabituation

A

change of stimulus or context to prove that the response loss was learned

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20
Q

what are the ways to dishabituate

A

1) new stimulus
2) change appearance
3) spontaneous recovery (spend time apart or wait)
4) change location

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21
Q

what is the Coolidge effect

A

animals should mate with different partners overtime to keep the frequency of mating high

22
Q

what memory does cramming improve and what memory does spaced apart learning imporve

A

cramming improves short term memory, whereas spaced apart learning improves long term memory

23
Q

why does response go up after the first trial

A

because arousal increases and total response= S-R strength x arousal level, part of the reason you don’t respond as time goes on is because your arousal goes down overtime (sleeping)

24
Q

what does the Dual Process Theory say about a gradual increase in intensity

A

minimizes sensitization (less arousal)

25
Q

what is an Aplysia
how can you show habituation in an Aplysia
why study Aplysia
how can you rule out sensory and motor fatigue

A

sea slug
has a withdraw reflex (goes into shell after being poked) that is its way of showing habituation (gill/siphon)
Aplysia have neurons that are big enough to see so they are used in studies
rule out sensory and motor fatigue by adding mild tail shock then poking

26
Q

how does the Aplysia show short term and long term habituation

A

short term: (poke poke poke poke) habituate quickly, but wait and response comes back
long term: (poke…poke…) initial loss of response takes longer (habituate slower) but wait and response doesn’t come back (they’re habituated)

27
Q

difference between short term and long term in neurons

A

short term: functional change, circuit is deactivated because of the depletion of neurotransmitter (no more chemical to travel from neuron)
long term: doesn’t deplete the chemicals because of the time between stimuli, nervous system rewires itself in response to a stimulus, reduction in number of presynaptic terminals

28
Q

how are active and inactive events handled in STM (short term memory)

A

1) events that are already active in short term memory are ignored (expected event) and there is no response to the event and no additional learning (ex. seeing Robbins in class)
2) events which are inactive in STM are attended to (surprising events) they are responded to and learned about (ex. seeing Robbins in grocery store)

29
Q

how do things become active in STM

A

1) the event just happened (self-generated priming: making a mental event active)
2) something else reminds you of the event (retrieval generated priming)

30
Q

short term habituation explained in Memory Model

A

(tone tone tone tone) fast habituation and poor retention, self-generated priming: massed trials (expected event), response declines quickly and there is no further learning, the rat is not forming the box-tone association

31
Q

long term habituation explained in Memory Model

A

(tone….tone…tone) slow habit and good retention, no self generated priming, more startle response in the beginning but there is more learning (associating the tone with the box), retrieval generated priming

32
Q

what is drug tolerance and how is it related to the memory model

A

drug tolerance is with repeated use of the same dose of drug has less and less effect and to get the same initial effect you had you need more drug
context -> drug, in a certain setting your body expects drugs or alcohol so they can take more of the drug or alcohol (if you switch the context you remove the tolerance)

33
Q

how is morphine tolerance tested in rats

A

morphine is pain relief, scientists use the tail flick or the hot plate test (tail in hot water or body on hot plate) if you give the rats morphine they keep the tail in the hot water longer

34
Q

how do rats react to repeated doses of morphine

A

m….m….m…m… with repeated doses of morphine the rats get tolerant to it (habituate) and the tail flick time is shorter again

35
Q

difference between where habituation happens in dual process theory and memory model

A

where the habituation happens:
dual process S(->) R (context independent)
memory model (memory -> S) -> R (habituation is context specific)

we are unsure which is right, could be that there are different ways to habituate

36
Q

what behavior do infants show that can be studied to tell us what they know

A

infants look at things

37
Q

why did pavlov change his studies from the digestive system to reaction

A

because of “psychic secretions” dogs began to salivate when Pavlov just walked by

38
Q

what are the CS US UR and CR

A

US: event in the world that causes a response in a species (unconditioned stimulus)
UR: natural response to an event in the world that you didnt learn (unconditioned response)
CS: stimulus a researcher implements in attempt to get a natural response (conditioned stimulus)
CR: réponse to the conditioned stimulus, learn to respond this way (conditioned response)

39
Q

what are conditioned responses considered

A

adaptive reactions to expectations of future events

40
Q

what is classical conditioning

A

learning about associations between two stimuli (or more)

41
Q

what five factors can enhance the conditioning that occurs in a species

A

1) relationship between the CS and US (timing)
2) attention paid to the stimuli
3) biological and perceptual similarity of the CS and US
4) contingency /statistical relatedness
5) surprise

42
Q

what are the four different kinds of timing between the CS and US

A

short delay, long delay, simultaneous conditioning, backwards

43
Q

how does the role of similarity play a part in human learning and subjects (examples)

A

1) “draw-a-person test” presumed that people whom suffer from paranoia will draw faces with larger eyes
2) people used to draw blood when they had a fever because when people have a fever they turn red

44
Q

pavlov said that the essential cause of conditioning is temporal contiguity. what is this and why is this not right in context of a rain example?

A

temporal contiguity is when things are close together
this is not right because for example
receive text -> rain
if conditions was based solely on temporal contiguity we would have the conclusion that text -> rain, but we don’t because many times you:
receive text -> no rain
not text -> rain
not text -> not rain

45
Q

what are positive, negative and zero contingency

A

postive: there is an association between CS and US, CS makes US more likely
zero: no association between CS and US
negative: CS makes the US less likely

46
Q

do people actually do math when theyre thinking about contingencies in daily life

A

no, but something is happening in the nervous system that is similar to the process of math

47
Q

what is an example of contingencies and human stereotypes

A

thinking the probability a nurse is female is more likely than the probability nurse is a male
contingency implies collection of frequency information

48
Q

what happens in a blocking experiment

A

expectations suppress learning

49
Q

what is an example of “surprise” in real life (going on a date to a taylor swift concert)

A

expected good time: forget the person you were on a date with is the reason you had a good time because you know taylor swift concerts are naturally a good time

surprising good time: it must be the person you were with because you had a good time at an event you wouldn’t expect to have a good time at

50
Q

what is inhibition and how is it shown in the nervous system

A

signaling the absence of something
(draw two neurons)
neurons can turn on other neurons (+) and neurons can also turn other neurons off

51
Q

why is inhibition important

A

1) to turn things off, sometimes we need systems to be turned off (ex. muscle system while sleeping)
2) produces flexibility: don’t act one way consistently
ex. touching hot surface vs holding hot plate of casserole (+ and - circuits)

52
Q

what are the three ways to measure inhibition

A

1) direct measurement= conditioned suppression
2) indirect measurement= retardation test
3) indirect measurement= summation test

PY221 (6 decks)

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