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Learning and Memory > exam 3 > Flashcards

exam 3 Flashcards

1
Q

decreasing responses to a frequent but innocuous stimulus

A

habituation

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2
Q

increasing responses following noxious/arousing stimulus

ex. more acoustic startle after foot shock

A

sensitization

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3
Q

previous exposure to stimulus affects later processing of the same stimulus or related stimuli

A

priming

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4
Q

becoming better at processing/recognizing a set of frequently experienced stimuli (DISTINGUISHING among similar stimuli)

ex. detecting camouflaged moth

A

perceptual learning

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5
Q

4 types of non-associative learning hers organisms to ___ behavior to predictable environments

A

adapt

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6
Q

habituation: decrease in behavior

A

behaviorist approach

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7
Q

relatively stable pt after substantial training

A

asymptote

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8
Q

novel/arousing stimulus can temporarily recover responses to the habituating stimulus

  • this faces quickly
A

dis-habituation

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9
Q
  • repeated stimulus stops, behavior gradually returns to normal
  • time
A

spontaneous recovery

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10
Q

more repetition of stim –> ____-lasting habituation

A

longer

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11
Q

taking breaks btw sessions (spaced exposures) makes habituation develop ___ but lasts much longer

A

slower

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12
Q

pathway that weakens with repeated use

A

low-threshold reflex pathway

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13
Q

state system that when activated, increases responses globally

A

high-threshold “state system”

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14
Q

weakness primarily reflex pathway activation, stim specific decline in responsiveness –> ?

A

habituation

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15
Q

noxious stim: reflex + state system activation, state system dominates, generalized increase in responsiveness –>?

A

sensitization

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16
Q

moderate stimulus: initial reflex + state system cues more responsiveness, but gradually, reflex weakening dominates –> ?

A

sensitization followed by habituation

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17
Q
  • changes your ability to detect and perceive the stimulus and related stimuli
A

repeated stimulus exposure

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18
Q

repeated touch depletes sensory neuron of NT

A

synaptic depression

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19
Q

in _____ some sensory motor synapses actually pruned away

A

LT habituation

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20
Q

increase or decrease glutamate in habituation

A

decrease

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21
Q

increase or decrease synapses in habituation

A

decrease

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22
Q

after aversive shoot to tail next gentle touch is ____ withdrawal duration

A

longer

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23
Q

tail shock activates interneurons that release ____

A

serotonin

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24
Q

5HT ____ all sensory neurons to release ____ NT

A

MODULATES; MORE

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25
Q

interneuron has a ____ threshold

A

high

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26
Q

long term sensitization, new-sensory motor synapses are (increased/decrease)

A

increase

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27
Q

refinement in the receptive fields due to development or experience

A

sensory cortical plasticity

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28
Q

visual association cortical areas more or less activated in blind people when engaged in braille reading and other tactile tasks

A

more

29
Q

well organized in the cortex, forming orderly maps

A

receptive fields

30
Q

smallest distance where participant is reliably correct

A

2 pt touch discrimination threshold

31
Q
  • helps organism prepare for the future
A

classical conditioning

32
Q

a ___ (future CS) producing a new reflex

A

NS

33
Q

the CR takes place before or after UR

A

before

34
Q

new CS –> CR reflex (light -> approach) prepares to obtain desirable US (female)

A

appetitive conditioning

35
Q

new CS –> CR reflex [odor 2 –> avoidance] helps avoid noxious US [shock]

A

aversive conditioning

36
Q

probably doesn’t erase the CS-US connection, just new learning inhibits it

A

extinction

37
Q

stress, new context, and/or passage of time can make the CS effective again

A

spontaneous recovery

38
Q

does extinction erase the CS-US cnx?

A

no, just new learning inhibits it

39
Q

stress,, new context, and/or passage of time can make CS effective again

A

spontaneous recovery
- suggests that the classically conditioned memory survived extinction

40
Q

conditioned stimulus needs to be before or after unconditioned stimulus

A

before

41
Q

best learning; cs is continued throughout delay period

A

delay conditioning

42
Q

optimal inter stimulus interval, with less learning at the ISIs too short or too long

  • longer ISIs –> worse learning
  • timing is important
A

trace conditioning

43
Q

learning of tone as a CS is ___ due to pre-training with light CS

A

blocking

44
Q

conditioning is about ____ info in the environment

A

tracking

45
Q

when a potential CS is ___ to what is known, no learning occurs

A

redundant

46
Q

phase 1: CS is useless, has stopped paying attention

A

latent inhibition

47
Q

tone + taste with poison, only ___ provokes CR

A

taste

48
Q

tone + taste with shock, only ___ CR

A

tone

49
Q

t/f we have innate preferences for forming associations

A

t

50
Q

only changes weights to the US and can’t account for latent inhibitions and other phenomenon in which CS processing itself seems to change

errors of prediction drive learning

A

rescorla Wagner model explains BLOCKING

51
Q
  • focused on attention and the way the cs is processed
  • repeated exposure with no consequence decreases salience (attention), a form of habituation
A

mackintosh

52
Q
  • pre-exposure to the CS decreases attention for that stimulus, making it harder to learn about it in the training phase
A

latent inhibition

53
Q

eye blink conditioning in rabbits depends on _____

A

cerebellum

54
Q

damage to the ____ disrupts classical conditioning

A

cerebellum

55
Q
  • mossy fibers split
  1. granule cells projecting to purkinje cells in cerebellar cortex
  2. interpositus nucleus within the cerebellar deep nuclei
A

CS input pathway

56
Q
  • inferior olive of midbrain to climbing fibers that split
    1. to purkinje neurons in the cerebellar cortex
    2. to interpositus nucleus
A

US input pathway

57
Q

purkinje cells of cerebellar cortex, which collect both CS + US input

  • purkinje cells inhibit output neurons of the interpositus nucleus
  • when disinhibited, interpositus nucleus output can activate CR + inhibit initial stage of US input pathway
A

CR output

58
Q

CAN generate CRS (blink to tone), but DOES NOT GENERATE URS (blink to air puff)

A

interpositus

59
Q

CS-US association may be stored?

A
  • purkinje cells of the cerebellar cortex
  • interposition nucleus of the deep cerebellar nuclei (eyeblink CR pathway)
60
Q

____ cells switch off in response to the CS

A

purkinje cells

61
Q

turning off purkinje inhibitor (disinhibition) of the ___ ____ enables the CS to generate CRS

A

interpositus nucleus

62
Q

researchers direct stimulation of which 2 areas of the brain to US

A

pontine nuclei & inferior olive

63
Q

REAL CSs could activate ___ as well (writing a memory to the brain)

A

CRs

64
Q

small ____ lesions destroy + prevent CRs

A

interpositus

65
Q

lesions in the cerebellar cortex (Purkinje cells) affect ___ of CR learning

  • seen in children with autism
A

timing

66
Q

___ ___ nucleus receives:

excitatory US input

  • with training, CS also comes to evoke inhibition in the inferior olive via a branch in interpositus output
  • net activity in the ____ ____ reflects actual US (US excitation) less expected US (CS-evoked inhibition) = prediction error
A

inferior olive

67
Q
  • blocking CS evoked inhibition of ___ ____ blocking blocking –> disabling reduction in error from phase 1 learning, enabling full learning to both CSs during phase 2
A

inferior olive

68
Q
  • doesn’t alter basic classical conditioning
    ELIMINATES LATENT INHIBITON
  • other paradigms depending off changes in the processing of the CS
  • trace conditions + conditioning
A

hippocampus removal

Learning and Memory (4 decks)

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