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Final Exam Flashcards

0
Q

What is intelligence?

A

Ability to make adjustments or modify old processes

Learning is closely related to intelegence

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1
Q

What did Darwin believe about evolution as how does it apply to learning?

A

According to Darwin evolution is both physical and mental

We have evolved in our ability to learn wonder as reason.

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2
Q

Cognition

A

Knowledge of thinking
Often a casual discourse that is VOLUNTARY DELIBERATE and CONSCIOUS
Ex) did I leave the coffee pot on?

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3
Q

What can cognition cause

A

It can cause actions that may not be explained by external stimuli alone
Ex) turning around to check coffee pot

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4
Q

Cognitive Ethoglogy

A

Animals are capable of conscious thought and intention

Ex. Clever Hans the horse could “spell” tell time and calculate fractions based on reactions from his owner

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5
Q

Animal Cognition

A

Models and constructs used to explain behaviors not characterized by S-R associations

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6
Q

Give an example of animal cognition

A

Elephants displayed “self awareness” not accounted for by S-R learning through a mental representation

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7
Q

What was the mirror enclosure experiment and what did it prove?

A

Monkeys, and elephant were marked over their eye with out being told then placed in from of a mirror
They touched the mark accounting for reflection too
This prove the animals have self awareness
Works for all apes

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8
Q

What is the difference between combining classical learning ad behavior and cognition and behavior

A

Classical learning and behavior is S-R related and the environment influenced behavior but cognition creates a behavior from inferred info as the environment leads to a mental representation in the mind to the behavior

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9
Q

Are learning and cognition in opposition to one another?

A

Not necessarily
The CS is thought to evoke a “mental representation” of the US
The R-O and S-O associations are internal

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10
Q

What is memory

A

The ability to respond to or recount information that was experienced earlier
Who was your 1st grade teacher?
Playing tennis
Pets remembering how to get home

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11
Q

Components of Learning and Memory in order of increase of time

A

Acquisition- Retention- Retrieval

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12
Q

What is acquisition

A

Exposure to stimuli and information

The learning portion

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13
Q

Retention

A

Time period I which info is retained

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14
Q

Retrieval

A

Tests of memory for original experience

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15
Q

When to the components of learning and memory occur

Aka examples

A

Learning to ride a bike
Learning directions
Works for all memory

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16
Q

How do we distinguish between learning and memory?

A

Study’s of learning Involve manipulation of acquisition

Studies of memory focus on retention and retrieval

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17
Q

What kind of study would a person take if they looked into the change in retention and retrieval but acquisition was left constant

A

Memory

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18
Q

What kind of procedure would keep only acquisition as a variable and have retention and retrieval as constants

A

Learning

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19
Q

What experiment was done to study memory in animals

A

Subjects :raccoons, dogs, mixes
Phase 1: training - subjects placed in start box
A light went on above the baited box (out of 3)
Phase 2: memory task- subjects placed in start box
Light on above a box but they were delayed from entering
Results : dogs waited and went up to 5 minutes, raccoons 25 secs and mice 10 seconds before giving up

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20
Q

What do the results of the memory in animals study show

A

Working and reference memory were effected

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21
Q

Working memory

A

Operated when info needs to be maintained long enough to complete a task

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22
Q

Reference memory

A

Long term memory

Retention of info needed for the use of incoming and acquired info

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23
Q

Give an example of working memory

A

Remembering what you put in a Bloody Mary

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24
Q

Example of reference memory

A

Remembering the items you already put in the Bloody Mary

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25
Q

Delayed matching to sample (dms)

A

The sample identifies the correct response on a trial
The sample is removed b4 the subject is allowed to respond (delay)
The subject is then asked to identify the matching sample for reinforcement

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26
Q

Non matching to sample

A

Same as the matching to sample experiment but supposed to not match to get reinforcement

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27
Q

What determines the accuracy of a memory

in terms of how long for presentation and delay

A

Experiment
Pigeons were trained on DMS
Test sample duration- 1,4,8,14 seconds
Test sample trial delay - 0,20,40,60 seconds
Results
Accuracy increased as sample duration increased
Accuracy decreased as same trial delay increased

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28
Q

Trace decay hypothesis

A

Presentation of the stimulus produces changes in the CNS (central nervous system ) that decay after the stimulus is removed

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29
Q

What happens to weak stimuli

Example

A

They decay quickly

Ex. What did you eat for lunch last Wednesday

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30
Q

What happens to strong stimuli

Example

A

Strong stimuli will be maintained in memory

Ex. What did you eat when you have food poisoning

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31
Q

Does training impact the DSM

A

Training on DSM
Sample trial delay on 0,2,4,6 secs
Trained to 80% correct
Test DMS w/ 0-10 second sample trial delay
Results
Decay prominent in 0sec group
But overall performance is bed when tested with training delay

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32
Q

What are the types of DMS tasks

A

General rule
Specific rule
Test of transfer
Trials unique procedure

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33
Q

What is a general rule task

A

“Choose the stimulus that is the same as the sample”

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34
Q

What is the specific rule task

A

“Select green on green”

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35
Q

What is a test of transfer task

A

Once DMS is learned w/ 2 samples a new pair is employed
Does the subject carry over the original rule
A test of reference memory
Ex) monkey shown pan as lock and key it generalizes over to ring and glass

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36
Q

What is trials unique procedures

A

On each trial different stimuli serve as matching and non matching samples
Do they learn DMS

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37
Q

What is special about the Clark’s Nutcracker

A

They collect and store pine seeds by driving them through into the ground
They return months later to retrieve them under snow
Up to 33,000 seeds in 2,500 caches may be revisited

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38
Q

What is a radial arm maze

A 
Used in rodent spatial testing 
8 arms with baited end ups 
Rodents placed in the center 
Allowed to pick up food 
Cups not replaced
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39
Q

What is learned from a radial arm maze

A

Part 1 ( learning and memory)
Possible strategies
- inefficient- random arm entrance
- efficient - remember where visited

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40
Q

How do both the rodents and nutcrackers remember

A

Spatial memory requires an Internal map

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41
Q

What else can be used in an RAM to approach the correct arms

A

Extra maze cues
Like light posters doors humans
Switching the cues disrupts the performance ( aka turning the thing around would get opposite arms visited)

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42
Q

What happens if extra maze cues removed

A

Intramaze cues used to solve but they are less efficient

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43
Q

Does the maze guide the rodents

A

If walls of maze removed and rodents allowed to go where ever the choices would be
Efficient ( going around edges from one to another )
Path (following the maze)
Random
Wall
What actually happens is the start to head near the walls but inevitably follow the path

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44
Q

What is stimulus coding

A

The transformation of acquired information for retention and later retrieval

45
Q

How do we code spatial information

A 
A cognitive map but a vague one
Navigational mechanisms are used 
- beacon following
-landmarks
-relation between landmarks
46
Q

What is beacon following

A

Association of a beacon with a goal ( giant M at mcdonalds )

47
Q

What is a landmark

A

Goal at a fixed point not the goal an associated with a stimulus

48
Q

What is retrospective memory

A

Learning where you have been or has done

Learned by rats in radial arm maze experiment

49
Q

What is prospective memory

A

Where you have yet to go or have to get to

Rats also learn in radial arm maze

50
Q

What are some coding strategies for stimulus coding

A

Remember what you’ve had
Remember what you have yet to try
Don’t try at all

51
Q

What happens over time to retrospective memory

A

Memory load increases over time and gets harder to remember

Ex beer sampler - remember what you had

52
Q

What happens to prospective memory overtime

A

Memory load decreases and it gets easier

Ex beer sampler remembering what you have yet to try

53
Q

What are other ways to reduce memory load

A

Switching between retrospective and prospective
Start with retrospective coding
Switch to prospective coding

54
Q

How were rats memory load effected on a 12 arm radial arm maze

A

Trained to criteria
Pretest- rats allowed varying arm entires
Test- 15 min delay
Return to maze given choice between previously entered ally and new ally ( the correct choice)
Results showed error increased on 1st 8 trials (retrospective) but decreased on 9 - 12 prospective

55
Q

What did undergrads show about memory load

A

Students given 16 square grid
Test - x moved square to square
Delay of 5 secs
Choice between 2 squares ( did it visit square a or b)
Results
Errors increased on 1st 8 ( retro) and decreased on 9-12 ( pro)

56
Q

What is memory retention impacted by

A

An unpredictable extraneous stimulus ( interference)

Cues indicating whether something should or should not be remembered

57
Q

Direct forgetting

A

A process by which info not relevant to a task is actively ignored
R-cue - remembering cue
F-cue- forgetting cue

58
Q

Where does memory fall

A

Under stimulus control

59
Q

What does the retrieval stage of memory have to do wth

A

Consolidation of material

Recovery of stored info use to guide behavior

60
Q

Which type of memory is used for acquisition?

A

Working memory

61
Q

Which type of memory is used for rent emotion

A

Both working and reference

62
Q

Which type of memory is used for retrieval

A

Refrecnce

63
Q

What is retrieval failure

A

The failure of memory in the healthy organism is most likely a result of retrieval failure than a loss of information

64
Q

What are retrieval cues

A

Reminders that produce retrieval of memory

Stimuli present during acquisition can later serve as retrieval cues

65
Q

What did the infant experiment show

A

6 month baby’s placed in playpen with different liners
They were trained with operant response to leg kick and then the mobile would move
Tested 1 day post training
Retention was best when liner the same as training ( retrieval cue)
Lasted up to 14 days

66
Q

What else is known about retrieval cues

A

Similar retrieval cues can receive opposite memories
This is most common when the context is the retrieval cues
Ex. Modulator experiment
Bright context S+ (-) S- (I)
Dim context S+ (I) S- (-)
Or watering hole with elephants

67
Q

Forgetting

A

Memory failure resulting w/ a lack of response in accordance w/ past experience or learning

68
Q

Negative forgetting

A

Forgetting with a negative impact on performance

69
Q

Positive forgetting

A

Positively impacts performance by increase response variety

70
Q

What are the sources of forgetting

A

Proactive interference
Retroactive interference
Retrograde amnesia

71
Q

Proactive interference

A

New memories disrupted by earlier exposure to other information

72
Q

Retroactive interference

A

Old memories disrupted by subsequent exposure to other info

73
Q

Retrograde amnesia

A

Graded memory loss of info close to the event that induced the loss
Ex. Seizures black outs, concussions

74
Q

What did the results of the rat concussion experiment show

A

Rats single avoidance trial
Mild concussion then various training latency to visit shock side
There was a reduced avoidance as concussion neared training

75
Q

What is the map of memory

A

Sensory info->(perception)sensory memory->(attention) working memory-> (rehearsal/ consolidation <- retrieval ) long term memory

76
Q

What did the second rat concussion experiment show

A

Post concussion a retrieval cue can reverse amnesia
G1: avoided trial concussion after 1 min
G2: avoided trial concussion after 1 minute + US alone pretest trial in novel environment.
Results: G1 is amnesic
G2: demonstrated avoidance
Therefore retrieval was facilitated

77
Q

Engram

A

Physical representation of learning and memory according to Lashley

78
Q

What did Lashley do

A

Cut in the cortex of rats to see how it effected memory
No single cut impaired learning
Only amount removed predicted impairment

79
Q

How is acquisition, retention and retrieval effected by neurology

A

Acquisition of knowledge engages unique nuero circuits
Complex memories are stored in multiple areas
Memories are retrieved from through out the brain

80
Q

What is acquisition in terms of neurobiology

A

The strengthening of weakening of neural connections as a result of experience with the environment
Attention is important in acquisition

81
Q

What does stimulating the hippocampus do (strong)

A

Strong stimulation
Is considered learning
Long term potentiation (Ltp)
Enhanced synaptic strength

82
Q

Long term potentiation

A

Increase the efficient I memory paths
Increases number of dendritric spine
Increased size of dendritic spine heads
Increased receptor density on dendritic spine heads

83
Q

What does stimulating the hippocampus do (moderate)

A

Has no effect on synaptic strength
Moderate activity
No learning

84
Q

What does stimulating the hippocampus do (weak)

A

Long term depression (ltd)
Reduced synaptic strength
Learning

85
Q

What is retention in neurobiology terms

A

The permanent physical change in neural circuitry coding for information
Once rehearsal conditions are met information is consolidated an retained in permanent memory stores

86
Q

What is retrieval in neurobiology terms

A

The recollections of memories to working memory

87
Q

What did medical stimulation of the cortex result in

A

Induced specific memories

MRI confirms that consolidated memory is stored and retrieved from the cortex

88
Q

Who was Henry Gustav Molaison?

A

The man called H.M. until his death who has problems consolidating information after surgery

89
Q

what happens in infantile amnesia at 0-2 years of age

A

very little is explicitly remembered

but motor memories occur

90
Q

what happens in infantile amnesia at 2-5 years of age

A

some memories remembered
usually have emotional connections therefore amplified
connected to the amygdala

91
Q

what causes the changes in memory as a child develops

A

maturation of learning structures

establishment of neural connections

92
Q

what are retention and consolidation dependent on

A

the rehearsal of the information

93
Q

Antrograde Amnesia

A

inability to form new DECLARATIVE memories

consolidation deficient, but can retrieve old memories

94
Q

where can antrograde amnesia come from

A

damage to the rehearsal circuit

attached to hippocampus, basal forebrain, amygdala, thalmus

95
Q

what form of amnesia did HM have

A

antrograde amnesia

his temporal lobe was removed due to siezures

96
Q

who is clive wearing

A

a man who has to live without memories

97
Q

what is retrograde amnesia

A

the inability to recall things from before the onset of amnesia

98
Q

when does retrograde amnesia occur

A

often from brain injury
spans minutes to years
memories nearest the event are effected
often accompanied by antrograde amnesia

99
Q

What happens in pure retrograde amnesia

A

information cannot be RETRIEVED
the retrieval process is effected
helps sometimes to provide retrieval cues

100
Q

What is Alzheimers disease

A 
impaired memory
disorientation
emotional flux
symptoms worsen over 
the most common neurodegenerative disorder
4.5 million in us 
36% of people over 85 meet criteria
101
Q

what are the nueropathological characteristics of alzheimers

A

atrophy
cerebral arterial sclerosis ( hardening of arteries in the brain)
histological abnormalities
- amylod plagues
- neurofibrillian tangles (proteins in the brain that come together)

102
Q

what areas of the brain does alzheimers effect early on

A

early on it is mostly antrograde amnesia ( forgetting keys) and effects the hippocampus and basal forbrain (acetylcholire)
because there is problems creating new memories in consolidation and the rehearsal circuit

103
Q

what areas of the brain does alzheimers effect later

A

later is mainly retrograde amnesia as old memories start to fade
this effects the amygdala and cortical areas where recall is effected

104
Q

what are some possible causes for Alzheimers

A

aging: increased chance of mutation
genes: but only 4-8% is genetic
brain damage ( boxers)
inflammation

105
Q

what are the current treatments for alzheimers

A

cholinesterase inhibitors
NMDA antagonists- reduce glutamate
anti-inflamitories
cognitive and physical exersize

106
Q

which treatment has the largest effect

A

cognitive and physical exersize (nuns)

107
Q

what is Korsafoffs syndrome

A 
found by sergei korsakoff
patients can converse normally therefore no retrograde amnesia
remember old memories
very serve antrograde amnesia
displays wild conflabulation
couldnt figure out who the doctor was
108
Q

what is effected by korsakoff

A

degeneration of the mammillary bodies ( in the thalamus)
lesions on the thalamic nuclei
- in the rehearsal circuit
– problems with consolidation

109
Q

what causes korsakoffs syndrome

A

a thiamine or vitamin b deficiency

110
Q

who is often found to have korsakoffs

A

alcoholics because they replace calories with the alcohol and high proof alcohol already reduces b1 absorption in the intestines

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