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Learning PSYC351 > Introduction to Learning > Flashcards

Introduction to Learning Flashcards

1
Q

learning flow chart

A

refer to notebook

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2
Q

behaviouralist tradition

A

main mechanism of behaviourist learning
- pairing of stimulus + response
- i.e. pairing of an environmental stimulus ( to which the learner or subject = aware via 1+ senses) and some B/response on the part of the learner
operant conditioning (Skinner)
mechanisms of behaviouralist learning (+ reinforcement; - reinforcement; extinction; punishment)
BF SKinner had 0 interest in understanding the mental processes
- concern is observable actions
- how they relate to environmental factors

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3
Q

cognitive psychology vs the behaviouralist tradition

A
  • cognitive psychology investigates internal mental processes
  • emphasis is on internal mental states (attention, perception, memory, problem-solving)
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4
Q

text approach to behaviour and learning

A

awareness of
- behavioural outcome precedes study of underlying neural mechanisms
- behavioural research provides the endpoint, the learned B

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5
Q

empiricism

A

concept that all learning is derived from experience and observations

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6
Q

empirical evidence

A
  • info acquired by observation or experimentation
  • used to disprove or prove some hypothesis
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7
Q

ecological validity

A

does device/test performance accurately predict Bs in real world?

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8
Q

nervism

A
  • philosophical position adopted by Pavlov
  • all behavioural and physiological processes are regulated by nervous system
  • neuroscience founded on analogous premise; B can be traced to structure and function of the nervous system
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9
Q

functional neurology

A

how the nervous system works, within context of their wider health

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10
Q

validity

A

assessments must measure what they are intended to measure

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11
Q

reliability

A
  • different researchers studying the same topic
    1. report consistent outcomes
    2. results are replicated
    3. independent replication of findings; there is strong support for this hypothesis
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12
Q

learning

A

change in the mechanisms of B
1. resulting from experience involving specific stimuli and/or responses involving specific stimuli
2. learning = distinguished from memory
- learning = how we adjust our B based on associations between stimuli, actions, consequences or based on repeated exposure to stimuli
- memory = how we acquire, store, and retrieve knowledge about facts/events/places
3. associations
- develop through conditioning (where stimuli and behavioural responses become connected

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13
Q

learning without conscious awareness

A

biological + necessary for survival
- essential for adaption to the environment and reproductive success
- we must learn to make and withhold responses
- most of what we do occurs without conscious awareness
- e.g. drug users have difficulty resisting automatically triggered impulses to use drugs

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14
Q

Pavlov: clarifying S + R

A
  • responses to stimuli changes as a result of experience
  • Pavlov showed not all reflexes are innate
  • hence, new reflexes to stimuli can be established through mechanisms of association
  • Pavlov regarded his studies of digestive, physiology as functions of the nervous system
  • modern behaviour theory is built on the concept of stimulus response (S+R)
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15
Q

S+R: underlying B

A

a basic precept in psychology
1. thoughts lead to emotions - emotions lead to B
- thoughts = cognitions, beliefs, opinions
- attitude = extended or long-lived approach to thinking
2. but the overwhelming majority of thoughts = subconscious
- disconcerting thoughts that may suddenly (+frustratingly) come to mind when we try to sleep
3. conscious awareness of thoughts/attitudes
- thoughts/attitudes can be altered
- nature + nurture shape thoughts
4. emotions (+limbic system structures)
- thoughts impact emotions
- emotions are relatively identical around the world
- emotions are impacted by genetics/culture/experience

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16
Q

planes of brain scans

A
  • sagittal
  • coronal
  • axial
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17
Q

main emotions and limbic structures: amygdala

A
  1. essential roles in fight-or-flight response, anger, fear
  2. attaches emotional significance to memories; key to emotional learning as in conditioned fear responses
  3. damage impairs development of conditioned fear responses
  4. very fast emotional/behavioural response (in milliseconds)
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18
Q

main emotions and limbic structures: hippocampus

A
  1. in floor of leteral ventricle near amygdala nucleus; long term memory formation
  2. learning, memory formation
  3. mediates spatial navigation; indexes memories for later access
19
Q

main emotions and limbic structures: hypothalamus

A
  1. connects to pituitary gland or hypophysis; main outflow to automatic system
  2. regulation of blood pressure, hunger state, internal heat, sleep
20
Q

main emotions and limbic structures: insula

A
  1. awareness of bodily states (interoception - hunger, need to sleep)
  2. somatosensory; emotional, cognitive, and motivational signals collected from cortical + subcortical regions
  3. important in experiencing emotions (especially disgust), recognition of facial expressions of disgust, anger, anxiety, guilt
21
Q

main emotions and limbic structures: prefrontal cortex (PFC)

A
  1. moderates, influences limbic processing
  2. interplay of limbic structures + PFC = essential
  3. involved in self-control, judgment, logical analysis, planning, decision-making
    - refer to slide 18 for extra info
22
Q

limbic structures in stressful/non-stressful situations

A
  • PFC regulation during alert, non-stress conditions
  • amygdala control during stress conditions
  • refer to slide 21, 22, 23
23
Q

limbic structure activation system

A

info reaches amygdala along 2 separate pathways (graph in notebook)
1. fast path
- sensory info travels almost instantaneously through thalamus directed to the amygdala for priority processing
- believed to prepare for a threat
2. slow path
- by which sensory material travels from the thalamus to the cortex (visual/auditory cortex)
- information is scrutinized in greater detail before being passed on to the amygdala
- may confirm threat via more careful scrutiny

24
Q

amygdala and cognition

A
  • emotional events increase likelihood of activity in amygdala
  • increases activity and more likely to improve long-term memory for event
  • perception of social stimuli (e.g. deciphering facial expressions)
  • damage to amygdala makes it more difficult to evaluate the intensity of fearful faces
25
Q

what changes behaviour?

A
  1. thoughts + emotions
  2. stimulus change
  3. maturation
26
Q

animal models of human behaviour

A
  • they permit simple and controlled conditions
  • there have to be similarities between the animal and human
  • important in drug development
27
Q

learning, performance and maturation distinction

A

LEARNING
- learning = emergent change in B
- performance of new responses/suppression of prior B
- change in mechanism of B
PERFORMANCE
- all actions of an organinism at a given time
- will likely involved learning
- some actions (e.g. reflexes) are not learned
MATURATION
- usually occurs in absence of learning/training/practice

28
Q

levels of learning analysis

A
  • how neural transmitters and circuits are organized to produce learned responses
29
Q

epigenetics

A

impact of environment on manifested genetic phenotype

30
Q

nervous system components

A

CNS: brain + spinal cord
PNS: automatic nervous system + somatic nervous system

31
Q

neuron

A
  • involved in execution/inhibition motor commands
  • dendrites have receptor sites
  • dendrite receptors transform NTs chemical signal to electrical signal
32
Q

neuron properties: lipid bilayer

A
  • separates inside + outside of cell
  • prevents random diffusion of ions across the membrane
  • inside of cell has more negative charge relative to outside
33
Q

neuron properties: electrical potential

A
  • difference in electrical charge
  • polarization: neuron change on inside of membrane is different from outside
  • resting membrane potential = negative (about -70mV)
34
Q

NT activity

A

refer to notebook

35
Q

sodium-potassium pump

A
  • contributes to polarization
  • helped stabilize membrane potential
  • increases K+ outside the neuron, decreases Na+ inside
  • maintains different charge across the membrane
  • 3Na+ out the cell : 2K+ into cell ratio
  • refer to notebook for schema
36
Q

resting state: K+ channels

A
  • higher concentration of K+
  • outward flow of K+ = electrical potential - differential charge across cell membrane
  • more + outside the cell, more negative inside
  • concentration gradient - electrical potential
  • K+ then achieves equilibrium
  • concentration gradient equals electric potential due to accumulation of K+ outside cell
  • electrical potential difference drives K+ into cell
37
Q

action potential: neuronal firing

A
  • determined by the number + frequency of signals the neuron receives
  • occurs when the sum of excitatory + inhibitory signals leads to a + change in voltage that eceeds the neurons firing threshold
38
Q

action potential: all-or-none principles

A
  • principle that when a neuron fires, it fires with the same potency each time
  • stronger stimulation results in higher frequency action potential
39
Q

excitatory + inhibitory signals: excitatory postsynaptic cell potential (EPSP)

A
  • glutamate = excitatory; activates ACh receptors (allows K+ and Na+ into the cell)
  • more Na+ conductance = key to depolarization
40
Q

excitatory + inhibitory signals: inhibitory postsynaptic cell potential (IPSP)

A
  • GABA released in synpse; GABA receptors open Cl- channels
  • Cl- influx into cell
  • neuron axon hillock integrates all EPSPs and IPSPs
41
Q

absolute refractory period

A
  • after an ion channel opens + closes, channel cannot open again
  • followed by relative refractory period
  • ensure that APs always more away from the cell body to terminal buttons
42
Q

neuron properties and AP

A
  • presynaptic terminal contains vesicles (they hold the NTs)
  • AP travels along the axon
  • calcium ions in terminal (involved in infusion of vesicles with presynaptic membrane)
  • vesicles release NT into synaptic cleft
  • refer to notebook
43
Q

NT fitting

A

NT cannot bind with a receptor if it cannot fit, it is only with its particular type of receptor

44
Q

general process approach: assuming general, universal learning principles

A
  • assumption that learning principles are general enough to apply under a wide variety of circumstances
  • does not deny diversity of stimuli + responses
  • does not deny there may be different learning rates
  • focus on commonalities of learning
  • assumed that learning is a product of the same mechanisms
  • Skinner’s pigeon experiment (slide 48-49)

Learning PSYC351 (9 decks)

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