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Learning Flashcards

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1
Q

neural plasticity

A

the ability of the brain’s neural function or structure to be changed by experience throughout the lifespan

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2
Q

synaptic plasticity

A

the ability of the synapse to change over time

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3
Q

how does change occur?

A
  • growth or formation of new synaptic connections that strengthen the synapse
  • disuse of synaptic connections that weaken or eliminate the synapse
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4
Q

why is synaptic plasticity important?

A

enables a flexible, efficient and effectively functioning NS as well as better learning from experience and memory

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5
Q

hebb’s rule of rewiring

A

interconnected groups of neurons form pathways and constant activation of those pathways results in their strengthening

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6
Q

the process of hebb’s rule of rewiring

A
  • neurotransmitter is repeatedly sent across the synaptic gap and pre and post synaptic neurons fire at the same time
  • this changes the structure of the synapse, making them more likely to fire together in the future and transmit signals more effectively
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7
Q

long-term potentiation

A

the strengthening of synaptic connections resulting in enhanced or more effective synaptic transmission

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8
Q

long-term depression

A

a decrease in the strength of synaptic connections due to disuse

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9
Q

neurotransmitters

A

chemical messengers manufactured by neurons and released from axon terminals

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10
Q

neurohormones

A

chemical messengers released into the bloodstream to travel to different parts of the body

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11
Q

impact of glutamate on learning

A
  • inhibits the growth of new dendritic spines on postsynaptic neurons and promotes the strengthening of synaptic connections
  • the more often it excites an adjacent neuron, the more it contributes to ltp (vice versa for ltd)
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12
Q

AMPA

A

receives glutamate and activates the postsynaptic neuron

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13
Q

NMDA

A

receives glutamate and produces long-lasting modifications to the synapse

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14
Q

consolidation

A

the biological process of making a newly formed memory stable after learning

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15
Q

reconsolidation

A

whenever a memory is retrieved, it is open to further consolidation and has to be re-stabilised

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16
Q

adrenaline

A
  • heightened emotional arousal = more adrenaline released
  • induces the release of noradrenaline (epinephrine) in the amygdala
  • amygdala signals to the hippocampus that the memory is emotionally significant
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17
Q

adaptive value

A

the value a memory has if its significance means we do not make the same mistake

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18
Q

learning

A

a relatively permanent change in behaviour that occurs as a result of experience

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19
Q

intentional learning

A

sitting down to take piano lessons

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20
Q

unintentional learning

A

watching someone else play

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21
Q

active learning

A

reciting times tables

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22
Q

passive learning

A

hearing about a performance at the olympics

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23
Q

psychological construct

A

a concept used to explain something that is believed to exist but cannot always be observed

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24
Q

conditioning

A

a process of creating associations between a stimulus and a behavioural response

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25
Q

stimulus

A

any object or event that produces a response from an organism

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26
Q

response

A

a reaction by an organism to a stimulus

27
Q

classical conditioning

A

a simple form of learning which occurs through repeated association of two stimuli

28
Q

before conditioning

A
  • an unconditioned stimulus (UCS) causes an unconditioned response (UCR)
  • a neutral stimulus (NS) produces no effect
29
Q

during conditioning (acquisition)

A

the NS, when paired with the UCS, produces the UCR

30
Q

after conditioning

A

the NS, now the conditioned stimulus (CS), causes the UCR, now the conditioned response (CR)

31
Q

how is after conditioning phrased

A

CR because of CS, eg. salivating because of the sound of the bell

32
Q

how is acquisition measured

A

by the number of trials before the NS and CR become associated

33
Q

factors affecting CC

A
  • only reflexes can be trained
  • learning is passive
  • order (NS before UCS)
  • timing (< 2.5 seconds)
  • frequency
34
Q

stimulus generalisation (cc)

A

the tendency for a similar stimulus to produce a response similar to the CR

35
Q

stimulus discrimination (cc)

A

the tendency for only the CS to produce the CR

36
Q

extinction (cc)

A

the gradual decrease in the rate that a CR occurs when the UCS is no longer paired with the CS

37
Q

spontaneous recovery (cc)

A

the reappearance of a CR when the CS is presented after extinction

38
Q

ethical implications of little albert

A
  • psychological harm (severe anxiety and distress)
  • informed consent (no evidence to suggest albert’s mother was fully aware of the nature of the experiment)
  • withdrawal rights (no evidence to suggest albert’s mother could withdraw)
  • debriefing (did not happen, effects could not be reversed)
39
Q

operant conditioning

A

a type of learning where the likelihood of a behaviour being repeated is determined by the consequences of the behaviour

40
Q

skinner’s three-phase model

A

explains that behaviour can be explained by the relationships between the behaviour, the antecedents and the consequences

41
Q

antecedent

A

cues an organism to perform a learned behaviour

42
Q

response/behaviour

A

occurs due to a discriminative stimulus

43
Q

reinforcement (oc)

A

an action following a behaviour which increases the likelihood of the behaviour occurring again

44
Q

positive reinforcement (oc)

A

provides a satisfying or satisfying consequence eg. money, good grades

45
Q

negative reinforcement (oc)

A

removal of an unpleasant stimulus eg. taking medication for a headache

46
Q

punishment (oc)

A

an action following a behaviour which decreases the likelihood of the behaviour occurring again

47
Q

positive punishment (oc)

A

delivers an unpleasant response eg. speeding, then recieving

48
Q

response cost (oc)

A

removes a pleasant stimulus eg. getting your phone confiscated

49
Q

factors affecting oc

A
  • order (reinforcement/punishment after behaviour)
  • timing (immediately)
  • appropriateness of the reinforcer (experience must be satisfying or undesirable respectively)
50
Q

stimulus generalisation (oc)

A

the tendency for the correct response to be made to another stimulus that is similar to the stimulus present during conditioning

51
Q

extinction (oc)

A

gradual decrease in learned responses after non-reinforcement

52
Q

observational learning

A

when someone uses observation of another person’s actions and their consequences to guide their behaviour

53
Q

arrmr

A

attention, retention, reproduction, motivation, reinforcement

54
Q

attention

A

learner must watch the model’s behaviour to recognise key features including consequences

55
Q

factors influencing attention

A
  • perceptual capabilities
  • distractions
  • importance of the behaviour
  • similarities between model and observer
  • attractiveness of the model
56
Q

retention

A

learner must maintain a mental representation of what has been observed until it needs to be reproduced

57
Q

reproduction

A

leaner must be capable of reproducing the behaviour

58
Q

motivation

A

learner must want to perform the behaviour

59
Q

reinforcements

A

learner should have a reward available for reproduction the behaviour

60
Q

types of reinforcement (ol)

A
  • direct consequence (earning money)
  • vicarious/indirect (young child watching older sibling receiving reward)
  • reinforcement from meeting self-set standards of performance
61
Q

bandura’s social learning theory

A

emphasises the importance of the environment, or social context in which learning occurs

62
Q

vicarious reinforcement

A

increases the likelihood of the observer behaviour in a similar way to a model whose behaviour is being enforced

63
Q

vicarious punishment

A

decreases the likelihood of the observer behaviour in a similar way to a model whose behaviour is being punished

64
Q

conclusions from bandura’s doll experiment

A
  • observed behaviours are more likely to be repeated if they are reinforced
  • ol can sometimes occur if a behaviour is not reinforced or punished
  • there is a difference between acquisition and performance

Psychology (13 decks)

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