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Behavioral Neuroscience > Learning and Memory > Flashcards

Learning and Memory Flashcards

1
Q

learning

A

acquiring new information, behavioral patterns or abilities based on practice, study or experience

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2
Q

memory

A

retain and recall info based on
1. learning/encoding information
2. retaining information over time
3. retrieving (reactivating) information
need to learn something first, then you can remember it later!

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3
Q

stages of memory

A

remember what fruit to buy at a store vs. your sister’s favorite fruit

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4
Q

types of memory

A

facts and information vs. skills and simple associations
declarative vs non-declarative

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5
Q

what did you see?

A

visual system and ventral “what” pathway helped you identify that you saw a picture with a group of animals
but, out of sight is NOT out of mind
you can still remember the picture and you can still recall some details

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6
Q

sensory buffers

A

brief or iconic memories
ex. fleeting image of scene - different images are blurring together
initial sensory info that is held for a few milliseconds

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7
Q

what animals were paired?

A

elephants, giraffes, zebras…
remember because of short-term memory

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8
Q

short-term memory (STM) or working memory

A

ex. phone number
multiple sensory systems can be involved
30 sec to few min (rehearsal)
limited capacity (7)

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9
Q

intermediate-term memory

A

longer than STM
ex. lunch yesterday, last week

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10
Q

long-term memory (LTM)

A

enduring, near-permanent
ex. your favorite toy as a child
not perfect record, only important events to shape future behavior
strength based on emotion
“unlimited” capacity

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11
Q

stages of memory

A

encoding
consolidation
retrieval

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12
Q

encoding

A

information in sensory buffer is placed in STM
processed in hippocampus, stored in cortex

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13
Q

consolidation

A

volatile STM are converted into enduring LTM
stored in cortex

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14
Q

retrieval

A

LTM are returned to STM to be used
information does not go back to hippocampus
memories are integrated with current working memory for predictions
memories can be updated before re-consolidation into LTM, but could be “false” memories

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15
Q

amnesia

A

severe impairment of memory
studying patients with different forms of amnesia is key to so much of what we know about learning & memory!

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16
Q

retrograde amnesia

A

loss of prior memories

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17
Q

anterograde amnesia

A

inability to make new memories

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18
Q

patient H.M. Henry Molaison (1926-2008)

A

bike accident at age 7 led to severe epilepsy
in 1953, his medial temporal lobes were removed (hippocampus, most of amygdala & entorhinal cortex, some anterolateral temporal cortex)
after death, 3D reconstruction of brain

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19
Q

Dr. Brenda Milner studying HM

A

high IQ, strong cognitive skills (language, perception, reasoning) intact STM/working memory
heavy anterograde amnesia (did not form new declarative LTM)
some temporally-based retrograde amnesia

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20
Q

STM and LTM

A

different process, with declarative LTM requiring hippocampus

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21
Q

after LTM consolidation

A

retrieval does not require hippocampus

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22
Q

mirror tracing task

A

next day, did not remember task but performed better on task
procedural memory- remained in tact (could remember how to do it) and declarative memory- impaired (could not say that he had done it) have different processes

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23
Q

crosswords

A

answered pre-1953 clues (before surgery)
post-1953 information, could modify old memories with new information
re-consolidation of retrieved declarative LTM

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24
Q

stages of learning & memory

A

separate neural mechanisms for all of these processes
synaptic plasticity
adult neurogenesis

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25
Q

synaptic plasticity

A

process of changing synapses to store information

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26
Q

adult neurogenesis

A

newly-born neurons store information in synapses

27
Q

synaptic plasticity- pre & postsynaptic changes at existing synapses

A

larger postsynaptic potential (strengthened synapse)
increased response due to a change to the presynaptic cell

28
Q

larger postsynaptic potential (strengthened synapse) due to

A

more neurotransmitter released
more receptors
more neurotransmitter released and more receptors

29
Q

synaptic plasticity- synaptic remodeling

A

reorganization of existing synapses
new synapses form

30
Q

An action potential in neuron B would generate a ______ PSP than in neuron A
a. Smaller
b. Larger
c. The same

A

b. Larger

31
Q

gill and siphon withdrawal reflex

A

disturb siphon and animal retracts gill to protect it

32
Q

short-term habituation

A

simple “learning”
repeatedly disturb siphon, the animal stops retracting gill
sensory neurons release less neurotransmitter

33
Q

long-term habituation

A

simple “memory”
next day if you disturb siphon, animal retracts gill
but, if you disturb repeatedly, animal stops retracting gill faster
due to loss of some synapses

34
Q

True or false: Learning and memory are ALWAYS driven by increases in synaptic strength (larger/more synapses)

A

False- can be driven by either a decrease or increase in synaptic strength- any sort of change that is occurring

35
Q

hippocampus

A

has highly organized circuit
perforant pathway (PP)
long-term potentiation (LTP)

36
Q

perforant pathway

A

entorhinal cortex (input into hippocampus)-> dentate gyrus (DG)

37
Q

stimulate perforant pathway at 1 Hz

A

get a stable response in DG cells- receive glutamate-> activates AMPA receptors- allows channel to open lets sodium into cell- depolarization- Mg2+ blocks channel

38
Q

Briefly stimulate PP with a burst of electrical activity (called tetanus)

A

tetanus (lots of glutamate release)
depolarization causes Mg2+ to be removed from NMDA -> allows glutamate to activate NMDA receptors

39
Q

stimulate PP at 1 Hz, get a larger stable response in DG cells

A

stimulate PP (glutamate released)
many AMPA receptors activated
NMDA receptors blocked by Mg2+

40
Q

CLASS QUESTION
B
A
At point A, there are ______ AMPA receptors than point B
A. More
B. Fewer
C. The same

A

B. Fewer

41
Q

short-term/working memory

A

retain and manipulate information for short time
seconds-> minutes

42
Q

regions involved in forming working memory

A

spatial-location memory
response memory
object memory

43
Q

spatial-location memory

A

step 1: rat chooses an arm of maze to get a treat
step 2: soon after, the rat must recognize and enter same arm to get a treat
hippocampus is necessary

44
Q

hippocampal cells

A

cognitive map of the relative spatial organization of objects & information
place cells

45
Q

place cells

A

encode for a specific location (but are re-assigned for a new location)

46
Q

True or false: A hippocampal place cell can encode for 2 different
locations in 2 different rooms of my house.
A. True
B. False

A

A. True

47
Q

response memory

A

step 1: rat placed in box 2, and turns left or right to get a treat
step 2: soon after, rat is placed in box 5 and only gets treat if turns the same way (left or right)
caudate nucleus is necessary

48
Q

object memory

A

step 1: rat knocks over yellow object to get treat
step 2: soon after, rat must knock over the new (green, circular) box to get a treat
extrastriate visual cortex is necessary

49
Q

cortex stores short-term/working memory

A

information about an event is distributed in the sensorimotor and prefrontal cortices
information is linked together so retrieved together

50
Q

retrieval

A

involves hippocampus and medial temporal structures

51
Q

long-term memory

A

declarative vs non-declarative

52
Q

declarative

A

things you know that you can tell others
ex. the mascot of bing is Bearcat
what? facts and information
semantic & episodic

53
Q

non-declarative

A

things you know that you can show by doing

54
Q

semantic

A

general knowledge, ex. our mascot is bearcat

55
Q

episodic

A

memory of specific time, place, incident, ex. HS graduation

56
Q

cortex stores declarative memory

A

sensory systems -> hippocampus
LTM about an event is distributed in same regions as STM
information is linked to retrieved together
retrieval is direct (not via hippocampus)

57
Q

nondeclarative/procedural/implicit memory

A

how- skills and simple associations
shown by performance
skill memory
associative/conditioning

58
Q

associative/conditioning

A

learning relation between stimulus/response or action/consequence ex. kids finishing homework to get dessert

59
Q

regions involved in forming non-declarative memory- skill memory

A

basal ganglia, as well as motor cortex and cerebellum

60
Q

regions involved in forming non-declarative memory- associative learning

A

amygdala, cerebellum, striatum

61
Q

What type of memory is it when a 5 year old child is learning how to
tie their shoelaces for the first time?
A. Short-term procedural memory
B. Long-term procedural memory
C. Short-term episodic memory
D. Long-term episodic memory

A

A. short-term procedural memory

62
Q

What type of memory is it when over the course of several months a
5 year old child learns how to tie their shoelaces?
A. Short-term procedural memory
B. Long-term procedural memory
C. Short-term episodic memory
D. Long-term episodic memory

A

B. Long-term procedural memory

63
Q

What type of memory is it when a parents tells their child about how
the parent learnt to tie their shoelaces when they were 5?
A. Short-term procedural memory
B. Long-term procedural memory
C. Short-term episodic memory
D. Long-term episodic memory

A

D. long-term episodic memory

Behavioral Neuroscience (19 decks)

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