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MCAT P/S > Learning and Memory > Flashcards

Learning and Memory Flashcards

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MCAT flashcards
1
Q

habituation

A

decrease in the response due to repeated exposure

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2
Q

dishbituation

A

recovery of the response to a stimuli, usually after a different stimulus has presented
- change in the response to the original stimuli, not the new one

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3
Q

types of learning

A
  1. associative learning (include classical conditioning and operant conditioning)
  2. observational learning
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4
Q

Classical conditioning

A
  • type of associative learning
  • I.Pavlov
  • takes advantages of biological response to create association b/ 2 unrelated stimuli
  • takes advantage of acquisition (the process of taking advantage of reflexive response to turn neutral stimulus into conditioned stimulus)
  • unconditional stimuli - any stimuli that causes biological, innate respone
  • unconditioned response - innate, reflexive response
  • conditioned stimuli - normally a neutral stimuli that through association now causes a reflexive response
  • conditioned response - a response to conditioned stimuli
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5
Q

neutral stimuli

A
  • in classical conditioning: stimuli that doesn’t produce a reflective response
  • called signaling stimuli if have potential to be used as conditioning stimuli
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6
Q

unconditional stimuli

A

any stimuli that causes biological, innate respone

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7
Q

unconditioned response

A

innate, reflexive response

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8
Q

Conditioned stimuli

A

normally a neutral stimuli that through association now causes a reflexive response

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9
Q

conditioned response

A

a response to the conditioned stimuli

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10
Q

acquisition

A

in classical conditioning, the process of taking advantage of reflexive response to turn neutral stimulus into conditioned stimuli

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11
Q

extinction

A

in classical conditioning, the decrease in the response resulting from repeated presentation of the conditioned stimulus w/t the presence of unconditioned stimulus

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12
Q

generalization

A

in classical conditioning, stimulus similar enough to the conditioned stimulus can produce conditioned response

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13
Q

discrimination

A

in classical conditioning, when an organism learns to distinguish b/ two similar stimuli

  • opposite of generalization
  • ex. dogs learn to distinguish noise of bell vs chain, and only one will produce the conditioned response
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14
Q

Operant conditioning

A
  • B> Skinner
  • links voluntary behaviours wit hconsequences to alter frequencies of those behaviour
    +/- reinforcement and punishment (positive add something, negative remove something; reinforcement increases likelihood, punishment decreases likelihood)
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15
Q

Reinforcement

A
  • increases the likelihood that the behavior will be performed again
    +: increases likelihood by adding something desired (ex. money)
    -: increases likelihood of behavior by removing something undesired (ex pills when having HA)
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16
Q

subdivision of -ve reinforcement

A
  • escape learning: behavior is used to reduced something already present
  • avoidance learning: behavior is used to reduce likelihood of something unpleasant happening
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17
Q

Discriminative stimuli

A

indicates that reward is potentially available in an operant conditioning paradigm

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18
Q

Punishment

A
  • decreases the likelihood of occurance of the behavior
    +: add something undesirable to decrease certain behavior
    -: remove something desirable to decrease ceratin behavior
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19
Q

Types of reinforcement schedules (operant conditioning)

A
  1. Fixed Ration: reinforces the behavior after a specific number of performance of that behavior. Include continuous reinforcement (reward after every performance)
  2. Variable ration:reinforce a behavior after a varying # of performance. works the fastest. most resistant to extinction
  3. Fixed interval: reinforced after a specific period of time. works the slowest.
  4. Variable interval: reinforces after a varying interval of time
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20
Q

Shaping

A
  • in operant conditioning
  • process of rewarding increasingly specific behavior
  • takes longer time
  • allows for training of complicated behaviors
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21
Q

Latent learning

A

learning that occurs w/t a reward

- spontaneously demonstrated once a reward is introduced

22
Q

instinctive drift

A

difficulty in overcoming instinctual behaviors

23
Q

Observational learning

A
  • Bandura
  • process of learning a new behavior or gaining info by watching others
  • observational learning thru modeling can help to determine person’s behavior thru lifetime
24
Q

Processes of memory formation

A
  • encoding
  • storage
  • retrieval
25
Q

Encoding

A

-process of putting new info into memory

26
Q

Automatic processing

A

gaining info w/t effort

27
Q

controlled processing

A
  • activememory formation that requires input

- can become automatic w/ practice

28
Q

ways to encode meaning of info via controlled processing

A
  1. visual encoding. the weakest
  2. acoustic encoding
  3. semantic encoding (putting info into context). the strongest
29
Q

Self-reference effect

A

we encode info better when we can relate to it

30
Q

aids in encoding

A
  • maintenance rehearsal
  • mnemonics
  • chunking (aka clustering) - grouping based on the meaning
31
Q

types of memory storage

A
  • sensory
  • short-term
  • working
  • long-term
32
Q

sensory memory

A
  • type of memory storage
  • theoretically encompasses all major sense, but mostly limited to sight, hearing and touch
  • include iconic (visual) and echoic (auditory) memories
  • duration: <1 seec
  • maitnained by major projection areas
  • fades quickly
33
Q

Eidetic memory

A
  • extreme example of iconic memory
  • ability to recall w/ high precision, an image after only a brief exposure
  • mainly in children
34
Q

Short-term memory

A
  • fades quickly (under 30 sec unless rehearsed)
  • capacity to remember 7+2 items
  • housed in hipoccampus (has chance to be moved into long-term memory)
35
Q

Working memory

A
  • related to short-term memory
  • supported by hippocampus
  • lets us to keep a few pieces of info in our consciousness simultaneously and manipulate it
  • integrates short-term memory, attention and executive function
36
Q

Long-term memory (subdivision)

A
  1. Implicit (unconscious)> procedural memory (skills, tasks)
  2. Explicit (conscious)> declarative (facts, events) > episodic (events and experiences) and semantic ( facts and concepts)
37
Q

explicit memory aka

A

declarative

38
Q

implicit memory aka

A

procedural, nondeclarative

39
Q

retrieval

A

process of demonstrating that something that has been learnt has been retained

40
Q

recall

A

retrieval + statement of previously learnt into

41
Q

recognition

A

mere identification

42
Q

spacing effect

A

phenomenon of retaining larger amount of info when the amount of time between sessions of relearning is increased

43
Q

semantic network

A

concepts are linked in the brain together based on similar meaning

44
Q

Priming

A

recall is aided by first being presented w/ word/phrase that is closely related to desired semantic memor

45
Q

context effect

A
  • retrieval aid

- we remember better when in the same settings

46
Q

state-dependent memory (effect)

A
  • retrieval aid

- mental, emotional, physical states effect retrieval

47
Q

serial position effect

A
  • retrieval aid

- we remember better the first and the last few items from the list (primacy and recency effect)

48
Q

Agnosia

A
  • loss of ability to recognize objects, people or sounds

- usually due to physical damage to the brain

49
Q

Interference

A
  • a retrieval errors caused by existence of other, usually similar info
  • proactive interference: old info interfers w/ learning new info
  • retroactive interference: new info interferes w/ remembering old info
50
Q

long-term potentiation

A
  • responsible for conversion of short-term to long-term memory
  • strengthening of neuronal connections resulting from increased neurotransmitters release and adding of receptor sites

MCAT P/S (4 decks)

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