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503 > Learning & Cognition 1 > Flashcards

Learning & Cognition 1 Flashcards

1
Q

Learning

A

The process by which changes in behavior arise as a result of experience and interaction with the world

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2
Q

Memory

A

Record of our past experiences, acquired through experience

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3
Q

Ways to improve memory

A

1) Pay Attention
2) Associations
3) Images
4) Repetition
5) Use different sensory modalities
6) Reduce overload
7) Time-Travel
8) Sleep
9) Rhyme
10) Relax

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4
Q

Aristotle - History

A
  • Empiricist
  • Studied his environment, formed hypotheses, and tested his hypotheses
  • First western scientist
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5
Q

Associationism - Aristotle

A
  • Memory depends on the formation of linkages between ideas
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6
Q

Principles of Associationism - Aristotle

A

Associations form for 3 reasons

  • Contiguity: close in proximity (spatially or temporally)
  • Frequency: repeated together a lot
  • Similarity: Share similar traits
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7
Q

Descartes

A
  • Cogito ero sum (I think therefore I am)
  • Rational Nativist
  • Dualism
  • The body operates in a mechanical fashion. Stimuli enter in the brain and cause spirits to rush through the tubes of the body to one’s extremities. This causes a motor reflex.
  • Through the human nervous system operated hydraulically
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8
Q

John Locke

A
  • Borrowed the idea from Newton that wholes were composed of component parts.
  • Complex mental functions are composed of smaller component parts
  • Empiricism
  • All knowledge is obtained through experience
  • We are born as blank slates (Tabula Rosa)
  • Locke’s philosophy was integral in the formation of the declaration of independence.
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9
Q

William James

A
  • Father of American Psychology
  • Believed in associationism: The activation of a certain thought (e.g. dinner party) led to the activation of other thoughts (e.g. dancing).
  • Believed that mental associations would eventually be mapped directly on to the brain.
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10
Q

Darwin’s theory of natural selection

A

Trait must be

1) inheritable
2) variable
3) Improve reproductive success

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11
Q

Thorndike

A

Law of Effect
Instrumental conditioning
law of readiness
law of exercise

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12
Q

Law of Effect

A

When a behavior is performed in the presence of a satisfying stimuli, the connection between the two is strengthened.

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13
Q

Law of Readiness

A

ready to perform and acts = satisfying
not ready to perform and forced to act = frustrating
ready to perform and not allowed = frustrating

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14
Q

John Watson

A
  • father of modern behaviorism
  • studied rats in a maze and found that they learned to complete mazes faster over time. He theorized that this was due to a learned set of motor behaviors.
  • thought psychology should be a purely objective science
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15
Q

Clark Hull

A
  • Mathematical Model of learning
  • Wanted to be able to predict learning
  • Stimulus response learning
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16
Q

Tolman

A
  • Latent learning
  • Cognitive Maps
  • Not simple stimulus response and muscle memory
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17
Q

Estes

A
  • Mathematical Psychology: Used math to describe mental events that could not be observed.
  • Stimulus Sampling: Random variation is essential for learning (the same events do not always occur when and organism is learning)
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18
Q

Gordon Bower

A
  • Intuition: One step process of learning

- Must study the individual to understand learning

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19
Q

Miller

A
  • Information Theory

- Magic Number: 5 +- 2

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20
Q

Herbert Simon

A
  • Father of modern artificial intelligence

- cognitions can be understood by describing how the brain manipulates internal images and symbols

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21
Q

Ramelhart

A
  • Nodes
  • Connectionism
  • PDP model
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22
Q

Theory of Equipotentiality

A
  • Memory is not located in one area, but it is distributed throughout the cortex
  • Karl Lashely
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23
Q

Glial Cells

A
  • Astrocytes

- Oligodendrocytes

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24
Q

Acetylcholine

A
  • Attention, memory, and muscle control
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25
Q

Dopamine

A
  • voluntary movement, pleasure-seeking B, and pleasurable emotions
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26
Q

Norepinephrine

A
  • increases arousal, and contributes to learning and memory
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27
Q

Epinephrine

A
  • Excitatory
  • Adrenaline
  • Increases attention and concentration
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28
Q

serotonin

A
  • mood, appetite, sleep, and aggression
29
Q

Histamine

A
  • sleep regulation and arousal
30
Q

Glycine

A
  • inhibitory
31
Q

GABA

A
  • inhibitory
32
Q

Neuromodulators

A
  • Affects neuronal functioning across the cortex

- ACh can lower the threshold for AP across the cortex

33
Q

Long Term Potentiation

A
  • A stable and enduring increase in the magnitude of neuronal responding following the delivery of a high frequency burst of electrical activity.
  • Affected areas respond more strongly even when the electrical activity weakens
  • The more this occurs, the stinger the connections between the involved neurons becomes
  • Seen in hippocampal tissue and is thought to be the basis of memory formation.
34
Q

Long Term Depression

A
  • Synaptic Transmission becomes less effective and efficient following a lack of recent activity
35
Q

Neural Plasticity

A
  • Caused by LTP and LTD
36
Q

Neurogenesis

A
  • Found in Dentate gyrus of the Hipocampus

- Thought to be the basis of LTM formation

37
Q

Classical Conditioning

A

US: Stimuli that elicits and innate response
UR: Innate response
CS: Biologically neutral stimuli
CR: Response that occurs following the pairing of the CS with the US

38
Q

Extinction

A
  • CS is continually presented without the US and the response disappears
39
Q

Blocking

A
  • If CS is paired with an additional stimuli that stimuli may not necessarily elicit the CR
40
Q

Sensory Preconditioning

A
  • The prior presentation of two stimuli together results in a tendency for learning about one to generalize to the other.
  • e.g. tequilla is commonly drank with limes. person gets drunk and sick on just tequila. limes also make person sick
41
Q

Respondent Acquisition Curve

A
  • the more often the US and CS are presented together, the stinger the association becomes, and thus the stronger the response.
42
Q

Renewal

A
  • the reappearance of a response in the same context or situation where it was learned or extinguished
43
Q

Reinstatement

A
  • the reappearance of a response in a different context or situation than where it was learned or extinguished.
44
Q

Factors that Affect Conditioning

A
  • Contiguity: Closeness in time and space (gracia effect = exception)
  • Contingency: How often CS and US are paired
  • Stimulus features: stimuli that are relevant are more likely to lead to conditioning (e.g. taste is more associated with nausea than a light)
  • Prior experience with CS: This decreases the likelihood of it becoming a CS (Latent Inhibition)
  • Temperament: Some are more easily conditioned (e.g. anxious dogs).
45
Q

Overshadowing

A

If two stimuli are potential CS than the one that is more salient will become the CS.

Sense organs determine the salience

46
Q

Occasion Setting

A

an additional CS that tells whether the CS will be followed by the US.

Not extinguished

47
Q

Opponent Process Theory

A
  • Occasional a CR is an opposite response the UR
  • EX: Heroine
  • This occurs out of the body’s desire to maintain homeostasis
  • Also occurs with emotions, as they are biphasic
48
Q

Instrumental Conditioning

A
  • learn to respond in order to obtain or avoid specific consequences.
  • Thondike
49
Q

Factors that Affect Punishment

A
  • Discriminative Stimuli
  • Concurrent Reinforcement
  • Initial Intensity
50
Q

Discriminative Stimuli

A
  • Signals whether or not a specific stimuli will lead to a particular outcome
51
Q

Negative Contrast

A
  • When a preferred reinforcer is switched to a less preferred reinforcer
52
Q

Timing Effects

A
  • Closer consequence follows behavior the more easily an association is formed.
53
Q

Self-Control (Delayed Gratification)

A
  • Willingness to forgo a small reward in service of a larger reward
54
Q

Precommitment

A
  • Making a choice early on that makes it difficult to change later. Improves delayed gratification
55
Q

Positive Reinforcement

A
  • The introduction of a stimuli to increase a behavior
56
Q

Negative Reinforcement

A
  • The removal of a stimuli to increase a behavior
57
Q

Positive Punishment

A
  • The introduction of a stimuli to decrease a behavior
58
Q

Negative Punishment

A
  • The removal of a stimuli to decrease a behavior
59
Q

Learning v.s. Performance

A
  • Latent learning suggests that reinforcement is not necessary for learning to occur, but rather for learning to be expressed
60
Q

Differential Reinforcement of Low Rates

A
  • Reinforcement is given when a target behavior decreases to a criterion level
61
Q

Differential Reinforcement of Other Behavior

A
  • Reinforcement is given when any other behavior besides the problem behavior occurs
62
Q

Differential Reinforcement of Incompatible Behavior

A
  • Reinforcement is given when a behavior that is incompatible with the target behavior is performed.
63
Q

Differential Reinforcement of Alternative Behavior

A
  • Reinforcement is given to a specific alternative behavior other than the target behavior.
64
Q

Behavioral Economics

A
  • We allocate resources in the most efficient possible way to maximize our subjective satisfaction.
  • Bliss Point: when our resources are distributed in a fashion that maximizes them and brings us satisfaction.
65
Q

Response Deprivation Hypothesis

A
  • By restricting one’s ability to produce any behavior, the opportunity to complete that behavior becomes reinforcing
66
Q

Disequillibrium Hypothesis

A
  • By disrupting the time distribution between activities, any return to the previous schedule will be rewarding.
67
Q

Basal Ganglia

A
  • Dorsal Striatum and Nucleus Accumbens may link associations between the sensory and motor cortex so that stimuli elicit the appropriate motor response.
68
Q

VTA

A
  • James Old (1954)
  • Associated with anticipation of reward, not necessarily pleasure
  • VTA projects into the Basal Ganglia and provides dopamine that reinforces motor behavior

503 (2 decks)

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