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Carl's SFE cards > Learning Cognition Emotion > Flashcards

Learning Cognition Emotion Flashcards

1
Q

Ways to improve memory

A
  • repetition
  • elaboration
  • association
  • biological factors (sleep, vitamins, etc)
  • pay attention
  • pictures
  • use your ears
  • reduce over-loads
  • time travel
  • rhyming
  • relax
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2
Q

Principles of association

A
  • contiguity (either spacial or temporal)
  • frequency
  • similarity
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3
Q

Ebbinghaus main ideas

A
  • psychology of memory as a science
  • “father” of modern memory research
  • used himself as participant
  • increase practice, increase retention
  • forgetting and retention curves
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4
Q

Law of exercise

A

we learn by doing, we forget by not doing

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5
Q

Watson’s theory of learning

A

behaviorism. rats in maze learned automatic motor behaviors to help them solve mazes, simply from finding rewards on the correct paths

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6
Q

Tolman

A

Cognitive maps (contrary to Watson’s theory of how rats solved the mazes)

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7
Q

Miller’s magic

A

Magical number: 7 +/- 2. Also, context helps us understand messages and information

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8
Q

Rummel-Hart

A

connectionist theory: concepts based on overlapping associations of nodes (get it? rummel connected with hart: rummel-hart)

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9
Q

Where does the majority of learning happen?

A

The Central Nervous System

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10
Q

Basal Ganglia

A

plan and produce skilled movement

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11
Q

Hippocampus

A
  • inside temporal
  • important in learning new info about facts and autobiographical info
  • Emotional memory
  • looks like seahorse
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12
Q

Thalamus

A

incoming sensory stimuli go here, then get relayed to appropriate primary cortex involved for interpretation/manipulation

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13
Q

Theory of equipotentiality

A

memory takes place in all parts of our brain

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14
Q

Acetylcholine

A

connects motor neurons and muscles. Regulates attention and memory

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15
Q

Dopamine

A
  • muscle movement

- pleasure/reward

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16
Q

norepenephrine

A
  • increases arousal

- contributes to learning and long term memory

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17
Q

epinepherine

A

excitatory, attention and concentration

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18
Q

serotonin

A

sleep, appetite, mood

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19
Q

Long Term Potentiation

A
  • a process by which connections between neurons become stronger with frequent activation. (AKA a post-synaptic neuron can strongly respond to weak stimuli if repeatedly stimulates)
  • Neurons that fire together wire together
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20
Q

What happens when the hippocampus is damaged

A

-damage to learning ability because you can’t have LTP, so you can’t form new memories. AKA anterograde amnesia

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21
Q

Neurogenesis

A

creation of new neurons - modifies brain in adaptation to changing environmental conditions

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22
Q

Blocking

A

If a stimulus that has been conditioned to elicit a response gets paired with another stimulus, the second stimulus will not elicit the response because it is blocked by the first one.

23
Q

When is delayed conditioning most effective?

A

for autonomic response

24
Q

Trace conditioning

A

CS presented long before the US

25
Q

Renewal

A

when previously extinguished conditioned response reappears in a context in which extinction did not take place

26
Q

reinstatement

A

previously extinguished CR reappears in a context where extinction did take place

27
Q

Higher order contditioning

A

when a conditioned response becomes an unconditioned response to an unconditioned stimulus (ex. in pavlov’s experiment: if a ball (unconditioned stimulus) gets paired with the bell enough times, the ball will also elicit salivation)

28
Q

occasion setting

A

determining the occasion when a conditioned stimulus is paired with an unconditioned stimulus (ex. only presenting bell with food when in a certain room, or at a certain time of night)

29
Q

A very relevant example of opponent process theory

A

Developing a drug tolerance. When a conditioned stimulus creates a conditioned response that is opposite of the unconditioned response, which is the drug’s effects.
-the body is preparing to compensate for the drug’s effects to better maintain homeostasis

30
Q

Shaping

A

think potty training - successive approximations of desired response that are selectively reinforced

31
Q

chaining

A

learning to execute complicated sequences of discrete responses (i.e. learning piano 1 hand at a time)

32
Q

Name the 5 types of reinforcement schedules

A
  • continuous (every time)
  • fixed interval (after every so much time passes - think paycheck)
  • fixed ratio (after a fixed # of responses - think coffee punch card)
  • variable ratio (think gambling)
  • variable interval (think facebook notifications, pop quizzes)
33
Q

Premack principle

A

pairing an undesired activity with a preferred activity

34
Q

Response deprivation hypothesis

A

when we don’t get to execute a response, the thought of being allowed to itself is reinforcing (think getting to do something normal like shopping, when it’s been restricted by having to stay in studying all week)

35
Q

Disequilibrium schedule

A

when preferred routine schedule gets out of wack, returning to it is reinforcing.

36
Q

Pleasure/reward circuit

A

Neurons stimulate projection from hypothalamus -> Ventral tegmental area -> Nucleus Acumbens in Basal Ganglia, dopamine deposit -> signals motor response

37
Q

Memory consolidation

A

remembering details after a slight delay, when you couldn’t remember it before

38
Q

Is verbal or visual intelligence better preserved?

A

Verbal

39
Q

Types of amnesia

A
  • retrograde (can’t remember past)

- anterograde (can’t learn anything new/make new memories)

40
Q

Types of memory

A

Declarative
-semantic, episodic
Nondeclarative
-procedural, skeletal musculature, emotional responses

41
Q

Levels of memory processing

A
  • shallow: based on physical/sensory characteristics
  • deep: analysis of info based on meaning
  • rehearsal
  • maintenance vs. elaborative
42
Q

proactive memory interference

A

when previous learning interferes with new learning (my previously learned Spanish interfered with learning Portuguese)

43
Q

retroactive interference

A

new learning disrupts previous learning (learning manual driving disrupts when you drive an automatic later)

44
Q

output interference

A

activity of retrieving interferes with retrieval of needed information

45
Q

cryptonesia

A

inadvertent plagiarism

46
Q

medial temporal lobe memory storage

A

right = spatial memory, left = verbal memory

47
Q

Frontal lobe’s part in memory

A

prefrontal can decide what gets transferred to memory, frontal lobe is active in suppressing hippocampus from creating a memory

48
Q

Brain structures for creating memory

A

Basal forebrain and diencephalon connected to hippocampus via fornix, help trigger hippocampus into encoding the important/interesting things

49
Q

Working memory brain stuff

A
  • Executive functioning necessary for WM
  • dorsolateral and ventrolateral prefrontal cortex
  • dorsolateral: manages central executive functions
  • ventrolateral: supports encoding and retrieval, performs roles of sketchpad and loop
50
Q

Brain part most necessary for skill memory

A

basal ganglia

51
Q

epigenetics

A

a non-DNA-based form of inheritance: a gene that gets passed on or activated because of the environment

52
Q

Emotion’s role in perception/attention

A
  • we pay more attention to emotional things
  • we encode emotional things better
  • we detect emotional things faster
53
Q

Amygdala’s role in memory

A
  • aids in storage of memory
  • can modulate consolidation process
  • affects retrieval (not very accurate, but more efficient because emotions)

Carl's SFE cards (4 decks)

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