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PSYCH 2019 > LEARNING+MEMORY > Flashcards

LEARNING+MEMORY Flashcards

1
Q

Neurohormone

A

hormone that is produced and released by a neuron (e.g adrenaline)

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2
Q

LTP - long term potentiation

A

strengthens synapses, which become more efficient through an increase in neurotransmitters and complementary shaped receptors

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3
Q

LTD - long term depression

A

weakening of synapses when they are not regularly used. Ensures resources are available for necessary connections.

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4
Q

Glutamate in learning and memory

A

is an excitatory neurotransmitter which increases the likelihood of a neuron firing, therefore increasing the number of action potentials and resulting in an increase in neurotransmitters in the pre synaptic neuron and receptor sites on the post synaptic neuron

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5
Q

Amygdala in learning and memory

A

amygdala is responsible for emotional and fear responses and is activated by adrenaline to remember memories of threatening situations. This leads to learning of potential dangers to help self preservation

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6
Q

Hippocampus

A

tells us why we are scared. processes memories of events, dates, experiences

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7
Q

Learning

A

a relatively permanent change in behaviour due to experience

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8
Q

Memory

A

active information processing system that receives, organises, stores and recovers info when we need it

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9
Q

Synaptogenesis

A

formation of synapses as the brain develops and learns. Stimulated pathways become permanent while pathways that do not form synapses are pruned.

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10
Q

Experience on development

A

enriched experience will result in greater synapse formation, thicker cortices and dendrite development.
‘Use it or lose it.’
Neurons that are not activated by experience do not survive.

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11
Q

Environment on development

A

An enriched environment is ideal for development, as it will lead to sensory stimulation, greater synapse formation, strong neural circuits which strengthens learning/memory, leading to positive brain development

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12
Q

What is neural plasticity?

A

modifying neural circuits to meet the demands of experience and learning.
Our pathways are constantly changing in structure and function.

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13
Q

How does plasticity occur?

A

modifying strength of synaptic transmission in existing connections, growing or pruning connections, changing excitability properties of individual neurons

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14
Q

Factors affecting plasticity

A

genetic factors, plasticity, environment

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15
Q

glutamate and memory

A

glutamate is excitatory, therefore its presence will increase the likelihood of a pre synaptic neuron firing, resulting in a stronger memory.

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16
Q

adrenaline and memory

A

strength of a memory depends on its emotional significance. Adrenaline activates the amygdala which stores and processes emotion during FFF response. This results in better concentration and therefore memory of the event. We must remember responses for these events for survival purposes.

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17
Q

conditioning- voluntary or involuntary?

A 
classical= involuntary
operant = voluntary
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18
Q

classical conditioning

A

eg. Pavlov’s dogs

BEFORE
neutral stimulus = no response
ucs = reflex response

DURING
neutral stimulus immediately followed by the ucs many times (acquisition phase) = unconditioned response

AFTER
conditioned stimulus (neutral stimulus) = conditioned response (unconditioned response)
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19
Q

what produces learning

A

reinforcement

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20
Q

antecedent

A

events before a response

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21
Q

acquisition phase

A

time period between being presented with a stimulus and receiving reinforcement

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22
Q

when has a link been made between stimuli?

A

if the reflex is produced within five seconds. If the reflex is produced after five seconds it is said that the conditioned behaviour has not been acquired.

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23
Q

conditioned stimulus

A

evokes a specific response due to learning

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24
Q

conditioned response

A

a reflex response to a previously neutral stimulus that occurs after learning has taken place

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25
stimulus generalisation
stimuli similar to the conditioned stimulus produce the conditioned response
26
stimulus discrimination
ability to discriminate between stimuli so only a specific stimulus produces the conditioned response
27
extinction
gradual decrease in the strength of a conditioned response when the unconditioned stimulus is no longer available
28
spontaneous recovery
the reactivation of a conditioned response to the conditioned stimulus after a period of extinction
29
operant conditioning
The likelihood of a behaviour recurring is determined by its consequences
30
operant ABC
Antecedent (A)- stimulus before the response Behaviour (B)- response that is triggered by the antecedent, most responses being voluntary Consequence (C)- pleasant or unpleasant circumstances that follow a behaviour, increasing or decreasing the likelihood of a behaviour being repeated. stimulus is associated with a response which is associated with a consequence
31
Skinner Box
operant conditioning, rats become conditioned to press a lever for food. In a second trial, food was deposited when a light turned on, the rats learning to press the lever until the light came on.
32
Reinforcement
must be desirable for the learner and undesirable consequences will decrease likelihood of a behaviour being repeated
33
positive reinforcement
desirable event follows a response, increasing the likelihood of it reoccurring
34
negative reinforcement
unpleasant stimulus is removed/reduced/prevented, creating a positive consequence
35
punishment
response is followed by an unpleasant stimulus, decreasing likelihood of a behaviour occurring again
36
punisher
any unpleasant consequence that reduces the likelihood of a behaviour being repeated
37
response cost
a reinforcer is removed as punishment
38
variables affecting the success of punishment
timing - most effective as the response is made or immediately after consistency- punished each time a response occurs intensity- too harsh punishments may lead to a fear response
39
limitations of punishment on learning
punishment only tells that a response is wrong, does not give an alternative response or teach new behaviours. Also encourages aggression
40
operant stimulus generalisation
similar stimuli produce the same conditioned response to a previously learnt stimulus
41
operant stimulus discrimination
learning to differentiate stimuli that signal reinforcement and non reinforcement. The response will change to match the stimuli.
42
Operant extinction
learnt responses fade after not being reinforced
43
Operant spontaneous recovery
a previously reinforced response returns. This will not continue for long if it isn't reinforced.
44
Observational learning
observing another's actions and the consequences of it to guide future behaviour. Is considered to be latent, e.g is learnt early and then shown later (childhood)
45
stages of observational learning
ARRMR: Attention: focus on the behaviour Retention: remembering behaviour Reproduction: person is capable of imitating the behaviour Motivation: there is an incentive to imitate the behaviour Reinforcement: reward for the behaviour (internal satisfaction, external or vicarious reinforcement)
46
factors to make observational learning more likely
- the model is liked - model is of high status - similar age or gender - familiarity to us - the model is thought to have expertise
47
vicarious conditioning
learning indirectly from watching another persons conditioning
48
vicarious reinforcement
the model is rewarded for behaviour, increasing likelihood of behaviour being copied
49
vicarious punishment
model is punished for their behaviour, deceasing likelihood of a behaviour being copied
50
memory
an active information processing system that receives, stores, organises and recovers information
51
encoding
process that converts info into a usable form (code) that can be stored in the memory system
52
storage
retention of info in the memory system over time
53
retrieval
locating information stored in memory and bringing it into consciousness when needed, to complete a cognitive task
54
what is the multi store model of memory?
- there are multiple memory stores - data flows through the stores to become long term memory - the stores are independent but operate at the same time flow chart of how memories move from sensory memory to short term memory and then from there to long term memory
55
sensory memory
- senses sight, sound, smell, taste and touch - brief storage - unlimited capacity - sensory register for each sense
56
iconic memory
division of sensory memory that processes visual information for 1/2 a second
57
echoic memory
division of sensory memory that processes auditory information for around 3 seconds. The longer time allows us to effectively process and hear longer words
58
how is info sent from sensory to stm?
with attention
59
short term memory
stores information for a brief period of 18-20 seconds unless information is rehearsed. Holds the thoughts, info and experiences you are aware of at any point in time. Receives memories from both sensory and long term memory. Has a capacity of 7+or - 2 items, though chunking info can increase capacity
60
long term memory
receives processed info from the stm, has unlimited capacity and is relatively permanent. May transfer memories back to stm to be used. Stores implicit and explicit memories.
61
retrieval failure theory:
we forget because we cannot access retrieval cues needed to activate a specific memory
62
decay theory:
we forget because the chemical memory fades due to lack of use
63
interference theory:
memories are blocked by other memories
64
motivated forgetting:
conscious or unconscious blocking of memory retrieval
65
implicit memory
memories of learned actions and skills that are unconsciously stored and retrieved - also known as procedural memory. These memories are registered in the cerebellum and is the most resistant to forgetting.
66
explicit memory
responsible for the conscious retrieval of facts and personally significant events. Is also called declarative memory. SEMANTIC: recall of facts EPISODIC: personally significant events that are related to a time, place, emotions
67
cerebral cortex
formation and storage of implicit and explicit memories
68
amygdala
adds emotion to declarative memories
69
cerebellum
stores procedural memories of motor skills that require muscle coordination and control of voluntary movement
70
hippocampus
Forms memories in STM and integrates info from brain areas to form a single declarative memory that transfers to LTM.
71
recall
reproducing facts from LTM with little to no cues Free: recalling info in any order Serial: recalling info in the original order it was presented Cued: using cues for assistance
72
recognition
identifying a correct answer from a list of possibilities (= distracters)
73
relearning
learning something that was previously learnt to measure the amount of information that was retained from the original learning

PSYCH 2019 (3 decks)

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