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Psychology 3/4 > sac 3 - learning and memory sac > Flashcards

sac 3 - learning and memory sac Flashcards

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1
Q

what is neural plasticity

A

the ability of the brain’s neural structure or function to be changed in response to the environment, influenced by genetic and environmental factors

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2
Q

what is synaptogenisis

A

the process by which synapses are forms between neurons, this occurs throughout life but most rapidly during infancy up to 2 years.

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3
Q

what is learning

A

a relatively permanent change in behaviour due t experience

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4
Q

what is memory

A

the process of encoding, storage and retrieval of information

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5
Q

in what ways can neural plasticity occur?

A
  • producing growth of new syntactic connections
  • pruning away existing (unused) synaptic connections
  • modifying the strength or effectiveness of synaptic transmission
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6
Q

what is long term potentiation

A

long lasting strengthening of synaptic connections resulting in enhanced or more effective synaptic transmission.

  • more vesicles, neurotransmitters and receptor sites
  • increased communication
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7
Q

what is long term depression

A

long lasting decrease in the strength of synaptic transmission, resulting from lack of stimulation

  • less vesicles, neurotransmitters and receptor sites
  • decreased communications
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8
Q

neurotransmitters

A
  • chemical substance that is released at the synapse to interact between pre and post synapse neuron
  • only function as a neurotransmitter
  • can dampen or enhance a response
  • released quickly and travel short distances
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9
Q

neurohormones

A
  • a chemical substance that is released by a neuron and is secreted into circulation
  • can function as a hormone or a neurotransmitter
  • can dampen or enhance a response
  • slower release and travel longer distances
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10
Q

similarities between neurohormones and neurotransmitters

A
  • chemical messengers

- can enhance or inhibit a response

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11
Q

what is the role of glutamate in memory and learning

A
  • main excitatory neurotransmitter for learning and memory
  • promotes growth and strengthening of synaptic connections between neurons
  • vital role in LTP and LTD: the more glutamate can excite the post synaptic neuron the more it contributes to LTP(&vice versa)
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12
Q

what is the role of adrenalin in memory and learning

A
  • can enhance the encoding process of log term memories of emotionally arousing experiences
  • affects memory by activating the amygdala for a fear response. tends to enhance our memory retention and consolidation
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13
Q

what is consolidation

A

the process of making a newly formed memory stable and enduring after learning

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14
Q

what is operant conditioning

A

a type of learning in which behaviour becomes controlled by its consequences. it is a voluntary behaviour

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15
Q

3 phase model of OC

A

A- antecedent (discriminative stimulus)–Stimulus conditions that exist in the environment prior to response
B- behaviour–Response or voluntary behaviour of the organism
C- Consequence–Consequence that is applied to the response

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16
Q

what are reinforcers

A

any stimulus that strengthens or increases a response
Positive reinforcement - a reward which strengthens a response by providing a pleasant consequence eg. a star on a chart
Negative reinforcement - the removal, reduction or prevention of an unpleasant stimulus eg taking a panadol for headache, if it works you’ll take it again

17
Q

what are punishers

A

any stimulus that weakens decreases the likelihood of a. response
Punishment - a behaviour followed by a negative experience eg detention
Response Cost - a form of punishment that entails something pleasurable being removed eg phone taken away

18
Q

what is classical conditioning

A

a form of learning where two normally unrelated stimuli are repeatedly linked so that existing reflex responses are elicited by new stimuli; also known as respondent conditioning

19
Q

what is the neutral stimulus (NS)

A

a stimulus that does not naturally elicit any specific response eg bell

20
Q

what is the unconditioned stimulus (UCS)

A

a specific stimulus that is innately capable of eliciting a reflex response eg food

21
Q

what is the unconditioned response (UCR)

A

the natural, automatic response to a specific unconditioned stimulus eg salivation

22
Q

what is conditioned stimulus (CS)

A

a stimulus that evokes a specific response due to learning eg bell

23
Q

what is the conditioned response (CR)

A

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

24
Q

phases of classical conditioning

A

phase 1 – before conditioning (before learning)
phase 2 – during conditioning (During learning) known as acquisition; the learning itself, gaining of knowledge
phase 3 – after conditioning (after learning)

25
Q

limitations of punishment

A
  • doesn’t teach whats right, only whats wrong
  • it could be too harsh or too soft
  • might not be the right timing
26
Q

what is observational learning

A

when learning occurs by watching others and noting the consequences of their actions, then imitating or not imitating their behaviour

27
Q

steps in observational learning (ARRMR)

A

All Rude Rats Make raspberries

  • Attention - focus on distinctive features of model’s behaviour.
  • Retention – need to be able to remember model’s behaviour
  • Reproduction – must be capable of imitating behaviour
  • motivation – needs to be an incentive in imitating behaviour
  • reinforcement – must be some reward for modelling behaviour (internal satisfaction, vicarious reinforcement or external reinforcement)
28
Q

comparing classical and operant conditioning

A

classical is passive, operant is active
classical involves the stimulus then a response, operant is response then stimulus
classical is a reflex so is involuntary, operant is voluntary
classical involves autonomic NS, operant involves somatic NS
classical can substitute one stimuli for another, operant cannot

29
Q

similarities of classical and operant conditioning

A

both learning models

both 3 stage models

30
Q

stimulus generalisation in classical conditioning

A

when stimuli similar to the conditioned stimulus produce the conditioned response

31
Q

stimulus discrimination in classical conditioning

A

the ability to discriminate between stimuli so that only a specific stimulus produces the conditioned response

32
Q

extinction in classical conditioning

A

gradual decrease in strength or frequency of a CR when the UCS is no longer available

33
Q

spontaneous recovery in classical conditioning

A

the reappearance of a CR to the CS after a period of apparent extinction

34
Q

operant stimulus generalisation

A

the tendency to respond to stimuli similar to stimuli that precede operant reinforcement

35
Q

operant stimulus discrimination

A

the ability to differentiate between similar stimuli to the stimuli that signal reinforcement and non reinforcement

36
Q

operant extinction

A

when the learnt response gradually decreases in strength or rate of response after reinforcement stops

37
Q

operant spontaneous recovery

A

reappearance of a previously reinforced response after a period of operant extinction

38
Q

acquisition difference for CC and OC

A

CC - Association of two stimuli NS and UCS.

OC - Association of response with a consequence.

39
Q

ethical considerations breach in little Albert

A

informed consent - alberts mother claims she was not told of what the experiment would entail so there was not adequate permission given
confidentiality- Watson published the results of the experience, Albert wasn’t remained anonymous
experience trauma- Albert suffered emotionally after the experiment
debrief- Albert and his mother were not told of the conditioning experiment and what they were actually doing while he was conditioned

Psychology 3/4 (7 decks)

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