Unit 1 Flashcards
potential changes in behavior –> experience
learning
record of our past experience
memory
previous experience causes enduring changes n the brain –> influence future behavior
learning + mem
synaptic change representing the memory
memory trace or engram
knowledge – facts
semantic
record of a past experience
episodic memory
doing something well
procedural/skill memory
humans shaped by INHERITED TRAITS
–all ideas + skills are inborn
nativists (Plato)
humans shaped by EXPERIENCE
-all ideas and skills are aquired through experience
empiricist (locke)
innate differences in skill and talent
plato
most of our knowledge is innate
Descartes
memories are formed form connections btw ideas
associationists (Aristotle, James)
we have a material body controlled by a nonmaterial soul/mind
dualists (descarte)
training + experience
Aristotle
born as blank slates, all habits and skills due to experience
John locke
immaterial soul + mechanical body
Descartes’ dualism
ability to think and freely make decisions
immaterial soul
scientific, mechanistic investigation of human behavior
mechanical aspect
what are the rules of association
- contiguity : experiences bear each other in time/space
- frequency: experiences often repeated
- similarity : experiences are similar to one another
what are the rules of association
- contiguity
- frequency – experiences often repeat
- similarity – experiences similar to one another
what did Willam James propose
experience links ideas
– remembering one idea would spread along link, retrieving a complex episode
ex. red apple on table makes u think of the color red, which u then associate a rose with
William James proposed what
experience links ideas
idea would spread along links
-used himself as self subject
-studied nonsense words
-reduction in time to learn list 2nd time
Ebbinghaus
rapid initial forgetting
-showed effects of time, practice, + spacing
exponential forgetting curve
new rules for making associations
-pairing doorbell with food forged a new connection
*CLASSICAL CONDITIONING
Pavlov
repeated pairing increase the strength of association
*learning curve
frequency
extinguished association when bell is presented alone, ended ____
contiguity
salivation response will GENERALIZE to stimuli similar to doorbell, though the less similar, less effective
similarity
placed cats in a “puzzle box” – small chamber they disliked with a pulley that let them escape
-learning through trial and error
-law of effect
thorndike
behaviors with desirable effects are repeated and undesirable effects are not
*similar to natural selection of behavior
law of effect
*OBSERVERABLE
-shaped by experience + can be controlled
-humans same as animals
-mental processes cannot be studied scientifically cause it is not observable
behaviorism
scientists involved in physical sciences
-watson
-Hull
-BF skinner
learning = stim + past experience + reinforcement
-drive reduction theory
Clark Hull
To remember Clark Hull’s theories, think of a “Hull” of a “ship” in a storm that seeks to maintain balance. Hull’s theories, especially his Drive Reduction Theory, emphasize how behavior is driven by the need to reduce internal tension caused by unmet physiological needs. Just like a ship (hull) that seeks to stabilize in a storm (drive/tension), our behavior aims to find balance by fulfilling our needs
failed to explain underlying mental states + processes
behaviorism
internal mental states, mental representations, information processing, etc
PROCESSOR FILTERS CATEGORIZES, COMPARES, + PLANS
cognitive approach
mental processes studied objectively
focus on mental processing
likens the mind to a computer
computer metaphor
humans – specialization in communication, reasoning, and planning
nuanced evolutionary perspective
model of processing performed by the mind
modeling/simulation
intrinsically curious + self motivated
intrinsic motivation
re-introduced mental processes in a more systemic, scientific, and quantitative way
cognitive approach
measure of STM
capacity of ~7 items
-objective measurement mind as a computer
George miller
“learning curve”
-dramatic switches from poor to good performance
-group data masked MENTAL INSIGHT
-need to go beyond stim – response + think about mental processes
Gordon Bower
hink of “Gordon Bower” as “Building (Bower) vivid images to hold memories in place.” Picture a tower (Bower) where each floor has vivid images connecting words, symbolizing how Bower’s work showed that strong imagery improves memory recall.
-strict behaviorist
**CONDITIONED EMOTIONAL RESPONSE –> learned fear
-math to describe mental events
W.K estes
“W.K. Estes is a Wizard of Knowledge who Explains Studies.”
W.K. Estes: Wizard of Knowledge
Explains Studies: Focus on his role in developing theories and mathematical models related to learning and memory
-network of cnxs “nodes”
-distributed representations of activation across many nodes
**integrate neuroscience with psych
David Rumelhart + connectionist model
-biological mechanisms
-neural manipulations + neural measles (neuroimaging)
biological processes and changes in brain , mental representations, + behavioral consequences
behavioral/cognitive neuro approach
cognitive map (rat) + association
-latent learning
stimulus + response is too narrow
Tolman
mathematical models
Estes
insight
bower
7 +/- 2
miller
connectionism
rumelhart
latent learning
tolman
forgetting
ebbinghaus
classical conditioning
Pavlov
____ sensory neurons collect info
PNS
- collect info
- process info
- generate behavior
NS functions
basic physiological functions
brainstem
aka little brain
- motor control + coordination + some forms of learning
cerebellum
aka bark
-outer surface of cerebrum
-heavily folded
-most voluntary behavior
cerebral behaviors
planning; performing complex actions
frontal lobe
touch, feeling, + space
parietal
vision
occipital
hearing + remembering
temporal
processes + relays sensory info
thalamus
skilled movements
basal ganglia
learning new facts + forming new event memories
hippocampus
emotional memories
amygdala
tracts of neural wiring
subcortical white matter
connects cortex of 2 hemisphere
corpus callosum
temporal lobe primary sensory cortices
A1 (auditory)
occipital lobe primary sensory cortices
V1 (visual)
parietal lobe primary sensory cortices
S1 (sensorimotor, touch)
frontal lobe primary sensory cortices
olfaction
primary motor cortex primary sensory cortices
M1, frontal lobe –> produces voluntary movements
directly measure or stimulate individual neurons
implanted wire electrodes
measurement of brain activity + electrical signals at the scalp
EEG/ERPs
measurement of brain activity – tracks changes in blood flow
FMRI, PET
alter brain function in neural communication
drugs
non invasive experimental stimulation or inhibition
tDCS and TMS
where in the Brain area different types pop memories stored
engram hunt
systems problem of memory
how is info stored in the brain
information storage + synaptic change
molecular problem of memory
-spatial working memory
-perceptual motor skill learning
-episodic memory
neuropsychological tests
- neural responses or changes in neural activity
- during and/or after learning/memory tasks
neuromonitioring experiments
- effects of brain stimulation /inhibition (TMS)
- performance in learning /memory tasks
Brain perturbation
- differences in structural/functional brain measures
- differences in learning/memory related experiences
correlational approaches
fire together, wire together
- new synaptic contacts
LTP
out of sync, lose link
- retraction/dismantling synaptic contacts
LTD
- magnetic pulses to non-invasively facilitate or disrupt processing in the underlying cortical region
measures effect of TMS on behavior
transcranial magnetic simulation (TMS)
- electrical current directly to scalp
- cortical excitability
- measures effect of ____ on behavior
transcranial direct current stimulation (tDCS)
measures changes in bloodflow
subtraction technique
injects a radioactive tracer
PET
detects changes in brain activity
- timing + sequence (good temporal resolution)
- time-locked to discrete events or stimuli
– characteristic shapes and latency
ERPs
