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Learning and Memory > Unit 1 > Flashcards

Unit 1 Flashcards

1
Q

potential changes in behavior –> experience

A

learning

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2
Q

record of our past experience

A

memory

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3
Q

previous experience causes enduring changes n the brain –> influence future behavior

A

learning + mem

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4
Q

synaptic change representing the memory

A

memory trace or engram

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5
Q

knowledge – facts

A

semantic

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6
Q

record of a past experience

A

episodic memory

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7
Q

doing something well

A

procedural/skill memory

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8
Q

humans shaped by INHERITED TRAITS

–all ideas + skills are inborn

A

nativists (Plato)

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9
Q

humans shaped by EXPERIENCE

-all ideas and skills are aquired through experience

A

empiricist (locke)

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10
Q

innate differences in skill and talent

A

plato

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11
Q

most of our knowledge is innate

A

Descartes

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12
Q

memories are formed form connections btw ideas

A

associationists (Aristotle, James)

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13
Q

we have a material body controlled by a nonmaterial soul/mind

A

dualists (descarte)

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14
Q

training + experience

A

Aristotle

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15
Q

born as blank slates, all habits and skills due to experience

A

John locke

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16
Q

immaterial soul + mechanical body

A

Descartes’ dualism

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17
Q

ability to think and freely make decisions

A

immaterial soul

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18
Q

scientific, mechanistic investigation of human behavior

A

mechanical aspect

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19
Q

what are the rules of association

A
  1. contiguity : experiences bear each other in time/space
  2. frequency: experiences often repeated
  3. similarity : experiences are similar to one another
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20
Q

what are the rules of association

A
  1. contiguity
  2. frequency – experiences often repeat
  3. similarity – experiences similar to one another
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21
Q

what did Willam James propose

A

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

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22
Q

William James proposed what

A

experience links ideas

idea would spread along links

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23
Q

-used himself as self subject
-studied nonsense words
-reduction in time to learn list 2nd time

A

Ebbinghaus

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24
Q

rapid initial forgetting
-showed effects of time, practice, + spacing

A

exponential forgetting curve

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25
Q

new rules for making associations
-pairing doorbell with food forged a new connection

*CLASSICAL CONDITIONING

A

Pavlov

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26
Q

repeated pairing increase the strength of association

*learning curve

A

frequency

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27
Q

extinguished association when bell is presented alone, ended ____

A

contiguity

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28
Q

salivation response will GENERALIZE to stimuli similar to doorbell, though the less similar, less effective

A

similarity

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29
Q

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

A

thorndike

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30
Q

behaviors with desirable effects are repeated and undesirable effects are not

*similar to natural selection of behavior

A

law of effect

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31
Q

*OBSERVERABLE

-shaped by experience + can be controlled
-humans same as animals
-mental processes cannot be studied scientifically cause it is not observable

A

behaviorism

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32
Q

scientists involved in physical sciences

A

-watson
-Hull
-BF skinner

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33
Q

learning = stim + past experience + reinforcement
-drive reduction theory

A

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

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34
Q

failed to explain underlying mental states + processes

A

behaviorism

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35
Q

internal mental states, mental representations, information processing, etc

PROCESSOR FILTERS CATEGORIZES, COMPARES, + PLANS

A

cognitive approach

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36
Q

mental processes studied objectively

A

focus on mental processing

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37
Q

likens the mind to a computer

A

computer metaphor

38
Q

humans – specialization in communication, reasoning, and planning

A

nuanced evolutionary perspective

39
Q

model of processing performed by the mind

A

modeling/simulation

40
Q

intrinsically curious + self motivated

A

intrinsic motivation

41
Q

re-introduced mental processes in a more systemic, scientific, and quantitative way

A

cognitive approach

42
Q

measure of STM
capacity of ~7 items
-objective measurement mind as a computer

A

George miller

43
Q

“learning curve”
-dramatic switches from poor to good performance
-group data masked MENTAL INSIGHT
-need to go beyond stim – response + think about mental processes

A

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.

44
Q

-strict behaviorist
**CONDITIONED EMOTIONAL RESPONSE –> learned fear
-math to describe mental events

A

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

45
Q

-network of cnxs “nodes”
-distributed representations of activation across many nodes
**integrate neuroscience with psych

A

David Rumelhart + connectionist model

46
Q

-biological mechanisms
-neural manipulations + neural measles (neuroimaging)
biological processes and changes in brain , mental representations, + behavioral consequences

A

behavioral/cognitive neuro approach

47
Q

cognitive map (rat) + association
-latent learning

stimulus + response is too narrow

A

Tolman

48
Q

mathematical models

A

Estes

49
Q

insight

A

bower

50
Q

7 +/- 2

A

miller

51
Q

connectionism

A

rumelhart

52
Q

latent learning

A

tolman

53
Q

forgetting

A

ebbinghaus

54
Q

classical conditioning

A

Pavlov

55
Q

____ sensory neurons collect info

A

PNS

56
Q
  1. collect info
  2. process info
  3. generate behavior
A

NS functions

57
Q

basic physiological functions

A

brainstem

58
Q

aka little brain

  • motor control + coordination + some forms of learning
A

cerebellum

59
Q

aka bark
-outer surface of cerebrum
-heavily folded
-most voluntary behavior

A

cerebral behaviors

60
Q

planning; performing complex actions

A

frontal lobe

61
Q

touch, feeling, + space

A

parietal

62
Q

vision

A

occipital

63
Q

hearing + remembering

A

temporal

64
Q

processes + relays sensory info

A

thalamus

65
Q

skilled movements

A

basal ganglia

66
Q

learning new facts + forming new event memories

A

hippocampus

67
Q

emotional memories

A

amygdala

68
Q

tracts of neural wiring

A

subcortical white matter

69
Q

connects cortex of 2 hemisphere

A

corpus callosum

70
Q

temporal lobe primary sensory cortices

A

A1 (auditory)

71
Q

occipital lobe primary sensory cortices

A

V1 (visual)

72
Q

parietal lobe primary sensory cortices

A

S1 (sensorimotor, touch)

73
Q

frontal lobe primary sensory cortices

A

olfaction

74
Q

primary motor cortex primary sensory cortices

A

M1, frontal lobe –> produces voluntary movements

75
Q

directly measure or stimulate individual neurons

A

implanted wire electrodes

76
Q

measurement of brain activity + electrical signals at the scalp

A

EEG/ERPs

77
Q

measurement of brain activity – tracks changes in blood flow

A

FMRI, PET

78
Q

alter brain function in neural communication

A

drugs

79
Q

non invasive experimental stimulation or inhibition

A

tDCS and TMS

80
Q

where in the Brain area different types pop memories stored

engram hunt

A

systems problem of memory

81
Q

how is info stored in the brain

information storage + synaptic change

A

molecular problem of memory

82
Q

-spatial working memory
-perceptual motor skill learning
-episodic memory

A

neuropsychological tests

83
Q
  • neural responses or changes in neural activity
  • during and/or after learning/memory tasks
A

neuromonitioring experiments

84
Q
  • effects of brain stimulation /inhibition (TMS)
  • performance in learning /memory tasks
A

Brain perturbation

85
Q
  • differences in structural/functional brain measures
  • differences in learning/memory related experiences
A

correlational approaches

86
Q

fire together, wire together
- new synaptic contacts

A

LTP

87
Q

out of sync, lose link
- retraction/dismantling synaptic contacts

A

LTD

88
Q
  • magnetic pulses to non-invasively facilitate or disrupt processing in the underlying cortical region

measures effect of TMS on behavior

A

transcranial magnetic simulation (TMS)

89
Q
  • electrical current directly to scalp
  • cortical excitability
  • measures effect of ____ on behavior
A

transcranial direct current stimulation (tDCS)

90
Q

measures changes in bloodflow

A

subtraction technique

91
Q

injects a radioactive tracer

A

PET

92
Q

detects changes in brain activity

  • timing + sequence (good temporal resolution)
  • time-locked to discrete events or stimuli
    – characteristic shapes and latency
A

ERPs

Learning and Memory (4 decks)

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