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Psychology 3/4 > Unit 3- How do people learn and remember SAC 1 > Flashcards

Unit 3- How do people learn and remember SAC 1 Flashcards

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1
Q

Define learning

A

Learning is a relatively permanent change in behaviour due to experience

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2
Q

Define memory

A

An active information processing system that encodes, stores and retrieves information

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3
Q

What are 2 behaviours that are not learned

A

reflex actions, maturation

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4
Q

Is a person’s memory a perfect replica of the world?

A

no, it is a personal interpretation of the world

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5
Q

Can memories change and be lost?

A

yes

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6
Q

Define neural plasticity

A

The ability of the brain to change in structure and functioning in response to the environment. Neural connections are formed, removed and remade on a continual basis.

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7
Q

What are the two types of plasticity

A

Developmental and adaptive

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8
Q

What is developmental plasticity

A

the change in structure and function of the nervous system that involves the growth and consolidation of neural pathways in infants, children and adolescents. It involves 5 stages: proliferation, migration, circuit formation, synaptic pruning and myelination.

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9
Q

What are the five stages of developmental plasticity

A 
proliferation
migration
circuit formation
synaptic pruning
myelination
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10
Q

What is proliferation

A

The first stage of developmental plasticity where cells multiply to form neurons

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11
Q

What is migration

A

the second stage of developmental plasticity where neurons move to their specialised areas

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12
Q

What is circuit formation

A

the process that involves axons of new neurons growing out to target cells, forming new synapses and neural pathways (synaptogenesis)

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13
Q

What is synaptic pruning

A

the loss/removal of unnecessary neural connections formed during developmental plasticity.

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14
Q

what is myelination

A

The production of what, fatty covering (myelin) that insulates a neuron’s axon which speeds neural messages.

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15
Q

What is adaptive plasticity

A

The ability go the brain and nervous system to change, adapt and grow as a result of new experiences.

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16
Q

What are the two stages of adaptive plasticity

A

Sprouting and rerouting

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17
Q

What is sprouting

A

the creation of new neural pathways (synaptogenesis)

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18
Q

What is rerouting

A

using, finding or strengthening alternative pathways

19
Q

What is synaptogenesis

A

the process of moulding or forming new synapses

20
Q

What is long term potentiation

A

A process in which repeated stimulation of a synaptic connection results in the long lasting strengthening of the synaptic connections resulting in enhanced and more effective synaptic transmission.

21
Q

How do synapses strengthen during long term potentiation

A
  1. more vesicles and thus neurotransmitters are produced in the pre-synaptic neutron in reaction to action potential. Therefore, more neurotransmitters are released into the synaptic cleft.
  2. More receptor on the post-synaptic membrane to created a greater chance of neurotransmitters binding with receptors.
  3. Neurotransmitters and receptors become more sensitive.
22
Q

What changes as a whole for the neutron for long term- potentiation

A

Dendritic spines grow to ensure more connections and faster transmission
A increased number of axon terminals

23
Q

What is long term depression

A

the weakening of an existing synapse strength over time when the frequency of electrical stimulation is reduced

24
Q

why do we need long term depression

A

long term depression plays an important role in clearing synapses/memories that are no longer needed or not used enough. Further, this conserves resources so we can make new synapses. For example when you learn to walk you need that memory/synapse continuously as a child, but through it becoming innate and learning it, you no longer need this synapse for when your re older.

25
Q

what is the relationship between neurotransmitter and neurohormones and learning

A

Some neurotransmitters help memory storage while others can disrupt it.
It is known that different types of memory and learning are assisted by the neurotransmitters,

26
Q

how is a neurohormone different to a neurotransmitter

A
  • released by neutron into the blood stream and circulatory system
  • can function as a hormone or neurotransmitter
  • can be slow but is long lasting
27
Q

How is glutamate involved in long term potentiation

A
  • Glutamates main role is cognition, learning and memory
  • binds neurons together through synaptic plasticity
  • also triggers dopamine to be released which helps dendritic spines to grow
28
Q

How is adrenalin involved in long term potentiation

A
  • effect on enhancing long-term memory
  • apart of coding process especially emotional memories
  • ensures memory strength relates to memory importance
29
Q

What is classical conditioning

A

a simple form of learning which occurs through repeated association of two different stimuli to produce a naturally occurring response. In classical conditioning, the learner is passive.

30
Q

what is the neutral stimulus

A

produces no naturally occurring response

31
Q

What is the unconditioned stimulus

A

something that is presented that produces a naturally occurring response (unconditioned response)

32
Q

What is an unconditioned response

A

A natural reaction that occurs upon presentation of an unconditioned stimulus

33
Q

What is a conditioned stimulus

A

Something that is presented that when repeatedly paired with an unconditioned stimulus, produces a conditioned (learned) response

34
Q

What is a conditioned response

A

A reaction that occurs upon being presented to a conditioned stimulus

35
Q

What is the same during classical conditioning experiements

A

NS and CS

UCR and CR

36
Q

What are the stimuli/response before conditioning

A

NS - no response

UCS = UCR

37
Q

What are the stimuli/responses during conditioning

A

NS+UCS=UCR

38
Q

What are the stimulus/response after conditioning

A 
NS = CS
UCR = CR
39
Q

Using the dog and the bell and food as an example. Explain the before, during and after conditioning stage

A

Before conditioning
Bell = NS
Food = UCS

During conditioning
Bell + Food = salivate (UCR)

After conditioning
Bell=CS
Salivate = CR

40
Q

What is stimulus discrimination

A

when an individual elects a the conditioned response to the original conditioned stimulus (not others that a similar to the conditioned stimulus)

41
Q

What is stimulus generalisation

A

The tendency for a stimulus similar to the original conditioned stimulus produce a response that is similar (but not necessarily identical) to the original conditioned response

42
Q

What is extinction in classical conditioning

A

The disappearance of the CR following a lack of pairing with of the UCS with the CS.

43
Q

What is Acquisition

A

The development of a CR through repeated association of the UCS and CS/NS

44
Q

What is Spontaneous recovery

A

After a rest period, a CR may reappear in response to the CS. But it is not as strong as the original CR and becomes extinguishes faster each time.

Psychology 3/4 (8 decks)

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