Unit 4 Flashcards
1
Q
chaining builds complex R sequences by linking together S –> R –> O
- initially train animals perform first behavior
- reward for performing 2 sequential behaviors
- allows series of behaviors
A
chaining
2
Q
____ through successive approx builds a complex single R incrementally
- initial contingency is introduced for simple behavior, R
- as rate of R increases, contingency is moved to a more complex version of R
- gradually builds a complex R animal would never spontaneously produce
A
shaping
3
Q
closer or longer in time the behavior and consequence –> better the learning
A
closer
4
Q
every X Rs produces 1 O
A
Fixed Ratio
5
Q
lower or higher ratio –> longer pause after each reward
A
ratio
6
Q
time out from responding after each reward
A
post reinforcement pause (flat line)
7
Q
every X Rs produces 1 O, but X changes with each delivery of reinforcer
- identify by avg number of Rs per O
A
variable ratio
8
Q
constant and high rate of responding
- gambling
- video games
- sports
A
variable ratio
9
Q
After Y secs, 1 R produces 1 O
A
fixed interval
10
Q
After Y seconds, 1 R produces 1 O, but Y changes after each O
A
variable interval
11
Q
more responses = more reinforcers
gotta play to win
A
VR
12
Q
more responses doesn’t necessarily mean more reinforcers
only need to check in
A
VI
13
Q
strong start, short delay btw R & O, FR1 schedule, other Rs available, contingency always in effect
A
effective punishment
14
Q
links stimulus with response (S–> R)
A
dorsal striatum of basal ganglia
(caudate nucleus + putamen)
15
Q
linking responses with outcomes (R–>O)
A
orbitofrontal cortex
16
Q
links sensory and motor function
A
basal ganglia
17
Q
pleasure centers of the brain
CENTER FOR DOPAMINE MODULATION
A
venture tegmental area (VTA)
18
Q
dopaminergic VTA axons extends to the ____ in the ventral stratum of the basal ganglia
A
NAcc
19
Q
some behaviors are rewarded & others are not (or may be punished) change in pop behavior
A
change in pop behavior
20
Q
relevant to survival – assuring that needs are met, and dangers are avoided
A
operant conditioning + instrumental conditioning and reinforcement learning
21
Q
adds desirable stimulus, do it more
- study (R) –> earn a good grade (O)
study more
A
pos reinforcement
22
Q
subtracts a undesirable stimulus, do it more
ex. take aspirin (R) -> headache ends (O) = take aspirin for pain more often
A
negative reinforcement
23
Q
adds undesirable stimulus, do it less
ex. arrive late (R) –> point penalty applied (O) = arrive late less often
A
pos punishments
24
Q
subtracts desirable stimulus, do it less
ex. curse at ref –> ejected from game (O)= curse at reds less often
A
negative punishment
25
if normal ___ ___ program is blocked, animals will use other methods to achieve same ends
rote motor
26
not a single behavior, but a class of behaviors producing an EFFECT. some cognitive psychologists would call it more abstract goal or intention
R is a "behavioral unit"
27
operant conditioning is based on _____ (if R --> O)
contingencies
28
tells us which contingencies are in effect
- if S, R --> O
- if not S, R does nothing or a different O
- crucial ensuring that we select behaviors that are appropriate o the situation
discriminative stimulus
29
the ___ learned is an overall goal/intention, not just a simple behavior
response
30
outcomes: food delivery, shock
behaviors: rate of level pressing
context: light that signals box is "on"
skinner box
31
low spontaneous rate of R
before training
32
contingency is introduced :if s,r --> o
training
33
animal discovers contingency rate of R increases
acquisition
34
contingency is eliminated (R --> __) ; rate of R decreases
extinction
35
R has a ___ initial rate; animal must discover the contingency via exploration
low
36
requires integrated activity in many brain areas
reinforcement learning
37
____ ____ of the basal ganglia seems to-lay role in linking the stimulus with the response (S--R)
dorsal striatum
38
plays a role in linking response with outcomes (R-->O)
orbitofrontal cortex
39
linking sensory and motor function
basal ganglia
40
within basal ganglia, the ___ ___ caudate nucleus and putamen) plus importune role in s --r learning
dorsal striatum
41
____ ____ produce problems of reinforcement learning
- also links discriminative stimuli to behavioral contingencies (S-->R relationships)
dorsal striatum
42
directly activates the brain's reinforcement system
electrical brain stimulation (intracranial self stimulation, ICC)
43
longer delay btw R & O --> ____ effect of punishment
weaker
44
shorter delay btw R & O --> ____ effect of punishment
stronger
45
signals contingency is in effect
discriminative stimulus
46
contingency should always be in effect
effective punishment
47
animal may learn discriminative stimuli that help it avoid punishment
- can produce fear,anxiety, Rage that impair behavior
- can produce generalized behavior disruption
- can produce aggression
circumvention
48
therapist disagree over the utility of ___ in therapy and child rearing
punishment
49
dopaminergic neurons in the ___ project directly to the dorsal striatum
SNc
50
dopamine gives reinforcers their hedonic qualities --- the "Liking" aspect of reinforcement
- DA disrupted animals continue to show hedonic rxns, arguing against anhedonia hypothesis
*NOT SUPPORTED BY DATA
anhedonia hypothesis
51
dopamine motivates learners to work for reinforcement, the "wanting" aspect of reinforcement"
incentive salience hypothesis
52
dopamine blocker ____ disrupts dopamine, so food no longer good and is no longer reinforcing
pimozide
53
DA neurons in a monkey's ____ responds ____ after unexpected rewards
midbrain
54
if light stimulus occurs before expected for reward, DA neurons ____ activation after light, but not after food
increase
55
DA neurons ___ activity after an expected reward does NOT OCCUR (Omission)
decrease
56
DA may be involved in adjusting the strength of S--R--C association through ___ ____ ___
reward prediction error
57
____ ____ may mediate "liking"
endogenous opioids
58
whether reinforcement is expected and codes for errors in reward prediction that drive reinforcement learning
reward prediction hypothesis
59
___ may be involved in "wanting"
DA
60
___ ___ may be involved in "liking"
endogenous opioids
61
gain knowledge of results during training -- indication of how well you are preforming
- frequent ___ is helpful initially but doesn't lead to high long term performance
- infrequent ____ causes a slower start, but usually leads to better long term performance
feedback
62
why deep expertise is so rare
- extreme practice required to gain advanced skill
power law
63
practice should be SPACED OUT rather than crammed/massed together
spacing
64
additional techniques for improvement
- additional power curve of performance increase
power law of learning
65
output/motor command adjust to reduce signed error, computed sensory feedback of mismatch btw output and target
CC: error related feedback
66
successful responses are reinforced
RL: reward-related feedback
67
single skill under identical conditions
constant practice
68
set of skills different conditions and contexts
- perform better during training and after training
variable practice
69
- able to play without looking at controller but need to focus; cannot get distracted otherwise more mistakes
associative stage
70
skills do/don't decay with non-use?
do
71
- rapid decay when practice is first terminated
- slower decay as time progresses
- savings in relearning when practice is resumed
skill decay
72
interference from newly learned habits may impair ____ retention
skill
73
generalization of a skill from one context to another
transfer
74
- more shared (identical elements(, the better skills will transfer
identical elements theory
75
- initial learning of a new skill often tends to require ____ attention to verbal guidance or a set of rules
conscious
76
with practice, in skill learning, steps become ____ as attention to the verbalizable rules become unimportant
motor program / automatic
77
sequence of movements that an organism perform automatically
motor program
78
- performance is based on verbalized rules
- ex. using written instructions to set up a tent
cognitive stage
79
- actions become stereotyped
- setting up a tent in a fixed sequence without instructions
associative stage
80
- movements seem automatic
- setting up a tent while having discussion about politics
autonomous stage
81
skill learning depends on what 3 brain regions
cerebral cortex; cerebellum; basal ganglia
82
- flexible, consciously accessible, easy to verbalize
***MTL + HIPPOCAMPUS***
- bilateral MTL damage can no longer form new declarative memories, but can learn new skills
declarative memory
83
- rigid, not always consciously accessible, hard to verbalize
***BASAL GANGLIA + CEREBELLUM + CEREBRAL CORTEX***
- basal ganglia damage are impaired at skill learning
procedural/ skill memory
84
- interconnected clusters of neurons (glia) that sit at the BASE of the forebrain
- collects input form throughout the cortex
- sends output to:
--- thalamus --> cortex
--- brainstem
basal ganglia and skill learning
85
- skill training produces task-relevant coding of neural activity in the ____ ____
- increasing activity as skills are learned
basal ganglia
86
damage to the MTL impairs ?
declarative memory
87
basal ganglia damage impairs ?
skill learning
88
training expands ___space representing skill movements
- this expansion is accompanied by increased gray matter volume
- disuse shrinks ____ space representing skill movements
- neurons in motor cortical areas begin to fire at initiation of learned sequential motor program
cortical
89
skill practice expands the amount of ___ space dedicated to representing soil-related sensations and movements
cortical
90
violinist have expanded ______ representations of their playing hand, but not their bow hand
sensorimotor
91
performance improvement correlates with ____ of motor cortex activation
power law
92
neurons in monkey ____ in the frontal cortex fire selectively at initiation of specific learned sequences of movements
- coding for sequential motor program in cortex
supplementary motor area (SMA)
93
- takes in inputs from the spinal cord and cortical motor systems
- lesions impair performance of motor sequences and eye blink conditioning
cerebellum
94
- important in learning precisely timed movements sequences ex. acrobatics, dancing
cerebellum
95
acrobatic animals tend to have a larger ____
cerebellum
96
complicated motor tasks ex. balancing tightropes in obstacle course developed more _____ ____ than rats merely running an exercise wheel
cerebellar synapses
97
those with cerebellar lesions have difficulty ___ the opening of fingers during ball throwing
timing
98
copying a figure using a mirror image of the figure and one's hand
- requires MOTOR ADAPTATION
mirror tracing
99
adapt to environmental perturbation of new sensorimotor relationship
motor adaption
100
human pts with __ damage have poorer initial skill + final performance, but EQUIVALENT LEARNING RATE#
cerebellar
101
on transfer test, cerebellar pts are even more impaired, demonstrating more/less to mirror tracing of different and more complex figures
less
102
mirror reading effects:
left cerebellum activity ____, right cerebellum activity _____
decreases; increases
103
motor control is the result of interactions btw what?
cerebellum, cortex, and basal ganglia
104
transforms perception into motion action
cerebral cortex
105
mediate cortical processing
basal ganglia + cerebellum
106
skill learning results from ____ ____ in these circuits
synaptic plasticity
107
lesions selectively impair skill learning
- development of task-related firing
basal ganglia
108
expanding gray matter and representational space for task-related sensory and motor areas
cerebral cortex
109
critical learning and performing movement sequences that require precise timing, coordination and/or motor adaptions
cerebellum
110
poor coordination of purposeful, skilled movements; common from head trauma or stroke
- cortical damage leads to selective ___
apraxia
111
damage causes difficult imitation actions
left parietal damage
112
Cannot pantomime actions with 2 hands
frontal damage
113
hinders control and execution of skills
cortical damage
114
cortical function can be temporarily altered using _____
- can temp boost function of stimulated cortex or temporarily disable it (virtual lesion)
TMS
115
- current induced directly in Brian without affecting sensory neurons in the scalp
TMS
116
temp mimic many selective apraxia observed in clinical population
TMS
117
increasing muscular rigidity, difficult initiating voluntary movements
- degeneration of dompaningeric brainstem neurons that modulate BG + cerebral cortex activity, resulting in DECREASED DOPAMINE
- difficulty learning skills such as serial reaction time, serial interception, rotary pursuit, and weather prediction tasks
parkinson's disease
118
- levodopa
- deep brain stimulation
- stream cells + neurotrophic factors
parkinson's disease symptoms temp
119
- inherited; causes damage to neurons in the brain (especially in BG + cerebral cortex)
- facial twitching + progressive shaking of body parts
- slow loss of motor abilities
- psychological problems (mood disorders, hyper sexuality, psychosis)
- difficulty with mirror reading and weather prediction tasks
Huntington's Disease
120
encodes the protein huntingtin
HTT gene
121
- cortical region damage
- difficulty producing purposeful movements
- interferes with skill control and execution
- study effects of cortical disruption on skill memory and performance (TMS)
Apraxia
122
- disruptions in normal BG functioning due to Sec degeneration
- muscle tremors and rigidity
- deficit in skill learning
- dopamine replacement therapy (LEVODOPA) + deep brain stimulation (delivers an electrical current to the basal ganglia-cortical loop)
Parkinson's disease
123
- inherited with deterministic genetic marker
- gradual damage to neurons throughout brain (especially in BG + cerebral cortex)
- deficit in skill learning
Huntington's disease
124
- explicit conscious control; rehearsed verbally
cognitive stage
125
stereotyped movements learned, still exerting conscious control
associative stage
126
little or no cognitive effort
autonomous stage
127
with conscious awareness/effort
implicit learning
128
adept at implicit ____learning
skill
129
- given a cue & pressed an associated button
- random order, repeating sequence
- very fast at reacting to cues of the repeating sequences
- none of the participants were aware of the sequence
implicit skill learning
130
- press one of 4 keys to interest scrolling visual cues
- random order, repeating sequence
- more accurate at intercepting cues of the repeating sequence
- few participants were aware of the sequence
serial interception sequence learning task
131
inability to form new declarative memories
anterograde amnesia
132
amnesiac pt such as HM can still _____ learn new skills
- do not consciously call their practice sessions
implicitly
133
new situation shares many elements with the practice context
identical elements theory
134
skill learning builds motor programs (automatic sequences of motor activity in 3 stages
cognitive, associative, autonomous
