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Learning and Memory > Unit 4 > Flashcards

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

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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

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3
Q

closer or longer in time the behavior and consequence –> better the learning

A

closer

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4
Q

every X Rs produces 1 O

A

Fixed Ratio

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5
Q

lower or higher ratio –> longer pause after each reward

A

ratio

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6
Q

time out from responding after each reward

A

post reinforcement pause (flat line)

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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

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8
Q

constant and high rate of responding

  • gambling
  • video games
  • sports
A

variable ratio

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9
Q

After Y secs, 1 R produces 1 O

A

fixed interval

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10
Q

After Y seconds, 1 R produces 1 O, but Y changes after each O

A

variable interval

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11
Q

more responses = more reinforcers

gotta play to win

A

VR

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12
Q

more responses doesn’t necessarily mean more reinforcers

only need to check in

A

VI

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13
Q

strong start, short delay btw R & O, FR1 schedule, other Rs available, contingency always in effect

A

effective punishment

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14
Q

links stimulus with response (S–> R)

A

dorsal striatum of basal ganglia

(caudate nucleus + putamen)

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15
Q

linking responses with outcomes (R–>O)

A

orbitofrontal cortex

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16
Q

links sensory and motor function

A

basal ganglia

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17
Q

pleasure centers of the brain

CENTER FOR DOPAMINE MODULATION

A

venture tegmental area (VTA)

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18
Q

dopaminergic VTA axons extends to the ____ in the ventral stratum of the basal ganglia

A

NAcc

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19
Q

some behaviors are rewarded & others are not (or may be punished) change in pop behavior

A

change in pop behavior

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20
Q

relevant to survival – assuring that needs are met, and dangers are avoided

A

operant conditioning + instrumental conditioning and reinforcement learning

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21
Q

adds desirable stimulus, do it more
- study (R) –> earn a good grade (O)
study more

A

pos reinforcement

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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

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23
Q

adds undesirable stimulus, do it less
ex. arrive late (R) –> point penalty applied (O) = arrive late less often

A

pos punishments

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24
Q

subtracts desirable stimulus, do it less
ex. curse at ref –> ejected from game (O)= curse at reds less often

A

negative punishment

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25
Q

if normal ___ ___ program is blocked, animals will use other methods to achieve same ends

A

rote motor

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26
Q

not a single behavior, but a class of behaviors producing an EFFECT. some cognitive psychologists would call it more abstract goal or intention

A

R is a “behavioral unit”

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27
Q

operant conditioning is based on _____ (if R –> O)

A

contingencies

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28
Q

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
A

discriminative stimulus

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29
Q

the ___ learned is an overall goal/intention, not just a simple behavior

A

response

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30
Q

outcomes: food delivery, shock
behaviors: rate of level pressing
context: light that signals box is “on”

A

skinner box

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31
Q

low spontaneous rate of R

A

before training

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32
Q

contingency is introduced :if s,r –> o

A

training

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33
Q

animal discovers contingency rate of R increases

A

acquisition

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34
Q

contingency is eliminated (R –> __) ; rate of R decreases

A

extinction

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35
Q

R has a ___ initial rate; animal must discover the contingency via exploration

A

low

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36
Q

requires integrated activity in many brain areas

A

reinforcement learning

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37
Q

____ ____ of the basal ganglia seems to-lay role in linking the stimulus with the response (S–R)

A

dorsal striatum

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38
Q

plays a role in linking response with outcomes (R–>O)

A

orbitofrontal cortex

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39
Q

linking sensory and motor function

A

basal ganglia

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40
Q

within basal ganglia, the ___ ___ caudate nucleus and putamen) plus importune role in s –r learning

A

dorsal striatum

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41
Q

____ ____ produce problems of reinforcement learning

  • also links discriminative stimuli to behavioral contingencies (S–>R relationships)
A

dorsal striatum

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42
Q

directly activates the brain’s reinforcement system

A

electrical brain stimulation (intracranial self stimulation, ICC)

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43
Q

longer delay btw R & O –> ____ effect of punishment

A

weaker

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44
Q

shorter delay btw R & O –> ____ effect of punishment

A

stronger

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45
Q

signals contingency is in effect

A

discriminative stimulus

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46
Q

contingency should always be in effect

A

effective punishment

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47
Q

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
A

circumvention

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48
Q

therapist disagree over the utility of ___ in therapy and child rearing

A

punishment

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49
Q

dopaminergic neurons in the ___ project directly to the dorsal striatum

A

SNc

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50
Q

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

A

anhedonia hypothesis

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51
Q

dopamine motivates learners to work for reinforcement, the “wanting” aspect of reinforcement”

A

incentive salience hypothesis

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52
Q

dopamine blocker ____ disrupts dopamine, so food no longer good and is no longer reinforcing

A

pimozide

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53
Q

DA neurons in a monkey’s ____ responds ____ after unexpected rewards

A

midbrain

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54
Q

if light stimulus occurs before expected for reward, DA neurons ____ activation after light, but not after food

A

increase

55
Q

DA neurons ___ activity after an expected reward does NOT OCCUR (Omission)

A

decrease

56
Q

DA may be involved in adjusting the strength of S–R–C association through ___ ____ ___

A

reward prediction error

57
Q

____ ____ may mediate “liking”

A

endogenous opioids

58
Q

whether reinforcement is expected and codes for errors in reward prediction that drive reinforcement learning

A

reward prediction hypothesis

59
Q

___ may be involved in “wanting”

A

DA

60
Q

___ ___ may be involved in “liking”

A

endogenous opioids

61
Q

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
A

feedback

62
Q

why deep expertise is so rare
- extreme practice required to gain advanced skill

A

power law

63
Q

practice should be SPACED OUT rather than crammed/massed together

A

spacing

64
Q

additional techniques for improvement
- additional power curve of performance increase

A

power law of learning

65
Q

output/motor command adjust to reduce signed error, computed sensory feedback of mismatch btw output and target

A

CC: error related feedback

66
Q

successful responses are reinforced

A

RL: reward-related feedback

67
Q

single skill under identical conditions

A

constant practice

68
Q

set of skills different conditions and contexts

  • perform better during training and after training
A

variable practice

69
Q
  • able to play without looking at controller but need to focus; cannot get distracted otherwise more mistakes
A

associative stage

70
Q

skills do/don’t decay with non-use?

A

do

71
Q
  • rapid decay when practice is first terminated
  • slower decay as time progresses
  • savings in relearning when practice is resumed
A

skill decay

72
Q

interference from newly learned habits may impair ____ retention

A

skill

73
Q

generalization of a skill from one context to another

A

transfer

74
Q
  • more shared (identical elements(, the better skills will transfer
A

identical elements theory

75
Q
  • initial learning of a new skill often tends to require ____ attention to verbal guidance or a set of rules
A

conscious

76
Q

with practice, in skill learning, steps become ____ as attention to the verbalizable rules become unimportant

A

motor program / automatic

77
Q

sequence of movements that an organism perform automatically

A

motor program

78
Q
  • performance is based on verbalized rules
  • ex. using written instructions to set up a tent
A

cognitive stage

79
Q
  • actions become stereotyped
  • setting up a tent in a fixed sequence without instructions
A

associative stage

80
Q
  • movements seem automatic
  • setting up a tent while having discussion about politics
A

autonomous stage

81
Q

skill learning depends on what 3 brain regions

A

cerebral cortex; cerebellum; basal ganglia

82
Q
  • flexible, consciously accessible, easy to verbalize

MTL + HIPPOCAMPUS
- bilateral MTL damage can no longer form new declarative memories, but can learn new skills

A

declarative memory

83
Q
  • rigid, not always consciously accessible, hard to verbalize

BASAL GANGLIA + CEREBELLUM + CEREBRAL CORTEX

  • basal ganglia damage are impaired at skill learning
A

procedural/ skill memory

84
Q
  • 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

A

basal ganglia and skill learning

85
Q
  • skill training produces task-relevant coding of neural activity in the ____ ____
  • increasing activity as skills are learned
A

basal ganglia

86
Q

damage to the MTL impairs ?

A

declarative memory

87
Q

basal ganglia damage impairs ?

A

skill learning

88
Q

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
A

cortical

89
Q

skill practice expands the amount of ___ space dedicated to representing soil-related sensations and movements

A

cortical

90
Q

violinist have expanded ______ representations of their playing hand, but not their bow hand

A

sensorimotor

91
Q

performance improvement correlates with ____ of motor cortex activation

A

power law

92
Q

neurons in monkey ____ in the frontal cortex fire selectively at initiation of specific learned sequences of movements
- coding for sequential motor program in cortex

A

supplementary motor area (SMA)

93
Q
  • takes in inputs from the spinal cord and cortical motor systems
  • lesions impair performance of motor sequences and eye blink conditioning
A

cerebellum

94
Q
  • important in learning precisely timed movements sequences ex. acrobatics, dancing
A

cerebellum

95
Q

acrobatic animals tend to have a larger ____

A

cerebellum

96
Q

complicated motor tasks ex. balancing tightropes in obstacle course developed more _____ ____ than rats merely running an exercise wheel

A

cerebellar synapses

97
Q

those with cerebellar lesions have difficulty ___ the opening of fingers during ball throwing

A

timing

98
Q

copying a figure using a mirror image of the figure and one’s hand

  • requires MOTOR ADAPTATION
A

mirror tracing

99
Q

adapt to environmental perturbation of new sensorimotor relationship

A

motor adaption

100
Q

human pts with __ damage have poorer initial skill + final performance, but EQUIVALENT LEARNING RATE#

A

cerebellar

101
Q

on transfer test, cerebellar pts are even more impaired, demonstrating more/less to mirror tracing of different and more complex figures

A

less

102
Q

mirror reading effects:

left cerebellum activity ____, right cerebellum activity _____

A

decreases; increases

103
Q

motor control is the result of interactions btw what?

A

cerebellum, cortex, and basal ganglia

104
Q

transforms perception into motion action

A

cerebral cortex

105
Q

mediate cortical processing

A

basal ganglia + cerebellum

106
Q

skill learning results from ____ ____ in these circuits

A

synaptic plasticity

107
Q

lesions selectively impair skill learning
- development of task-related firing

A

basal ganglia

108
Q

expanding gray matter and representational space for task-related sensory and motor areas

A

cerebral cortex

109
Q

critical learning and performing movement sequences that require precise timing, coordination and/or motor adaptions

A

cerebellum

110
Q

poor coordination of purposeful, skilled movements; common from head trauma or stroke

  • cortical damage leads to selective ___
A

apraxia

111
Q

damage causes difficult imitation actions

A

left parietal damage

112
Q

Cannot pantomime actions with 2 hands

A

frontal damage

113
Q

hinders control and execution of skills

A

cortical damage

114
Q

cortical function can be temporarily altered using _____

  • can temp boost function of stimulated cortex or temporarily disable it (virtual lesion)
A

TMS

115
Q
  • current induced directly in Brian without affecting sensory neurons in the scalp
A

TMS

116
Q

temp mimic many selective apraxia observed in clinical population

A

TMS

117
Q

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
A

parkinson’s disease

118
Q
  • levodopa
  • deep brain stimulation
  • stream cells + neurotrophic factors
A

parkinson’s disease symptoms temp

119
Q
  • 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
A

Huntington’s Disease

120
Q

encodes the protein huntingtin

A

HTT gene

121
Q
  • cortical region damage
  • difficulty producing purposeful movements
  • interferes with skill control and execution
  • study effects of cortical disruption on skill memory and performance (TMS)
A

Apraxia

122
Q
  • 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)
A

Parkinson’s disease

123
Q
  • inherited with deterministic genetic marker
  • gradual damage to neurons throughout brain (especially in BG + cerebral cortex)
  • deficit in skill learning
A

Huntington’s disease

124
Q
  • explicit conscious control; rehearsed verbally
A

cognitive stage

125
Q

stereotyped movements learned, still exerting conscious control

A

associative stage

126
Q

little or no cognitive effort

A

autonomous stage

127
Q

with conscious awareness/effort

A

implicit learning

128
Q

adept at implicit ____learning

A

skill

129
Q
  • 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
A

implicit skill learning

130
Q
  • 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
A

serial interception sequence learning task

131
Q

inability to form new declarative memories

A

anterograde amnesia

132
Q

amnesiac pt such as HM can still _____ learn new skills

  • do not consciously call their practice sessions
A

implicitly

133
Q

new situation shares many elements with the practice context

A

identical elements theory

134
Q

skill learning builds motor programs (automatic sequences of motor activity in 3 stages

A

cognitive, associative, autonomous

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