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PS120 - neuropsychology > Week 1 > Flashcards

Week 1 Flashcards

1
Q

What results from learning

A

the formation of memories

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2
Q

Pavlovian learning and non-associative learning the memory…

A

the memory that is formed underlies the change in behavioural propensity (change in responsiveness)

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3
Q

Memory in neural terms

A

the memory takes the form of changes in the strength of synaptic connections between neurons in the sensorimotor pathways that mediate stimulus-elicited behaviour

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4
Q

In everyday language - what does memory mean?

A

the word memory can mean one of two things

  1. a store in which information of one sort or another can be retained for later use
  2. a particular item of stored information
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5
Q

where do everyday types of memory appear

A

appear to be held in a store and can be retrieved and described in words

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6
Q

Declarative memory (explicit memory)

A

a form of memory involving the conscious recall of experiences and facts

recalled items can be communicated to another person (declared)

  • this is not the kind of memory formed in Pavlovian and non-associated learning
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7
Q

non-declarative memory (implicit, procedural)

A

a form of memory in which remembered information cannot be recalled into consciousness and communicated into others

its existence is demonstrated by doing things

  • you know how to do something and demonstrate this by doing it
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8
Q

problem with procedural memory

A
  • used inconsistently
  • confusing when not referring to memory involving procedures
  • memory of procedure may be declarative
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9
Q

how is memory demonstrated

A
  • in characteristics of the stimulus-elicited responses after training
  • through use of the circuitry involved
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10
Q

what is included in non-declarative memory

A
  • non-associative learning
  • pavlovian associative learning
  • motor skill learning
  • other skill learning
  • habit formation
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11
Q

two types of memory at once - eye-blink conditioning

A
  • every one a while - tone then a puff of ear (delay procedure)
  • CR acquisition is slow
  • people may also learn that a tone sounded before every puff
  • declarative memory formed of tone before puff
  • most people had a declarative memory of the procedure, but a few did not
    HOWEVER
  • they all produced CRs - a declarative memory is not involved in production of CRs
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12
Q

what does the eye-blink conditioning show us?

A
  • the non-declarative memory is the change in circuitry (CS to CR)
  • may also acquire declarative memory that puff of air was preceded by a tone
  • if there is no declarative memory, CRs are still acquired
  • declarative memory plays no role in generating the CR
  • non-declarative memory plays no role in the declaration that tone preceded puff
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13
Q

backwards learning - eyepuff conditioning

A
  • declarative memory of the CS-US relationship is also acquired when people experience simultaneous and backwards conditioning procedures
  • no CRs are acquired - declarative knowledge is acquired but not non-declarative knowledge
  • learning takes place in simultaneous and backward conditioning, but it’s not Pavlovian learning
  • learning motor skills provides more examples where we acquire little or no declarative knowledge, but we do acquire non-declarative knowledge
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14
Q

lane changing

A
  • people leave out the second phase when unable to see
  • visual information about position on the road is needed to produce the second phase

people are:
- unaware that the lane-change manoeuvre is a two phase manoeuvre
- the second phase is triggered by visual information beneath the level of awareness

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15
Q

what does lane changing show us?

A
  • formation of declarative memory does not necessarily accompany formation of non-declarative memory
  • two different memories are formed by the same training experience but are independent of eachother
  • you dont need to be able to someone how to do something in order to do it
  • being able to tell someone how to do it, doesnt imply you can do it
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16
Q

retrograde amnesia

A

loss of memory about life events experienced prior to the damage and factual information acquired prior to the damage

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17
Q

anterograde amnesia

A

inability to remember for more than a minute or two life events experienced after the damage and factorial information to which one is exposed after the damage

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18
Q

amnesia

A

defined exclusively in terms of a loss of declarative memory

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19
Q

amnesia in terms of types of memory

A

retrograde amnesia - loss of existing long term declarative memories

anterograde amnesia - loss of the ability to form new ones

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20
Q

HM

A

anterograde amnesia

can hold things in mind for a short term but cant transfer info to long term store

confined to declarative memory

can form long term non-declarative memory

mirror tracing task

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21
Q

mirror tracing task

A
  • 10 tries to draw around the star without crossing the lines on 3 consecutive days
  • HM could not remember doing the tasks but he clearly improved so learning something
  • more comprehensive study with control participants was conducted on another profound anterograde amnesiac - Boswell
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22
Q

Boswell

A

a pursuit rotor task was used

training phase on one day consisted of five 30 second trails

score = time on target

two retention tests were administered

one 20 minutes after training, the other 2 years later - all retained

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23
Q

brain damage

A

HM and Boswell

anterograde amnesia due to damage to their brains

HM - result of surgery to alleviate severe temporal lobe epilepsy

Boswell and Wearing - herpes simplex encephalitis

  • damage to brain occurred in the temporal lobes of the cerebral cortex on both sides
  • damage was fairly extensive
  • seriously damaged hippocampus
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24
Q

anatomy of amnesia

A
  • the hippocampus is an infolding of the cerebral cortex along the inner edge of the temporal lobe
  • it is a folded section of cortex when viewed in coronal section
  • HM - 5cm hole in hippocampus
  • almost all of the hippocampus on both sides and neighbouring cortical regions
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25
Q

why is the hippocampus key in anterograde amnesia

A

damage it and long term declarative memory formation is impaired

damage the neighbouring regions and it isnt

however
damage to the hippocampus is not the only kind of damage that leads to amnesia

26
Q

other damage learning to amnesia

A

Korsakoff’s syndrome
- thiamine deficiency
- usually result of long-term alcohol abuse

results in both retrograde and anterograde amnesia

affects declarative but not non-declarative memory

the neuropathology is widespread but relatively little effect on the hippocampus
- regions damage - mammillary bodies, part of thalamus where they connect and regions of the frontal cortex

27
Q

Pavlovian conditioning procedure

A

know that damage to hippocampus affects the acquisition of new declarative memories, but not new non-declarative memories

  • should be possible for amnesiacs to acquire CRs in a pavlovian conditioning procedure

subjects sat watching a movie whilst exposed to an eye-blink conditioning procedure

28
Q

learning

A

– process that puts memory into a store

Sensory input – sensory memory – meaningful output – STM – LTM

29
Q

Habituation & sensitisation, Pavlovian learning

A
  • Changes in synaptic strengths
  • In neural terms, the memory takes the form of changes in the strength of synaptic connections between neurons in the sensorimotor pathways that mediate stimulus-elicited behaviour
  • No stores for memory
30
Q

Declarative memory

A
  • A form of memory involving the conscious recall of experiences and facts
  • Recalled items can be communicated to another person (declared)
  • AKA explicit memory
31
Q

Non-declarative memory

A
  • A form of memory in which remembered information cannot be recalled into consciousness and communicated to others
  • Its existence is demonstrated by doing things
  • AKA implicit memory / procedural memory
32
Q

Why is procedural memory a bad term?

A
  • Used inconsistently – sometimes means non-declarative memory generally, sometimes not
  • Confusing when used to refer to memory underlying behaviours that do not involve procedures
  • Confusing because a memory of a procedure is not a procedural memory if you can declare it
33
Q

Memory

A
  • Declarative memory
  • Non-declarative memory
34
Q

How is non-declarative memory formed?

A
  • Non-associative learning
  • Pavlovian associative learning
  • Motor skill learning
  • Other skill learning
  • Habit formation
35
Q

Lane changing manoeuvre

A
  • You need to turn the steering wheel
  • Most people turn to the right rather than changing lanes
  • Need to turn to the right then a turn to the left
  • People don’t have a declarative memory of this
  • But instead have a non-declarative memory as we do change lanes
36
Q

Eye blink conditioning experiment

A
  • Tone is sounded before the puff
  • Tone is the conditioned stimulus
  • Puff is the unconditioned stimulus
  • Declarative knowledge of the CS-US relationship is acquired very quickly
  • CRs are acquired very slowly
  • CRs acquired regardless of whether declarative knowledge is acquired
  • Declarative knowledge of CS-US relationship is acquired in backward and simultaneous conditioning, but CRs are not
37
Q

Retrograde amnesia

A
  • Loss of memory about life events experienced prior to the damage and factual information acquired prior to the damage
  • Declarative memory loss
38
Q

Anterograde amnesia

A
  • Inability to remember for more than a minute or two, life events experienced after the damage and factual information to which one is exposed after the damage
  • Cannot transfer memory to a long-term store
  • Can form normal non-declarative memories
39
Q

HM

A
  • Trace around star whilst watching in a mirror – keep within the lines
  • 10 consecutive attempts to trace around the star – saw less errors over time
  • Most of the improvement is retained
  • Non amnesiacs perform the same way but also have declarative memory of it
40
Q

Pursuit rotor task

A
  • Hold a stylus and keep the stylus above a rotating spot
  • Study looked at improved in an amnesiac – Boswell vs control group
  • Performed a training session and continuous flight trials
  • Boswell and control all improved – very similar results
  • 20 mins later – improvement was retained
  • 2 years later – improvement was retained
41
Q

Hippocampus

A
  • Damage is more extensive than just the hippocampi
  • Infolding of the cerebral cortex along the inner edge of the temporal lobe
  • Damage causes long term declarative memory formation to be impaired
42
Q

Eye blink conditioning with amnesiacs

A
  • None of the amnesiacs formed a declarative memory of having undergone the procedure, all the memory-intact participants did (though some failed to notice the CS-US relationship)
43
Q

Trace conditioning

A
  • Interval between sound and puff
  • Memory intact – acquire CRs
  • Amnesiacs – did not acquire CRs
  • CRs only acquired if the hippocampus is intact
44
Q

Trace conditioning theoretical

A
  • Information must be retained during the trace interval
  • Not such retention required in the delay procedure
  • Suggests that the hippocampus is needed when information must be retained for short periods of time in order for a long-term memory to be formed
  • Removal of hippocampi does not cause a removal of existing memories
45
Q

Trace conditioning – not retaining

A
  • If CS information is not retained over the interval
  • Neither declarative CS-US knowledge nor CRs would be acquired in trace conditioning
  • CRs would be acquired in delay conditioning
46
Q

Cerebellar cortex damage

A
  • CR acquisition is no longer possible in eye-blink conditioning using delay procedure
  • A kind of anterograde amnesia – for non-declarative memory
  • Do not abolish CRs that have already been acquired – no retrograde amnesia type deficit
  • New longer terms cannot be formed – anterograde amnesia when declarative memories are involved – old ones left intact
  • If the structure involved in retention are damaged, old memories are lost – retrograde amnesia when declarative memories are involved
47
Q

Korsakoff’s syndrome

A
  • Caused by thiamine deficiency from alcohol abuse
  • Results in amnesia – both retrograde and anterograde
  • Affects declarative but not non-declarative memory
  • Damage to the mammillary bodies, parts of thalamus to which they connect and regions of frontal cortex
48
Q

Unlearning examples

A
  • Involves non-declarative memory
  • You may want to rid yourself of a bad technique of habit that you have acquired so you can perform better at some skilled behaviour
  • You may want to rid yourself of an acquired irrational fear – phobia
49
Q

How is unlearning achieved?

A
  • Erase the memory or ease the means of retrieving it – erasure
  • Suppress the memory or suppress the means of retrieving it – suppression
50
Q

Erasure

A
  • Erase the memory (memory is lost) or erase the means of retrieving it
51
Q

Suppression

A
  • Suppress the memory or suppress the means of retrieving it (memory is still there and so is the means of retrieval, but you can’t use it)
52
Q

Habituation

A
  • Decreases the excitatory effect of one neuron on the next on a neural pathway
  • Involves down regulation of citatory efficacy of the synapses
  • Reduces the number of neurotransmitters – short-term
  • Reduces number of synapse terminal – long term
53
Q

Sensitisation

A
  • Opposite
  • Erasure of the habituation
  • Reestablishes the synaptic terminals
54
Q

Pavlovian Learning

A
  • Trainee learns to respond in an anticipatory manner (CR) due to the fact that a CS signals the occurrence of a US
  • Phase 1 – training with a forward conditioning protocol in which CS is paired with a US until learning acquires a CR
  • Phase 2 – exposure to a sequence of presentations of the same CS but without presentation of any USs
55
Q

Pavlovian Learning results

A
  • Phase 1 – CR response acquired
  • Phase 2 – CS presented without the US eg tone but no food
  • Phase 2 – CR no longer poking nose at food cup for food – CS no longer signalling food is coming
  • Phase 2 – extinction procedure
56
Q

Is extinction erasure or is the memory still there and cannot be expressed?

A
  • Extinction prevents expression
  • Spontaneous recovery
  • Renewal
  • Reinstatement
  • Context sensitive
57
Q

Effect of extinction

A
  • Extinction procedures do not erase what has been previously learned (memories)
  • Previous learning is retained
  • It just isn’t always possible to express it in behaviour
  • It is suppressed
58
Q

Spontaneous recovery

A
  • If you retest after a period of time – response will be restored – spontaneous recovery
  • If memory was erased, then restoration could not occur
  • Spontaneous recovery – effect is larger the longer the delay is
59
Q

Context renewal

A
  • Conditioning takes place in Context A
  • Extinction takes place in Context B
  • Following extinction, a test (CS only) is conducted
  • Test in Context A or B or a completely new context – Context C
  • B – lowest retention
  • A – highest retention
  • Renewal is higher in the original context than a new context
60
Q

Reinstatement

A
  • Following extinction, an aversive or arousing stimulus is presented (may be the US used in training)
  • Conditional responding is restored
  • If memory was erased – restoration would not be possible
61
Q

Reinstatement and renewal combination

A
  • Reinstatement occurs provided retention test in the same context
  • Context sensitive
  • If same context – restoration occurs
  • If different context – restoration doesn’t occur
  • This is due to different context not needing to come back and context is different to that of the conditioning trials

PS120 - neuropsychology (5 decks)

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