Bio 12 Flashcards
(63 cards)
Which of the following best summarizes the key difference between classical and instrumental conditioning?
A) In classical conditioning, the learner’s behavior directly influences the outcome, while in instrumental conditioning, the outcome is independent of the learner’s behavior.
B) In classical conditioning, a conditioned stimulus (CS) and unconditioned stimulus (UCS) occur in close temporal proximity, while in instrumental conditioning, reinforcement or punishment follows a response.
C) Classical conditioning involves voluntary responses, while instrumental conditioning involves involuntary responses.
D) In classical conditioning, learning occurs only with external reinforcement, while instrumental conditioning relies on natural reinforcement.
Answer: B
Explanation: The primary difference is that in classical conditioning, a conditioned stimulus (CS) and unconditioned stimulus (UCS) are paired together, while in instrumental conditioning, a behavior is followed by reinforcement or punishment, which influences future behavior.
According to Lashley’s principles, which of the following best describes his view on the nervous system’s role in learning?
A) Equipotentiality states that only specific brain regions are responsible for complex behaviors.
B) Mass action suggests that the cortex is specialized for different types of learning and memory.
C) Equipotentiality means that any part of the cortex can substitute for another in complex behaviors like learning.
D) Mass action refers to the idea that more brain activity improves memory but does not correlate with the complexity of the behavior.
Answer: C
Explanation: Lashley’s principles of equipotentiality and mass action state that the cortex works as a whole and that any part of the cortex can contribute to learning, with more cortex being better for complex behaviors.
What was the major flaw in Lashley’s assumption about the location of the engram (memory trace)?
A) He assumed the cerebellum was the primary site of learning.
B) He believed that only specific cortical areas contribute to learning.
C) He assumed the cerebral cortex was the best or only place to search for the engram.
D) He did not account for the role of the hippocampus in learning.
Answer: C
Explanation: Lashley assumed that the engram was located in the cerebral cortex, a viewpoint later revised when researchers found that the engram could exist in other brain regions.
What was the conclusion of Thompson and colleagues regarding the engram in the study of classical conditioning in rabbits?
A) Learning occurs in the cerebral cortex, not the cerebellum.
B) The lateral interpositus nucleus (LIP) of the cerebellum is essential for learning.
C) Learning does not depend on any specific brain area but is instead distributed across the brain.
D) The red nucleus plays a critical role in the storage of learned responses.
Answer: B
Explanation: Thompson’s research demonstrated that the lateral interpositus nucleus (LIP) in the cerebellum is essential for learning the conditioned response, while areas after the LIP (like the red nucleus) are not required for learning.
Which of the following statements best reflects Lashley’s mass action principle?
A) Brain activity is more effective for learning when a specific region is activated.
B) More cortex activity is better for learning complex behaviors.
C) Learning occurs only in regions that are directly involved in the sensory or motor processes.
D) Only cortical areas associated with memory are important for learning.
Answer: B
Explanation: Lashley’s mass action principle suggests that the cortex works as a whole, and the more cortex involved in a behavior, the better the learning outcomes.
What does Thompson’s experiment with the red nucleus imply about the role of the red nucleus in classical conditioning?
A) The red nucleus is critical for storing the learned response but not for initiating it.
B) Suppressing the red nucleus prevented learning entirely, indicating its essential role in memory formation.
C) The red nucleus is important for the actual conditioned response, but not for the learning process.
D) Learning can occur without the red nucleus, as long as other brain regions are intact.
Answer: D
Explanation: Thompson’s research showed that while suppressing the red nucleus temporarily blocked the conditioned response, it did not prevent learning itself, suggesting the red nucleus is not essential for learning but is involved in the expression of the learned response.
Which of the following best describes the conclusion of Thompson’s study regarding learning in the cerebellum?
A) Learning depends on the integrity of the entire cerebellum.
B) The cerebellum is primarily involved in the motor aspects of learning but not in storing the memory.
C) The cerebellum is specialized for processing sensory stimuli but not for forming memories.
D) Learning in the cerebellum occurs specifically within the lateral interpositus nucleus (LIP).
Answer: D
Explanation: Thompson’s studies revealed that the lateral interpositus nucleus (LIP) of the cerebellum plays a critical role in learning, particularly in the context of classical conditioning.
Which of the following is an example of a type of learning that does not fit neatly into either classical or instrumental conditioning?
A) A dog salivating at the sound of a bell due to repeated pairings with food.
B) A rat learning to avoid a specific area of a maze after receiving a shock.
C) A male songbird imitating its species’ song without reinforcement.
D) A pigeon pecking a button to receive food rewards.
Answer: C
Explanation: The songbird’s imitation of its species’ song does not involve a reinforcement or punishment and is not an example of classical or instrumental conditioning. This is an example of a specialized form of learning.
Which of the following best describes the process of consolidation in memory?
A) The immediate storage of sensory input before further processing.
B) The temporary storage of information that eventually decays unless rehearsed.
C) The strengthening of memories through synaptic changes that help convert short-term memories into long-term memories.
D) The retrieval of long-term memories through external cues.
Answer: C) The strengthening of memories through synaptic changes that help convert short-term memories into long-term memories.
Explanation: Consolidation refers to the process by which short-term memories are strengthened and stabilized into long-term memories through synaptic changes. This process can be influenced by factors like emotional significance and rehearsal.
In the context of Korsakoff’s syndrome, confabulation most often occurs when the patient:
A) Fills in memory gaps with fabricated details, often related to their own life.
B) Immediately forgets new facts or events after they occur.
C) Forgets procedural knowledge, like how to brush their teeth.
D) Experiences hallucinations that lead to false memories of past events
Answer: A) Fills in memory gaps with fabricated details, often related to their own life.
Explanation: Patients with Korsakoff’s syndrome often confabulate, meaning they fill in memory gaps with incorrect details, which they believe are true. This is usually about their personal experiences and is not associated with external facts or new knowledge.
According to Donald Hebb’s theory, which of the following is most responsible for the formation of short-term memory?
A) Long-term potentiation in the hippocampus.
B) The reverberating circuit between neurons.
C) The synthesis of new proteins in the brain.
D) The activation of the prefrontal cortex during problem-solving tasks.
Answer: B) The reverberating circuit between neurons.
Explanation: Hebb proposed that short-term memory is formed by a reverberating circuit where neurons repeatedly excite one another, creating a loop that holds the information temporarily until it can be consolidated into long-term memory.
Which of the following is true about flashbulb memories?
A) They form quickly only if the event is related to mundane details.
B) They occur for emotionally significant events and involve enhanced recall of details surrounding the event.
C) They are always perfectly accurate, with no alterations over time.
D) They are a form of procedural memory that requires practice to recall.
Answer: B) They occur for emotionally significant events and involve enhanced recall of details surrounding the event.
Explanation: Flashbulb memories are vivid and detailed memories of emotionally significant events. They are often remembered more clearly and accurately due to the emotional arousal that accompanies them, though they are not immune to distortion over time.
Which of the following best describes the role of working memory in cognitive tasks?
A) It serves as a temporary storage system for sensory inputs before they are consolidated into long-term memory.
B) It stores information needed for immediate tasks, such as problem-solving or decision-making.
C) It is primarily involved in recalling information from long-term memory during tasks.
D) It is responsible for retaining information only for a few seconds, such as phone numbers.
Answer: B) It stores information needed for immediate tasks, such as problem-solving or decision-making.
Explanation: Working memory is responsible for holding and manipulating information actively as you work with it. It is not just temporary storage but plays a critical role in tasks like reasoning, learning, and decision-making.
The hippocampus is particularly crucial for which type of memory?
A) Procedural memory, such as riding a bike.
B) Working memory, such as remembering a phone number temporarily.
C) Declarative memory, particularly episodic memory.
D) Flashbulb memory, especially for trivial events.
Answer: C) Declarative memory, particularly episodic memory.
Explanation: The hippocampus plays a key role in forming and recalling declarative memory, especially episodic memory, which includes memories of personal experiences and events. It is not as crucial for procedural or flashbulb memories.
In Alzheimer’s disease, the accumulation of amyloid-β protein leads to:
A) Enhanced synaptic input and increased plasticity.
B) A reduction in synaptic input and decreased neural plasticity.
C) The formation of flashbulb memories.
D) A temporary enhancement in working memory performance.
Answer: B) A reduction in synaptic input and decreased neural plasticity.
Explanation: The buildup of amyloid-β protein in Alzheimer’s disease leads to damage to neurons, impeding synaptic communication and plasticity, which results in memory loss and cognitive decline.
In the context of memory loss, which condition is characterized by the inability to form new long-term memories but the retention of learned skills?
A) Korsakoff’s syndrome.
B) Alzheimer’s disease.
C) Retrograde amnesia.
D) Infantile amnesia.
Answer: A) Korsakoff’s syndrome.
Explanation: Korsakoff’s syndrome, caused by severe thiamine deficiency, leads to anterograde amnesia (inability to form new memories) but typically does not affect the retention of previously learned procedural skills, such as how to walk or use utensils.
Which of the following is the most plausible explanation for infant amnesia in humans?
A. Lack of cognitive development
B. Rapid formation and replacement of hippocampal neurons
C. Limited sensory experiences during infancy
D. Inability to form sensory memories during early life
Answer: B. Rapid formation and replacement of hippocampal neurons
Explanation: Infant amnesia is explained by the rapid formation of new neurons in the hippocampus early in life. This new learning can displace older memories formed in infancy, making them difficult to recall later.
What is a characteristic of infant amnesia that also occurs in rats?
A. Rats develop advanced reasoning abilities early in life.
B. Memories from infancy can be restored with reminders.
C. Rats have complete memory loss of their early experiences.
D. Rats are unable to form long-term memories during infanc
Answer: B. Memories from infancy can be restored with reminders.
Explanation: Just like humans, rats can sometimes have their early memories restored by a reminder (e.g., a shock or returning to the training site), indicating that early memories aren’t completely lost but difficult to recall.
What was the major consequence of the removal of H.M.’s hippocampus?
A. He could no longer form short-term memories.
B. He suffered both anterograde and retrograde amnesia.
C. He had difficulty recognizing his reflection in mirrors.
D. His working memory was severely impaired.
Answer: B. He suffered both anterograde and retrograde amnesia.
Explanation: After the removal of his hippocampus, H.M. was unable to form new long-term memories (anterograde amnesia) and had significant memory loss for events before the surgery (retrograde amnesia).
Which type of memory remained intact for H.M. after his surgery?
A. Long-term semantic memory
B. Short-term (working) memory
C. Autobiographical memory
D. Episodic memory
Answer: B. Short-term (working) memory
Explanation: Despite severe memory impairment, H.M. was able to maintain short-term or working memory as long as he was not distracted. He could recall simple information for short periods, such as a number, without significant issues.
What does the phenomenon of “semantic memory formation” in H.M. suggest?
A. H.M. could learn new motor skills but not factual information.
B. H.M. could not form any new memories, even weak ones.
C. H.M. could form weak new semantic memories despite his amnesia.
D. H.M. could only recall information from the period before his surgery
Answer: C. H.M. could form weak new semantic memories despite his amnesia.
Explanation: H.M. was able to form weak semantic memories for factual information, such as remembering the names of famous people who emerged after his surgery, despite his severe amnesia.
Which of the following best describes H.M.’s inability to remember his favorite uncle’s death?
A. A failure of procedural memory
B. Impaired episodic memory
C. Deficit in semantic memory
D. A loss of working memory
Answer: B. Impaired episodic memory
Explanation: H.M.’s inability to remember his favorite uncle’s death is a classic example of impaired episodic memory (memory for personal events and experiences), a key deficit after hippocampal damage.
What is the role of the hippocampus in memory formation?
A. It stores all types of memories permanently.
B. It is involved in forming and recalling long-term memories, particularly episodic memories.
C. It is only responsible for sensory memory.
D. It helps with short-term memory retention during distractions.
Answer: B. It is involved in forming and recalling long-term memories, particularly episodic memories.
Explanation: The hippocampus is crucial for the formation and recall of long-term memories, especially episodic memories (personal experiences). Damage to the hippocampus, like in H.M., disrupts this process.
Why did H.M. answer “27” and “1953” when asked about his age and the date years after his surgery?
A. His brain had no concept of time.
B. His memory remained locked in the time of his surgery.
C. He forgot the details of his surgery completely.
D. He had no recollection of the events before his surgery.
Answer: B. His memory remained locked in the time of his surgery.
Explanation: H.M.’s memory was effectively frozen at the time of his surgery, and he could not remember events or changes that happened after that time, leading him to consistently believe he was 27 years old and that it was 1953.
