Chapter 11 Flashcards by Sarah Kleban

darwin suggested evolution of both ______ and _______ traits

physical; mental

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“the ability to make adjustments, or to modify old ones, in accordance with the results of its own individual experience” is the definition of what?

intelligence

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cognition is latin for …

knowledge/thinking

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cognition is often a casual discourse that is …

voluntary, deliberate and conscious

ex. did I leave the coffee pot on?

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Cognition may lead to actions not clearly explained by ________ stimuli

external

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cognitive ethology

the study of the ability of animals to express conscious thought and intention

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what was the Clever Hans really doing instead of math/answering questiions?

responding until he got a reaction from someone

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animal cognition

models and constructs used to explain behaviors not characterized by simple S-R associations

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The Mark test

mark a subject and show them a mirror, if they reach for the mark on their OWN head they have some sort of self awareness

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2 ways learning and cognition are said to be “not opposites”

CS evokes a “mental representation” of the US (aka S-S learning)
R-O and S-O associations are often “internal”

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memory definition

ability to respond to or recount information that was experienced earlier

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3 components of learning and memory

acquisition

retention

retrieval

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3 components of learning and memory: acquisition

exposure to stimuli or information (majority of what we learned in this class falls under this)

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3 components of learning and memory: retention

time period in which information is retained

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3 components of learning and memory: retrieval

tests of memory for the original experience

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t/f: the 3 components of learning and memory don’t all happen in the brain

false! they do all happen in the brain

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a lot of what you learn is in there but won’t be able to be ________

retrieved

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2 ways on how we distinguish between learning and memory

studies of learning manipulate acquisition parameters
studies of memory focus on retention and retrieval

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in the retention phase, is there manipulation in the learning condition?

no! only in memory condition

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what were the results/main takeaways of the Hunter (1913) study

reflect working AND reference memory

Dog could have a delay of the longest (5 min), then raccoon (25s), then rodent (10s)

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working memory

operates when information needs to be maintained long enough to complete a task

happens in the test trial

(going back a unit, is classified as a discrete test trial)

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t/f: working memory of past trials don’t help with later trials

true

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reference memory

long-term retrieval of rules necessary for the use of incoming and acquired information

happens in the training phase

think reference = rule

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remembering items you just put in a drink is … while remembering the items needed to make the drink is …

working memory; reference memory

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delayed-matching-to-sample (DMS)

the SAMPLE identifies the correct response on the trial. The SAMPLE is removed before the subject is allowed to respond (DELAY). The subject then is asked to identify the MATCHING SAMPLE for reinforcement (going back a unit, this is considered free operant)

4 stages of DMS

trial signal (signaling start) sample presentation delay choice

what % shows a guess of chance?

50%

what % shows that a choice isn't by chance?

80%

results/main takeaways from Grant (1976) study?

**accuracy increases as sample duration increases** **accuracy decreases as sample-trial delay increases**

how do stimuli determine accuracy?

with the trace decay hypothesis

trace decay hypothesis

presentation of a stimulus produces changes in the CNS that decay after stimulus is removed

a weak stimuli will decay ... while a strong stimuli will be ...

quickly; maintained in memory ex. what did you eat for lunch last Wednesday vs. what did you eat when you got food poisoning

main takeaway for Sargisson and White (2001) study

overall performance is best when tested with training delay can be characterized as stimulus control

general rule with the DMS task

"choose the stimulus that is the same as the sample"

specific rule with the DMS task

"select green after green"

2 was to test what is learned on the DMS task

tests of transfer trials-unique procedure

2 was to test what is learned on the DMS task: tests of transfer

once DMS is learned with 2 samples, a new pair is employed **does the subject transfer (generalize) the rule to new stimuli?**

2 ways to test what is learned on the DMS task: trials-unique procedure

**on each trial**, different stimuli serve as matching and non-matching samples do they learn DMS?

common misconception: can't use all ______ _____ @ once

brain cells

how does Clark's Nutcracker exhibit how we need to know our environment to survive?

collect and store pine seeds by driving them into the group when they return months later, there is snow on the ground but they still know where to dig to get the seeds

Radial Arm Maze shows how rodents use their ______ memory

spatial

radial arm maze procedure

- 8 arms with "baited" end cups - rodent is placed in center - allowed to pick up food - cups are NOT refilled

2 types of strategies seen in the radial arm maze

inefficient - random arm entrance efficient - remember where it has or has not yet visited

what is a correct response for a radial arm maze?

entering an **un-visited** arm

t/f: radial arm maze training requires little training to see correct responses

true

rodents can remember up to __ arms without errors

rodents can retain their memory of the radial arm maze for up to _ hours

explanation of radial arm maze

internal map/requires representation

extramaze vs. intramaze cues

e - outside maze i - inside maze

what would happen if extramaze cues were removed from the rodents in the radial arm maze?

if removed, rats use intramaze cues and perform **above chance, but less efficiently**

t/f: intramaze cues are best for performance in the radial arm maze

FALSE extramaze cues are best for performance

for the Hoffman et. al. study, what 4 strategies were predicted when the rats were allowed to step off the maze to receive the food

efficient, path, random, wall

for the Hoffman et. al. study, which one of the 4 strategies was seen when the rats were allowed to step off the maze to receive the food

path! this is because they were trained within walls so continued to exhibit behavior

what would happen if the arms were removed entirely for the rats?

still follow path strategy

spot check: On the Delayed Matching to Sample, a monkey who has performed to 80% criterion on a pair of samples is able to switch fluidly to another pair of samples. As such we know he has learned a _______ rule based on the _________. general rule, trials unique procedure specific rule, trials unique procedure general rule, test of transfer specific rule, test of transfer

general rule, test of transfer

stimulus coding

the transformation of acquired information for retention and later retrieval

how do we code spatial information?

navigational mechanisms

3 types of navigational mechanisms used

beacon following landmark relation between landmarks

navigational mechanism: beacon following

association of a beacon with the goal **directly aligned** ex. my food is @ the rock

navigational mechanism: landmark

goal @ a fixed location away from a stimulus ex. saying a place should be to the right of the stairs

navigational mechanism: relation between landmarks

goal located between landmarks

during the radial arm maze, rats learn where they have been (_______ memory) and where they have yet to go (_________ memory)

retrospective; prospective

retrospective vs. prospective memory

r - been/happened in the past p - future, what you have yet to do

the 3 coding strategies

1. remember what you've had (memory load increases over time) (retrospective) 2. remember what you have yet to try (memory load decreases over time) (prospective) 3. forget it, insulin overload (no memory capacity)

2 benefits of switching strategies for coding memory

reduces memory load and increases remembering

what coding strategy do you want to start with? End with?

retrospective; prospective

organisms count ____ before counting ______

up; down

did the Kesnert and DeSpain studies vary with results between rats vs. undergraduate students? What were these results

NO; both had an increase in errors on 1st half of trials (using retrospective coding) while seeing a decrease of errors in second half (prospective coding)

Memory retention is impacted by what two things?

1. an unpredictable stimulus (interference) 2. cues indicating whether something should or should not be remembered

when you are studying for a test and a fire alarm goes off, what is going to be affected the most?

whatever you were going over when the alarm went off!

direct forgetting

a process by which information not relevant to a task is actively ignored

what is direct forgetting an example of?

stimulus control!

Chapter 11 Flashcards

(72 cards)