Learning and Memory Flashcards by Reilly Krueger

learning

acquiring new information, behavioral patterns or abilities based on practice, study or experience

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memory

retain and recall info based on
1. learning/encoding information
2. retaining information over time
3. retrieving (reactivating) information
need to learn something first, then you can remember it later!

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stages of memory

remember what fruit to buy at a store vs. your sister’s favorite fruit

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types of memory

facts and information vs. skills and simple associations
declarative vs non-declarative

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what did you see?

visual system and ventral “what” pathway helped you identify that you saw a picture with a group of animals
but, out of sight is NOT out of mind
you can still remember the picture and you can still recall some details

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sensory buffers

brief or iconic memories
ex. fleeting image of scene - different images are blurring together
initial sensory info that is held for a few milliseconds

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what animals were paired?

elephants, giraffes, zebras…
remember because of short-term memory

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short-term memory (STM) or working memory

ex. phone number
multiple sensory systems can be involved
30 sec to few min (rehearsal)
limited capacity (7)

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intermediate-term memory

longer than STM
ex. lunch yesterday, last week

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long-term memory (LTM)

enduring, near-permanent
ex. your favorite toy as a child
not perfect record, only important events to shape future behavior
strength based on emotion
“unlimited” capacity

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stages of memory

encoding
consolidation
retrieval

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encoding

information in sensory buffer is placed in STM
processed in hippocampus, stored in cortex

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consolidation

volatile STM are converted into enduring LTM
stored in cortex

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retrieval

LTM are returned to STM to be used
information does not go back to hippocampus
memories are integrated with current working memory for predictions
memories can be updated before re-consolidation into LTM, but could be “false” memories

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amnesia

severe impairment of memory
studying patients with different forms of amnesia is key to so much of what we know about learning & memory!

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retrograde amnesia

loss of prior memories

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anterograde amnesia

inability to make new memories

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patient H.M. Henry Molaison (1926-2008)

bike accident at age 7 led to severe epilepsy
in 1953, his medial temporal lobes were removed (hippocampus, most of amygdala & entorhinal cortex, some anterolateral temporal cortex)
after death, 3D reconstruction of brain

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Dr. Brenda Milner studying HM

high IQ, strong cognitive skills (language, perception, reasoning) intact STM/working memory
heavy anterograde amnesia (did not form new declarative LTM)
some temporally-based retrograde amnesia

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STM and LTM

different process, with declarative LTM requiring hippocampus

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after LTM consolidation

retrieval does not require hippocampus

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mirror tracing task

next day, did not remember task but performed better on task
procedural memory- remained in tact (could remember how to do it) and declarative memory- impaired (could not say that he had done it) have different processes

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crosswords

answered pre-1953 clues (before surgery)
post-1953 information, could modify old memories with new information
re-consolidation of retrieved declarative LTM

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stages of learning & memory

separate neural mechanisms for all of these processes
synaptic plasticity
adult neurogenesis

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synaptic plasticity

process of changing synapses to store information

adult neurogenesis

newly-born neurons store information in synapses

synaptic plasticity- pre & postsynaptic changes at existing synapses

larger postsynaptic potential (strengthened synapse) increased response due to a change to the presynaptic cell

larger postsynaptic potential (strengthened synapse) due to

more neurotransmitter released more receptors more neurotransmitter released and more receptors

synaptic plasticity- synaptic remodeling

reorganization of existing synapses new synapses form

An action potential in neuron B would generate a ______ PSP than in neuron A a. Smaller b. Larger c. The same

b. Larger

gill and siphon withdrawal reflex

disturb siphon and animal retracts gill to protect it

short-term habituation

simple "learning" repeatedly disturb siphon, the animal stops retracting gill sensory neurons release less neurotransmitter

long-term habituation

simple "memory" next day if you disturb siphon, animal retracts gill but, if you disturb repeatedly, animal stops retracting gill faster due to loss of some synapses

True or false: Learning and memory are ALWAYS driven by increases in synaptic strength (larger/more synapses)

False- can be driven by either a decrease or increase in synaptic strength- any sort of change that is occurring

hippocampus

has highly organized circuit perforant pathway (PP) long-term potentiation (LTP)

perforant pathway

entorhinal cortex (input into hippocampus)-> dentate gyrus (DG)

stimulate perforant pathway at 1 Hz

get a stable response in DG cells- receive glutamate-> activates AMPA receptors- allows channel to open lets sodium into cell- depolarization- Mg2+ blocks channel

Briefly stimulate PP with a burst of electrical activity (called tetanus)

tetanus (lots of glutamate release) depolarization causes Mg2+ to be removed from NMDA -> allows glutamate to activate NMDA receptors

stimulate PP at 1 Hz, get a larger stable response in DG cells

stimulate PP (glutamate released) many AMPA receptors activated NMDA receptors blocked by Mg2+

CLASS QUESTION B A At point A, there are ______ AMPA receptors than point B A. More B. Fewer C. The same

B. Fewer

short-term/working memory

retain and manipulate information for short time seconds-> minutes

regions involved in forming working memory

spatial-location memory response memory object memory

spatial-location memory

step 1: rat chooses an arm of maze to get a treat step 2: soon after, the rat must recognize and enter same arm to get a treat hippocampus is necessary

hippocampal cells

cognitive map of the relative spatial organization of objects & information place cells

place cells

encode for a specific location (but are re-assigned for a new location)

True or false: A hippocampal place cell can encode for 2 different locations in 2 different rooms of my house. A. True B. False

A. True

response memory

step 1: rat placed in box 2, and turns left or right to get a treat step 2: soon after, rat is placed in box 5 and only gets treat if turns the same way (left or right) caudate nucleus is necessary

object memory

step 1: rat knocks over yellow object to get treat step 2: soon after, rat must knock over the new (green, circular) box to get a treat extrastriate visual cortex is necessary

cortex stores short-term/working memory

information about an event is distributed in the sensorimotor and prefrontal cortices information is linked together so retrieved together

retrieval

involves hippocampus and medial temporal structures

long-term memory

declarative vs non-declarative

declarative

things you know that you can tell others ex. the mascot of bing is Bearcat what? facts and information semantic & episodic

non-declarative

things you know that you can show by doing

semantic

general knowledge, ex. our mascot is bearcat

episodic

memory of specific time, place, incident, ex. HS graduation

cortex stores declarative memory

sensory systems -> hippocampus LTM about an event is distributed in same regions as STM information is linked to retrieved together retrieval is direct (not via hippocampus)

nondeclarative/procedural/implicit memory

how- skills and simple associations shown by performance skill memory associative/conditioning

associative/conditioning

learning relation between stimulus/response or action/consequence ex. kids finishing homework to get dessert

regions involved in forming non-declarative memory- skill memory

basal ganglia, as well as motor cortex and cerebellum

regions involved in forming non-declarative memory- associative learning

amygdala, cerebellum, striatum

What type of memory is it when a 5 year old child is learning how to tie their shoelaces for the first time? A. Short-term procedural memory B. Long-term procedural memory C. Short-term episodic memory D. Long-term episodic memory

A. short-term procedural memory

What type of memory is it when over the course of several months a 5 year old child learns how to tie their shoelaces? A. Short-term procedural memory B. Long-term procedural memory C. Short-term episodic memory D. Long-term episodic memory

B. Long-term procedural memory

What type of memory is it when a parents tells their child about how the parent learnt to tie their shoelaces when they were 5? A. Short-term procedural memory B. Long-term procedural memory C. Short-term episodic memory D. Long-term episodic memory

D. long-term episodic memory

Learning and Memory Flashcards

(63 cards)