learning and remembering Flashcards
(85 cards)
1
Q
learning
A
permanent change in knowledge/behaviour that occurs from experience
2
Q
neural plasticity
A
- brains ability to change structure/function in response to experience/damage
- enables us to learn and remember new things and adjust to new experiences
3
Q
LTP
A
- long term potentiation
- long lasting strengthening of synaptic connections between neuron’s after repeated stimulation
- enhanced synaptic transmission
- crucial for making learning possible
4
Q
LTD
A
- long term depression
- long lasting weakening of synaptic connections, reduces synaptic efficiency
- neurons out of sync begin to lose link
5
Q
neurotransmitters vs neurohormones: similarities
A
- both are chemical messages produced by the body
2. both secrete at the terminal buttons
6
Q
neurotransmitters vs neurohormones: differences
A
neurotransmitters:
1. secreted into synaptic gap, deliver message to target cells
more rapid messages
neurohormones:
2. secreted into bloodstream for transport to target cells messages travel more slowly
7
Q
glutamate in synaptic plasticity
A
- major excitatory neurotransmitter
learning and memory formation - promotes growth and strengthening of synaptic connections between neurons within neural pathway
8
Q
neurohormones: adrenaline and memory
A
- chemical messages that are manufactured by neurons and released from axon terminals
- released into capillaries then absorbed into blood stream and carried to target cells or neurons
9
Q
process of memory
A
- encoding
- storage
- retrieval
10
Q
process of memory: encoding
A
- putting information into a form that will allow it to fit in with your personal storage system
11
Q
process of memory: storage
A
- keeping info in the brain so that we can use it later on
store the info in an organised way to make it easier to recover memories
12
Q
process of memory: retrieval
A
- relies on using the right cues we can get the correct location in our semantic networks
13
Q
atkinson and shiffrin: structural features
A
- built in, fixed features of memory that don’t vary from one situation to another
storage capacity and storage duration unlimited
14
Q
atkinson and shiffrin: control processes
A
- selected and used by each individual and may vary in different situations
- they’re under conscious control of individual and which control process is used depends on what individual does
- attention, rehearsal, retrieval
15
Q
sensory memory
A
- first stage of memory
- memory with sense organs
- information in our environment is received by our senses
16
Q
sensory memory: steps
A
step 1. new sensory info enters memory when it is registered
step 2. sensory memory stores information briefly
step 3. capacity is believed to be unlimited
4. info is held just long enough to encode it into a useable form and transfer it to stm for further processing
5. if info enters sensory memory it and ignored fades rapidley
17
Q
iconic memory
A
- stores in form for 1/2 second
- intensity of visual stimulus determines how long icon will
- last, only long enough for encoding to begin
- visual info changes constantly, must deal with quickley
18
Q
echoic memory
A
- storage time is temporary
- sounds remain as echo for 3-4 seconds
- long enough for sounds to encode and selected for attention
19
Q
chunking
A
1.grouping seperate items of info so they form a larger single item
2. increase stm’s normal storage capacity
letters, numbers,words
20
Q
rehearsal: increasing stm duration- maintenance
A
1.repetition of info a number of times so it can be held in 2.short term memory for the longer 18-20 seconds
21
Q
rehearsal: increasing stm duration- elaborative
A
- linking new information in some meaningful way with information already stored in LTM
- or with other pieces of new information, to hold it in short term for longer than 20 seconds.
22
Q
long term memory
A
- used for relatively permanent storage of unlimited amount of info
- retrieved by locating in LTM and returning it to conscious awareness
23
Q
explicit memory
A
1.occurs when info can be consciously or intentionally retrieved and stated
2.process that involves memory with awareness
remembers when a pet died
24
Q
declarative memory:
A
- stored for factual information
- names, faces, words, dates
- semantic and episodic
25
semantic memory
1. knowledge of facts and concept of world
| 2. rules, knowledge
26
episodic memory
1. info about specific events or personal experience
| 2. time, place, description
27
implicit memory
1.remembering something involves 2.unconscious/unintentional retrieval
3.can be expressed through actions or behaviour
4.memory without awareness
riding a bike
28
procedural memory
1. learnt skills or actions
| 2. only be fully expressed through actions
29
serial position effect
1.superior immediate free of items at beginning or at end of the list compared to those in the middle of list
30
serial position effect: primary effect
1. superior recall for items at the beginning of a list compared to items in the middle of list
2. primary encoding- items at beginning of the list are stored in and retrieved from LTM
31
serial position effect: recenary effect
1. superior recall for items at the end of list compared to those in the middle of list
2. encoding- items at end of list are retained in stm, tendency to get more of these items correct than items presented earlier on in list
32
explicit memory; hippocampus
1. transfers new memory for storage
| 2. connected to frontal lobe, amygdala and thalamus
33
middle of list: asymptote
1.shows interior recall for items in middle
as stm reaches capacity, items are displaced before they can be adequately rehearsed and stored in Ltm
2.encoding- are either not stored in LTM or are displaced from STM
34
Amygdala
1.regulates emotions such as fear and agression
not involved in all procedural memory (implicit memory)
2.consolidation of emotional information in memory especially fear
35
amygdala and hippocampus:
1.hippocampus is in tact, can be fearful of something
if amygdala is damaged, person will not display physical signs of fear
2.stimulation of amygdala activates hippocampus and learning and memory for unpleasant emotions is linked to amount of amygdala when learning occurs
36
cerebral cortex and LTM
1.patients with damage to frontal lobes have little trouble retrieving semantic knowledge, often shows deficit in episodic memory
37
Henry Molaison
1. surgeons removed temporal lobe from each hemisphere including amygdala, hippocampus and cortical tissue
2. temporal lobe is in relation to memory
3. surgery reduced his seizures
4. serious memory problems, could not form log term 5.episodic memories
6. STM was normal
38
anterograde amnesia
1. stm is affected, inability to encode and store new memories
3. temporal lobe and hippocampal damage
39
alzheimers disease
1. a neurodegenerative disease characterised by the widespread of degeneration of brain neurons
2. causing memories to decline in social and cognitive skills, and personality changes
40
alzheimers causes
1. amyloid plaques- proteins that form among axon terminals and interfere with communication between neurons
1. neurofibrillary tangles-abnormal build up of protein inside neurons(death of brain cells)
3. reduced levels of acetylcholine in areas of brain that involve learning, memory and intellectual
41
measures of retention
- Recall
– Recognition
– Relearning
– Reconstruction
42
recall
supply or reproduce facts/information that is stored in Ltm using few or no cues for assistance
43
cued recall
1. when you reproduce info from memory
2. but given cues and prompts to assist recall
3. first word of song title
44
free recall
requires to reproduce info from memory i any order, without specific use of cues
45
serial recall
1. occurs when you reproduce information from memory in the order in which it was originally presented, without 2.specific use of cues
3. order of song titles
46
recognition
selecting the correct alternative from a list of possible alternatives.
More sensitive than recall as a measure of retention.
provide retrieval cues, easier to retrieve
47
relearning
1.measure of retention, involves learning info that has been learnt and stored in LTM
2.used of seeing if info was retained from original learning
most sensitive and successful
48
reconstruction
1. combining stored info with other available info to form what is believed to be more accurate memory
2. influenced by psych and env factors
49
context stae dependent cues
1.aid retrieval by recalling information in the same place/environment . where the info was learnt
2.visual imagery to recreate environment
physical landmarks, sounds, smell act as cues
50
state dependent cues
1. associated with internal physiological and psychological state at the time the memory was formed
3. happy mood can recall happy events
51
loftus' eyewitness testimony
1. requires people who have viewed on event(crime/accident) to give personal account of event
2. influenced by questions and language use
3. undertook research into memory reconstruction
52
Loftus' speed experiment
1. 45 volunteers
2. each shown clips of car accidents
3. after viewed, asked to write description of what they saw
4. verbs resulted in misinformation effect- they incorporated misleading info into memory of event
53
Loftus' model of recall
1. demonstrated that the act of retrieving info from memory is a reconstructive process
2. process of retrieval can be biased/influenced by wording of question
3. misinformation can become stored as updated representation of memory trace
54
classical conditioning
1. involuntary
2. passive
3. pairing stimulus and response
4. process of learning association
55
NS
1. neural stimulus
| 2. anything response that doesn't produce a predictable response
56
CS
1. conditioned stimulus
| 2. repeated ucs, cs triggers a similar response to the ucr
57
UCS
1. unconditioned stimulus
| 2. any stimulus that consistently produces a naturally occurring response
58
classical conditioning 3 phase process
```
1.(before)
NS- NR
UCS- UCR
2. (during)
NS+UCS- UCR
3.(after)
CS-CR
```
59
UCR
1. unconditioned response
| 2. reflexive response which occurs automatically when the US is presented
60
CR
1. conditioned response
| 2. the learned response which is identical to the UCR but is caused by the CS after conditioning
61
during conditioning
1. gradually learn/acquire the CR
2. CR progresses in strength from CS+UCS
3. closer in time of pairing, faster the learning
62
principals of classical conditioning
1. extinction
2. spontaneous recovery
3. stimulus generalisation
4. stimulus discrimination
63
extinction
1. when UCS is repeatedly no longer presented with the CS
| 2. CR no longer occurs following the presentation of a CS
64
spontaneous recovery
an extinct CR reappears if the CS is presented again
65
stimulus generalisation
CSs that are similar, to the original CS elicit(present) to CR
66
stimulus discrimination
1. specific
| 2. learnt to discriminate between motion pic stimulus and real world version of it and to modify response of result
67
classical conditioning: therapy
1. treating people with maladaptive (bad) behaviour
| 2. systematic desensitisation- used to reduce phobia, reducing stimulus by gradual steps
68
observational learning
1. cognitive process(active)
| 2. a form of social learning where a person learns by watching/listening to behaviour demonstrated by another
69
observational learning: 1. attention
1. must be paid to model's behaviour and its consequences
| 2. child watching parent make breakfast
70
observational learning: 2. retention(in memory)
1. learnt behaviour must be stored in memory as mental representation
2. so observed learning can be utilised later
3. cognitive aspect cause memory must be stored and later 4.to be retrieved to reproduced behaviour
5. procedure+ingredients
71
observational learning: 3. reproduction (of behaviour)
1. learner must have physical and intellectual ability to 2.convert mental representations into actions
3. child using kitchen equipment
72
observational learning: 4. motivation
1. learner must want to imitate behaviour
2. depend on belief of desirable consequence for 3.reproducing behaviour
4. child wants to make pancakes
73
observational learning: 5. reinforcement
1.when there is a prospect of positive result for imitating behaviour, it is likely that the learner will do so
74
operant conditioning
1. voluntary
2. a learning process by which the likelihood of a particular 3.behaviour occuring is determined by the consequences of that behaviour
75
3 phase model of operant conditioning
antecedent condition- behaviour- consequence
76
positive reinforcement
1. good
| 2. a stimulus that strengthens a response by providing a pleasant consequence
77
negative reinforcement
1. a stimulus that strengthens a response by the removal of an unpleasant stimulus
2. behaviour that removes US which is presented by consequence
3. take panadol to remove consequence
78
punishment
1. bad= positive
2. good= negative
3. punisher reduces unwanted behaviour
4. smacking child
79
response cost
1. negative
2. when a reinforcer and positive state of affairs is removed following a response, decreased the likelihood that this response will occur again
3. grounding teenager(taking away freedom)
80
factors effecting reinforcement
1. order of presentation- reinforcement occurs after response
2. timing- immediate
3. appropriateness of reinforcer
81
operant conditioning: stimulus generalisation
1.correct response is made to another stimulus for which reinforcement is obtained
82
operant conditioning: stimulus discrimination
1.organism makes response to stimulus for which reinforcement is obtained but not for similar stimulus
83
operant conditioning: spontaneous recovery
the response after rest period again is shown in absence of reinforcement
84
operant conditioning: shaping
1.strategy in which the reinforcer is given any response that is successfully approximates and leads to the final 2.desired response
85
operant conditioning: token economics
1. when desirable behaviour is rewarded with a symbolic reinforcer(token) that can be exchanged at a later date for a tangible reinforcer
2. gold stars
