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PSYCH2032 Learning and Memory > Lecture 1 > Flashcards

Lecture 1 Flashcards

Relationship between learning and memory, brief history of psychology, behaviourism VS cognitive psychology, neural systems of learning & memory, how the brain learns.

1
Q

Why study learning and memory?

A
  • Learning and memory defines our behaviour and our individuality
  • E.g., Leonard Shelby - Momento
  • Learned behaviour
  • Memory
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2
Q

What are some examples of learned behaviour?

A

Habits
Preferences
Skills

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3
Q

What are some examples of memory?

A

Facts

Personal Information

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4
Q

What do behaviourists often focus on?

A

Learning

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5
Q

What do cognitive often focused on?

A

Memory

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6
Q

What does learning include?

A

Not just information, habits, preferences, skills

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7
Q

What does memory include?

A

Facts, personal information

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8
Q

Why is learning and memory beneficial?

A

For therapeutic reasons and they are still used today

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9
Q

What is learning?

A

Learning is more to do with how we approach our current experience and how this shapes our behaviour
How our experience changes behaviour - relationship between experience and behaviour

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10
Q

Memory

A

How our past experience has shaped us or changed us.

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11
Q

What are behaviourists looking at?

A

So behaviourism is looking at the learning side between experience and behaviour and they are not interested in consciousness or understanding what is happening in our mind to facilitate learning - experience and behaviour

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12
Q

What are cognitive therapists looking at?

A

Cognitive more internal experiences and the steps people take to perform certain tasks - mental representations and consciousness work

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13
Q

Cognitive Therapists look at:

A

Acquisition / Encoding
Storage / Retention Organisation
Retrieval / Long Term Storage

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14
Q

Learning =

A

BEHAVIOURISM

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15
Q

MEMORY =

A

COGNITIVE PSYCHOLOGY

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16
Q

What are the two initial history of psychology?

A

Structure VS Functionalism

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17
Q

What was the goal of structuralism?

A

To look at how the mind is structured; what are the basic elements of consciousness? How are those elements organised?

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18
Q

Who was most involved in Structuralism?

A

Edward Titchner

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19
Q

What was the main characteristic of Structuralism?

A

Emphasis on introspection, observation of one’s own conscious experience

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20
Q

What are some of the issues with structuralism?

A

It is not representative of the other population, subjective, experimental bias

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21
Q

What is the goal of functionslism?

A

To look at how the mind functions; what is the purpose of consciousness? How does it help with our survival?

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22
Q

Who was most involved in functionalism?

A

William James

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23
Q

What is the goal of functionalism?

A

Emphasis on action and application, observation of behaviour within environment

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24
Q

What was the birth of experimental psychology?

A

Hermann Ebbinghaus’s metronome

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25
Q

When was Herman Ebbinghaus born?

A

1850 - 1909

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26
Q

What did Herman Ebbinhaus create?

A

1000’s of nonsense syllabus (e.g., yat, baf, koj)

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27
Q

What were some of his contributions?

A 
The retention curve
The concept of savings
Contiguity
The effect of practice
Order
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28
Q

What is the retention curve?

A

The relationship between time and memory is not linear. It is not a gradual decline over time. Immediately, retention is quite good. 20 minutes later it is lower, an hour later lower again and then as time passed, the relationship plateaus out. After the first two days, there is a sharp decline in our

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29
Q

What does savings mean?

A

The amount of trials saved in the relearning of items - or the initial number of learning trials needed to learn a list MINUS the number of learning trials needed to relearn a list

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30
Q

Learning in behaviourism?

A

Learning involves the formation of associations between specific actions and events (stimuli) in the environment
Many behaviourists use intervening variables to explain behaviour (e.g., habit, hunger drive) but avoid references to mental states
Radical behaviourism avoids intervening variables and focuses on descriptions of relationships between behaviour and environment (“functional analysis”)
i.e., what has an individual learnt to do in reaction to stimuli or events

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31
Q

When was Ivan Pavlov born?

A

1849 - 1936

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32
Q

What was the bell?

A

Neutral

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33
Q

What was the unconditioned stimulus?

A

Meat

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34
Q

Was was the unconditioned response?

A

Saliva (eventually)

35
Q

After the experiment, what was the conditioned stimulus?

A

The Bell

36
Q

After the experiment, what was the conditioned response?

A

Saliva

37
Q

What theory was John B. Watson (and a dozen babies) involved in?

A

Behaviourism

38
Q

When was John B. Watson born?

A

1878 - 1958

39
Q

Describe psychology in terms of behaviourism:

A

A purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behaviour

40
Q

What are some of the terms of John B. Watson?

A

Little Albert
Stimulus - Response (S-R)
Nature VS Nurture Debate
Ethics in Psychology Research (never got consent for Little Albert)

41
Q

When was B.F. Skinner born?

A

1904 - 1990

42
Q

What experiment was B.F. Skinner famous for?

A

Rats

43
Q

Describe some of the factors of B.F. Skinner

A

Radical behaviourism
Behaviour - reinforcement - behaviour is repeated
Behaviour - punishment - behaviour is reduced
Operant Conditioning
Believed in positively impacting behaviour (used his daughter in a lot of experiments)

44
Q

What are some of the terms associated with operant conditioning?

A

Stimulus response outcome / SRC / SRO

Stimulus response conditioning. Operant condition is stimulus response and an OUTCOME

45
Q

What do radical behaviourists tend to ignore?

A

Habits and drive, internal processes - there are confounding variables (such as if hunger decreases - will the behaviour diminish / if food is used for the reinforcement)

46
Q

Provide a summary on behaviourism:

A
  • Behaviourists argue that psychology should only focus on observable events
  • Internal process exist but are unnecessary and inappropriate to study

Pavlov - Classical conditioning: association formed between two stimuli
Watson - Who we are is completely shaped by your experience (Nurture)
Skinner - Operant conditioning: association between stimulus, response and outcome

47
Q

Provide a summary on cognition:

A
  • Learning takes place in the mind, not in behaviour
  • It involves how the brain perceives its environment, develops problem-solving skills and stores memories
  • Behaviour is used to make inferences about mental states but is not focus of interest in itself
    I.e., We learn how to understand something
48
Q

Who are one of the key figures behind cognitive psychology?

A

Noam Chomsky

49
Q

Noam Chomsky was born?

A

1928 - present

50
Q

What did Chomsky believe?

A 
Mental processes (cognition) 
Speed of language learning 
Not by reward / punishment behaviour
Speed of language learning
Generative grammar
Universal grammar
51
Q

What did Chomsky believe?

A 
Mental processes (cognition) 
Speed of language learning 
Not by reward / punishment behaviour
Speed of language learning
Generative grammar
Universal grammar
Commission and building of language / very much applied - therefore there was something at play to assist us to do this
52
Q

Behaviourism VS Cognitive

A

The give different answers to fundamental question, “what is learned” when learning takes place?

  • Behaviourists say: “specific actions”
  • Cognitivists say: “mental representations: it’s an understanding of what’s been learnt”
53
Q

What would a behaviourist say?

A

“to press the bar”

54
Q

What would a cognitivist say?

A

“that pressing produces food”

55
Q

Who won the debate and how did they do this?

A

Both by using the T-Maze experiment

56
Q

T-Maze Results were mixed - why?

A

Visual cues - place learning
No visual cues - response learning

Initial learning - place learning
After many trials - response learning

Inactivation of the hippocampus - place learning was inhibited
Inactivation of the striatum - response learning was inhibited (Packard & McGaugh, 1996)

Conclusion: both types of learning occur - behaviour exhibited depends on other factors

57
Q

Neuroscience since the 1950’s, include methods:

A 
Animal experiments
Acquired brain damage patients
Double dissociations (one person that has damage and one person that does not - to complete double dissociation - find someone that has damage to the other section) to find that certain parts of the brain work independently of each other
Neuroimaging techniques 
 - (Functional MRI scan) fMRI
 - Positron emission tomography (PET) 
 - Electroencephalography (EEG) 
Transcranial magnetic stimulation (TMS) - depression/stroke/severe cases of depression where CBT has not been successful/
58
Q

What are the three major memory systems?

A

Cortical Association Areas

  • Striatum Cerebellum (Brainstem & Spinal Motor Outputs)
  • Amygdala (Hypothalamus, endocrine outputs)
  • Hippocampus
59
Q

What is associated with the Striatum Cerebellum (brainstem/spinal motor outputs)?

A

Procedural memory (reinforced response habits)

60
Q

What is associated with the Amygdala (Hypothalamus endocrine outputs)?

A

Emotional memory (conditioned preferences and aversions)

61
Q

What is associated with the hippocampus?

A

Declarative memory (episodic and semantic recollection)

62
Q

What is included in the emotional processing part of the brain?

A

Hypothamalus, thalamus and amygdala

63
Q

What is included in the declarative memory?

A

Higher order processes (cognitive systems) facts, events, life events, we require these two regions for a lot of processing in the brain. Hippocampus, responsible for long term memory storage and the frontal cortex responsible for conscious thinking.

64
Q

What are three included memories in declarative systems?

A

Working memory
Semantic memory
Episodic memory

65
Q

What part of the brain is largely governed by the emotional system?

A

The limbic system

66
Q

What are the three major memory systems?

A

Striatum, Amygdala and Hippocampus

67
Q

What does the Striatum Cerebellum relate too?

A

Procedural memory - Reinforced response habits (habits, actions)

68
Q

What does the Amygdala relate too?

A

Emotional memory - Conditioned preferences and aversions

69
Q

What does the hippocampus relate too?

A

Declarative memory - Episodic semantic recollection (facts etc)

70
Q

In regards to procedural memory, what part of the brain does that include?

A

The cerebellum, the somatosensory cortex and basil ganglia.

71
Q

What actions does procedural memory include?

A

Skills, habits, learned reflexes, reinforced responses

72
Q

What is involved in the neural systems - emotional?

A

The limbic system, hypothalamus, thalamus and amygdala.

73
Q

What does this part of the neural system process in emotional processing?

A

Processing of rewards and punishment, preferences, emotional ‘colour’, emotional expression, linked to other memory systems (e.g., the visual, auditory and motor cortex)

74
Q

What are the four suggestions in regards to how the brain learns?

A

Myelination
Long term potentiation (LTP)
Neural plasticity
Neurogenesis

75
Q

What is the current trend?

A

Systems and networks rather than single neurons

  • Neural groups or clusters
  • Patterns of neural firing
76
Q

What is the myelin sheath?

A

Fatty membrane that wraps around axons of neurons

77
Q

List the parts of the of firing neurons

A 
Dendrites
Cellbody
Nucleus 
Axon Hillock
Presynaptic cell
Axon 
Myelin sheath
Synaptic terminals
Synapse
Postsynaptic cell
78
Q

What are some facts regarding myelination?

A

The thicker the myelin sheath, the fast the propagation velocity of the electric pulse
Our brain continues to develop white matter throughout the childhood and adolescence
Increased white matter in corticospinal and frontotemporal pathways

79
Q

Which part of the brain helps regulate autonomic functions such as breathing?

A

The brainstem

80
Q

The person who developed the form of learning known as classical conditioning is?

A

Ivan Pavlov

81
Q

Which brain structure is especially important for long term memory of episodic information (e.g., remembering one’s eighth birthday party?)

A

the hippcampus

82
Q

Long term potentiation is when:

A

a recent strong stimulus causes a neuron to over-respond to a subsequent stimulus

83
Q

What is neural plasticity?

A

the ability of neural connections and synapses to change as a result of experience

PSYCH2032 Learning and Memory (4 decks)

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