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PSY 327 - Memory > Q1 > Flashcards

Q1 Flashcards

1
Q

nativism

A

humans are shaped primarily by their inherited nature
fixed at birth

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2
Q

empiricism

A

humans are primarily shaped by their experiences - nurture

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3
Q

behaviorism

A

focus on behavior bc it’s observable, quantifiable, and objective

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4
Q

nature vs nurture

A

nature: what we’re born with
nurture: shaped by experience

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5
Q

Learning

A

the process by which changes in behavior arise as the result of experience interacting with the world

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6
Q

Memory

A

the record of our past experiences, which are acquired through learning

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7
Q

hippocampus

A
  • memory consolidation to LTM
  • learning new facts
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8
Q

amygdala

A

controls the impact of emotions on memory
- emotional memory

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9
Q

MRI vs fMRI

A

MRI: detects water density
fMRI: detects blood flow activation

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10
Q

neural plasticity

A

the brain is always changing
- adapts to make up deficits

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11
Q

Subcortical structures (3)

A
  1. basal ganglia
  2. hippocampus
  3. amygdala
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12
Q

Basal ganglia

A
  • planning
  • movement
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13
Q

Cerebral cortex

A

very thin layering of cells on the outer surface of the brain
- plays a role in most voluntary behaviors.

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14
Q

lobes (4)

A
  1. Frontal lobes – planning and performing complex actions
  2. Parietal lobes – touch, feeling, sense of space
  3. Occipital lobes – vision
  4. Temporal lobes – hearing and remembering
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15
Q

measuring brain structures

A

MRI: detects water density

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16
Q

measuring brain activity (2)

A
  1. PET: injects a radioactive tracer to the blood
  2. fMRI: detects blood flow activation
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17
Q

ways neurons process info (3)

A
  1. Collect information
  2. Process/Integrate information
  3. Output information
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18
Q

neuron parts (3)

A
  1. Dendrites – collect info
  2. Soma (cell body)
  3. Axon – integrate and output information
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19
Q

synapse

A

specialized for chemical communication between axon and dendrite, where the two cells draw very close but don’t quite touch
- increase/decrease neurotransmitters

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20
Q

Presynaptic side

A

axon has vesicles loaded with neurotransmitters

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21
Q

Postsynaptic side

A

dendrite is studded with receptors to detect the transmitter

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22
Q

neural plasticity

A

re-wiring of the brain based on experience
- make more/less transmitter
- Have more/less receptors
- Make synapses bigger/smaller
- Eliminate synapses/make new synapses

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23
Q

Neural Plasticity types (2)

A
  1. LTP – long-term potentiation
  2. LTD – long-term depression
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24
Q

LTP

A

when two neurons fire at same time repeatedly, synapses between them get stronger
(fire together, wire together)
- sprouting of new synaptic contacts between co-activated neurons

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25
Q

LTD

A

when two neurons fire out of sync, synapses between them get weaker
(out of sync, lose link)
- retraction/dismantling of synaptic contacts between non-cooperating neurons

26
Q

Neural Plasticity and Learning

A
  • Experience provokes neural plasticity
  • This neural plasticity alters the way the brain processes information
  • On the next experience, behavior will be altered
    ex. in rats raised in enriched environments, neurons make more synaptic contacts
27
Q

classical conditioning steps (2)

A
  1. Begins with an innate (unlearned) reflex
    - Unconditioned stimulus (US): food
    - Unconditioned response (UR): salivation
  2. A neutral stimulus (CS) is then repeatedly presented before the reflex is triggered, producing a new reflex
    - Conditioned stimulus (CS): bell
    - Conditioned response (CR): salivation
28
Q

Appetitive Conditioning

A

new reflex prepares to obtain the US

29
Q

Aversive Conditioning

A

new CS->CR reflex helps avoid noxious US
- works after 1 trial
ex get food poisoning from fish -> never eat fish again

30
Q

conditioned compensatory response

A

CR that is the opposite of the UR, helping to balance/correct for the US-UR reflex
- Inject adrenaline (US) -> heart rate increase (UR)
- Repeat procedure in same testing chamber (CS)
Eventually, CS comes to produce a decrease in heart rate (CR) that helps maintain homeostasis (balance) against expected adrenaline injection = tolerance - testing chamber evokes a CR that weakens the overall effects of the drug

31
Q

extinction

A

Breaking the association between the CS and US can extinguish the new CS->CR reflex:
- Present the CS alone repeatedly.
- Initially, CS evokes strong CRs.
- With repetition, however, CS becomes less effective, similar to beginning of training

32
Q

classical conditioning rules (4)

A
  1. Timing
  2. Blocking
  3. Latent inhibition
  4. Associative bias
33
Q

timing

A
  • Delay conditioning: best learning
  • Trace conditioning: optimal interstimulus interval (ISI) with less learning at delays too short or too long
34
Q

blocking

A

previous learning inhibits new learning

35
Q

Latent Inhibition

A
  1. Pre-expose to CS repeatedly
  2. Then pair CS with US
  3. Learning is inhibited
    Animal has learned that the CS is useless, has stopped paying attention
36
Q

Associative Bias

A

bias towards building associations
- When tone + taste paired with poison, only taste provokes CR
- When tone + taste paired with shock, only tone provokes CR
In nature, tastes go with getting sick, sounds with getting hurt

37
Q

Operant Conditioning

A

S->R->O
context->response->outcomes
- law of effect

38
Q

Law of Effect

A
  • behaviors with positive effects are repeated
  • behaviors with negative effects are not
39
Q

O: outcomes

A

determine change in behavior

40
Q

Positive Reinforcement

A

If it leads to positive effects, do it more
ex. Study-> get a good grade
Study more

41
Q

Positive Punishment

A

If it leads to negative effects, do it less
ex. Arrive late -> Points off
Arrive late less often

42
Q

Negative Reinforcement (escape)

A

If it ends/avoids a negative effect, do it more
- do something to end behavior
ex. Take aspirin -> Headache ends
Take aspirin for pain more often

43
Q

negative punishment (omission)

A

If it ends/avoids a positive effect, do it less
ex. miss curfew -> phone gets taken away
miss curfew less often

44
Q

R: response - Behavioral Unit

A

class of behaviors producing an effect
- using any mean to get to an end: goal or intention

45
Q

S: Discriminative Stimulus (Context)

A

tell us which contingencies are in effect
If S, R->O (ex. if I push a lever when light is on, I’ll get food)
If no S, R does nothing (if light is off, no food)

46
Q

shaping

A

shaping behavior by building associations to produce response

47
Q

shaping steps

A
  1. Initially, contingency is introduced for simple behavior, R
  2. As rate of R improves, contingency is moved to a more complex version of R
  3. Gradually builds a complex R that the animal would never spontaneously produce
48
Q

punisher

A

outcome that decreases the frequency of the behavior

49
Q

Making Punishment Effective

A

Need to start with strongest punishment and immediately
- weak punishers habituate, which escalates punishers to habituate more
- Longer delay between R and S, leads to weaker effect of punishment

50
Q

effectiveness of operant conditioning is determined by: (2)

A
  1. Timing from behavior to consequence
  2. Relationship between behavior and consequence (schedule)
51
Q

timing

A

if behavior and consequence are closer in time, the better the learning of behavior

52
Q

Schedules of Reinforcement (4)

A
  1. fixed ratio (FR)
  2. fixed intervals (FI)
  3. variable ratio (VR)
  4. variable interval (VI)
53
Q

Schedule

A

the pattern of behavioral contingency
ex. If 10 Rs, then O
ex. If 10 minutes and then R, then O

54
Q

Fixed Ratio (FR)

A

Every X Rs produces 1 O

55
Q

Variable Ratio (VR)

A

Every X Rs produces 1 O, but X changes with each reinforcer (gambling, sports)
- Identified by average number of Rs per O

56
Q

Fixed Interval (FI)

A

After Y amount of time passes (seconds, min, hours), 1R produces 1O
Behavior before interval expires has no consequence

57
Q

Variable Interval (VI)

A

After Y amount of time passes (seconds, min, hours), 1R produces 1O, but Y changes after each O.
- Behavior before interval expires has no consequence.

58
Q

VR vs VI

A

VR: more responses = more reinforcers (got to play to win!)
VI: more responses ≠ more reinforcers (only need to check in)

59
Q

CC vs OC

A

OC:
1. Animal operates on the environment
2. Stimulus evokes a response to produce an outcome (S->R->O)
3. Animal connects context, behavior, and outcome

CC
1. Environment operates on the animal
2. Stimulus evokes Response (S->R)
3. Animal learns CS predicts US

60
Q

punishment consequences?

A
  1. discriminative stimuli for punishment can encourage cheating - certain situations can determine whether a person will get punished or not (not speeding when cops are around but speeding other times)
  2. The effects of punishment can be counteracted if reinforcement occurs along with the punishment (getting punished for talking in class but will cont to do so if get approval from classmates)
  3. initial intensity matters. Punishment is most effective if a strong punisher is used from the outset—from the initial exposure (expulsion won’t have the same effect if it comes after a waring and detention b/c they were milder punishments)
61
Q

2 parts of the brain that are important for learning and memory

A
  1. hippocampus - process machine that takes in new info and consolidates it
  2. cerebral cortex

PSY 327 - Memory (7 decks)

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