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Psychology > SAC 2 - Unit 3 - Learning and Memory > Flashcards

SAC 2 - Unit 3 - Learning and Memory Flashcards

1
Q

What is a neurohormone and example

A

a hormone that is produced and released bu a neuron eg adrenalin

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2
Q

Why is glutamate required for learning

A

increases number of synapses and strengthening existing ones in a pathway

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3
Q

Amygdala

A
  • fear response memory
  • acted by adrenalin
  • emotions (anger, fear)
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4
Q

Hippocampus

A
  • why you are scared
  • essential for processing memories about events, dates and experiences
  • encodes explicit memories
  • consolidates explicit memories
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5
Q

LTP

A

LONG TERM POTENTIATION

  • synapses are strengthened
  • increased glutamate is produced and released by the pre-synaptic neuron
  • involved in memory and learning
  • neurons become more efficient at transmitting information
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6
Q

LTD

A

LONG TERM DEPRESSION

  • synapses are weakened
  • decreases glutamate is produced and released by the pre-synaptic neuron
  • neurons become less efficient at transmitting messages
  • synaptic pruning may take place
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7
Q

Neurotransmitters

A

A chemical messenger synthesised within a pre-synaptic neurone and transmitted across the synapse

  • releases directly into the synapse
  • can only effect neurons that are directly linked via a synapse
  • carry messages from a pre-synaptic neuron to a post-synaptic neuron
  • travel short distances
  • effect is quick
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8
Q

Neurohormones

A

A chemical synthesised in the neuron that is secrete directly into the bloodstream to act on distant sites

  • chemicals released by a pre-synaptic neuron
  • released directly into the bloodstream
  • can travel longer distances than neurotransmitters
  • effect is not as quick as neurotransmitters
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9
Q

synaptogenesis defintion

A

the formation of a synapse between neurons

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10
Q

neural plasticity

A

the changing and growth of the brain throughout the lifespan - the brains ability to reorganise its neural pathways when damaged or to apt to changing conditions

proliferation 
migration 
circuit formation 
circuit pruning 
myelination
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11
Q

classical conditioning form

A

BEFORE

  • Neutral stimulus (NS) — no response
  • Unconditioned stimulus (UCS) — Unconditioned response (UCR)

DURING - (ACQUISITION)
-NS + UCS — UCR

AFTER
-Conditioned stimulus (CS) — Conditioned response (CR)

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12
Q

Is classical conditioning, which two pairs are always the same

A

Neutral stimulus (NS) + Conditioned stimulus (CS)

Unconditioned response (UCR) + Conditioned response (CR)

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13
Q

Is classical conditioning involuntary or voluntary and why?

A

involuntary
because the UCR is usually an automatic response to the UCS which is why the learning is involuntary. FOR EXAMPLE - salivation (UCR) occurs automatically in response to food

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14
Q

stimulus generalisation

A

the tendency for a stimulus similar to the original conditioned stimulus to produce a response that is similar (but not necessarily identical) to the conditioned response

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15
Q

stimulus discrimination

A

when a individual only elects the conditioned response to the original conditioned stimulus - not to the other stimuli that are similar to the conditioned stimulus

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16
Q

Extinction

A

When the CS no longer produced the CR

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17
Q

Spontaneous recovery

A

The CS produces the CR after a period of extinction without exposure to the UCS

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18
Q

Neutral stimulus (NS)

A

produces no naturally occurring response EG BELL

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19
Q

Unconditioned stimulus (UCS)

A

Something that is presented that produces a naturally occurring response EG FOOD

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20
Q

unconditioned response (UCR)

A

A reaction that occurs upon presentation of an unconditioned stimulus EG SALIVATION AT FOOD

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21
Q

Conditioned stimulus (CS)

A

Something that is a presentation of an unconditioned stimulus EG BELL

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22
Q

Conditioned response (CR)

A

A reaction that occurs upon presentation of a conditioned stimulus EG SALIVATION AT FOOD

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23
Q

stimulus =

response =

A 
stimulus = thing 
response = behaviour
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24
Q

Acquisition

A

the development of a conditioned response through the repeated association between the UCS and NS

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25
Q

A
B
C

A

Antecedent
Behaviour
Consequence

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26
Q

is operant conditioning involuntary or voluntary

A

voluntary

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27
Q

Antecedent

A

Stimulus conditions in environment that make response possible

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28
Q

Behaviour

A

Action in response to the antecedent

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29
Q

Consequence

A

Reinforcement or punishment after behaviour

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30
Q

consequence types

A

positive reinforcement
negative reinforcement
positive punishment
negative punishment

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31
Q

reinforcement
punishment
increase, decrease, strengthen, weaken

A

Reinforcement increases likelihood of a repeat behaviour = strengthens

punishment decreases likelihood go s repeat behaviour = weakens

32
Q

reinforcement

A

when desirable behaviour is encouraged with the view to strengthening it.

  • give something desirable (pleasant)
  • take away something undesirable (aversive)
33
Q

punishment

A

when undesirable behaviour is discouraged with a vien to weakening it

  • give something undesirable (pleasant)
  • take away something undesirable (aversive)
34
Q

observational learning

A

someone who observes another persons action and the consequences to guide his/her own future behaviour

35
Q

what are the steps in observational learning

A 
Attention 
Retention 
Reproduction
Motivation 
Reinforcement
36
Q

Attention - steps in observational learning

A

focus on distinctive features of models behaviour

37
Q

Retention - steps in observational learning

A

need to be able to remember models behaviour

38
Q

Reproduction - steps in observational learning

A

must be capable of imitating the behaviour

39
Q

Motivation - steps in observational learning

A

needs to be an incentive to imitative behaviour

40
Q

Reinforcement - steps in observational learning

A

must be some reward for modelling behaviour (either internal satisfaction, external reinforcement or vicarious reinforcement)

41
Q

is observational learning voluntary or involuntary

A

voluntary

42
Q

what are the memory types

A

sensory
short term
long term

43
Q

sensory - function, capacity and duration

A

Function - memories of stimuli detected by sense organs

Capacity - unlimited

Duration - iconic (sight) — 1/3 of a second
echoic (sound) — up to 3 seconds

44
Q

short term - function, capacity and duration

A

Function -stores a limited amount of information for a brief period. STM holds all the thoughts, information and experiences that you are aware of at any given point in time

Capacity - 7+-2 (5-9) pieces of information. chucking ground items to reduce their number

Duration - 18-20 seconds. maintenance rehearsal improves = repetition

45
Q

long term - function, capacity and duration

A

Function -storage and retrieval. storage of memories that can be retrieved. Regularly retrieved memories have stronger neural pathways (LTP) less used memories have weakened neural pathways (LTD)

Capacity - unlimited

Duration - potential unlimited. Elaborative rehearsal improves encoding and storage (therefore retrieval in LTM)

46
Q

what are the types of sensory

A

iconic (sight)

echoic (sound)

47
Q

corpus callous

A

connects the left and right hemisphere

48
Q

what are the 4 lobes

A

temporal
occipital
parietal
frontal

49
Q

cerebellum

A
  • balance
  • fine motor movement EG - small movements with hands and fingers
  • encodes implicit memories
  • stores some procedural memories
50
Q

types of memories

A

Explicit

Implicit

51
Q

Explicit memories

A
  • memories that can be consciously recalled
  • encoded by hippocampus
  • consolidates and stored in different parts of the cerebral cortex
52
Q

What are the 2 types of declarative memories

A

In the explicit memory

Episodic - events with personal meaning

Semantic - facts

53
Q

Implicit memories

A

memories that cannot be consciously recalled

54
Q

what are the 2 types of implicit memories

A

Procedural

  • encoded by cerebellum
  • stores in either cerebellum or motor cortex which can be physical ‘how to’ or knowledge of ‘how to’

Conditioned fear responses
-encoded by amygdala eg. fear

55
Q

cerebral cortex

A

implicit memories

Motor -

Temporal -

Frontal - sensory - encoding, storage, retrieval

56
Q

how to increase duration of short term memory

A

rehearsal

57
Q

how to increase capacity of short term memory

A

chunking

58
Q

what are the types of rehearsal

A

maintenance rehearsal

elaborative rehearsal

59
Q

maintenance rehearsal

A

simple rote repetition to help retain it in short term memory EG - repeating times tables

60
Q

elaborative rehearsal

A

adding meaning to information or linking it to information already stored in long term memory. Helps information to be encoded into long term memory EG - making an acronym or story from words to be remembered

61
Q

chucking

A

grouping individual items into small chunks or units to increase the capacity of shot term memory EG - 0490203992
0490 203 992

62
Q

chronic traumatic encephalopathy (CTE) symptoms

A
  • loss of memory
  • impaired judgment
  • behavioural disturbances
  • dementia
63
Q

neurodegenerative disease

A 
a term for a group of diseases that primarily affect neurons in the brain 
Forms of the disease include 
-CTE 
-Parkinson's disease 
dementia 
alzheimers 
-motor neurone disease
64
Q

Alzheimers disease and symptoms

A 
a neurodegenerative disease that results from a loss of neurons in the hippocampus and causes memory loss and personality change 
symptoms include
-memory loss 
-personality chang e
-confusion and disorientation 
-repetition
65
Q

What are the 2 types of Amnesia

A

Anterograde amnesia - an inability to form new memories following an accident

  • often involves damage to the hippocampus
  • can be the result of brain trauma, surgery or drugs
  • less likely to recover compared to retrograde amnesia and less common as well

Retrograde amnesia - an inability to retrieve previously stored memories

66
Q

what are the effects of brain trauma on memory

A
  • brain trauma involves physical damage to the brain
  • this can impact the ability to form, store or retrieve memories
  • it could results from external sources EG car accident, brain surgery
67
Q

memory retrieval and what are methods of it

A

the process of locating information stored in memory and bringing it back into consciousness when needed.

  • recall
  • recognition
  • relearning
  • reconstruction
68
Q

recall

A

selecting the correct alternative from a list of possible alternatives eg a multiple choice question

69
Q

recognition

A

learning information that has already previously been learnt as a means of assessing the amount of information attained from original learning

70
Q

what is the role of glutamate in memory

A

known for its role in LTP - its an excitatory neurotransmitter.
-glutamate is stored in vesicles in axon terminals
-they are released across the synaptic gap
-when glutamate reaches the post-synaptic neuron, it increases the probability that a neuron will fire an action potential
-

71
Q

what is the role of adrenalin in memory

A

Some memories are remembered more than others because they have been strengthened. The strength of memories of events caries with the emotional significance of the events. So evoking fear or emotions makes the memories more likely to be remembered.

72
Q

little alberts experiment

A
  • little alberts mother was unaware that her son was being used in this experiment
  • there was no rule of informed consent which is a reason that this experiment is unethical now
  • little Albert showed stimulus generalisation and reacted with fear when showed a white rabbit, a fluffy dog and some his toys
73
Q

little alberts experiment - ethical implications

A
  • the participant suffered lasting psychological harm as it is an emotional traumatising experiment
  • no permission from the mother
  • no debriefing to Albert or his mother
  • watson didn’t follow the ethical principles of confidentiality and published the results with little Albert remaining anonymous
74
Q

reinforcement of operant conditioning

A

positive reinforcement -
occurs when pleasant or desirable event follows a response and generally increases or strengthens the likelihood of that response occurring again EG - getting praised for a correct maths question - in the future you are more likely to repeat this behaviour

negative reinforcement -
occurs when an unpleasant stimulus is removed, reduced or prevented this creating a positive consequence and this in turn increases the likelihood of a desired response EG - taking aspirin if you have a headache. Your aspirin taking behaviour will be negatively reinforced if if the headache stops. the likelihood of taking an aspirin next time is increased because of the pleasant consequence

75
Q

what is adrelaines role in memory

A

adrenaline is a neurohormone released from the pre-synapstic neuron it then goes into the bloodstream. when adrenaline meets the amygdala, the individual is more likely to increase memory capacity

Psychology (4 decks)

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