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56 Cards in this Set
- Front
- Back
Unconditioned stimulus (UCS)
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previous association, spontaneous response
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Unconditioned response (UCR)
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existing response to UCS
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Conditioned stimulus (CS)
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new stimulus, initially no response
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Conditioned response (CR)
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response to the CS
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pairing two stimuli to form an association
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CS --> UCS --> UCR
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– After several pairings, response elicited by
CS without the UCS |
CS --> CR
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Instrumental/operant conditioning:
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behavior followed by reinforcement or punishment
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Reinforcement:
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increase probability of behavior
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Punishment:
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decrease probability of behavior
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Positive reinforcement?
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Positive: stimulus given
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Negative reinforcement:
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Negative: stimulus taken away
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Positive Punishment
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aversive stimulus given, behavior decreases
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Negative Punishment:
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rewarding stimulus removed, behavior decreases
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Reinforcement Positive:
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rewarding stimulus given, behavior increases
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engrams
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physical representations of what had been learned
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lateral interpositus nucleus (LIP)
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• simple response: eye blink
• cells increase activity during learning • suppressing LIP suppresses learning • suppressing motor areas prevent response, but not learning |
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Types of Memory
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– Short-term memory
– Long-term memory |
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Short memory:
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– Short has limited capacity; long does not
– Short fades quickly without rehearsal – Once short is gone, gone forever; long can be stimulated with a cue/hint |
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What is the memory theory:
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Theory: short-term consolidated into longterm
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Working memory
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– Baddeley & Hitch: alternative to short-term
memory – Temporary storage of information to actively attend to it |
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delayed response task
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respond to stimulus from a short while
ago • prefrontal cortex important |
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Explicit (declarative) memory:
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deliberate recall, one recognizes as memory
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Implicit memory:
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associations without realizing one is using memory
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Semantic memory:
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factual information
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Episodic memory:
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personal events, life experiences
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Procedural memory:
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motor skills, how to do things
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Amnesia
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“without memory”
– different kinds of memories – hippocampus important |
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Anterograde amnesia:
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cannot form new long-term memory
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Retrograde amnesia:
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loss of memories formed prior to damage
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Henri Molaison (H.M.):
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hippocampus removed to
prevent epileptic seizures – afterwards, severe anterograde amnesia – retrograde amnesia as well – working memory intact |
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Hippocampus is vital for?
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Hippocampus vital to transition working memory into long-term
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Results of Henri Molaison (H.M.) after Hippocampus removal:
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– episodic memory gone
completely – cannot form new declarative memories – implicit and procedural memory intact |
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What is important for contextual learning?
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– detail and context of an event
– related to episodic memory |
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Damage to hippocampus impairs what memories first?
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Damage to hippocampus impairs recent
learning more than older learning – more consolidated a memory, less it depends on the hippocampus |
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Implicit and procedural learning allow what kind of learning?
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– allow learning without declarative learning
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Parkinson’s disease has damange to:
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Parkinson’s disease: damage to basal ganglia
impairs implicit memory |
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Korsakoff’s syndrome:
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prolonged thiamine
(vitamin B1) deficiency – loss of / shrinkage of neurons – chronic alcoholism – apathy, confusion, forgetting, and |
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confabulation
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(taking guesses to fill in gaps in memory)
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Alzheimer’s disease:
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progressive loss of memory (especially declarative memory) often occurring in old age
– trouble forming new memories – procedural memory largely unaffected |
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Amyloid beta protein:
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atrophy in cerebral cortex, hippocampus, others
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tau protein:
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intracellular support system of neurons
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Plaques
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clumps of amyloid beta, cells
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Tangles
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tau causes degenerating structures within a neuron
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What does Prefrontal cortex and learning about rewards
and punishments do? |
– learning to delay gratification for a better reward
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Hebbian synapse:
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stimulation of a cell by an axon leads to enhanced stimulation in the future
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Hebbian synapse results in:
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– “growth process or metabolic change”
– enhancement from simultaneous activity in the presynaptic and postsynaptic neurons – may explain associative learning |
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Long-term potentiation (LTP):
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– repeated stimulation of a synapse
– synapse “potentiated” – for a period of time, neuron is more responsive • easier to fire an action potential |
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Specificity and Long-Term Potentiation:
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only active synapses become strengthened
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Cooperativity and Long-Term Potentiation:
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simultaneous stimulation bytwo or more axons --> stronger LTP than repeated stimulation by a single axon
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Associativity and Long-Term Potentiation
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pairing weak and strong input enhances later responses to weak input
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Long-term depression (LTD):
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decrease in response at a synapse after prolonged inactivity
– opposite of LTP: as one synapse strengthens, another weakens |
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Postsynaptic Long-Term Potentiation
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– receptors more responsive
– add more receptors |
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Presynaptic Long-Term Potentiation:
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– decrease threshold of activation
– release more neurotransmitter – expand axon terminals – transmitter release from additional sites |
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Cerebral cortex important for long-term memory
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– shift of memory from hippocampus to
cortex not well understood |
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LTP in hippocampus important for certain
types of what learning? |
– short-term recall
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Cerebral cortex important for long-term memory but is it well understood?
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-shift of memory from hippocampus to cortex not well understood
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