Quiz
Learning and Memory Quiz
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Fragen in diesem Quiz (65)
1[blank_start]Learning[blank_end] refers to the process by which experiences change our nervous system and hence our behaviour. We refer to these changes as [blank_start]memories[blank_end].
- ALearning
- Bmemories
2[blank_start]Experiences[blank_end] are not stored, they change the way we perceive, perform, think and plan.
- AExperiences
3_____________ are not stored, they change the way we perceive, perform, think and plan.
- AExperiences
- BMemories
- CPerceptions
- DSensory data
4[blank_start]Memories[blank_end] are changes in our nervous system and hence our behaviour.
- AMemories
5[blank_start]Experiences[blank_end] physically change the structure of the nervous system, altering neural circuits that participate in perceiving, performing, thinking and planning.
- AExperiences
6What type of learning is the ability to recognise stimuli that have been perceived before?
- APerceptual learning
- BStimulus-response learning
- CMotor learning
- DRelational learning
7What type of learning is the establishment of changes in the motor system?
- APerceptual learning
- BStimulus-response learning
- CMotor learning
- DRelational learning
8What type of learning is the ability to learn to perform a particular behaviour when a particular stimulus is present?
- APerceptual learning
- BStimulus-response learning
- CMotor learning
- DRelational learning
- EStimulus-motor learning
9What type of learning the relationships between stimuli?
- ARelational learning
- BMotor learning
- CStimulus-response learning
- DPerceptual learning
10Classical conditioning is a form of what type of learning?
- APerceptual
- BStimulus-response learning
- CMotor learning
- DRelational learning
11Operant conditioning is a form of what type of learning?
- APerceptual learning
- BStimulus-response learning
- CMotor learning
- DRelational learning
12Classical conditioning is also known as instrumental condititioning
- ARichtig
- BFalsch
13The primary function of [blank_start]Perceptual learning[blank_end] is to identify and categorise objects and situations.
- APerceptual learning
14[blank_start]Instrumental conditioning[blank_end] is about learned behaviours how the effects of a particular behaviour increase or decrease the probability of the behaviour.
- AInstrumental conditioning
15[blank_start]Classical conditioning[blank_end] is a form of learning in which an unimportant stimulus acquires the properties of an important one.
- AClassical conditioning
16A [blank_start]Reinforcing stimulus[blank_end] is an appetitive stimulus that follows a particular behaviour and thus makes the behaviour more frequent.
- AReinforcing stimulus
17A [blank_start]Punishing stimulus[blank_end] is an aversive stimulus that follows a particular behaviour and thus makes the behaviour become less frequent.
- APunishing stimulus
18[blank_start]Hebb Rule[blank_end]: Cellular basis of learning involves the strengthening of the synapse that is repeatedly acting when the postsynaptic neuron fires.
- AHebb Rule
19[blank_start]Classical conditioning[blank_end] is an association between two stimuli, when a stimulus that initially produces no response is followed several times by an unconditional stimulus that produces a defensive or appetitive response the first stimulus itself now evokes the response.
- AClassical conditioning
20Perceptual learning is accomplished by changes in the [blank_start]sensory association cortex[blank_end].
- Asensory association cortex
21Each of our sensory systems is capable of perceptual learning.
- ARichtig
- BFalsch
22Motor learning is a component of stimulus-learning
- ARichtig
- BFalsch
23Motor learning can take place without any sensory guidance?
- ARichtig
- BFalsch
24With motor learning, the more familiar a behaviour, the more neural circuits in the motor systems of the brain must be modified.
- ARichtig
- BFalsch
25[blank_start]Motor learning[blank_end] is the establishment of changes within the motor system.
[blank_start]Stimulus-response[blank_end] learning is the establishment of connections between the sensory systems and motor systems.
[blank_start]Perceptual learning[blank_end] is the establishment of changes in the sensory systems of the brain.- AMotor learning
- BStimulus-response
- CPerceptual learning
- DRelational learning
- EClassical conditioning
- FInstrumental conditioning
26What type of learning is about the relationships among stimuli?
- ARelational learning
- BMotor learning
- CPerceptual learning
- DStimulus-response learning
27[blank_start]Relational learning[blank_end] is about the relationships among stimuli.
- ARelational learning
28Is Episodic learning an example of stimulus-response learning?
- ARichtig
- BFalsch
29Episodic learning is an example of which type of learning?
- ARelational learning
- BStimulus-response learning
- CMotor learning
- DPerceptual learning
30The long-term increase in the excitability of a neuron to a particular synaptic input caused by repeated high-frequency activity of that input is...
- ALong-term potentiation (LTP)
- BPopulation EPSP
- CAssociative long-term potentiation
- DLong-term depression
31A forebrain structure of the temporal lobe, constituting an important part of the limbic system is the ...
- AHippocampus
- BHippocampal formation
- CAmygdala
- DBasal ganglia
32A long-term potentiation in which concurrent simulation of weak and strong synapses to a given neuron strengthens the weak ones.
- ALong-term potentiation
- BAssociate long-term potentiation
- CPopulation EPSP
- DLong-term depression
33A long-term decrease in the excitability of a neuron to a particular synaptic input caused by stimulation of the terminal button while the postsynaptic membrane is hperpolarized or only slightly depolarized.
- ALong-term potentiation (LTP)
- BAssociative long-term potentiation
- CLong-term depression
- DPopulation EPSP
34Long-term potentiation (LTP) is
- AThe long-term increase in the excitability of a neuron to a particular synaptic input caused by repeated high-frequency activity of that input is...
- BA long-term potentiation in which concurrent simulation of weak and strong synapses to a given neuron strengthens the weak ones.
- CA long-term decrease in the excitability of a neuron to a particular synaptic input caused by stimulation of the terminal button while the postsynaptic membrane is hyperpolarized or only slightly depolarized.
35Associative long-term potentiation is...
- AThe long-term increase in the excitability of a neuron to a particular synaptic input caused by repeated high-frequency activity of that input is...
- BA long-term potentiation in which concurrent simulation of weak and strong synapses to a given neuron strengthens the weak ones.
- CA long-term decrease in the excitability of a neuron to a particular synaptic input caused by stimulation of the terminal button while the postsynaptic membrane is hyperpolarized or only slightly depolarized.
36Long-term depression is
- AThe long-term increase in the excitability of a neuron to a particular synaptic input caused by repeated high-frequency activity of that input is...
- BA long-term potentiation in which concurrent simulation of weak and strong synapses to a given neuron strengthens the weak ones.
- CA long-term decrease in the excitability of a neuron to a particular synaptic input caused by stimulation of the terminal button while the postsynaptic membrane is hyperpolarized or only slightly depolarized.
37Perceptual learning involves learning to recognise things and what to do when they are present.
- ARichtig
- BFalsch
38People with damage to the [blank_start]inferior temporal cortex[blank_end] may have excellent vision but be unable to recognise familiar things.
- Ainferior temporal cortex
39People with damage to the amygdala may have excellent vision but be unable to recognise familiar, everyday objects.
- ARichtig
- BFalsch
40This part of the brain is part of an important system involved in a particular form of stimulus-response learning, clasically conditioned emotional responses.
- AAmygdala
- BInferior temporal cortex
- CBasal ganglia
- DHippocampal formation
41This part of the brain is important for instrumental conditioning
- ABasal ganglia
- BAmygdala
- CHippocampal formation
- DInferior temporal cortex
42The role of the [blank_start]basal ganglia[blank_end]
As learned behaviours become automatic and routine, they are transferred to this area. This area receives information about the stimuli and the responses we are making. This area is a passive observer, but as behavoiurs are repeated, it begins to learns what to do and take over most of the details of the process.- Abasal ganglia
43[blank_start]Anterograde[blank_end] amnesia is difficulty in learning new information after brain damage.
[blank_start]Retrograde[blank_end] amnesia is difficulty in recalling information from before brain damage.- AAnterograde
- BRetrograde
44Damage to the [blank_start]hippocampus[blank_end] or areas that input into or receive output from it, causes anterograde amnesia.
- Ahippocampus
45Anterograde amnesia is
- ADifficulty in learing new information after brain damage, specifically relational.
- BInability to remember events that happened before the brain damage.
- CA severe form of amnesia where no new memories can be formed.
- DWhen people are asked about recent events they describe a fictitious event rather than admit they cannot remember.
46Retrograde amnesia is
- ADifficulty in learning new information after brain damage, specifically relational.
- BInability to remember events that happened before the brain damage.
- CA severe form of amnesia where no new memories can be formed.
- DWhen people are asked about recent events they describe a fictitious event rather than admit they cannot remember.
47Korsakoff's syndrome is
- ADifficulty in learning new information after brain damage, specifically relational.
- BInability to remember events that happened before the brain damage.
- CA severe form of amnesia where no new memories can be formed.
- DWhen people are asked about recent events they describe a fictitious event rather than admit they cannot remember.
48Confabulation is...
- ADifficulty in learning new information after brain damage, specifically relational.
- BInability to remember events that happened before the brain damage.
- CA severe form of amnesia where no new memories can be formed.
- DWhen people are asked about recent events they describe a fictitious event rather than admit they cannot remember.
49[blank_start]Anterograde amnesia[blank_end] is
Difficulty in learning new information after brain damage, specifically relational.- AAnterograde amnesia
50[blank_start]Retrograde amnesia[blank_end] is
Inability to remember events that happened before the brain damage.- ARetrograde amnesia
51[blank_start]Korsakoff's syndrome[blank_end] is
A severe form of amnesia where no new memories can be formed.- AKorsakoff's syndrome
52[blank_start]Confabulation[blank_end] is
When people are asked about recent events they describe a fictitious event rather than admit they cannot remember.- AConfabulation
53Consolidation is
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
54Declarative memory is
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
55Non-declarative memory is...
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
56Episodic memory
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
57Semantic memory
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
58Reconsolidation
- AThe conversion of short-term memory into long-term memories.
- BMemory that can be verbally expressed, such as memory for events in a person's past.
- CMemory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- DMemory of a collection of perceptions of events organised in time and identified by a particular context.
- EA memory of facts and general information.
- FTriggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.A memory of facts and general information.
59[blank_start]Consolidation[blank_end] is The conversion of short-term memory into long-term memories.
- AConsolidation
60[blank_start]Declarative memory[blank_end] is Memory that can be verbally expressed, such as memory for events in a person's past.
- ADeclarative memory
61[blank_start]Non-declarative memory[blank_end] is Memory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response and motor memory.
- ANon-declarative memory
62[blank_start]Episodic memory[blank_end] is Memory of a collection of perceptions of events organised in time and identified by a particular context.
- AEpisodic memory
63[blank_start]Semantic memory[blank_end] is A memory of facts and general information.
- ASemantic memory
64[blank_start]Reconsolidation[blank_end] is Triggered by a reminder of the original stimulus and thought to provide the means for modifying existing memories.
- AReconsolidation
65[blank_start]Place cells[blank_end] are a neuron that becomes active when an animal is in a particular location in the environment; most typically found in the hippocampal formation.
- APlace cells
Informationen
- Beschreibung
- Learning and Memory
- Autor
- Ryan Bentham
- Sprache
- English
- Aufrufe
- 315
- Schlagwörter
- Bewertung
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