Karteikarten
2. Non - Declarative Memory
Karten in diesem Stapel (40)
- 1Basic Principles of Synaptic Transmission1) AP at presynaptic terminal
2) Calcium ion channels open
3) Calcium influx cause vesicle fusion to presynaptic membrane
4) NT are released into the synaptic cleft
5) NT bind to excitatory receptors (Na+)
6) Na+ enters postsynaptic cell - 2HabituationVery simple form of Non-Associative Learning
Learning to ignore harmless stimuli - 3EPSP and HabituationLevel of EPSP in inter & motor neurons reduced with repeated siphon stimulation
resulting in inhibition of the withdrawal reflex - 4How does EPSP reduce during habituation?The number of NT vesicles docked at presynaptic release sites (in sensory neurons) reduces
- 5Squire + Kandel (1999)Observed habituation of aplysia's gill + siphon withdrawal reflex
- 6How can we store learning and memory in a pre-wired circuit?By modifying the strength of it's connections
- 7What does EPSP stand for?Excitatory Post - Synaptic Potential
- 8Long-Term Habituationinactivation of connections and structural changes
- 9SensitisationComplex form of Non - Associative Learning
When repeated exposure results in the progressive amplification of a response to a stimulus - 10Short - term sensitisation in Aplysia1) Tail Shock
2) Serotonin binds to receptors
3) G-protein & adenylyl cyclase enzymes activate cAMP in sensory neurons
4) protein kinase A is activated
5) target proteins enhance vesicle mobilisation and release
6) Potassium ion channels close
7) AP's are prolonged - 11What are the two types of post-synaptic receptors1) Ionotropic
2) Metabotropic - 12Ionotropic Receptors?Receptors that control transmitter-gated ion channels
- fast acting and short lived - 13Ionotropic receptor mechanismNT binds to post synaptic receptor and results in a conformational change opening the channel
- 14Metabotropic ReceptorsReceptors that activate 2nd messenger systems
- extracellular signal is brought into the cell and is amplified and prolonged - 15Metabotropic receptor mechanismsecond messenger systems involving G proteins and cAMP
- 16Long-Term Sensitisation in AplysiacAMP-response element binding protein (CREB) plays a regulatory role in structural changes by activating genes in the neuron's nucleus, to initiate new synaptic growth
- 17Effects of Long Term Habituation and Sensitization on connections
- 18Short Term Non-Associative LearningPresynaptic facilitation -
NT vesicle mobilisatoin and release - 19Long Term Non-Associative LearningRegulation of protein synthesis and growth
- 20Classical ConditioningForm of associative learning - whereby two stimuli are paired
- 21Rules for defining conditioning as Classical1) Contingency - association, a conditioned stimulus (CS) predicts an unconditioned stimulus (US)
2) Temporal Contiguity - order, a conditioned stimulus (CS) comes before an unconditioned stimulus (US) - 22Classical Conditioning in Aplysia1) AP arrives at a sensory neuron
2) Calcium ion channels open
3) Calcium ion influx
4) Calcium ions bind to calmodulin
5) Adenylyl cyclase catalyses cAMP production
6) PKA is activated and more NT released
7) Serotonin signal at interneuron needed soon after for 5 to happen - 23Classical Conditioning in AplysiaPre and post synaptic components
- 24Presynaptic Component of Classical Conditioning in Aplysia1) AP in SN open calcium ion channels
2) Calcium binds to calmodulin
3) adenylyl cyclase becomes more effective in catalysing cAMP production
4) PKA is activated
5) If a serotonin signal also arrives (because of noxious tail shock) more NT's released - 25Postsynaptic Component of Classical Conditioning in Aplysia1) pairing CS and US produces a train of APs
2) MN's substantially depolarises
3) Mg2+ block is removed from NMDA receptor channels
4) Ca2+ flows in and activates a series of steps
5) signal back to SN to release more NT - 26Eye-blink Classical Conditioningan implicit learning task (subject not aware of learning)
- cerebellum used here - 27Perceptual Learningrepeated exposure to stimuli, increases the ability to make fine distinctions between similar stimuli
- 28HM's Perceptual LearningIntact Priming but couldn't remember being shown the pattern
- 29Theories of Perceptual Learning1) Psychological - stronger associations between unique features of stimulus, inhibitory links between non-unique ones
2) Physiological - expansion of cortical representations of stimuli - 30Gaffan 1996Evidence for Physiological Theory
- Macaques show PL w/complex scenes and hues of colour, whilst there are no elements invol. in colour - 31Recanzone et al. 1992Expanded representation of digits in the somatosensory cortex of owl-monkeys, dependent on experience
- 32Pascual-Leone and Torres 1993Expanded representation of sensorimotor cortex of the reading finger in human Braille readers
- 33Graham et al. 2006Hippocampal patients showed intact PL for faces but impaired PL for scenes
(domain-specific processing in MTL) - 34Procedural MemoryKnowing how to do things (motor and cognitive skills)
e.g. walking/talking - 35HM's Procedural MemoryFine and improved as normal but unaware of learning like (other amnesiac patients Squire + Zola 96)
Kolb + Whishaw 2003 - 36Pascual-Leone et al. 1993Parkinsonian - higher error rate & performance on task, but improve over time
Cerebellar Degeneration - higher error rate & performance time, no improvement over time - 37Squire 1987- Declarative memories are lost in amnesiacs so must depend on damaged structures
- so 2/more separate memory structures must be present, one for explicit memories (declarative) and one or more for implicit - 38Concurrent Discrimination Learning TaskSeen as a Habit Learning Task, not a memory task because in early studies, no impairments were seen when MTL was damaged.
- 39Hood et al. 1999HM performed worse than controls at CDL Task
(but shouldn't be impaired) - 40Buckley, 2005 reviewrecent studies show impairment in CDL task post MTL lesions in monkeys
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- Undergraduate BMS Part 1 (Behavioural Neuroscience) Karteikarten am 2. Non - Declarative Memory , erstellt von Hope Oloye am 27/12/2016.
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