Created by Julie Brodeur
almost 7 years ago
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Question | Answer |
types of memory | sensory short term long term |
types of learning | stimulus-response motor perceptual relational |
stimulus-response learning | ability to perform a specific behavior when a stimulus is present; can be automatic/reflexive or complicated series of movements classical conditioning OR operant conditioning |
classical conditioning | US, UR, CS, CR association between two stimuli; stimuli-stimuli a species specific reflex in response to a stimulus Mechanism is HEBBIAN learning - pairing of strong synapse with weak synapse (tone (weak) with air puff (strong) and eye blink when strong is gone, eye will still blink on weak) |
operant conditioning | instrumental conditioning; reinforcing or punishing outcome follows a specific behavior in a specific situation; permits organism to change its behavior according to consequences |
motor learning | changes in motor systems following stimulus; occurs with sensory stimulus from environment; ex. riding a bike, driving a standard car, skating |
perceptual learning | recognizing stimuli that have been perceived before; ability to identify and categorize objects & situations; can be perceived by sensory systems - sight, sound, smell, touch, taste |
relational learning | relationships among individual stimuli - connections between different areas of association cortex - ex. cat meowing in the dark - we can hear it, picture it, know what it would feel like - all without seeing it |
spatial learning | a form of relational learning; relationships among objects and their locations with respect to each other |
sensory memory | brief time hold of info coming in through sensory systems fractions of a second to a few seconds |
short term memory | short term or working memory; info that is salient passed from sensory to here; seconds to minutes 7+- items held needs rehearsal to move on from here |
long term memory | relatively permanent lasts hours, days, weeks, years, decades needs to be consolidated from short term to reach long term |
non declarative memory | implicit memory automatic things we do - we don't know that we know them how to drive stick - we learned, but it becomes automatic; control behaviors |
declarative memory | explicit memory memory of events and facts |
episodic memory | declarative AUTOBIOGRAPHICAL event based can relate the info on such and such a day, I went to the movies, I saw Wonder Woman, I went with my friend, we sat in the 4th row back, etc., |
semantic memory | facts you know capital of Canada is Ottawa how to change a flat |
memory | retaining your learning |
learning | acquire info to process & change nervous system |
hypothesized memory processes | inputs to sensory buffer encoding gets info to short term memory encoding = ATTENTION here it can be consolidated into long term memory OR retained in working memory for use and later retrieval consolidation = REHEARSAL info goes back from long term to working |
interruptions to hypothesized memory processing | can have problems at encoding and consolidation and between retrieval and performance; breakdown at consolidation is usually due to lack of rehearsal or bothering to remember |
multiple trace hypothesis | shows memory over time sensory buffer high strength short time short term memory moderate strength longer time intermediate term memory not quite as strong, little bit longer time long term memory lowest strength longest time |
multiple memory systems hypothesis | memories can be categorized each category has a brain region associated declarative - hippocampus procedural - basal ganglia emotional - amygdala 'working with' - prefrontal cortex |
declarative | explicit memory you can tell about right now HIPPOCAMPUS |
procedural | motor related how to do something show not tell BASAL GANGLIA |
emotional | memories are strongest tied to emotions AMYGDALA |
'working with' memory | memory you need right now as doing a task PREFRONTAL CORTEX |
memory | divided into SHORT TERM and LONG TERM |
short term | sensory memory short term working memory |
long term | declarative non declarative each of these divided further |
nondeclarative - lower level brain regions | procedural - skills, cognitive & motor - BASAL GANGLIA/CEREBELLUM perceptual - perceptual priming - PERCEPTUAL ASSOCIATION CORTEX classical conditioning - stimuli-stimuli response - SKELETAL MUSCLE nonassociative learning - habituation/sensitization - REFLEX PATHWAYS |
declarative - brain region is higher level medial temporal, mid diencephalon, neocortex & prefrontal cortex | episodic - events you can tell about - like a show; specific & personal - AUTOBIOGRAPHICAL semantic - facts you know; world knowledge, object knowledge, language knowledge |
sensory memory | large capacity - short time frame rapid decay |
short term working memory | seconds to minutes 7 +/- 2 items, severely limited capacity prefrontal cortex involved available to conscious awareness |
intermediate term | hours to days transfer to long term by acting on info - rehearsal ex - remembering where you parked |
short term memory & FORGETTING | interference - memory for other material interferes with retention; better recall when info is spaced over a time - not cramming decay - fades without rehearsal - reviewing notes helps with retention |
interference theory primacy & recency | primacy - tend to remember the first items in a list; enough resources to transfer first items into long term memory recency - tend to remember the last items in a list; items are still in short term memory so able to recall tend to "forget" the middle items |
factors affecting primacy & recency | distractor at the end of a list interferes with recency but not primacy faster presentation of items interferes with primacy not recency changing (increasing) the length of delay between presentation & recall interferes with both |
consolidation | hippocampus & amygdala memories affected by perception of the event subject to change with each activiation memory is suggestible, malleable, flexible & subjective |
priming | an alteration of a response to a stimulus as a result of prior exposure can last for hours, not dependent on level of processing - see the list of words or study list of words if test and presentation (priming) are different modalities there is a reduction but not elimination involves sensory cortexes |
conditioned fear | amygdala involved little albert experiement conditioned to fear white & fuzzy items without occasional pairing, conditioned fear response extinguishes |
habitutation | ignoring all incoming info if it's not significant i.e., ignore the feel of clothes on your body |
short term memory brain regions | prefrontal cortex sensory association areas |
declarative long term memory brain areas | hippocampus |
procedural long term memory brain areas | basal ganglia motor association areas cerebellum |
emotional long term memory | amygdala |
long term potentiation | long term increase in excitability of a neuron to a PARTICULAR synaptic input by repeated HIGH FREQUENCY activity of that input EPSPs (excitatory post synaptic potentials) sum as successive EPSPs occur before ones have faded |
synaptic plasticity | long term potentiation (LTP) strengthens exisiting synapses and creates new ones important for stroke recovery after LTP number of receptors is increased |
in classical conditioning an organism | shows a species typical behavior in response to a previously unimportant stimulus |
you are listening to a song on the radio when the phone rings. Your mom tells you your favorite uncle has died after being hit by a car.3 months later you hear the same song & feel sad. What is the UR? | feeling sad when your mom calls with bad news |
the ___ states that a weak synapse will be strengthened if its activation occurs at the same time that the postsynaptic neuron fires | Hebb rule |
the ability to recall a series of events is referred to as | episodic learning |
intense electrical stimulation of axons within the hippocampal formation results in | LTP of postsynaptic neurons |
childhood amnesia | most people can't remember much before 5 years old |
optimal memory at 25 | can hold 200 bits of info per second |
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