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Learning and Memory Flash Cards - Introduction - 1

Olivia Lennan Psychology English 62 cards

Cards in this deck (62)

  1. 1Information AcquisitionLearning - Encoding
  2. 2Information StorageLearning and Memory - Retention Organisation
  3. 3Information RetrievalMemory - Long-term storage
  4. 4Edward Tirchner1867-1927
    Structuralism
  5. 5William James1842-1910
    Functionalism
  6. 6Ivan Pavlov1849-1936
    Ivan Pavlov
    Pavlov's Dog
    Developed CLASSICAL CONDITIONING
  7. 7Pavlov's Dog examples of the experimentNeutral - Bell
    US - unconditioned stimulus (meat)
    UR - unconditioned response (salivation)
    CS - conditioned stimulus (bell)
    CR - conditioned stimulus (salivation)
  8. 8John B. Watson1878 - 1958
    purely objective
    goal: prediction and control of behaviour
    Strong proponent of RADICAL BEHAVIOURISM
    Stimulus -Response (S-R) psychology
    Nature camp (not nurture)
    Little Albert
  9. 9B.F. Skinner1904-1990
    Father of OPERANT CONDITIONING
    RADICAL BEHAVIOURISM
    Skinner Box
  10. 10Noam Chomsky1928 - present
    Mental processes- cognition
    speed of language learning
    generative grammar
    universal grammar
  11. 11Universal Grammarwe are born predisposed to learn grammar processes quickly
    the ways our brains are developed
    important period in someone's life to learn language effortlessly
  12. 12Generative Grammarlinguistic theory that considers grammar as a system of rules that generates exactly those combinations of words which form grammatical sentences in a given language.
  13. 13Behaviourists on Learning (What is learned when learning takes place?)specific actions
    the rat learns TO press the bar - action only
  14. 14Cognitivists on learning (what is learned when learning takes place?)mental representations
    the rat learns THAT pressing produces food - you are learning a FACT, a mental representation of what goes on in the world (assumes that there are internal processes going on).
  15. 15Learning in Behaviourismlearning involves the formation of associations between specific actions and events (stimuli) in the environment
  16. 16Learning in Cognitive Psychologylearning takes place in the mind, not in behaviour.
    Formation of mental representations of the elements of a task and the discovery of how these elements are related
    learns THAT...
  17. 17T-Maze ExperimentTolman, 1948
    Confirms both cognitive and behaviour theories of learning - the rats ended up going left or West.
  18. 18NeuroscienceSince 1950's
    Methods: animal experiments, acquired brain damage patients, Double Dissociations
    Neuroimaging techniques - positron emission tomography (PET), electroencephalography (EEG), functional magnetic resonance imaging (fMRI), Transcranial magnetic stimulation (TMS).
  19. 19Cerebral Cortexbefore we make memories we need to perceive and process info.
    The outer layer of the brain
    Information processing, sensation and voluntary muscle movement
  20. 20Immediate memoriesmemories lasting milliseconds
    made of sensory input received in specialised parts of the CORTEX - then passed and kept available in WORKING MEMORY for several seconds
  21. 21Immediate Memoryinformation from:
    Visual Cortex
    Auditory Cortex
    Motor Cortex
    Somatosensory Cortex
  22. 22Visual Cortexprocesses motion, form and colour information received from your RETINA to interpret what you are seeing
  23. 23Retinalight rays pass through the CORNEA and then the PUPIL to focus an image onto the RETINA. The RETINA has 2 types of light-sensitive cells called RODS and CONES
  24. 24RODS125 million RODS detect shades of black and white
  25. 25CONES5-7 million CONES detect the 3 primary colours:
    Red, blue and Green
  26. 26Optic Nerve and TractNerve signals from each eye pass onto the OPTIC NERVE, and then continue along the OPTIC CHIASM and the OPTIC TRACT to reach the part of the THALAMUS known as the LATERAL GENICULATE NUCLEI
  27. 27Primary Visual CortexContinuing along the fan shaped OPTIC radiations, the nerve signals reach the PRIMARY VISUAL CORTEX of the OCCIPITAL LOBE, where information begins to be decoded and analysed
  28. 28Visual Association Cortex (Form and Colour)information that allows us to recognise the form and colour of objects is processed in the VISUAL ASSOCIATION CORTEX that overlaps with the TEMPORAL LOBE
  29. 29Visual Association Cortex (Motion and Location)information that allows us to perceive the location of objects and coordinate our motion is processed in this part of the VISUAL ASSOCIATION CORTEX
  30. 30Primary Visual Cortexdoes some initial sorting and packaging before sending the information to more specialised regions of the CORTEX. Visual information is processed beyond just the OCCIPITAL LOBE, extending to areas next to it.
  31. 31Auditory InformationThis region is working to interpret the sound information. The TEMPORAL LOBE deals with several functions including language. Audio information processing and auditory memory are handled here
  32. 32EarSound waves travel through the EAR CANAL and hit the EARDRUM, making it vibrate. The vibrations on the eardrum pass into the COCHLEA through the INCUS, MALLEUS, and STAPES. HAIR CELLS inside the COCHLEA detect different pitches that range from 200 Hz to 20,000 Hz and pass that information to the AUDITORY NERVE
  33. 33Auditory CortexInformation from the AUDITORY NERVE travels through the BRAINSTEM and arrives at the MEDIAL GENICULATE NUCLEUS of the THALAMUS. Signals are then sent to the AUDITORY CORTEX along the fan-shaped AUDITORY RADIATIONS
  34. 34Motor CortexSignals originating from this region make muscles contract and move our body. Different sets of muscles are each associated with a different section of the cortex. Parts of the body with greater precision of control such as the hands occupy larger areas of the CORTEX. (the left hemisphere controls body parts on the right)
  35. 35Somatosensory CortexPressure and temperature is determined here. Different parts of the body are associated with different sections of the CORTEX, with regions that have a greater degree of sensitivity occupying a larger area of the CORTEX.
  36. 36Thought and ReasoningThe PREFRONTAL CORTEX gets information from the other parts of the CORTEX and keeps it available for immediate use and coordinates its use by other parts of the CORTEX
  37. 37Working Memorydivided into 3 main sections, all functioning together to keep thoughts in the mind for seconds, enough time to allow you to put together sentences, solve problems, and plan ahead.
    PHONOLOGICAL LOOP, VISUAL-SPACIAL SCRATCHPAD - CENTRAL EXECUTIVE
  38. 38Phonological Looplike an inner voice that rehearses verbal information. It enables us to memorise a list of 5-9 digits, letters or words.
  39. 39Visual-Spatial Scratchpadlike an inner eye that receives and encodes data into a visual or spacial scratchpad. When you walk down a familiar path and you can see what is ahead in your mind. When you close your eyes and try to imagine what is in the room
  40. 40Central ExecutiveAllows us to switch between information from any of the senses. It helps us accomplish tasks such as reasoning and mental arithmetic
    When you make a decision, it is sorting and reasoning through stored information, such as previous experiences, as well as new information being processed. The reasoning done here will ultimately determine your decision
  41. 41Storing MemoriesThe neural connection from the CORTEX is stimulated by info and strengthened and linked to the emotional context in which they formed. Once encoded, a memory resides in the region of the cortex in which the information was first perceived and processed. When needed, or elicited by emotion, the memory is activated to be used as WORKING MEMORY
  42. 42Long-term Memory: Facts and EvenstA few seconds after perceiving them, relevant facts begin to be encoded with the help pf the HIPPOCAMPUS and other areas of the MEDIAL TEMPORAL LOBES. Actions in the HIPPOCAMPUS and adjacent areas turn SHORT-TERM memory into LONG-TERM memory.
  43. 43HippocampusHelps to turn SHORT-TERM MEMORY into LONG-TERM MEMORY. Binds memories but does not store them
  44. 44Habits and Motor SkillsThese are unconscious - like riding a bike. These memories rely on the BASAL GANGLIA and the CEREBELLUM. Neural pathways connect the CEREBELLUM and the BASAL GANGLIA to the MOTOR CORTEX to coordinate and fine-tune your movement.
  45. 45The Basal GangliaHabits and Motor Skills. The BASAL GANGLIA act as a break to your movements. When standing still, you must put the brakes on all movements except those reflexes that will maintain you in an upright position. When moving, the breaks are released to allow for voluntary movement, but they also are applied to that movement to fine-tune it.
  46. 46CerebellumHabits and Motor Skills: The CEREBELLUM is in charge of coordinating your movement. It corrects for differences between the voluntary actions to move originating in the MOTOR CORTEX with what is actually happening in our limbs in order to create smooth motion.
  47. 47Emotional MemoryThe AMYGDALA is the hub of neural connections created by emotional events, notably fear. It allows quick action in life-threatening situations. It links the HYPOTHALAMUS, which triggers physical signs of emotions, to the mental experience of emotion in the CORTEX
  48. 48Hypothalamustriggers physical signs of emotions. Plays a role in emotional memory storage
  49. 49AmygdalaThe hub of neural connections created by emotional events, especially fear. Allows for quick action in life-threatening situations. Links the HYPOTHALAMUS to mental experience of emotion in the CORTEX.
  50. 50Forgetting - Normal AgingA memory is a stored pattern of connections formed by the brain's NEURONS, or NERVE CELLS. A chemical NEUROTRANSMITTER released by one NEURON signals another. Each point of connection is called a SYNAPSE, and the average adult brain holds trillions. Most people have no memory of experiences before the age of 3-4, a phenomenon called CHILDHOOD AMNESIA. As we age, our memory declines gradually, especially the ability to recall (rather than recognise). By the late teens, the rate at which the brain adapts and requires itself begins to slow, making learning more difficult and length. After the age of 30, neuron loss in the brain begins to increase significantly. Between 25 and 75 years of age, it is estimated that our ability to learn and remember new information declines by 50%
  51. 51Alzheimer's DiseaseThe most common form of DEMENTIA. The disease leads to the death of NEURONS and tissue throughout the brain. The disease can span several years as the brain shrinks dramatically, affecting nearly all its functions.
  52. 52Alzheimer's Disease - initial stagesBegins in the MEDIAL TEMPORAL LOBES primarily affecting the HIPPOCAMPUS. Symptoms: short-term memory loss
  53. 53Alzheimer's Disease - Mild StageSpreads to LATERAL TEMPORAL and PARIETAL LOBES. The VENTRICLES become increasingly enlarged. Symptoms: reading problems, poor object recognition, poor sense of direction
  54. 54Alzheimer's Disease: Moderate StageSpreads to FRONTAL LOBE. Further CORTICAL shrinkage. Symptoms: poor judgement, impulsivity, short attention
  55. 55Alzheimer's Disease: Severe StageSpreads to OCCIPITAL LOBE. Symptoms: visual problems
  56. 56Memory Systems3 major memory systems: (Cortical association areas) 1. STRIATUM CEREBELLUM, 2. AMYGDALA, 3. HIPPOCAMPUS
  57. 57Striatum CerebellumBrainstem and spinal motor outputs. Procedural memory. Reinforced response habits. Memory for actions (riding a bike).
  58. 58Amygdala (memory system)HYPOTHALAMUS ENDOCINE OUTPUTS. Emotional Memory. Conditioned preferences and aversions. Behaviourist principles and conditioning can still operate in emotional memory (taste aversion - memory of being sick after drinking a particular type of food).
  59. 59Hippocampus (memory systems)Declarative memory. Episodic and semantic recollection. Memories that can be said out loud - facts, general knowledge and events that have happened to you personally.
  60. 60Motor SystemNeural System. Includes: SOMATOSENSORY CORTEX , MOTOR CORTEX and BASAL GANGLIA. The connection between these three systems is very important in terms of carrying out the MOTOR ACTIONS: skills, habits, learned reflexes, reinforced responses (PROCEDURAL MEMORY or your memory of actions)
  61. 61Basal Ganglia (Neural System)Very primitive, reptilian area. Developed for survival. Also important for MOTOR ACTIONS - coordinating motor movements
  62. 62Motor Cortex(Neo-Cortex)

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Psychology Flashcards on Learning and Memory Flash Cards - Introduction - 1, created by Olivia Lennan on 22/02/2017.
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