Section 7 Learning and Memory I Learning Learning
- Slides: 29
Section 7 Learning and Memory
I Learning
Learning: associative and nonassociative The acquisition of knowledge or skill; Associate and nonassociative learning
Nonassociative l. No paired stimulus/response l Habituation - becomes less responsive to repeated no-harmful stimuli l Sensitization - becomes more responsive – to repeated harmful stimulation
Associative l. Paired l Two stimulus/response basic types – classical conditioning (two stimuli are paired; when the light shines ----- get food) – operant conditioning (stimuli and response are paired; push lever = food
Psychological aspects Classical conditioning requires that the learning have predictive value l Conditioned stimuli (no overt response) and unconditioned stimuli (gives an overt response) – not simply timing of events relative to each other – blocking phenomena (tone and light experiment) l l tone does not add anything so not learned – we can detect a positive correlation between two stimuli (efficiency of pairing) – Extinction can occur over time (unpaired)
Psychological aspects l Operant conditioning (trial-and-error learning) – A predictive relationship between response and a stimulus – behaviors that are rewarded tend to be repeated; those that cause aversive consequences are not repeated – timing is important – must have predictive element
Learning involves forming memories
II Memory
Memory is the storage and retrieval of information l The three principles of memory are: l – Storage – occurs in stages and is continually changing – Processing – accomplished by the hippocampus and surrounding structures – Memory traces – chemical or structural changes that encode memory
1. Stages of Memory The two stages of memory are short-term memory and long-term memory l Short-term memory (STM, or working memory) – a fleeting memory of the events that continually happen l STM lasts seconds to hours and is limited to 7 or 8 (not more than 12 items) pieces of information l Long-term memory (LTM) has limitless capacity l
Basics relationships Short term - limited capacity and duration (12 items, few minutes) Long term - more permanent; can be blocked by blocking protein synthesis
Transfer from STM to LTM l Factors that affect transfer of memory from STM to LTM include: – Emotional state – we learn best when we are alert, motivated, and aroused – Rehearsal – repeating or rehearsing material enhances memory – Association – associating new information with old memories in LTM enhances memory – Automatic memory – subconscious information stored in LTM
Declarative (Explicit) or Nondeclarative (Implicit) Memory
1. Declarative - Explicit a. Semantic - general knowledge of the world b. Episodic - knowledge of your own past experiences 2. Nondeclarative or Implicit - Procedural - learned skills or habitual responses, - classical conditioning
Declarative (Fact) memory: –Entails learning explicit information –Is related to our conscious thoughts and our language ability –Is stored with the context in which it was learned
Nondeclarative (Skill) Memory l Skill memory is less conscious than fact memory and involves motor activity l It is acquired through practice l Skill memories do not retain the context in which they were learned
Structures Involved in Fact Memory l Fact memory involves the following brain areas: – Hippocampus and the amygdala, both limbic system structures – Specific areas of the thalamus and hypothalamus of the diencephalon – Ventromedial prefrontal cortex and the basal forebrain Figure 15. 8 a
Major Structures Involved with Skill Memory l Skills memory involves: – Corpus striatum – mediates the automatic connections between a stimulus and a motor response – Portion of the brain receiving the stimulus (visual in this figure) – Premotor and motor cortex Figure 15. 8 b
3. Mechanisms of Memory l The engram, a hypothetical unit of memory, has never be elucidated l Changes that take place during memory include: – Neuronal RNA content is altered – Dendritic spines change shape – Unique extracellular proteins are deposited at synapses involved in LTM – Presynaptic terminals increase in number and size, and release more neurotransmitter
4. FORGETTING
Forgetting as a result of decay?
Simple passage of time after learning has minimal effect on retention
Forgetting as a result of interference
Retroactive Interference Current learning interferes with recall of previously learned material
Retroactive Interference Learn A Time Learn B Memory Loss for A
Proactive Interference Prior learning interferes with retention of new information
Proactive Interference Learn A Time Learn B Memory Loss for B
Retrograde and Anterograde Amnesia Time Retrograde Anterograde Head Trauma
- Internal memory and external memory
- Primary memory and secondary memory
- Page fault
- Episodic memory
- Difference between implicit and explicit memory
- Long term memory vs short term memory
- Logical and physical address in os
- Which memory is the actual working memory?
- Virtual memory in memory hierarchy consists of
- Eidetic memory vs iconic memory
- Shared vs distributed memory
- Cellular basis of learning and memory
- Learning and memory consumer behavior
- Wraml age range
- Learning is embedded in memory history and story
- What line types are usually omitted from sectional views?
- Work and energy section 2 describing energy
- __________ refers to the schematic memory of a brand.
- Bepin choudhury lapse of memory lesson plan
- "learning cannot occur without memory" is a statement...?
- Persistence of learning over time
- The persistence of memory information
- Memory
- Cuadro comparativo e-learning y b-learning
- Cross sectional view
- What is removed section
- Study guide chapter 10 section 1 meiosis
- Psychology study design
- Strengths and weaknesses of schema theory
- Explicit and implicit memory