Physiological Psychology - Exam 3 Study Guide | PSB 3002, Study notes of Psychology of Human Development

Download Physiological Psychology - Exam 3 Study Guide | PSB 3002 and more Study notes Psychology of Human Development in PDF only on Docsity! Physiological Psychology – PSB 3002: Exam #3 Study Guide  Chapter 13: Learning and Memory - What is learning? Comes from a change in behavior or thought based on experience. Modification of synaptic connections in our brains. Translate info we acquire through our senses into neural signals which are coded, perceived, and stored.  Know how memories are stored  They change the way we perceive, perform, think and plan by physically changing the structure of the nervous system altering neural circuits that participate in perceiving performing, thinking, planning.  Know the different types of memories  Declarative Memory: memory that can be verbally expressed, such as memory for events in a person's past  Non-declarative Memory: memory whose formation does not depend on the hippocampal formation; a collective term for perceptual, stimulus-response, and motor memory  short-term memory: memory for a stimulus or event that lasts for a short while  episodic: memory of a collection of perceptions of events organized in time and identified by a particular context  semantic: facts and general information  spatial memory: learning about relationships among many stimuli - Be able to describe the four different types of learning and give examples  perceptual learning: learning to recognize a particular stimulus  stimulus-response learning: learning to automatically make a particular response in the presence of a particular stimulus; includes instrumental and classical conditioning  motor learning: learning to make a new response  relational learning:  Episodic Learning- remembering sequences of events (episodes) that we witness  Spatial Learning- perception of spatial locations - Be able to describe classical vs operant conditioning  Classical: (Pavlov’s dog) A learning procedure; when a stimulus that initially produces no particular response is followed several times by unconditional stimulus that produces a defensive or appetitive response(UR), the first stimulus(CS) itself evokes the response(CR).  Operant/instrumental:  Organisms learn to behave in certain ways by noticing the consequences of their behaviors; response becomes more or less likely to occur depending on its consequences. - Be able to describe reinforcement and punishment  Reinforcement: appetitive stimulus that follows a particular behavior increasing the probability of a behavior occurring again  Positive(give): receiving a treat for good behavior  Negative(take away): buckling seatbelt to stop annoying sound  Continuous: happens every time; vending machine; money in, push button, soda comes out every time  Partial: happens only part of the time  Fixed Interval: paid once a week/every other week  Variable ratio: slot machine  Fixed ratio: after specified number of responses; video game  Variable interval: check e-mails.  Punishment: aversive stimulus that follows a particular behaviordecreasing the probability of a behavior occurring again  Positive(give): touching a hot stove or being yelled at  Negative(take away): cell phone taken away or grounded. - What is long term potentiation? An increase in the magnitude of excitatory postsynaptic potentials in postsynaptic neurons over the long term; when weak and strong synapses fire at the same time to a single down channel neuron, the weak synapses become stronger. A long-term increase in the excitability of a neuron to a particular synaptic input caused by repeated high- frequency activity of that input  Be able to describe the process  Terminal button of strong synapse becomes active  EPSP propagated along the dendrite and triggers an action potential in the axon  Strong synapse becomes active and triggers an action potential in the axon  Backwash triggers dendritic spike, depolarizing the dendrite and all of the dendritic spines.  Depolarization ejects the magnesium ions from the ion channels of the NMDA receptors in the dendritic spines.  Terminal button of weak synapse becomes active while postsynaptic membrane is still depolarized  No magnesium ions in the ion channels of the NMDA receptors, so calcium enters the cytoplasm of the dendritic spines and initiates LTP  Know what neurotransmitters are involved (glutamate and its effects on the NDMA receptors) membrane is depolarized and glutamate is attached to the binding site; the NMDA receptor is both voltage-dependent and neurotransmitter-dependent. - Be able to describe the Hebb rule  Cellular basis of learning involves strengthening of a synapse that is repeatedly active when the postsynaptic neuron fires. - What is episodic learning?  memory of a collection of perceptions of events organized in time and identified by a particular context; remembering sequences of events (episodes) that we witness - How does long-term depression affect learning and memory? LTD is caused when low frequencies are repeatedly stimulating the synapses (opposite of LTP) but seems to have the same effect on memory and learning. The synapses are weakened and make the surrounding synapses seem stronger? Inability for neural circuitry to fire. Weak synapses do not depolarize a neuron when active. LTD has been linked to issues with amount of calcium at synaptic channels in the hippocampus. So people with LTD have been shown to have lower levels of calcium thus less potentiality for building AMPA receptors; therefore is harder for them to make NEW long term memories  Know how AMPA receptors are related to LTD In LTD, there is a reduction of AMPA receptors that lasts around an hour or two.