Memory and LearningMemory and Learning

Learning

The long-term change in potential behavior

frog piano

bag penis

house chair

sex purple

dimple notebook

spoon finger

horse shit

bitch staple

CYXGMBF

OBGSFKIE

RJNWSCFPT

Name all of your middle school teachers

What about…?

Short-term and Long-term Memory

Short-term•Most adults can hold about seven items in short-term memory

•Forget it quickly unless you work at remembering it•Once it’s gone, it’s gone forever

Long-term•Can store vast amounts of information without removing old memories•You may think you’ve forgotten something, but a clue or hint can help

you reconstruct it•Short-term memories must be consolidated into long-term ones

•Meaningful and emotional events don’t require effort to consolidate (flashbulb memories)

Write down as many of the words from the list in the beginning of class as you can.

How many of you remembered each word?Calculate the % of students who remembered each word.Are you all just a bunch of perverts, or does a brain structure explain this? Which brain structure?

Stressful or emotionally exciting experiences increase the secretion of epinephrine and cortisol. These both activate the amygdala, which in turn stimulates the hippocampus and the cerebral cortex. If you had damage to the amygdala, you would not have remembered the “taboo” words any better than “spoon” or “chair”.

Were the first and last words remembered better than most of the others? This is called the primacy and the recency effect.

How we process information from our environment:

Stimulus Reception Transduction Coding

Holding Material in Working Memory

After each word, say the previous word:

Peach, apple, blueberry, melon, orange, mango, banana, lemon, papaya, fig, plum, tangerine, grape

After each word say the word from two words back:

Amnesia:

Functional: due to psychological reasons

Organic: physical injury to the brain…disease, alcohol (Korsakoff Syn.), drugs, trauma

Anterograde: loss of memories for events that happened after brain damage

Retrograde: loss of memory for events that occurred shortly before brain damage

Declarative memory: the ability to state a memory in words

Procedural memory: the development of motor skills

Eidetic Memory: Photographic memory

Confabulation: imagined memories - not REAL memories.

Explicit memory: a deliberate recall of information that one recognizes as a memory

Implicit memory: the influence of recent experience on behavior, even if one does not realize that one is using memory

http://www.npr.org/blogs/krulwich/2011/06/01/120587095/ants-that-count

FINISHED FILES ARE THE RE-SULT OF YEARS OF SCIENTIF-IC STUDY COMBINED WITHTHE YEARS OF EXPERIENCE

Rigidity: narrow mindednessFunctional fixedness: “a paper clip clips papers”

: Flexibility: overcoming rigidityCreativity: RecombinationInsight

Direct Thinking: solving a problem…logical sequencingNon-Directed thinking: wandering mind

Learning; a relatively permanent change in behavior that results from experience

I. Classical Conditioning

Pavlov's Dog

Mowrer; bell and padpg. 27 Understanding Psychology

• Stimulus: something that initiates a response• A response can be

• Unconditioned (unlearned)blinking, swallowing, salivating

Conditioned (learned):language, algebra, doesn’t HAVE to be conscious: phobia’s

Pavlov’s Dogs:Unconditioned Stimulus: Unconditioned Response:

Food

Salivation

Conditioned Stimulus: Conditioned Response:

BELL

SALIVATION

THIS IS NORMAL ABNORMAL

Generalization; responding to a similar stimulus(same response to circle and oval)

Discrimination; responding differently to different (but similar) stimuli

(different responses to circle and oval)

Extinction; dying out of a conditioned response because of no reinforcement/punishment or because the conditioned stimulus is continually presented without the unconditioned one.

Spontaneous Recovery; the reappearance of the conditioned response when the conditioned stimulus is again presented

Bell and Pad Device(Hobart Mowrer)

• Device designed to prevent bedwetting – to wake a kid up when he has a full bladder.

• It’s a metallic sheet that’s wired to an alarm.• When the child begins to release urine, the metal sheet

transmits the signal to the alarm….which wakes up the kid.

UCS:

UCR:

CS:

CR:

Alarm

Waking up

Full BladderWaking up

Fear (phobias)You fear dogs on the account of a German Shepard biting you when you were young. As a result, whenever you see a dog (any dog at all), you go the other way.

List the many learning mechanisms at work here.

Classical: UCS: Bite UCR: Pain, (fear)CS: Dogs CR: (fear)

Generalization: You learn to fear ALL dogs, not just German Shepards

Operant: This fear is also NEGATIVELY reinforced through avoidance learning.

II. Operant ConditioningDefinitions

SkinnerTerms to knowReinforcement SchedulesPractice

http://vimeo.com/5371237 (the office - classical)http://www.youtube.com/watch?v=xEDxRCa_wfc (two and half men - classical)http://www.youtube.com/watch?v=qy_mIEnnlF4 (big bang theory – operant)http://www.spike.com/video-clips/0jnov0/the-office-the-jim-trains-dwight (The Office)

Fear Response and Taste Aversions

Phobias

Little Albert

Punishment Decreases Behavior

Positive Add unpleasant stimulus

Negative Remove pleasant stimulus

Reinforcement Increases Behavior

Positive Add pleasant stimulus

Negative Remove unpleasant stimulus

Positive Reinforcement:reinforcing behavior by

giving a reward.

Negative Reinforcement:reinforcing behavior by

eliminating a “punishment” (aversive stimulus)

Escape learning is a behavior that causes an unpleasant stimulus to stop.Blaming someone else is escape learning, and it’s negatively reinforced. Lying is escape learning – escaping punishment reinforces lying.

Avoidance learning is not exposing yourself to the unpleasant stimulus (“learning to stay away”). Not signing up for a math class – avoids math. Studying for a test - avoids a bad grade. It is therefore negatively reinforced – and is SELF-REINFORCING. If you’re not a social person, you avoid social situations!

Avoidance learning is self reinforcing. The relief of avoiding a aversive stimulus is the reinforcer!! This is a powerful effect, and can continue indefinitely!!

Schedules of reinforcement

Continuous – reinforcement occurs after EVERY occurrence

Partial – reinforcement occurs only part of the time

• Ratio – based on events (Fixed or Varied)• Interval – based on time (Fixed or Varied)

1. Ratio schedules (based on events)

2. Interval Schedules (based on time)Fixed interval : reward given after fixed amount of time

(paycheck every Friday, daily quiz)Variable interval: reward given after variable time

(pop quiz, waiting for a call)

Fixed ratio: reward given on a fixed # of events(free pizza for collecting 10 pizza coupons)

Variable ratio: reward given on a variable # of events(slot machine)

Primary Re-inforcer: normal or natural reward

Conditioned Re-inforcer: Something that’s value was learned

Ex: A toy to a young child

Ex: Money in a child’s piggy-bank

Seligman;•Shock treatment with dogs•If reward comes with no effort a person never learns to work (learned laziness)•If pain comes no matter how hard one tries a person gives up (learned helplessness)•Learned helplessness is a major cause of depression•Stability, globality, internality•How we think determines behavior…we don’t just learn to react to stimuli…we attribute an outcome to a source and that affects self-esteem which affects behavior

Direct thought:Logical attempt to try to solve a problem.

Indirect thought:Free flowing thought.Daydream, imagine, fantasize

RidigitySet interferes with problem solving.“Rigid” mind set.

Functional Fixedness:Inability to imagine new functionsOverlook solutionsMake wrong assumptions

Aversive Control; avoiding bad consequences

Escape Conditioning; a behavior that causes an unpleasant consequence to stop

Avoidance Learning; a behavior that prevents an unpleasant consequence from even happening Aversive stimuli can produce negative side effects (rage, aggression, fear, etc)

Learned Helplessness; when you realize that actions have no effect on the environment (giving up)

Transfer•Positive transfer

• A skill you have already learned can HELP you learn a new skill

• Negative Transfer• A skill you have already learned can

HINDER your learning a new skill

• Practice (physical and mental)

III. Modeling•Modeling: if punishment for a behavior is “being eaten by a predator”, then learning can’t take place…you’d be dead! •But others can learn from that behavior = modeling!!

3 types: •Observational learning: watch someone use a tool, then you can do it.

•Social responses; learning how to behave in a new situation by watching how others behave

•Disinhibition; watching other not have consequences for dangerous acts

Bug rest fellow coverCross baby blood ribbonSee carpet hot centTouch palate soap sellEasy hush belt orderTree cup cake forbiddenWagon stand aid danceDust movie gaze sapphireTooth talk potato bitterAlley date snow spot

bedblueredsoft

money

BandFruit

StarSweetblind

How is human intelligence different from animal intelligence?

How is it similar?

Higher Intelligence

Learning to learn; develop strategies that can be applied to new, unique situations

Creativity

Problem-solving

Read Behavior Modification pg43 Glencoe

frog piano

bag penis

house chair

sex purple

dimple notebook

spoon finger

horse button

bitch staple

Memory and LearningMemory and Learning

CYXGMBF

OBGSFKIE

RJNWSCFPT

Name all of your middle school teachers

What about…?

Holding Material in Working Memory

After each word, say the previous word:

Peach, apple, blueberry, melon, orange, mango, banana, lemon, papaya, fig, plum, tangerine, grape

After each word say the word from two words back:

Write down as many of the words from the list in the beginning of class as you can.

How many of you remembered each word?Calculate the % of students who remembered each word.Are you all just a bunch of perverts, or does a brain structure explain this? Which brain structure?

Stressful or emotionally exciting experiences increase the secretion of epinephrine and cortisol. These both activate the amygdala, which in turn stimulates the hippocampus and the cerebral cortex. If you had damage to the amygdala, you would not have remembered the “taboo” words any better than “spoon” or “chair”.

Were the first and last words remembered better than most of the others? This is called the primacy and the recency effect.

Short-term and Long-term Memory

Short-term•Most adults can hold about seven items in short-term memory

•Forget it quickly unless you work at remembering it•Once it’s gone, it’s gone forever

Long-term•Can store vast amounts of information without removing old memories•You may think you’ve forgotten something, but a clue or hint can help

you reconstruct it•Short-term memories must be consolidated into long-term ones

•Meaningful and emotional events don’t require effort to consolidate (flashbulb memories)

How we process information from our environment:

Stimulus Reception Transduction Coding

Learning; a relatively permanent change in behavior that results from experience

Some behaviors can be learned through trial and error learning, but this is not the most efficient way to gather new information for most animals.

I. Classical Conditioning(Associative learning)

Pavlov's DogPavlov 2The OfficeTwo and a Half Men

Mowrer; bell and padpg. 27 Understanding Psychology

Little Albert

Generalization; responding to a similar stimulus(same response to circle and oval)

Discrimination; responding differently to different (but similar) stimuli

(different responses to circle and oval)

Extinction; dying out of a conditioned response because of no reinforcement/punishment or because the conditioned stimulus is continually presented without the unconditioned one.

Spontaneous Recovery; the reappearance of the conditioned response when the conditioned stimulus is again presented

II. Operant ConditioningDefinitions

SkinnerTerms to knowReinforcement SchedulesPractice

Aversive Control; avoiding bad consequences

Escape Conditioning; a behavior that causes an unpleasant consequence to stop

Avoidance Learning; a behavior that prevents an unpleasant consequence from happening Aversive stimuli can produce negative side effects (rage, aggression, fear, etc)

Learned Helplessness or Learned Laziness; when you realize that actions have no effect on the environment (giving up…lack of effort)

Seligman;•Shock treatment with dogs•If reward comes with no effort a person learns that work is not necessary (learned laziness)•If pain comes no matter how hard one tries a person gives up (learned helplessness)•Learned helplessness is a major cause of depression

Seligman identified three elements of helplessness:

Stability; the person’s belief that the helplessness comes from a permanent characteristic

Globality; “I’m just dumb”

Internality; failure lies within

How we think determines behavior…we don’t just learn to react to stimuli…we attribute an outcome to a source and that affects self-esteem which in turn, affects behavior

Factors that affect learning:

Feedback; learning from mistakes or success

Transfer; can be positive or negativeOld skills can help you learn new ones or they can block you from learning new ones(driving in England)

Practice; better to space out practice

Learning complicated skills

Sea World website

Shaping…rewarding successive approximations of the desired behavior(example: reward facing right to begin, then start rewarding only quarter turn to the right, then half way around, then full turn)

Response chains… reward each behavior when it’s performed in the proper sequence

Classical orIs the animal learning to associate one thing with something else?

Operant?Is the animal learning from a consequence to an action? (a positive or a negative consequence)

III. Modeling•Modeling

•Observational learningTower of Hanoi

http://www.cut-the-knot.org/recurrence/hanoi.shtmlhttp://www.pedagonet.com/fun/flashgame185.htm

•Social responses; learning how to behave in a new situation by watching how others behave

•Disinhibition; watching others not have consequences for dangerous acts

Learning to learn; Harlow showed that animals develop strategies that can be applied to new, unique situations

Learning to cooperate, creativity, problem-solving, etc.

Episodic memory: recall of an event

Crime scene memory

Crime scene 2

Declarative memory: the ability to state a memory in words

Rain ManKim PeekCliveMemoryMemory; autobiographicalHow to memorize like the pros

Procedural memory: the development of motor skills

Explicit memory: a deliberate recall of information that one recognizes as a memory

Implicit memory: the influence of recent experience on behavior, even if one does not realize that one is using memory(which person to trust)

Ant pedometers:http://www.npr.org/blogs/krulwich/2009/11/25/120587095/ants-that-count

Amnesia:

Anterograde: loss of memories for events that happened after brain damage

Retrograde: loss of memory for events that occurred shortly before brain damage

Selective attention: the ability to choose among various inputs/stimuli (Cocktail party effect)

Would you be more likely to “tune out” the person you’re talking with if someone nearby…

said your name?was very attractive?was talking about something that interested you?

Cocktail party studiesBats at a cocktail partyBrain filter discoveredWhat information are you taking in?

Sensory memory…you’re taking EVERYTHING in very briefly!

Directed thinkingA systematic, logical attempt to reach a specific goalProblem-solving using strategies•Break the problem down into smaller steps•Work backwards from the goal•Examine multiple possibilities (think “outside the box”)•Compare to past situations, but avoid “rigidity”

Non-directed thinkingA free flow of thoughts through the mind with no particular goal or plan•Creativity; use info in a way that is new and meaningful•Flexibility; ability to overcome rigidity•The defeat of Functional Fixedness!•Recombination; new mental rearrangement of familiar elements•Insight…AHA moment

Where is a memory located?

Lashley and the search for the Engram

Lesions through all structures in rat brains.

No cut or combination of cuts inhibited a rat’s retention or acquisition of knowledge (they had no trouble learning or remembering a maze)

Lashley concluded that learning was not localized in any one area of the brain…all cortical areas could substitute for one another as far as learning is concerned

How is human intelligence different from animal intelligence?

How is it similar?

Crime scene memory;Confabulation

http://faculty.washington.edu/eloftus/Articles/sciam.htm