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