Psychology Chapter 1: Learning and Memory Basics

Learning and Memory Basics

• Learning involves lasting changes in behavior driven by experience.
• Memory acts as a recording system for experiences that facilitate learning.
• Key terms include Unconditioned Response (UR), Conditioned Response (CR), Unconditioned Stimulus (US), and Conditioned Stimulus (CS).

Important Figures

• Ebbinghaus researched the forgetting curve and conducted practice experiments.
• Pavlov is known for pioneering classical conditioning concepts using US, UR, CS, and CR.
• Thorndike formulated the Law of Effect and Instrumental Conditioning.

Theoretical Approaches

• Behaviorism emphasizes observable behavior changes through reinforcement, as seen in works by Pavlov and Skinner.
• Cognitive Psychology studies the impact of mental processes, including memory, on behavior, characterized by Tolman's cognitive maps.

Classical Conditioning

• Generalization occurs when organisms react similarly to stimuli akin to the CS; discrimination allows distinct responses.
• Blocking refers to a more potent stimulus overshadowing another, hindering new associations.

Classical Conditioning Paradigms

• Rescorla-Wagner Model explains association formation between CS and US, which adjusts based on trial outcomes.
• Second-Order Conditioning enables pairing a new stimulus with an established CS to elicit a CR.
• Sensory Preconditioning involves prior pairing of two neutral stimuli resulting in a conditioned response later.

Neural Basis of Learning and Memory

• The cerebellum plays a vital role in motor control and learning.
• The hippocampus is essential for memory consolidation.
• Synaptic connections among neurons are crucial for learning processes.

Classical Conditioning in Simple Organisms

• Studies with sea slugs have demonstrated synaptic changes associated with learning.

Classical Conditioning Basics

• Classical conditioning occurs when a neutral stimulus becomes linked to a response through repeated pairing with a US.
• Unconditioned Stimulus (US) naturally elicits a response, while a Conditioned Stimulus (CS) becomes associated with the response after conditioning.
• The resulting Conditioned Response (CR) follows exposure to the CS.

Processes of Classical Conditioning

• Acquisition marks the phase of pairing CS with US, strengthening the CR.
• Extinction happens when the CS is presented without the US, causing a reduction in CR.
• Generalization results in similar stimuli eliciting the CR.
• Discrimination allows for recognition of differences among stimuli to respond to only the CS.

Key Experiments

• Eye-blink conditioning illustrated this process, using an air puff (US) to evoke a blink (UR/CR) connected to a tone or light (CS).
• The Little Albert experiment showcased generalization, where a child developed fear towards a white rat (CS) and related furry objects.

Sensitization and Habituation

• Sensitization involves an increase in response to a stimulus after repeated exposure.
• Habituation denotes a decrease in response to a stimulus over time.

Neural Basis of Classical Conditioning

• Research on the sea slug Aplysia explores synaptic connections changing during learning.
• Facilitating interneurons release neurotransmitters, enhancing responses during conditioning.

Rescorla-Wagner Theory

• Suggests learning is influenced by the unexpectedness of the US.
• Formula ΔV = α(λ - V) describes the change in associative strength (ΔV) based on the learning rate (α) and the difference between maximum association (λ) and current strength (V).
• Blocking effect prevents formation of new associations if an established CS is a better predictor for the US.

S-R vs. S-S Associations

• S-R (Stimulus-Response) describes the direct elicitation of UR by CS.
• S-S (Stimulus-Stimulus) indicates that CR arises from the anticipation of US predicted by CS.

Key Paradigms

• Sensory Preconditioning pairs two stimuli before one links to a US, leading to a response with subsequent presentations of either.
• Second-Order Conditioning introduces a new stimulus associated with the CS, also prompting the CR.