Lecture 6: Learning & Memory PDF

Lecture 6: Learning & Memory: Learning vs. Memory: a. Learning is a lasting change in behavior resulting from experience. b. Memory refers to the process of encoding, storing, and retrieving information in the brain as a result of learning. c. Lea...

Lecture 6: Learning & Memory: Learning vs. Memory: a. Learning is a lasting change in behavior resulting from experience. b. Memory refers to the process of encoding, storing, and retrieving information in the brain as a result of learning. c. Learning involves behavioral change, while memory allows us to retain and use learned information. Classical Conditioning (Ivan Pavlov): Classical conditioning is a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus, eventually eliciting a conditioned response. Key terms: Unconditioned stimulus: A stimulus that naturally produces a response (e.g., food). Unconditioned response: The natural response to the UCS (e.g., salivation). Conditioned stimulus: Previously neutral stimulus that, after being paired with the UCS, elicits the conditioned response (e.g., a bell). Conditioned response: The learned response to the CS (e.g., salivation at the sound of the bell). Example: Pavlov’s dogs learned to salivate at the sound of a bell when it was repeatedly paired with food​(Psych 100-F24-Lecture 6…). Operant Conditioning(B.F. Skinner): Operant conditioning involves learning through rewards and punishments, where behaviors are influenced by their consequences. Reinforcement (increases behavior): 1. Positive reinforcement: Adding something pleasant(a treat). 2. Negative reinforcement: Removing something unpleasant (ending a chore). Punishment (decreases behavior): 1. Positive punishment: Adding something unpleasant(scolding). 2. Negative punishment: Removing something pleasant(taking away TV privileges). Reinforcement schedules: 1. Continuous reinforcement: Behavior is reinforced every time.  2. Intermittent reinforcement: Reinforcement is given at varying intervals or ratios, making behavior more resistant to extinction​. Memory Types: Explicit memory: 1. Episodic memory: Memory of personal experiences. 2. Semantic memory: Facts and general knowledge. Implicit memory: 1. Procedural memory: Skills and tasks (e.g., riding a bike). 2. Associative memory: Classical conditioning responses. Forgetting and Interference: 1. Forgetting curve (Ebbinghaus): We forget most information rapidly after learning, but what remains tends to be retained over time. 2. Proactive interference: Old memories interfere with new memories (e.g., learning a new language after mastering another). 3. Retroactive interference: New memories interfere with recalling old memories (e.g., difficulty remembering an old address after moving). 4. Flashbulb memories: Strong memories formed under intense emotional experiences, though they may not always be accurate. Lecture 6: Learning & Memory (Additional Notes): Real-World Classical Conditioning: ○ Explains preferences, aversions, emotional reactions (food poisoning leading to aversion). Extinction in Classical Conditioning: ○ Extinction: CS no longer paired with UCS, leading to CR disappearance; spontaneous recovery may occur. Operant Conditioning: Skinner’s Reinforcement Schedules: ○ Fixed ratio: Reward after a set number of responses. ○ Variable ratio: Reward after unpredictable number (e.g., gambling). ○ Fixed interval: Reward after set time (e.g., paycheck every 2 weeks). ○ Variable interval: Reward after unpredictable time (e.g., checking email). Cognitive Learning (Edward Tolman): ○ Latent learning: Learning occurs without immediate reinforcement; cognitive maps (e.g., rats navigating a maze). Memory Encoding, Storage, and Retrieval:  ○ Encoding: Converting input to memory. ○ Storage: Retaining information. ○ Retrieval: Accessing stored information. ○ Memory model compared to a computer (input, processing, storage, retrieval). Short-Term vs. Long-Term Memory: ○ Short-term memory: Temporary, limited capacity (7±2 items). ○ Long-term memory: Stable, lasting years/lifetime; consolidated in the hippocampus. The Case of H.M. & Memory Systems: ○ H.M.’s case showed the hippocampus is crucial for forming long-term explicit memories but not needed for implicit memories. ○ H.M. retained short-term memory but couldn’t form new episodic or semantic memories. Forgetting and Memory Interference: ○ Proactive interference: Old memories disrupt new learning. ○ Retroactive interference: New information disrupts old memories. ○ Context-dependent memory: Better recall when context matches the learning environment. Eyewitness Memory & Misinformation Effect: ○ Eyewitness testimony is unreliable; memory can be altered by misleading information. ○ Elizabeth Loftus: Leading questions and external cues can change memory recall.