Lecture 6: Learning & Memory PDF
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CUNY John Jay College of Criminal Justice
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This document provides a lecture overview on learning and memory, covering topics like classical and operant conditioning, memory types (explicit and implicit), forgetting mechanisms, and cognitive learning. It uses examples and key terms to explain the concepts.
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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.