Study_Guide_Exam_I(1).docx

Chapter 1: Learning and Memory Basics ===================================== Key Terms --------- Learning: A long-lasting change in behavior resulting from experience. Memory: A record of experience that enables learning. Unconditioned Response (UR), Conditioned Response (CR), Unconditioned Stimu...

Chapter 1: Learning and Memory Basics ===================================== Key Terms --------- Learning: A long-lasting change in behavior resulting from experience. Memory: A record of experience that enables learning. Unconditioned Response (UR), Conditioned Response (CR), Unconditioned Stimulus (US), Conditioned Stimulus (CS). Important Figures ----------------- Ebbinghaus: Forgetting, curve and practice experiments. Pavlov: Classical conditioning with US, UR, CS, and CR. Thorndike: Law of Effect and Instrumental Conditioning. Theoretical Approaches ---------------------- Behaviorism: Focuses on how observable behavior changes through reinforcement (e.g., Pavlov, Skinner). Cognitive Psychology: Investigates how mental processes like memory influence behavior (e.g., Tolman's cognitive maps). Chapter 2: Classical Conditioning ================================= Key Concepts ------------ Generalization and Discrimination: Organisms respond to stimuli similar to the CS (generalization) and can learn to respond differently (discrimination). Blocking: When one stimulus overshadows another, preventing association formation. Classical Conditioning Paradigms -------------------------------- Rescorla-Wagner Model: Describes how associations form between CS and US, with changes in associative strength based on trial results. Second-Order Conditioning: Involves pairing a new stimulus with an already conditioned stimulus. Sensory Preconditioning: Prior pairing of two neutral stimuli can lead to conditioned responses later. Neural Basis of Learning and Memory =================================== Basic Brain Regions ------------------- Cerebellum: Motor control and learning. Hippocampus: Key for memory consolidation. Neurons: Synaptic connections between neurons are critical in learning. Classical Conditioning in Simple Organisms ------------------------------------------ Sea Slug Studies: Used to explore synaptic changes during learning. Study Guide: Classical Conditioning Classical Conditioning Basics ============================= Classical Conditioning: A learning process where a neutral stimulus (CS) becomes associated with a response due to its pairing with a stimulus (US) that naturally evokes that response. Key Terms: ---------- 1\. Unconditioned Stimulus (US): A stimulus that naturally triggers a response (e.g., air puff to the eye). 2\. Unconditioned Response (UR): A natural, automatic reaction to the US (e.g., blinking). 3\. Conditioned Stimulus (CS): A previously neutral stimulus that, after being paired with the US, triggers a response. 4\. Conditioned Response (CR): A learned response to the CS. Processes of Classical Conditioning =================================== 1\. Acquisition: The phase where the CS and US are paired, and the CR becomes stronger. 2\. Extinction: When the CS is presented alone without the US, leading to a gradual decline in the CR. 3\. Generalization: The CR is triggered by stimuli similar to the original CS. 4\. Discrimination: The ability to distinguish between different stimuli and respond only to the specific CS. Key Experiments =============== 1. Eye-blink Conditioning: -------------------------- US: Air puff.\ UR/CR: Blink.\ CS: Light or tone.\ Result: The eye-blink response becomes conditioned through pairing the CS with the US. 2. Little Albert Experiment: ---------------------------- Demonstrated stimulus generalization where a child learned to fear white rats (CS) and generalized the fear to similar stimuli (e.g., furry objects). Sensitization and Habituation ============================= Sensitization: Increased response to a stimulus after repeated exposure. Habituation: Decreased response to the same stimulus over time. Neural Basis of Classical Conditioning ====================================== Sea Slug (Aplysia): Neural circuits in simple organisms help study how synaptic connections change during learning. Key Mechanism: Facilitating interneurons release neurotransmitters to strengthen the response. Rescorla-Wagner Theory ====================== Learning occurs when the US is unexpected: ΔV = α(λ -- V): The change in associative strength (ΔV) depends on the learning rate (α) and the difference between the maximum association (λ) and the current strength (V). Blocking: One stimulus (CS) can overshadow another if it is a more reliable predictor of the US. S-R vs. S-S Associations ======================== S-R (Stimulus-Response): The CS directly evokes the UR. S-S (Stimulus-Stimulus): The CS predicts the US, and the CR arises from anticipating the US. Key Paradigms ============= 1. Sensory Preconditioning: --------------------------- Two stimuli are associated before one is paired with a US, leading to a response when the second stimulus is presented. 2. Second-Order Conditioning: ----------------------------- After classical conditioning, a new stimulus is paired with the CS, and it also evokes the CR. Important Researchers ===================== Pavlov: Known for the original work on classical conditioning using dogs. Rescorla: Developed theories about the importance of contingency in learning. Kamin: Known for the \"blocking\" effect.