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Memory 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 RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE YEARS OF EXPERIENCE Rigidity: narrow mindedness Functional fixedness: “a paper clip clips papers” : Flexibility: overcoming rigidity Creativity: Recombination Insight Direct Thinking: solving a problem…logical sequencing Non-Directed thinking: wandering mind Learning; a relatively permanent change in behavior that results from experience I. Classical Conditioning Pavlov's Dog Mowrer; bell and pad pg. 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: Food Conditioned Stimulus: BELL Unconditioned Response: Salivation Conditioned Response: 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: Alarm UCR: Waking up CS: CR: Full Bladder Waking 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 CS: Dogs UCR: Pain, (fear) 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 Conditioning Definitions Skinner Terms to know Reinforcement Schedules Practice 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 Reinforcement Increases Behavior Positive Add pleasant stimulus Negative Remove unpleasant stimulus Punishment Decreases Behavior Positive Add unpleasant stimulus Negative Remove pleasant 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) 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) 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) Primary Re-inforcer: normal or natural reward Ex: A toy to a young child Conditioned Re-inforcer: Something that’s value was learned 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 Ridigity Set interferes with problem solving. “Rigid” mind set. Functional Fixedness: Inability to imagine new functions Overlook solutions Make 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 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 cover Cross baby blood ribbon See carpet hot cent Touch palate soap sell Easy hush belt order Tree cup cake forbidden Wagon stand aid dance Dust movie gaze sapphire Tooth talk potato bitter Alley date snow spot bed blue red soft money Fruit Band Star Sweet blind 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 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 Dog Pavlov 2 The Office Two and a Half Men Mowrer; bell and pad pg. 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 Conditioning Definitions Skinner Terms to know Reinforcement Schedules Practice 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 negative Old 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 or Operant? Is the animal learning to associate one thing with something else? Is the animal learning from a consequence to an action? (a positive or a negative consequence) III. Modeling •Modeling •Observational learning Tower of Hanoi http://www.cut-the-knot.org/recurrence/hanoi.shtml http://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, problemsolving, etc. Episodic memory: recall of an event Crime scene memory Crime scene 2 Declarative memory: the ability to state a memory in words Rain Man Kim Peek Clive Memory Memory; autobiographical How 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 studies Bats at a cocktail party Brain filter discovered What information are you taking in? Sensory memory…you’re taking EVERYTHING in very briefly! Directed thinking A systematic, logical attempt to reach a specific goal Problem-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 thinking A 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