3.2-learning and memory

Learning

Lasting acquisiton of knowledge or behaviour as a result of experience over time

Classical conditioning

Learning process that occurs when 2 unrelated stimuli are repeatedly paired together to produce a conditioned response over time

-When neutral (had no effect) stimulus is paired with stimulus that nautrally elicits a response, over time the ns elicits the natural response

Unconditioned stimulus

Normally produces involuntary reaction/reflex

Example-food

Unconditioned response

-Natural, unlearned reaction

Eg-Salivation when food is presented

Neutral stimulus

Doesn’t naturally elicit any specific reaction

Eg-Bell

COnditioned stimulus

-Neutral stimulus (bell) that thru repeated asscoiations with UCS, elciits a condtioned reaction

Eg-Bell after being paired with food

Conditioned response

Reflex response to previously NS after associative learning has occured

Eg-Salivation to bell alone

Phases of classical conditoning (Before conditioning)

-NS produces no relevant response (bell=no reaction)

-UCS elcitis an unleanred, naturally occuring rautomatic response (UCR)

-Food=Salivation

During conditoning

Neutral stimulus is repeatedly paired with unconditoned stimulus to produce the UCR (acquistion)

NS+UCS-UCR

Bell (NS) + Food (UCS)-Salivation (UCR)

after conditioning

Neutral stimulus becomes a conditoned stimulus which produces a now CR

-NS becomes the CS

-The UCR (salivaiton) becomes the CR

Operant conditoning

Likeligood of a voluntary bejaviour is determined by its consequneces

-Active learner because they voluntarily and consciously choose responses/behaviour.

Phases of operant conditoning (Antecedent)

Stimulus that precedes and often elicits a paritcualr behavuiour

Eg-Dog owner says sit

Phases of Operant conditioning (Behaviour)

The observable action performed by the indiviudal

Eg-Dog sits

Phases of Operant conditoning (Consequence)

Outcome of behaviour, determines likelihood that it will occur again

Eg-Owner gives dog a treat which increases likelhiood the dog will sit (behaviour) in response to the command (antecedent) in the future

Reinforceent

Any stimulus that strengthends likelhiood of a response (behaviour) occuring in the futrue

Positive reinforcement

Adding a pleasent stimulus after behaviour

Example-Praise, rewards, good grades

EG-Student studies-receives praise-receives more

Negative reinforcement

Removing an unpleasent stimulus after behaviour.

Behaviour increases because soething unpleasent is removed

Example-Seatbelt alarm stops when seatbelt is fastened

Punishment

Decreases lileihood of behaviour occuring again

Positive punishment

Adding an unpleasent stimulus after behaviour

Eg-Student talks-teacher gives detention

Negative punsihemnt

Removing pleasent stimulus

Eg-Phone taken away for breaking rules

Social learning theory: Observational learnign

-Learning when we watch another [erfrom a task and obsevre the consequences of their actions

Five processes of Observational Learning (attention)

Leaner must be actively aware and watching

-Must pay attention to models behaviour to recognise key features involved

Five proccesses of Observational learning (retention)

Learner must create mental representation to remember what they saw

Five proccesses of Observational learning (Reproduction)

Learner must be physicallyl and mentally capable of replicating what they observed

Five proccesses of Observational learning (Motivation

Leaner must have desire and want or perceive value

Five proccesses of Observational learning (Reinforcement)

Rewards or punishment for model which will either increase or decrease likelihood that the person watching will reproduce behaviour

Appraoches to learning within a system (aborginal and Toress strait islander ways of knowing)

It happens within a system of relationshisp including people culture and environment (country)

-Learner is part of a system, embedded in interconnected systems inclduing people, culture and coutnry.

Pscyhobioloical process of memory

Memory involves encoding, storage and retirev of info in the brain

Atkinson-Shiffrin Multi-Store Model of Memory

states that memory is a system with 3 seperate types of storage that work together to help us encode, store and retrieve info.

Memory processes

Encoding-Transfroming info into a form that can be stored.

Types: Visual, acoustic and semantic encoding

Three memory stores (Sensory memory)

First stage of memory-stores raw sensroy info

Capacity-Unlimited

-If it is attended, its transferred to STM

Duration-0.3-4 seconds

Encoding-Raw sensory form

Types of sensory memory

Iconic memory (visual)-0.3 seconds duration

Echoic memory (auditory)-3-4 seconds

Short term memory (STM)

Temporary working memory.

Capacity-5-9 items

Duration-12-30 seconds

-Info is transfered to LTM through rehearsal

Long term Memory (LTM)

Relatively permanent storage.

Capacity-Unlimted

Duration-Potentially lifetime

Encoding-Mostly semantic

Hippocampus

located in medial temporal lobe

-Involved in forming and retrieving episoding memories and imaguning future events.

-Consolidates new memory

-Forms explicit memories

-Transferring memories to neocortex

Damage results in anterograde amnesia.

Amygdala

Processes emotional memories

Important for: fear conditoning, emotional learning

Neocortex

Largest part of cerebal cortex.

-Storage of long term memories

-Higher cognitve processing

Basal Ganglia

--Procedural learning

-Habit formation

Part of implict memory system

Cerebellum

Responsible for motor learning, classical conditioning of reflexes.

Eg-conditoned eye blink

Explicit memory (declarative)

Conscious recall of info.

Explict memory types (episodic memory)

Memory of personal events, including time, place and context

Eg-your last bday, last footy game

Explicit memory types (semantic memory)

Memory of facts and general knowlegde, not tied to personal experinece

Eg-Paris is capital of france, rules of afl

Implict memory (non-declarative)

Unconsciosu memoru.

Examples: skills, habits, conditioned responses,

Episodic and Semantic memory in imagining the future

Episodic memory is used to imagine future events.

-Brain recombines past experiences to imagine future

Evidence from Alzheimers disease

Causes: hippocampus degeneration

-Memory loss

-Impaired episodic recall

Evidence comes from: brain imagine studies

-Post mortem brain examinations

Aphantasia

COndition where indiviudals cant form mental images.

-inability visualise scenes

-difficulty imagining memories visually

-This demonstrates indiviudal differences in metal imagery

Mnemonics

Memory strategies that improvre encoding, storage and reitreval

Acrostics

Sentence where the first letter of each word represnets info

Acronnym

A word from the first letters of items

Method of loci

Memory technique involving visualsing items in famialr locations.

Steps:

1-Imagine famialr place

2-Associate items with locations

3-Mentally walk through location to recall

Mnemonics in oral cultures

Oral cultures use story, music, and rhythm to remmebr info.

Examples: sung narratives

-Rhythmic storytelling

Sognlines (aborginal culture)

Songlines are oral maps of country enocded in songs.

Functions: navigation, cuiltural knowledge transm,sision, ecological storage.

They act as memory systems connecting knowledge to landsape

Acqusition

Learning of new skills via repeated association of NS and UCS

-Ideally the CS must be presented within 5 seconds of UCS for association to be made

Compare Classical and operant

-Both are behaviourtist

-Both 3 phase processes of elarning

-Operant involves learning voluntary behaviour, classical involves learnign involuntayr behaviour

-Active learners in operant, passive during classical

Encoding

COnverting info into a useable form

Storage

Retaining info for a period of time

Retrieval

Accessing info that has been previsouily stored

STM capacity issues

Can only enter if old info is displaced

Decay-when info in STM isn’t used

-Susceptyible to interfence of new info pushing out info already in STM

Chunking

5-9 bits of info

-Grouping of seperate biots of info into one or more chunks of information

Serial psoiton effect

Finding that free recall is better for items at end and beginning of the list

primacy and Recency effect

Primacy-Superior recall of items at beginning of a list

-Recency effect-Superior recall of items at end of a lsit

ADV and DISADV of Multi-Store model of Memory

-Outlines that each memory store has a different duration and capacity

-Explains how info is transferred to LTM from sensory memory and STM and why forgetting occurs

-Oversimplifed

-SIgnores factors such as motivaiton and strategy

Country is and how learning occurs

Sentient ecology, where its a combined living system that has conscious awareness, made up of living and non living entities that holds and shared knowledge.

-Learning occurs by learning how to listen to what these different entities are telling you.

Kinship (learning embedded in relationships)

Who can share which info with who.

Kinship patterns define relationships between people and places, allowing access to shared knowledge.

-Refers to a system of social organisation in which everyone is related to each other in defined ways.

Multimodal systems of knowledge

Learning is multimodal, multiple modalities imply that a number of different senses and thinking processes are being employed.

-dance, song, story from elders

-The greater variety of modes, the more effective the learning and remembering.

Learning is embedded in relationships

Learning occurs through relationships. Learning is embdedded in relationships. Knowledge come from: Elders, community, country (land, environement)

Aboriginal and Torres strait islanders approach to learning System based learning

Learning is understood as occurring within an interconnected system including social relationships, physical environment, spiritual beleif.

-Learner is holistic and relational

-Learner is part of the system

-Knowledge is formed through interactions within the system

LTM subdivisions (procedrual memory)

Knowing how

-Involves cerebellum (motor movement and co-ordination)

LTM (Declerative memory)

Knowing that

-Explicit

LTM subdivisions (declarative memory subdivsion: Semantic memory)

-Academic knowledge and facts

-I KNOW that the capital of australia is canberra

Episodic memory

Autobiographical events/personal

-I know that last christmas we were in lockdwon and it was boring

Explict memory (declarative memory-Semantic+episodic0

Type of long term memory that is formed and retrieved intentionally and with concisous effort

Implicit memory (procedural memory)

Type of long term memory that is formed and retrieved without conscious effort

LTM subdivisions

Declearative-Procedural

Declerative: Semantric, Episodic

Atkinson SHiffrin Model

Incoming sensory info-Attention-STM-Encode-LTM (storage)-Retrieval-Stm

Hippocampus

Explicit

-Encodes explicit (declarative) memories

Amygdala

-explicit

-Processes emotional memories, retrieves explicit (declarative) memories

Neocortex

Explict

-Stores explicit (declerative) memories and infleucnes attention to create episodic memories

Cerebellum

Implcit

-Encodes, co-ordinates and stores implict procedural memories

Basal ganglia

Implict

-Encodes and stores implict (procedrual) memories

Alzheimers disease

Neurodegenrative disease trhat results from a loss of neurons in the hippocampus and causes memory loss and persoanltiy change.

-Loss of episodic memories in early stages then semantic memory

What causes alzheimers

Amyloid plaques

-Neurofibrillary tangles

-Imbalance in acetycholine (neurotransmitter)

Aphantasia

Phenomonen in which individuals are unable to see visual imagery

Mnemonics

Devices or techniques used to aid the encoding, storage and retrieval of info.

-Consciously improve memory

-Exist in written and oral cultures

Mnemonics in written cultures (acronym)

First letters of items form a prounancable world.

EG-ACE

Mnemonics in written cultures (acrositcs)

First letters of items create a prhase, ryhme or poem

Every Good Boy Deserves Fruit

Menomics in written cultures (loci)

Converts items into mental images and associates withspecific locations

-Used for speeches and public addresses