Memory and Learning: Short-term and Long-term Memory

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2. Memory and Learning

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4. Name all of your middle school teachers What about…?

5. 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)

6. 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.

7. 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:

8. Amnesia: Anterograde: loss of memories for events that happened after brain damage Retrograde: loss of memory for events that occurred shortly before brain damage

9. Declarative memory: the ability to state a memory in words Procedural memory: the development of motor skills

10. 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

11. Learning; a relatively permanent change in behavior that results from experience

12. I. Classical Conditioning Pavlov's Dog Pavlov 2 Mowrer; bell and pad pg. 27 Understanding Psychology

13. 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

17. II. Operant Conditioning Definitions Skinner Terms to know Reinforcement Schedules Practice

18. 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)

19. 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

20. 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 affects behavior

21. 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

22. 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

23. 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 other not have consequences for dangerous acts

24. 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

25. The Hippocampus: http://video.nationalgeographic.com/video/player/science/health-human-body-sci/human-body/brain-tumor-sci.html http://video.nationalgeographic.com/video/player/science/health-human-body-sci/human-body/brain-tumor-sci.html

26. How is human intelligence different from animal intelligence? How is it similar?

27. Higher Intelligence Learning to learn; Harlow showed that animals develop strategies that can be applied to new, unique situations Creativity Problem-solving Read Animal Minds article

28. Crime scene memory; Confabulation http://faculty.washington.edu/eloftus/Articles/sciam.htm

29. Directed thinking Non-directed thinking