Presentation is loading. Please wait.

Presentation is loading. Please wait.

Chapters 7 & 8: Learning & Memory. What the heck is Learning anyhow?  How would you define learning?  How does it happen?

Published byArchibald Powers Modified over 9 years ago

Similar presentations

Presentation on theme: "Chapters 7 & 8: Learning & Memory. What the heck is Learning anyhow?  How would you define learning?  How does it happen?"— Presentation transcript:

1 Chapters 7 & 8: Learning & Memory

2 What the heck is Learning anyhow?  How would you define learning?  How does it happen?

3 Classical Conditioning 1. Who has heard of this before?  What do you know about it? 2. Psychologists consider conditioning to be one of the most basic forms of learning 3. However, Pavlov, the researcher who discovered classical conditioning was not a psychologist

4 Pavlov & the Mutts 1. He was originally interested in the physiology of digestion  Started noticing that animals experienced ‘psychic salivation’ 2. From this observation came his most famous contribution to science: classical conditioning

5 Conditioning Simplified  The unconditioned stimulus (UCS) is the thing that evokes the unconditioned response (UCR)  UCS = food  UCR = is the natural response the animal has to the UCS = drooling  Pairing the conditioned stimulus (CS) and the UCR  CS = tone  Tone + drooling  The switch of the UCR to the CR = animal drools in response to the tone

6 More conditioning terminology 1. Acquisition 2. Extinction 3. Spontaneous recovery

7 Generalization and Discrimination 1. Generalization 2. Discrimination

8 Does Conditioning Work in Humans?  Flu and what you last ate  Cancer patients & their treatment rooms  Drug use  Therapy

9 Operant Conditioning 1. What is it?  B.F. Skinner is the father of operant conditioning

10 Skinner’s Tools 1. Unlike Watson, Skinner concentrated on animal behavior in his research 2. To do his research he built chambers called operant chambers or Skinner boxes

11 Skinner Box

12 How did these boxes shape behavior? 1. What was used as the reward? 2. What was the punishment? 3. What was the operant behavior?

13 Properties of Reinforcing Stimuli 1. Primary reinforcers 2. Secondary reinforcers 3. Timing of reinforcement

14 More about timing: Schedules of Reinforcement 1. Continuous reinforcement 2. Partial reinforcement 1. Fixed ratio 2. Variable ratio 3. Fixed interval 4. Variable interval

15 Punishment 1. Punishment is an adverse consequence that reduces the likelihood that a behavior will recur 2. There are two kinds of punishment: 1. Positive punishment 2. Negative punishment  Examples?

16 Operant Conditioning and Parenting 1. Do you have any thoughts on how parents can use reinforcement and punishment to shape their kids’ behavior? 2. What are the most effective techniques? 3. You MUST use a combination of both, not just reinforcement or punishment alone

17 Observational Learning 1. I bet you can guess what this means… 2. Watching and imitating  modeling 3. Memes what are some examples?

18 Biological Basis of Observation 1. In the frontal lobe of the brain, you have a group of neurons called ‘mirror neurons’ 2. These neurons don’t just help us learn, they also help us feel empathy

19 Albert Bandura 1. Bandura is the father of social learning theory 2. He says we are likely to imitate the people around us, especially those we see as either similar to ourselves or as successful/admirable 3. The famous Bobo experiment

20 Learning Disabilities  There are 4 general types of learning disabilities  What are some learning disabilities that you guys know about?

21 Memory 1. How would you define it? 2. What is it’s relationship to learning? 3. The three steps of memory

22 Types of Memory 1. Flashbulb memories 2. Sensory memory 3. Short-term/Working memory 4. Long-term memory

23 Types of Memory continued… 5. Explicit (declarative) memory 6. Implicit (procedural) memory

24 Examples of each kind of Memory 1. Where were you and what were you doing when you learned about the attacks of 9-11? 2. Conversation: What did I just say?? 3. Close your eyes and remember these numbers (in order)… 4. Long-term memory – we all know what this is 5. Riding a bike

25 Encoding 1. How do we get information into our brains? 2. Automatic processing 3. Effortful processing

26 ‘Rules’ of Encoding 1. Spacing effect 2. Serial position effect 3. Bad at encoding right before sleep, doesn’t happen during sleep

27 More about Encoding 1. We have an easier time encoding information that has meaning 2. We are much better at encoding and recalling images than information 3. We remember organized material more easily than unorganized info

28 Ways we Organize 1. Mnemonics 2. Chunking 3. Hierarchies

29 Brain Areas Important for Memory 1. Lashley & the engram  Cerebellum, not cortex for association/conditioning  But cortex IS important for long-term memory storage 2. The other big ‘name’ in memory is a structure in the limbic system: the hippocampus

30 What about us? 1. We know that memory seems to occur at the synapse. 2. We call lasting changes in the synapse long- term potentiation (LTP)

31 Retrieval 1. Recall vs. Recognition – what is the difference? 2. Exposure to one stimulus can increase the speed with which we can retrieve other information  This is called priming - Let’s try an example

32

33 The effect of mood 1. We have what is called mood-congruent memory  Any guesses as to what this means?

34 The effect of context 1. We often associate material that we learn with the environment where we learn it  Ex. Switching seats for an exam 2. Also, you may have had the experience of being flooded with memories when going to a certain place 3. Some researchers believe context effects explain the déjà vu phenomenon

35 Amnesia 1. Amnesia – means memory loss. There are two kinds:  Retrograde amnesia  Anterograde amnesia 2. Damage to the hippocampus can result in both kinds of amnesia 3. Anterograde amnesia video Anterograde amnesia video

36 The case of H.M. 1. H.M. was a patient suffering from severe epilepsy 2. His hippocampus was removed as treatment 3. His memory was severely impaired, especially bad anterograde amnesia 4. His short-term/working memory & procedural/implicit memory abilities are somewhat intact

37 What H.M.’s Brain Looked Like

38 Korsakoff’s Syndrome 1. This syndrome results from prolonged and severe thiamine (vitamin B 1 ) deficiency  Usually the result of severe alcoholism 2. Results in both kinds of amnesia, apathy, confusion 3. Confabulation is a hallmark symptom

39 Brain Damage from Alcoholism

40 Alzheimer’s Disease 1. Progressive memory loss with eventual depression, hallucinations/delusions, sleeplessness and loss of appetite 2. Caused by generation of plaques and tangles in the brain  Plaques are build up between cells caused by cell death  Tangles are caused by degradation of structures within a cell  Alzheimer's video Alzheimer's video

41 Alzheimer’s Brains

Download ppt "Chapters 7 & 8: Learning & Memory. What the heck is Learning anyhow?  How would you define learning?  How does it happen?"

Similar presentations

Learning Memory Language Intelligence CYPA PSYCH SPRING 2014 CLASS 7 MAR 30.

Learning Memory Language Intelligence CYPA PSYCH SPRING 2014 CLASS 7 MAR 30.
A.P. Psychology Modules 20-22

A.P. Psychology Modules 20-22
Chapter 6: Learning. Classical Conditioning Ivan Pavlov A type of learning in which a neutral stimulus acquires the ability to elicit a response. How.

Chapter 6: Learning. Classical Conditioning Ivan Pavlov A type of learning in which a neutral stimulus acquires the ability to elicit a response. How.
Learning Unit 5. Topics in Learning Unit Defining Learning Classical Conditioning Operant Conditioning Cognitive Learning.

Learning Unit 5. Topics in Learning Unit Defining Learning Classical Conditioning Operant Conditioning Cognitive Learning.
Introduction to Psychology, 7th Edition, Rod Plotnik Module 9: Classical Conditioning Module 9 Classical Conditioning.

Introduction to Psychology, 7th Edition, Rod Plotnik Module 9: Classical Conditioning Module 9 Classical Conditioning.
Learning How do we learn through our environment? Classical Conditioning – Neutral stimulus acquires ability to produce a response Operant Conditioning.

Learning How do we learn through our environment? Classical Conditioning – Neutral stimulus acquires ability to produce a response Operant Conditioning.
Chapter 8 Learning.  Learning  relatively permanent change in an organism’s behavior due to experience.

Chapter 8 Learning.  Learning  relatively permanent change in an organism’s behavior due to experience.
Unit 6 Learning How do we Learn?.

Unit 6 Learning How do we Learn?.
Learning Overview F What is Learning? F Classical Conditioning F Operant Conditioning F Limits of Behaviorism F Observational Learning.

Learning Overview F What is Learning? F Classical Conditioning F Operant Conditioning F Limits of Behaviorism F Observational Learning.
Learning & Memory. Learning Change in behavior or mental processes due to experience Allows us to adapt to our environment.

Learning & Memory. Learning Change in behavior or mental processes due to experience Allows us to adapt to our environment.
Learning.

Learning.
LEARNING HOW DO YOU LEARN BEST??. Ivan Pavlov and the role of Serendipity Russian physiologist studying the digestive system Focusing on what substance.

LEARNING HOW DO YOU LEARN BEST??. Ivan Pavlov and the role of Serendipity Russian physiologist studying the digestive system Focusing on what substance.
1 Famous Psychology Experiments. 2 Ivan Pavlov Classical Conditioning Experiments on dogs Smarty Pants: Nobel Prize - 1904 Dog.

1 Famous Psychology Experiments. 2 Ivan Pavlov Classical Conditioning Experiments on dogs Smarty Pants: Nobel Prize Dog.
1 Famous Psychology Experiments. 2 Ivan Pavlov Classical Conditioning Experiments on dogs Smarty Pants: Nobel Prize - 1904 Dog.

1 Famous Psychology Experiments. 2 Ivan Pavlov Classical Conditioning Experiments on dogs Smarty Pants: Nobel Prize Dog.
Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters.

Chapter 6: Learning Music: “Live and Learn” by the Cardigans “Learn to Fly” by the Foo Fighters.
Learning Orange Group. Classical conditioning- a type of learning in which an organism comes to associate stimuli. ex: Dog salivate to food Bell rings-No.

Learning Orange Group. Classical conditioning- a type of learning in which an organism comes to associate stimuli. ex: Dog salivate to food Bell rings-No.
Chapter 9: The Biology of Learning and Memory. Basic History of Learning & Memory  There are 3 people I want you to know: 1. Pavolv 2. Skinner 3. Lashley.

Chapter 9: The Biology of Learning and Memory. Basic History of Learning & Memory  There are 3 people I want you to know: 1. Pavolv 2. Skinner 3. Lashley.
Chapter 7: Learning 1 What is learning? A relatively permanent change in behavior due to experience First test - purpose? To assess learning First test.

Chapter 7: Learning 1 What is learning? A relatively permanent change in behavior due to experience First test - purpose? To assess learning First test.
Classical Conditioning, Operant Conditioning, and Modeling,

Classical Conditioning, Operant Conditioning, and Modeling,
Chapter 6: Learning. Classical Conditioning Ivan Pavlov Terminology –Unconditioned Stimulus (UCS): evokes an unconditioned response without previous conditioning.

Chapter 6: Learning. Classical Conditioning Ivan Pavlov Terminology –Unconditioned Stimulus (UCS): evokes an unconditioned response without previous conditioning.

Similar presentations

Ads by Google