Introduction to Physiological Psychology Learning and Memory [email protected] cogsci.ucsd.educogsci.ucsd.edu/~/~ksweeneyksweeney//psy260.htmlpsy260.html Comments on your comments Thank you! Some things that I can change NOW: –– Slow down? –– Post draft of lecture before class –– Have more visual demonstrations? –– Continue to find videos when possible 1 Comments on your comments Some things I can change in the future: –– Cover less material Some things I cancan’’tt change: –– This is physiological psychology… so a certain amount of chemistry and biology (and all the new and strange terminology that goes along with that) is inevitable Comments on your comments Some things I cancan’’tt change: –– Transform the space/time continuum so that an evening class is a twicetwice--aa--weekweek class! 2 Learning ––thethe process whereby experiences change our nervous system (and hence, our behavior) Memory --thethe changes brought about by learning, the storage and reactivation of these changes List 1 List 2 List 3 Bed Butter Nurse Rest Food Sick Awake Eat Lawyer Tired Sandwich Medicine Dream Rye Health Wake Jam Hospital Night Milk Dentist Blanket Flour Physician Doze Jelly Ill Slumber Dough Patient Snore Crust Office Pillow Slice Stethoscope Peace Wine Surgeon Yawn Loaf Clinic Drowsy Toast Cure Roediger & McDermott, 1995 3 List 1 List 2 List 3 Sleep Bread Doctor Bed Butter Nurse Rest Food Sick Awake Eat Lawyer Tired Sandwich Medicine Dream Rye Health Wake Jam Hospital Night Milk Dentist Blanket Flour Physician Doze Jelly Ill Slumber Dough Patient Snore Crust Office Pillow Slice Stethoscope Peace Wine Surgeon Yawn Loaf Clinic Drowsy Toast Cure Roediger & McDermott, 1995 4 What is memory? Working Memory: –– Limited capacity (7 +/+/--2)2) –– Information can be held for several minutes with rehearsal (e.g. memory system you use when you have to remember a phone number but have no place to write it down) LongLong--termterm Memory: –– Very large capacity –– Essentially infinite duration e.g. memory system you need when you are reminiscing with friends, or taking a final exam Different Kinds of LongLong--termterm Memory Declarative Memory : further subdivided into… –– Semantic MemoryMemory--factualfactual memory, general world knowledge (e.g. what is an airplane? Who was George Washington? What state is San Diego in?) –– Episodic MemoryMemory--autobiographicalautobiographical memory for events… mental time travel! To remember you must remember time and place of event. (e.g. what were you doing when you hear that an airplane had struck the WTC? How did you celebrate your 18 thth birthday?) 5 Different Kinds of LongLong--termterm Memory Procedural (Nondeclarative) Memory –– Procedures used by an individual to operate effectively on some task –– Memory for procedures is usually implicit , and skills can be performed ““automatically ”” E.g. memory for typing, riding a bike, tracing a star, playing the piano… also priming, operant conditioning Memory Working Memory Long-term Memory Declarative Procedural Memory Memory Episodic Semantic Memory Memory 6 What can possibly go wrong? 7 Objects Perceptual Learning Situations Stimulus-Response Form connection between perception Forms of Learning and action Learning Form new circuits Motor Learning in the motor system Relational Learning Connections between stimuli StimulusStimulus--ResponseResponse learning Classical Conditioning –– An unun important stimulus begins to elicit a similar response as an important one –– It involves an association between two stimuli, one of which is reflexive Operant Conditioning (or Instrumental Conditioning) –– A particular stimulus begins to elicit a particular response –– It involves an association between a stimulus and a response 8 Classical Conditioning Unconditional Stimulus Unconditional Response Conditional Stimulus Conditional Response Classical conditioning involves an association between two stimuli Classical Conditioning Famous example: Pavlov ’’s dogs –– First, present dogs with food and measure amount of saliva –– Then, start ringing a bell just before food is presented (at first, saliva only occurs at presentation of food) –– In time, salivation occurs in response to the bell –– Conditioning has occurred 9 Classical Conditioning Unconditional Stimulus --dogdog food Unconditional ResponseResponse-- salivation Conditional StimulusStimulus-- bell Conditional ResponseResponse-- salivation But what has happened in the brain? Hebb postulated: –– the cellular basis of learning involves strengthening of a synapse that is repeatedly active when the postsynaptic neuron fires –– ““neurons that fire together, wire together ”” 10 Objects Perceptual Learning Situations Stimulus-Response Form connection between perception Forms of Learning and action Learning Form new circuits Motor Learning in the motor system Relational Learning Connections between stimuli Instrumental (or Operant) Conditioning Reinforcing stimulus (favorable consequences) Appetitive stimulus that follows a particular behavior and thus makes behavior occur with greater frequency Punishing stimulus (unfavorable consequences) Aversive stimulus that follows a particular behavior and thus makes behavior occur more rarely 11 Instrumental (or Operant) Conditioning Something Good can start or be presented; Something Good can end or be taken away; Something Bad can start or be presented; Something Bad can end or be taken away. Instrumental conditioning involves an association between a stimulus and a response Objects Perceptual Learning Situations Stimulus-Response Form connection between perception Forms of Learning and action Learning Form new circuits Motor Learning in the motor system Relational Learning Connections between stimuli 12 Motor Learning A component of SS--RR learning, motor learning is learning to make a new (physical) response The more novel the behavior, the more the neural circuits in the nervous system must be modified 13 Objects Perceptual Learning Situations Stimulus-Response Form connection between perception Forms of Learning and action Learning Form new circuits Motor Learning in the motor system Relational Learning Connections between stimuli Learning All forms of learning involve changes in the ways that neurons communicate. 14 What can possibly go wrong? Anterograde Amnesia: –– Amnesia for events occurring after the precipitating event. Retrograde Amnesia: –– Amnesia for events occurring before the precipitating event. What can possibly go wrong? Anterograde Amnesia: –– Amnesia for events occurring after the precipitating event. Retrograde Amnesia: –– Amnesia for events occurring before the precipitating event. 15 Hippocampus 3D The Hippocampus Image from Bear et al., 2001 Image: Seress, 1980 16 H.M. Effects of Bilateral Medial Temporal Lobectomy Minor seizure beginning at age 10, major seizures beginning age 16 Severe, persistent seizure conditioncondition--notnot controlled with anticonvulsants By midmid--2020 ’’s, condition was so severe he was unable to work Surgery at age 27: Bilateral medial temporal lobe resection. Tissues typically excised in medial temporal lobectomy 17 In HM, the amygdala, entorhinal and perirhinal cortices, and about twotwo-- thirds of the hippocampus were removed 18.