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Learning and MemoryLearning and Memory

ksweeney@cogsci.ucsd.eduksweeney@cogsci.ucsd.edu

cogsci.ucsd.educogsci.ucsd.edu/~/~ksweeneyksweeney//psy260.htmlpsy260.html

Introduction to Introduction to

Physiological PsychologyPhysiological Psychology

Comments on your commentsComments on your comments

�� Thank you!Thank you!

�� Some things that I can change NOW:Some things that I can change NOW:

–– Slow down?Slow down?

–– Post draft of lecture before classPost draft of lecture before class

–– Have more visual demonstrations?Have more visual demonstrations?

–– Continue to find videos when possibleContinue to find videos when possible

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Comments on your commentsComments on your comments

�� Some things I can change in the future:Some things I can change in the future:

–– Cover less materialCover less material

�� Some things I canSome things I can’’t change:t change:

–– This is This is physiological physiological psychology… so a certain psychology… so a certain

amount of chemistry and biology (and all the amount of chemistry and biology (and all the

new and strange terminology that goes along new and strange terminology that goes along

with that) is inevitablewith that) is inevitable

Comments on your commentsComments on your comments

�� Some things I canSome things I can’’t change:t change:

–– Transform the space/time continuum so that Transform the space/time continuum so that

an evening class is a twicean evening class is a twice--aa--week class!week class!

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�� LearningLearning –– the process whereby the process whereby

experiences change our nervous system experiences change our nervous system

(and hence, our behavior)(and hence, our behavior)

�� MemoryMemory-- the changes brought about by the changes brought about by

learning, the storage and reactivation of learning, the storage and reactivation of

these changesthese changes

BedRestAwakeTiredDream WakeNightBlanketDozeSlumberSnorePillowPeaceYawnDrowsy

ButterFoodEatSandwichRyeJamMilkFlourJellyDoughCrustSliceWineLoafToast

NurseSickLawyerMedicineHealthHospital DentistPhysicianIllPatientOfficeStethoscopeSurgeonClinic Cure

List 1 List 2 List 3

Roediger & McDermott, 1995

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BedRestAwakeTiredDream WakeNightBlanketDozeSlumberSnorePillowPeaceYawnDrowsy

ButterFoodEatSandwichRyeJamMilkFlourJellyDoughCrustSliceWineLoafToast

NurseSickLawyerMedicineHealthHospital DentistPhysicianIllPatientOfficeStethoscopeSurgeonClinic Cure

List 1 List 2 List 3

Sleep Bread Doctor

Roediger & McDermott, 1995

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What is memory?What is memory?

��Working Memory:Working Memory:

–– Limited capacity (7 +/Limited capacity (7 +/-- 2)2)

–– Information can be held for several minutes Information can be held for several minutes

with rehearsalwith rehearsal�� (e.g. memory system you use when you have to remember a (e.g. memory system you use when you have to remember a

phone number but have no place to write it down)phone number but have no place to write it down)

�� LongLong--term Memory:term Memory:

–– Very large capacityVery large capacity

–– Essentially infinite durationEssentially infinite duration�� e.g. memory system you need when you are reminiscing e.g. memory system you need when you are reminiscing

with friends, or taking a final examwith friends, or taking a final exam

Different Kinds of Different Kinds of LongLong--term Memoryterm Memory

�� Declarative MemoryDeclarative Memory: : further subdivided into…further subdivided into…

–– SemanticSemantic MemoryMemory-- factual memory, general factual memory, general

world knowledge world knowledge �� (e.g. what is an airplane? Who was George Washington? What (e.g. what is an airplane? Who was George Washington? What

state is San Diego in?)state is San Diego in?)

–– EpisodicEpisodic MemoryMemory-- autobiographical memory autobiographical memory

for events… mental time travel! To remember for events… mental time travel! To remember

you must remember time and place of event.you must remember time and place of event.�� (e.g. what were you doing when you hear that an airplane (e.g. what were you doing when you hear that an airplane

had struck the WTC? How did you celebrate your 18had struck the WTC? How did you celebrate your 18thth

birthday?)birthday?)

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Different Kinds of Different Kinds of LongLong--term Memoryterm Memory

�� ProceduralProcedural (Nondeclarative) (Nondeclarative) MemoryMemory

–– Procedures used by an individual to operate Procedures used by an individual to operate

effectively on some taskeffectively on some task

–– Memory for procedures is usually Memory for procedures is usually implicitimplicit, ,

and skills can be performed and skills can be performed ““automaticallyautomatically””

�� E.g. memory for typing, riding a bike, tracing a E.g. memory for typing, riding a bike, tracing a

star, playing the piano… also priming, operant star, playing the piano… also priming, operant

conditioningconditioning

Working Memory Long-term Memory

Procedural

Memory

Declarative

Memory

Episodic

Memory

Semantic

Memory

Memory

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What can possibly go wrong?What can possibly go wrong?

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Forms of

Learning

Perceptual Learning

Motor Learning

Stimulus-Response

Learning

Relational Learning

Objects

Situations

Form new circuits

in the motor system

Form connection

between perception

and action

Connections between

stimuli

StimulusStimulus--Response learningResponse learning�� Classical ConditioningClassical Conditioning

–– An An ununimportant stimulus begins to elicit a important stimulus begins to elicit a

similar response as an important onesimilar response as an important one

–– It involves an It involves an association between two association between two

stimuli, stimuli, one of which is reflexiveone of which is reflexive

�� Operant Conditioning Operant Conditioning (or Instrumental Conditioning)(or Instrumental Conditioning)

–– A particular stimulus begins to elicit a A particular stimulus begins to elicit a

particular responseparticular response

–– It involves an association between a It involves an association between a stimulus stimulus

and a and a responseresponse

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Classical ConditioningClassical Conditioning

Unconditional Stimulus

Conditional Response

Conditional Stimulus

Unconditional Response

Classical conditioning involves an

association between two stimuli

Classical ConditioningClassical Conditioning

�� Famous example: PavlovFamous example: Pavlov’’s dogss dogs

–– First, present dogs with food and measure First, present dogs with food and measure

amount of salivaamount of saliva

–– Then, start ringing a bell just before food is Then, start ringing a bell just before food is

presented (at first, saliva only occurs at presented (at first, saliva only occurs at

presentation of food)presentation of food)

–– In time, salivation occurs in response In time, salivation occurs in response to the to the

bellbell

–– Conditioning has occurredConditioning has occurred

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Classical ConditioningClassical Conditioning

�� Unconditional StimulusUnconditional Stimulus-- dog fooddog food

�� Unconditional ResponseUnconditional Response-- salivationsalivation

�� Conditional StimulusConditional Stimulus-- bellbell

�� Conditional ResponseConditional Response-- salivationsalivation

But what has happened in the brain?But what has happened in the brain?

�� Hebb postulated: Hebb postulated:

–– the cellular basis of learning involves the cellular basis of learning involves

strengthening of a synapse that is strengthening of a synapse that is repeatedly repeatedly

active when the postsynaptic neuron firesactive when the postsynaptic neuron fires

–– ““neurons that fire together, wire togetherneurons that fire together, wire together””

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Forms of

Learning

Perceptual Learning

Motor Learning

Stimulus-Response

Learning

Relational Learning

Objects

Situations

Form new circuits

in the motor system

Form connection

between perception

and action

Connections between

stimuli

�� Reinforcing stimulus Reinforcing stimulus (favorable consequences)(favorable consequences)

�� Appetitive stimulus that follows a particular Appetitive stimulus that follows a particular

behavior and thus makes behavior occur with behavior and thus makes behavior occur with

greater frequencygreater frequency

�� Punishing stimulus Punishing stimulus (unfavorable consequences)(unfavorable consequences)

�� Aversive stimulus that follows a particular Aversive stimulus that follows a particular

behavior and thus makes behavior occur more behavior and thus makes behavior occur more

rarelyrarely

Instrumental (or Operant) ConditioningInstrumental (or Operant) Conditioning

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Instrumental (or Operant) ConditioningInstrumental (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

Forms of

Learning

Perceptual Learning

Motor Learning

Stimulus-Response

Learning

Relational Learning

Objects

Situations

Form new circuits

in the motor system

Form connection

between perception

and action

Connections between

stimuli

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Motor LearningMotor Learning

�� A component of SA component of S--R learning, motor learning is R learning, motor learning is

learning to make a new (physical) responselearning to make a new (physical) response

�� The more novel the behavior, the more the The more novel the behavior, the more the

neural circuits in the nervous system must be neural circuits in the nervous system must be

modifiedmodified

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Forms of

Learning

Perceptual Learning

Motor Learning

Stimulus-Response

Learning

Relational Learning

Objects

Situations

Form new circuits

in the motor system

Form connection

between perception

and action

Connections between

stimuli

LearningLearning

�� All All forms of learning involve changes in forms of learning involve changes in

the ways that neurons communicate.the ways that neurons communicate.

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What can possibly go wrong?What can possibly go wrong?

�� AnterogradeAnterograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring afterafter the the

precipitating event.precipitating event.

�� RetrogradeRetrograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring beforebefore the the

precipitating event.precipitating event.

What can possibly go wrong?What can possibly go wrong?

�� AnterogradeAnterograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring afterafter the the

precipitating event.precipitating event.

�� RetrogradeRetrograde Amnesia:Amnesia:

–– Amnesia for events occurring Amnesia for events occurring beforebefore the the

precipitating event.precipitating event.

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Hippocampus 3DHippocampus 3D

The HippocampusThe Hippocampus

Image: Seress, 1980Image from Bear et al., 2001

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H.M.H.M.Effects of Bilateral Medial Temporal LobectomyEffects of Bilateral Medial Temporal Lobectomy

�� Minor seizure beginning at age 10, major Minor seizure beginning at age 10, major

seizures beginning age 16seizures beginning age 16

�� Severe, persistent seizure conditionSevere, persistent seizure condition-- not not

controlled with anticonvulsantscontrolled with anticonvulsants

�� By midBy mid--2020’’s, condition was so severe he s, condition was so severe he

was unable to workwas unable to work

�� Surgery at age 27: Surgery at age 27:

Bilateral medial temporal lobe resection.Bilateral medial temporal lobe resection.

Tissues typically

excised in

medial

temporal

lobectomy

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�� In HM, the In HM, the

amygdala, amygdala,

entorhinal and entorhinal and

perirhinal cortices, perirhinal cortices,

and about twoand about two--

thirds of the thirds of the

hippocampus were hippocampus were

removedremoved