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Lecture 6

PSYC 1F90 Lecture Notes - Lecture 6: Triune Brain, Cupiennius, Cerebral Cortex

Course Code
John Mitterer

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Lecture 6 Experience
Modules 2731: Learning
- We want to know exactly what learning is
- Inflexible patterns of behaviour are inherited and are biological
- such behaviour is referred to as instinctive or reflexive. Sometimes referred to as “fixed action
patterns” – fully functional at birth
- eg. Next building spider, Cupiennius Salei, imprinting
- The spider can do it the first time perfectly
- Ex. Of Triggering stimulus
- Study of researcher before
- This is call a 3 spine sickle back
- Lowers model of the fish and nothing happened
- But if we put one of the four on the right the males go wild because of the red belly
Imprinting Model
- eggs are collected and hatched in incubator then put into box
- put into box so that it cannot imprint on anything
- then put on a thing with the male fake duck then isolated again
- then put out again with male and female…it should normally pick the female but in this case it was the
- in nature this is okay because mother is usually what the ducks first see
- going back to spider
- there is one spider that weaved the nest
- but the lens of camera was so hot it dried out the spiders webbing so it couldn’t spit out anymore
- but then the spider kept making the imaginary nest
- laid eggs and wove imaginary cap
- then took spider away, destroyed base of web, then put spider back and it laid eggs and they fell right
through but still wove cap over it
- Learning a relatively permanent change in behaviour or knowledge due to experience (ie. Not
maturation or aging
- We distinguish cognitive learning from conditioning, more primitive forms of learning we share in
common with most other animals and which we can engage in both consciously and vicariously
- conditioning we share this with other organisms
- this is something we can do unconsciously
- we can learn just by watching
Back to the Brain
- there are three evolved layers of the human brain
- lower brain structure is where learning by classical conditioning takes place
- the triune brain
- reptilian (hindbrain)
- paleomammalian (limbic system)
- neomammalian (cerebral cortex)
- hot/cool theory
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The Consistency of Personality
- personality traits as biological predispositions
- situational determinants of “personality” and acquired long-term habits
- I am who I am because…
- We ask what is your personality
- the tendency for us is assumed that our personalities are long standing personality patterns
- most of our traits like “easy going” we consider parts of our personality that we may have got from our
parents and we treat them as genetic
- skinner disagrees with this, he says we learn as we are young and assume it is unchangeable
- if there are parts of us we really like we don’t have to change but if there are long standing patterns
then we are able to potentially be open minded with getting over it
Classical Conditioning
- definitions
- generalization
- discrimination
- phases of learning
- higher-order conditioning
- pavlov thought that thinking was instinct to salivate
- he came up with salivating and digestion and the bell and the food
- he measured salivation
- because salivation was instinctive he was blown away because it was thought to be reflex but he
realized that it wasn’t just because food was put into their mouth it was other things that also made
them salivate
- he had to stop his salivation to study learning
Definitions (Ivan Pavlov)
- the “standard model”
Stage 1: First order conditioning before conditioning
- providing meat resulted in salivation
- CS1 no response
- sounding a bell resulted in no salivation
Stage 1: First order conditioning during conditioning
- sound bell then give meat which results in salivation
Stage 1: First order conditioning after conditioning
- CS1 CR
- sounding al bell results in salivation
Definitions (Ivan Pavlov)
- the “standard model”
- Temporal relationship is CS-US
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