PSYC 351D Lecture Notes - Lecture 23: A228 Road, Explicit Memory, Frontal Lobe
24 Aug 2016
School
Department
Course
Professor
Psychology 351D Biopsychology
Lecture 23 Learning and Memory 2: Explicit
memory and amnesia
Ch 14: 485-493 (& p 218) {Big Bang video}
A. Announcements
1. No REEF today, no time.
2. Course evaluation: Presumably, you’ll get an email. If not, go to: http://ces.uvic.ca/Blue
3. Midterm 3 (in November) covers up to and including Lecture 24 (the one on
Wednesday). All the notes and homework for Wednesday included below.
a) Midterm3-as-Final covers everything from Midterm 2 up to the end of the course
b) How many plan to write Midterm 3 on Friday?
1) Please send me email confirmation: no email = no write = no exam ready for
you on Friday at 3:30. (CORN A228 – PSYC Reading Room)
4. Tutorial tomorrow? 10:30, 1:30, 12:30? (Regular office hours today – let me know if
you want any of those times.)
5. I’m trying to set up a meeting with students going to CLV: Doodle poll. Today 11:30
6. At the end of the last lecture is a glossary of relationship words particularly relevant to
brain and behaviour. This is a set of words that are good or bad to use in relationship
sentences.
B. Previously in Biopsychology
1. Reward affects affect and both on-going and future behaviour.
a) Is due to activity in , which has multiple projections
(target areas)
b) Much evidence comes from studies of ___ (locations
and drugs).
2. Electrical stimulation of Lateral Hypothalamus induces
wanting of food, but not liking.
3. Reward activates 3 Pre-frontal networks as well as Limbic networks
4. A key property of the brain is Neuro-Plasticity, the ability to change
as a result of Learning. (Play Doh has plasticity)
5. Learning is a change in behaviour as a result of experience (or the cognitive
process behind it.)
6. Memory is what allows that change in behaviour to persist. How many people
know the capital of Nepal?
C. Overview/Objectives
1. Describe and distinguish implicit and explicit memory. Mention two other dimensions
of amnesia
2. Look at memory circuits for explicit memory. Examine the roles of hippocampal circuits
and frontal lobes.
find more resources at oneclass.com
find more resources at oneclass.com
D. Questions from homework?
E. What are learning and memory?
1. Intro (recap)
a) Learning – “relatively permanent change in behaviour as a result of
experience”
b) Memory – I.e., the ability of learning, the change in behaviour, to persist
a. same aspect of the same physiological process
c) Relation:
1) Learning is a change in behaviour that happens at the time of the experience (in
the moment of experience)
2) Memory is what allows it (the learning) to persist over time — the proof
that learning in fact did occur
3) neither memory nor learning could show proof of their existence on their own.
2. Studying Memory in the Lab
a) Intro
b) (Side bar / Digression into structure/organization of content) Parts of a study
c) Pavlovian (Classical) Conditioning
1) Early: Pavlov, tone-food, dog, salivate
a. Key ingredients
1. S: Stimuli – 2, one neutral, the other biologically meaningful
a. the biologically meaningful stimuli = US (Unconditioned
Stimulus)
i. You get the reaction from the animal —
unconditionally, or without conditioning the animal
2. R: Response – natural response to US
a. = Unconditioned Response (UCR) — (e.g. how you would react to
sugar when hungry — salivate)
b. So US elicits UCR
3. When neutral stimulus is paired with US, conditioning occurs
a. The neutral stimulus is conditioned = Conditioned
stimulus (CS)
b. And come to elicit an Conditioned response (CR)
c. E.g., tone CS, Food US, CR and UCR = salivation
4. Animal – mostly mammals (but also fish, Aplysia, etc)
2) Currently two classical conditioning paradigms commonly being studied
a. Eye-blink and fear
b. Eye-blink conditioning
1. Q: Where is engram? —
2. Engram=Physical trace of the memory — animals are conditioned
but we don’t know where this ‘evidence’ of learning is
stored
find more resources at oneclass.com
find more resources at oneclass.com
3. Species: Rabbits and people
4. Stim: CS = tone, US = air-
puff to eye — many CS — US
pairings — about 400
5. Resp: CR/UCR = eye blink
6. Lrn: Many CS-US pairings !
CS!CR
7. Brain manip: Lesions of
cerebellum
- (rabbits only)
c. Finding: Loss of CR (sparing of UCR) —
loss of the ability to hold on to
the learned procedural memory
d. Conclusions: CS-CR link
(memory) is made in
cerebellum
3) Fear Conditioning
a. Q: What areas are responsible for Fear?
b. Species: Rats
c. Stim: CS-tone, US – mild foot-shock
d. Resp: UCR – jump, CR – freezing and peeing (signs of fear)
e. Learning: Few CS-US pairings – CS-CR — they learn the link very
quickly!
(Material in italics = added by me)
f. Brain manipulation of the study: Lesions of amygdala
g. Finding: Loss of CR (sparing of UCR) — UCR is still present
h. Conclusions: Brain: Link btwn Neutral stimulus with
biologically meaningful one (memory) made in Amygdala —
providing evidence for the idea that the amygdala is
involved in the process of polarization/Valence of stimuli
d) Instrumental (aka Operant) Conditioning
1) 1st it was a puzzle-box that cats learned to escape from — Thorndike
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Lecture 23 learning and memory 2: explicit memory and amnesia. Ch 14: 485-493 (& p 218) {big bang video: announcements, no reef today, no time, course evaluation: presumably, you"ll get an email. If not, go to: http://ces. uvic. ca/blue: midterm 3 (in november) covers up to and including lecture 24 (the one on. 10:30, 1:30, 12:30? (regular of ce hours today let me know if you want any of those times. : i"m trying to set up a meeting with students going to clv: doodle poll. Today 11:30: at the end of the last lecture is a glossary of relationship words particularly relevant to brain and behaviour. How many people know the capital of nepal: overview/objectives, describe and distinguish implicit and explicit memory. Mention two other dimensions of amnesia: look at memory circuits for explicit memory. Instrumental response (response is instrumental in producing reward*: de nition of.
