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PSY 410 Exam 1
Neuroscience of Learning and Memory
| Question | Answer |
|---|---|
| What are the definitions of learning and memory and how can they be distinguished from one another | |
| How is habituation defined and what examples of studies have revealed this phenomenon in humans and animals | Habituation = reduced responding to a stimulus over repeated exposure Experiment examples: -animals reduced neophobia to new foods (saccharine/water exp.) -human salivation changes when exposed to same stimulus (cheeseburger) vs new food (apple pie) |
| How is sensitization defined and what examples of studies have revealed this phenomenon in humans and animals | Sensitization = increased reaction to environmental events Exp examples: drug use (cravings), PTSD and combat sounds |
| What are the parameters that control habituation and sensitization—how and why do they differ from one another | Frequency, intensity, stimulus characteristics (only habituation) |
| Define dishabituation and distinguish it from habituation | Dishabituation = recovery of initial response when environmental conditions change Habituation = decrease in responding to a stimulus |
| What work was carried out by Cajal and Golgi, how did their perspectives differ with respect to how the nervous system is organized | Cajal: neuron doctrine - neurons are distinct units, signals travel in one direction Golgi: Golgi stain, reticular theory - neurons operate in one interconnected labyrinth |
| What is synaptic neurotransmission | fast, one-to-one signal transmission that happens in the synapse |
| What is volume transmission | slower, "wireless" spread of neuroactive substances through extracellular fluid |
| How do synaptic and volume transmission differ from one another | synaptic: faster, safer, higher energy consumption volume: slower, lower safety, lower energy consumption both capable of chemical and electrical signaling |
| Define and describe the difference between systems, circuits, and cells | cell = individual units circuit = a set of interacting cellular components system = collection of components (ex. organ) working to maintain homeostasis |
| What is Hebbian learning and why is it important consideration for learning and memory | "neurons that fire together, wire together," connections between neurons that fire more will be stronger |
| Describe the various stages of an action potential | resting potential (~-60mV), threshold (-40mV), depolarization, afterpotential/repolarization, resting potential |
| How does the glutamatergic neurotransmitter system control synaptic transmission | The release of glutamate leads to depolarization, which allows for action potentials (synaptic transmission) |
| How does the glutamatergic neurotransmitter system control long-term potentiation | Released glutamate binds to AMPA and NMDA receptors, which release Ca, and strengthen connections |
| What is LTP and why is it an important consideration for learning and memory | LTP refers to the strengthening of synaptic connections, and stronger connections indicate higher learning/memory |
| How do electrophysiological studies distinguish the types of receptors (AMPA, NMDA) and subunits (GluR1,3,4 vs GluR2) modulating synaptic plasticity | stimulation reveals the kind of receptors, GluR2 is most important for learning/memory |
| What is AP5 | an NMDA antagonist that disrupts hippocampal-dependent LTP |
| What is the Morris water maze and what does it test | Water maze for rats where they need to find a platform, tests learning and memory. |
| Describe the pioneering studies in Aplasia | Testing habituation in siphon retraction |
| What is the circuitry controlling habituation and how does it change thorough learning | habituation involves a decrease in neurotransmitter release, reduced Ca (fewer APs) |
| What is the circuitry controlling sensitization and how does it change through learning | involves modulatory interneurons, increased connection between sensory and motor neurons |
| What are the examples of chemical signals in the neuron controlling short-and long-term memory that were discovered from studies of sensitization in the Aplysia | short-term: cAMP, protein kinase long-term: CREB |
| Who discovered classical conditioning | Ivan Pavlov |
| Define: CS, UCS, UR, CR | conditioned stimulus, unconditioned stimulus, unconditioned response, conditioned response |
| What is the difference between appetitive and aversive classical conditioning | app = pairing stimulus with positive reward ave = pairing stimulus with a negative reward |
| What is the similarity between appetitive and aversive classical conditioning | both involve pairing a stimulus with a biological event |
| What do the phenomena of cue-potentiated feeding, conditioned reinforcement, and cue-induced reinstatement refer to | environmental stimuli paired with food/drugs/etc can trigger behavioral responses |
| What do the phenomena of fear conditioning, fear potentiated startle, conditioned suppression refer to | how organisms learn to fear natural stimuli by pairing with aversive events |
| What are the variables that control learning in classical conditioning | CS, US, predictability, novelty |
| Define: delay, trace, simultaneous, backward and temporal conditioning | delay: CS presented first, US then overlaps (most effective) trace: CS is presented and removed before US is presented backward: US is presented and removed before CS is presented temporal: US is presented at intervals WITHOUT CS |
| What is extinction and does it reflect degradation of the CS-US association or new learning—what evidence exists for these accounts | reduction/disappearance of CR when CS is repeatedly presented without UC |
| Define the anatomical terms used to navigate and name brain regions | dorsal = posterior, ventral = anterior |
| What is the difference between anterograde and retrograde tracers, when would you utilize each type | -anterograde identifies where a neuron projects TO (taken up by cell bodies) -retrograde identifies origin (taken up by axon terminals and transported back to cell body) |
| What information is provided by the Allen Brain Atlas and why is it useful for understanding the difference between brain regions | gene expression maps to reveal architecture of CNS |
| What are the main subdivisions of the brain | forebrain, hindbrain, and midbrain |
| What is the neurobiological circuitry underlying fear conditioning | dominated by amygdala |
| What is the neurobiological circuitry underlying cue-potentiated feeding | lateral hypothalamus, prefrontal cortex, amygdala |
| What are two important subdivisions of the amygdala and what distinct roles do they play | basolateral complex (BLA), central nucleus (CN), BLA associated with cue-potentiated feeding in humans. |
| What do neuropsychological studies tell us about the amygdala | |
| What are two important subdivisions of the hippocampus and what distinct roles do they play | dentatae gyrus, subiculum |
| What do neuropsychological studies tell us about the hippocampus | |
| What is the role of the lateral hypothalamus in appetitive classical conditioning | involved in encoding |
| What role is played by the medial prefrontal cortex in extinction and what evidence for this role has been revealed by animal and human studies | storing and recalling extinction memories |
| What is TMS and why can it be a useful strategy for manipulating brain activity in humans | |
| Effect of frequency on habituation and sensitization | -habituation increases with exposures, but amt of hab. decreases each time -sensitization increases with inc frequency |
| Effect of intensity on habituation and sensitization | stimulus intensity determines rate of hab and sens but with opp effects -low-intensity stimuli = habituation -high-intensity stimuli = sensitivity |
Created by:
jwesmsu