Learning & memory Phenomenon: 9/11/2001 Where were you on the following day? Your 10 th birthday? What did you do? Do you remember when you had an accident? How did it happen? Can you remember a Skill you used to do well that you don't anymore? 9/5/2012 Drs S & C Hanson 1
Learning & memory “Knowing that” Vs. “Knowing how” Gilbert Ryle, Oxford philosopher of mind, 1949 9/5/2012 Drs S & C Hanson 2
The four “C”s Eichenbaum's themes Connectivity—memory in the dynamics Cognition—Representation vs process Compartmentalization-local vs distributed Consolidation- fragile memory to permanent 9/5/2012 Drs S & C Hanson 3
Themes of the course (tensions) (1) Involuntary vs voluntary (unconscious - conscious, procedural - declarative, implicit - explicit , incidental - intentional, automatic- controlled) (2) functional mapping to neurophysiological processes (3) representation (i.e., content) in the brain (MEMORY) (4) relation between acquiring and accessing information (encoding-retrieval) LEARNING (5) constraints on memory (e.g., duration, capacity/size, physiological) costs. (6) memory system or systems? 9/5/2012 Drs S & C Hanson 4
Ebbinghaus: The Psychology of Learning (1913) Chapter II http://www.us.archive.org/GnuBook/?id=psychologyoflear00meumrich#61 ● Using process to classify memories (e.g., observational, associative,rational) ● Using content to classify memory (e.g., sensory vs motor memory) ● Immediate vs permanent retention (STM / LTM) –W. James reports Ebbinghaus's results as reflecting a short-term and long-term memories 9/5/2012
Bartlett: Remembering (1932) http://www.ppsis.cam.ac.uk/bartlett/TheoryOfRemembering.htm ● Elements comprising memory ● Constructive character of remembering ● Consciousness in memory (beyond behaviorism) 9/5/2012
MEMORY MODEL – ATKINSON & SHIFFRIN (1968) 9/5/2012 Drs S & C Hanson 7
Rapid consolidation: synaptic mechanisms Three overlapping time courses for consolidation proposed by McGaugh 9/5/2012 Drs S & C Hanson 8
Multiple memory systems 9/5/2012 Drs S & C Hanson 9
Baddeley and Hitch model “Working memory” Central Visualspatial Phonological Executive sketchpad Loop 9/5/2012 Drs S & C Hanson 13
Central executive • Attentional control – Making changes to practiced routine. (Example: Altering driving to work routine when there is a traffic accident) • Dividing attention – Multitasking • Switching attention from one task to another 9/5/2012 Drs S & C Hanson 20
Baddeley-- 2000 9/5/2012 Drs S & C Hanson 21
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Why is the brain made of GOO? The brain cost us almost nothing to run... Best Computer technology at present has efficiency .0000007 JOULES work for 10 MILLION OPERATIONS in 1 SEC! The BRAIN .000000000000000016 JOULES of work for 10 MILLION OPERATIONS in 1 SEC! The brain is ~100 MILLION times more efficient then the best computer technology 9/5/2012
Evolution and the Brain From the inside out... from the simplest most primitive responses 9/5/2012
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Scientific American 9/5/2012
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Networks: Associationism James, 1890 9/5/2012
Actual Neural Networks 9/5/2012
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Semantic Network: Neural Networks 9/5/2012
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Core concepts • Modularity assumption • Localisation of function – Transparency assumption about interpreting brain lesions.--tube radio – Lashley (1950) - misleading concepts of ‘mass-action’ and ‘equipotentiality’. • Representation – How do neurons of a particular bit of the brain ‘represent’ something? – object recognition--categorization • Single-cells and neural networks – ‘Grandmother cells’ – Emergent properties of networks (e.g. distributed associative memories). • Plasticity – Brain circuits show varying degrees of hard-wiring and susceptibility to change.
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Face Recognition Fusiform Face Area (FFA) ...bilateral.. but RH FFA seems more “active”.
FACE RECOGNITION: Uncanny Valley 9/5/2012 Drs S & C Hanson 41
Object Recognition Areas throughout the Brain?
Memory and Learning Memory can be defined as a lasting representation that is reflected in thought, experience, or behavior. Learning is the acquisition of such representations -- involving a wide range of brain areas and activities. Memory storage is believed to involve widespread synaptic alterations in cortex. 9/5/2012 Drs S & C Hanson 43
Prefrontal cortex, consciousness and working memory Different types of working memory In his seminal work on working memory, Baddeley proposed that there were differing types of working memory: a visuospatial sketchpad for visual inputs and a phonological loop for sound-based inputs. Neuroimaging studies have shown differing brain areas for visual and verbal working memory processes, with the DL-PFC (D) interacting with Broca’s area (B), a phonological loop (P) and with the frontal eye fields (F). 9/5/2012 Drs S & C Hanson 44
Important brain structures in the study of memory are the cortex and the medial temporal lobes (MTL), which contain the two hippocampi and their surrounding tissue. The MTL encodes information across sensory domains such as smell, vision, and touch. The MTL is a highly interactive crossroads, well-placed for integrating multiple brain inputs, and for coordinating learning and retrieval in many parts of the cortex. It is a ‘hub of hubs’. H. M. B.Milner 1960s, M.N.I. 9/5/2012 Drs S & C Hanson 46
Penfield and Olds 1940s Electrically evoked autobiographical memories For more than 50 years, neurosurgeons have reported that awake patients report vivid, specific conscious recollections during temporal lobe stimulation. Electrode grids are typically placed on the surface of the temporal lobe and areas are systematically stimulated and the patient’s reported memories are noted. 9/5/2012 Drs S & C Hanson 49
Learning & memory: Single Events During scanning of medial temporal lobe and frontal lobe regions, subjects viewed complex, color photographs. Subjects later received a test of memory for the photos. The magnitudes of focal activations in right prefrontal cortex and in bilateral parahippocampal cortex predicted which photographs were later remembered well, remembered less well, or forgotten. 9/5/2012 Drs S & C Hanson 50 Brewer J, Science 1998; Wagner A, Science 1998
The limbic system: Memory & emotion 9/5/2012 Drs S & C Hanson 51
Varieties of memory Memory is not unitary: the Schacter-Tulving classification of memory types 9/5/2012 Drs S & C Hanson 60
Striatum The grouping formed by the caudate nucleus (orange) and the putamen (g reen) is called the striatum. It constitutes the major target for the cortical afferents of the basal ganglia. The efferents from the basal ganglia to the thalamus arise in the globus pallidus. The part of the ventrolateral nucleus of the thalamus that then projects to Area 6 is called "pars oralis" and usually designated by the symbol VLo. The other structures of the basal ganglia form various internal loops that modulate the activity of the main loop, in which information passes through the following brain structures in succession: cortex – striatum – globus pallidus – VLo – cortex (supplementary motor area, or SMA). 9/5/2012 Drs S & C Hanson 61
The Striatum and Implicit Memory • Two elements of basal ganglia Striatum – Caudate nucleus – Putamen • Rodent Recordings and Lesions in the Striatum – Lesions to striatum: Disrupts procedural memory (classical conditioning/implicit) – Damaged hippocampal system: Degraded performance on standard maze task-spatial memory.. (Operant conditioning/explicit) 9/5/2012 Drs S & C Hanson 63
Temporal Difference Learning • Sutton (1988).. predicting the weather.. environment Reward (Rt) Action State agent (St) 9/5/2012 Drs S & C Hanson 64
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Systems for Learning Most of what has been presented has been cortical processes for memory, but there are other kinds of memory and brain areas that have not been discussed: 9/5/2012 Drs S & C Hanson 66
Lets stop here for now... Format of class: White papers due at class time. This should be 1 page of your view of the issues in the papers you read. Papers will be assigned for student presentation and Discussion. Papers will available on the course website: http://nwkpsych.rutgers.edu/~jose/course Final paper and presentation due in the last session (12/5). 9/5/2012 Drs S & C Hanson 67
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