PSY 326 SP14 001 Lecture 8Outline of Last Lecture Emotion, Memory, and The Brain – Ryan SmithI. Emotionsa. What are they caused by?b. What do they cause?II. Two dimensions of emotiona. Definition of Valenceb. Definition of ArousalIII. Valence a. Mood-congruent memory1. Definition of Mood-congruent b. Mood-dependent memoryi. Definition of Mood-dependent memoryIV. Arousal V. What can you still do without an amygdala?VI. Stress Hormonesi. Definition of HPAOutline of Current LectureHuman Memory: Implicit MemoryI. Implicit Memorya. Definition of implicit memoryi. Definition of Mirror tracingII. Explicit memorya. Tasks requiring explicit memoryIII. Skill learninga. Examplesi. Definition of Cognitive stage ii. Definition of Associative stage iii. Definition of Autonomous StageIV. Classical Conditioninga. Definition of Classical ConditioningThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.b. Classical Conditioning Theoryi. The specific model for classical conditioning is:c. Effects with timei. Learning Curveii. Extinction1. Spontaneous recovery 2. Savingsd. Neural basis of classical conditioningV. Mere exposure effecta. Definition of Mere exposure effectVI. Other Implicit Effectsa. Subliminal conditioning (Krosnick)VII. Implicit/Incidental learningVIII. Perceptual and Conceptual Priming (not aware)a. Definition of Perceptual primingb. Conceptual/semantic priming c. Definition of Semantic PrimingCurrent LectureHuman Memory: Implicit MemoryIX. Implicit Memorya. Tasks requiring implicit memoriesi. Mirror tracing- procedural reading reversed text doing a word-completiontask singing part of a familiar song ii. Subliminal associations- advertisingX. Explicit memorya. Tasks requiring explicit memoryi. Recalling last yearii. Paired association learningiii. Identifying the presidentiv. Writing a term paperXI. Skill learning: Stagesa. Example: driving a stick shift, learning to put golfi. Cognitive stage (consciously and deliberately does the actions)ii. Associative stage (some deliberate and conscious information retrieval still required, but more automatic)iii. Autonomous Stage- skill automatic1. Other cognitive operations do not competeXII. Classical Conditioninga. First type of learning to be discovered and studied within the behaviorist tradition (hence the name classical).b. The major theorist in the development of classical conditioning is Ivan Pavlov, a Russian scientist trained in biology and medicine.c. Classical Conditioning Theoryi. The specific model for classical conditioning is:1. A stimulus will naturally (without learning) elicit or bring about a reflexive response2. Unconditioned Stimulus (US) elicits > Unconditioned Response (UR)3. Neutral Stimulus (NS) ---does not elicit the response of interesta. This stimulus (sometimes called an orienting stimulus as it elicits an orienting response) is a neutral stimulus since it does not elicit the Unconditioned (or reflexive) Response4. The Neutral/Orienting Stimulus (NS) is repeatedly paired with the Unconditioned/ Natural Stimulus (US).ii. Involuntary behavior is elicited or caused by an antecedent environmentalevent.iii. For example, if air is blown into your eye, you blink. You have no voluntary or conscious control over whether the blink occurs or not.iv. Through repetitive pairing of the environment event and a neutral stimulus, you will form an association of the reflex and the neutral stimulusd. Effects with timei. Learning Curve- takes multiple trials to learn these associationsii. Extinction- ring bell without the food, the effect will stopiii. BUT:1. Spontaneous recovery (after a long delay the bell can elicit the response- it’s just not as strong)2. Savings: relearning CS-CR associations takes less time, demonstrating retentione. Neural basis of classical conditioningi. Differs for different types (eyeblink vs. fear)ii. Eyeblink has a well-defined circuit in the cerebellumXIII. Mere exposure effecta. The more exposures, without negative interactions, the more familiar and pleasant you feel about the productb. Starte to reduce at 100+ exposuresc. Increases with delayd. Embodied: chewing gum- less likely to show the effect for words than chinese charactersXIV. Other Implicit Effectsa. Subliminal conditioning (Krosnick)i. Paired ambiguous behavior pictures of a woman with subliminal positive pictures or subliminal negative picturesii. Subliminal pictures influenced ratings of personXV. Implicit/Incidental learninga. Can occur without awareness/ some very brief exposures (15 msec)b. Tests of i. Priming (repetition)ii. Word stem completioniii. Picture fragmentsiv. Namingv. Lexical decisionsXVI. Perceptual and Conceptual Priming (not aware)a. Perceptual priming: faster response to a perceptual cue following perceptual processing at a study (repetition)i. Word stem completionii. Pictorial stimulib. Conceptual/semantic priming also existsc. Semantic Priming- a word is quicker to recognize when it is preceded by a relatedthan an unrelated stimulusi. A person who sees the word yellow will be slightly faster to recognize the word banana as a word.ii. This happens because the words yellow and banana are closely associated in