Learning: Introduction to Learning and Biological Basis of Learning

LEARNING:

Unit I Introduction to Learning and Biological Basis of Learning

Memory and Learning Processes

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2024/2025
David Prada CrespoCONTENTS
. The behavioral approach to human
learning. Main dimensions of behavior
· Innate vs Learned behavior
· Reflex
· Modal Action Pattern
· Imprinting
· Biological basis of learning
. Neuroplasticity
· Neurogenesis
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The behavioral approach to human learning

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BEHAVIORAL APPROACH

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First period of 20 Century > Psychoanalysis
(Freud, Klein ... ).
50's of 20 Century > Behavioral psychology
(Watson, Skinner ... ).
60's of 20 Century > Cognitive psychology
(Toldman, Beck, Atkinson ... ).
Conscious:
Ideas, thoughts, and
feelings of which we
are aware
Preconscious:
Material that
can be easily recalled
Ego
Self
Reality principle
Superego
Ego ideal
Moral guardian
Unconscious:
Well below the surface
of awareness
Id
Pleasure principle
Unconscious urges
and desires
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2
3
4

BEHAVIORAL APPROACH

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· Behavior: Relates to everything we can observe in the way
people interact with the environment. Behavior can be
observed in terms of responses to certain stimuli.
. Behavioral Psychology seeks for purely objective experimental
approach to human learning.
EMOTIONS
MOTIVATION
BEHAVIOR
THOUGHTS
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BEHAVIORAL APPROACH

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· Behavior: Relates to everything we can observe in the way
people interact with the environment. Behavior can be
observed in terms of responses to certain stimuli.
. Behavioral Psychology seeks for purely objective experimental
approach to human learning.
INPUT
00
0
B
O
C
OUTPUT
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MAIN DIMENSIONS OF BEHAVIOR

Using observable actions rather than internal mental states or
interpretations is the first step toward the scientific study of
behavior.
An essential concept in behavioral psychology is the behavioral's
operative definition: The boy hits his sister (vs the boy is mean).
The main three dimensions of behavior are:
· Frequency: number of times a behavior occurs during a particular
time period
. Duration: How long a behavior lasts
· Intensity: the force with which a behavior occurs
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MAIN DIMENSIONS OF BEHAVIOR

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Situation: A kid has a temper tantrum
•
•
•
•
•
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MAIN DIMENSIONS OF BEHAVIOR

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Situation: A kid has a temper tantrum
· Behavior:
- Frequency
- Duration
- Intensity
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MAIN DIMENSIONS OF BEHAVIOR

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Situation: A kid has a temper tantrum
· Behavior: Cries, screams, ...
- Frequency: How many times in a day, week ...?
- Duration: What's the duration of the temper tantrum?
10 min, 20 min, 1hour ...
- Intensity: how loud he screams, cries ...
They help us to measure the behavior.
They are also useful in order to change behavior.
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INNATE VS. LEARNED BEHAVIOR

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INNATE VS. LEARNED BEHAVIOR

we
INNATE BEHAVIOR
LEARNED BEHAVIOR
Automatic and
involuntary.
Shared by
members within
the same species.
Related to
individual's
experiences.
Acquisition by
learning.
- REFLEX
- MODAL ACTION PATTERNS
- IMPRINTING
NON-ASSOCIATIVE LEARNING
ASSOCIATIVE LEARNING
- CLASSICAL CONDITIONING
- HABITUATION
- SENSITIZATION
- INSTRUMENTAL
CONDITIONING
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REFLEXES

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A reflex involves two closely related events: an eliciting stimulus
and a corresponding response.
Presentation of the stimulus is followed by the response, and the
response rarely occurs in the absence of the stimulus. Although
reflexes are very simple behavior they are essential for us (e.g .:
babies reflexes)
Examples: puff of air directed at
the cornea makes the eye blink. A
tap just below the knee causes the
leg to kick. A loud noise causes a
startle reaction.
Spinal cond
Ventral Roct
Motor Narva (Efforent
Dorsal Root
flensary tiervé (Artarent)
Falta
Fatur
Leg movement
Axon Neurona
Aferente (sensitiva)
Cuerpo Celular
Interneurona
Fuente de
Calor
Cuerpo Celular
Neurona Aferente
Axón Neurona
Eferente
Médula Espinal
Dendrita
Neurona Aferente
Cuerpo Celular
Neurona Eferente
Dirección del
Impulso
Contracción Muscular
Reflejo
tónico del
cuello
Reflejo de
prensión
Reflejo del
gateo
Reflejo
de la
marcha
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REFLEXES

Axón Neurona
Aferente (sensitiva)
Cuerpo Celular
Interneurona
Fuente de
Calor
Cuerpo Celular
Neurona Aferente
Axón Neurona
Eferente
Médula Espinal
Dendrita
Neurona Aferente
Cuerpo Celular
Neurona Eferente
Dirección del
Impulso
Contracción Muscular
Simple neural circuits
are involved in reflexes.
Interneuron,
Receptors
in skin
- Afferent
neuron
Efferent neuron/
Effector
(muscle)
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MODAL ACTION PATTERNS

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Fixed-action patterns (FAP): FAP are sequences of behavior
(stereotyped, automatic sequences) that are phylogenetic in
origin. All members of a particular species engage in the FAP
when the appropriate releasing stimuli are presented.
Modal Action Patterns (MAPs): The concept of MAP denotes the
numerous idiosyncratic differences or variations in behavior.
MAPs could be found in sexual
behavior,
territorial
defense,
aggression, and prey capture (e.g .:
salmon
run, peacock mating
dance).
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MODAL ACTION PATTERNS

Sequences of behavior
→
Examples
https://www.youtube.com/watch?v=7PcteKRA3zs&list=PLrbL2GAx1GgkHaJ-
OEFAEOflSYOfD4aSx
https://www.youtube.com/watch?v=ZfcGZCGdGVE&list=PLrbL2GAx1GgkHaJ-
OEFAEOflSYOfD4aSx&index=3
https://www.youtube.com/watch?v=IysBMqaSAC8
More information: https://www.youtube.com/watch?v=StKiXXODA 4
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IMPRINTING

Process by which some birds bond with the
first moving object that they see within their
first hours of life.
Imprinting is only produced within a
"critical period" (first hours of live), after
that is not "learnt".
https://www.youtube.com/watch?v=2beM0aJU8kY
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IMPRINTING

Human imprinting = Attachment (John Bowlby).
Main idea: Newborns need to develop a relationship with at
least one primary caregiver to optimize their social and
emotional development. The critical period would go from 6
months to 2/3 years.
*Strange situation (Ainsworth): Different types of attachment
(secure, insecure, ambivalent).
https://www.youtube.com/watch?v=xBKOgU_s4Q0
https://www.youtube.com/watch?v=JqlbvpXp74k
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Biological basis of learning

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LEARNING

Learning consists in changing the
brain, by establishing new connections
or changing the existing ones (either
strengthening or weakening them).
In order to learn, the brain needs the
conditions to make structural changes
in response to stimuli (neuroplasticity)
and to generate new neurons
(neurogenesis)
1
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NEUROPLASTICITY

The Central Nervous System (CNS) contains around 100 billion
neurons that can send and receive signals through electrical
impulses.
Sending neuron
Receiving neuron
Dendrite
Axon
Nucleus
Axon
Dendrite
Synaptic
connection
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NEUROPLASTICITY

We are born with neurons, but the connections between them
(synapses) are created during learning.
2
3
4
Dendrites' growth is slow and their connections are scarce in the
first months of life. Every new experience opens new
connections and the "strength" of the neural pathway increases
when stimuli are repeated.
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NEUROPLASTICITY

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2
HEBB'S RULE (Donald Hebb, 1904-1985)
Any two cells or systems of cells that are repeatedly active at
the same time will tend to become 'associated' so that activity
in one facilitates activity in the other.
-> The connection between them becomes stronger.
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NEUROPLASTICITY

A form of neuroplasticity key for memory and learning is the
Long-Term Potentiation (LTP), a process by which synaptic
connections between neurons become stronger with frequent
activation.
Connections between neurons and their synapses are the
physical trace of learning. Everytime we learn something new
our
brain
creates new connections between neurons
(neuroplasticity). Learning is changing the brain. What
matters is not the number of neurons, but the connections
between them .
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NEUROPLASTICITY

we
Botón
terminal
Densidad
postsináptica
FA
Espina
Densidad
postsináptica
perforada
(a)
(b)
(c)
(new
dendrites
and
synaptic
points
are
created).
Espina
ramificada
(e)
(d)
Source: Fisiología de la conducta (Carlson, N., ed. Pearson).
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When LTP lasts,
structural
changes between
neurons
happen

NEUROPLASTICITY

What happens when we age?

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NEUROPLASTICITY

What happens when we age?

In late adulthood there is less communication between
neurons (loss of neural conexions) and learning problems
might appear, but the brain has the capacity to compensate this
deficit by creating new dendritic connections. Neurons can find
alternative ways to connect, if they are properly stimulated.
YOUTHFUL BRAIN
AGING BRAIN
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NEUROPLASTICITY

Regions revealing differences with age

A
5
4
3
2
1
0
Parahippocampal activations (young > old
z = 39 mm
z = 42 mm
z = 45 mm
T value
B
4
3
2
1
0
Middle frontal activation (old > young
"Neural
compensation"
(Stern, 2002; 2009): Older
people's brain activates
other brain regions during
memory
tasks
(e.g.,
prefrontal
regions)
to
compensate for neuronal
loss (e.g., in the medial
temporal lobes).
Gutchess et al., 2005
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NEUROPLASTICITY

Regions revealing differences with age

A
5
4
compensation"
009): Older
+ivates
ring
Parahi
Older people's brains can
activate compensatory
mechanisms.
to
B
hal
Medial
Middle frontal activation (old > young
Gutchess et al., 2005
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NEUROPLASTICITY

ACTIVITY

Select one of these videos:
https://www.youtube.com/watch?v=Z41BTeAU7DI
https://www.youtube.com/watch?v=LNHBMFCzznE
Write an essay (around 300-400 words) summarizing the key ideas of
the video you have chosen and how they relate to memory and
learning processes.
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NEUROGENESIS

Do brain cells regenerate?

Does the amount of neurons we have change across the lifespan?

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NEUROGENESIS

we
Process of formation of new neurons. This process is very
active during embrionary development, and restricted during
adult life.
New neurons can be formed from stem cells and progenitor
cells.
Stem cell
In the hippocampus there
are stem cells capable of
generating new neurons
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