Hey guys! apologies
for the onslaught of questions but if you can help with any of these/ even just one it would be greatly appreciated!:)
Q. When it says the Amygdala is responsible for the formation of stimulus-response conditioning, does this mean classically conditioned responses?
Q. Accepted duration of STM? Also for the duration of LTM is it unlimited or indefinite? Or are they interchangeable?
Q in relation to developmental plasticity, is it the neurons location before or after migration that determines its function?
Q. What is the timing of the stimulus in operant conditioning? I thought it was always before (as in the discriminative stimulus), but one of the prac exams I did says it occurs sometimes after and sometimes before the response?
Q. Veejay attends a university lecture every Tuesday at 10am in the Phinneas Lecture theatre. He always automatically sits in the same seat in the 12th row of the 33 row lecture theatre, although he neer actually counts the rows to work this out.
Veejay’s memory of the location of his seat is an example of (bolded is the answer) :
A. Episodic B. Semantic
C. Procedural
D. Working
Thought it was procedural since it's automatic..
Q. When Julius was a child he regularly watched his mother go through the steps required to erect the family tent on the annual fam camping holidays. By the time Julius was a teenager he could methodically go through the steps required to erect the tent himself, despite never being formally taught how to put it up.
Julius has formed as _____ memory which has resulted in the establishment of new synaptic configurations of the brain; this is an example of ______ plasticity. (bolded is the answer)
A. Explicit; developmental
B. Explicit; adaptive C. Implicit; developmental
D. Implicit; adaptive
Thought it was implicit cause it’s a procedural memory and developmental because the learning occurred when he was a child…? also how do you differentiate between adaptive and developmental plasticity in a child?
Q. In regards to Ebbinghaus’ forgetting curve, the textbook says that “if overlearnt the material is likely to be retained for longer and with greater accuracy” yet apparently (according to an exam) “the rate of forgetting is always the same regardless of how well practiced or learned it is.” So.. which is it? :/
Q. Someone else asked this but I don't think anyone got round to it, but if the results support the hypothesis but they are statistically insignificant does that mean the hypothesis is not supported and a conclusion can't be made? also what does it mean by "implications" of results?
thanks so much!
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