Learning: A behavioural experience associated with change, where the change allows
some form of adaptation.
Memory: The encoding of the learning experience; physical basis of memory is the change
in the brain.
Associative learning: Based on associations between different phenomena (e.g. Classical
Pavlovian and operant conditioning).
● Initial theory: Classical conditioning resulted in strengthened connection between the
two areas of the brain (Conditioned Stimulus and Unconditioned Stimulus).
Non-associative learning: Not based on associations.
● Habituation: Repeated exposure to a stimulus that offers no threat or benefit.
Both types of learning…
● Offer an adaptive advantage
● Allow organisms to respond to the environment
● Develop efficient responses to positive stimuli
● Develop efficient avoidance of negative stimuli
Engram: A physical representation of what has been learned.
Lashley: Made multiple deep cuts to rats’ brains to locate the engram, but the cuts didn’t
impair learning. Learning was impaired by large lesions, but not in a single area.
→ Equipotentiality: All parts of the cortex contribute equally to complex behaviours.
→ Mass action: The cortex works as a whole.
❌ This theory was incorrect.
Thompson: Looking for classical conditioning responses in rabbits.
→ Found an increased response in the Lateral interpositus nucleus (LIP) in the cerebellum.
When LIP was suppressed during conditioning, the rabbits didn’t learn.
CONFLICT: Just because an area changes during an activity does not necessarily mean
that learning takes place there.
● Later experiments showed that the Red nucleus (midbrain motor area that receives
input from the cerebellum) is crucial for personance of a conditioned response, but
not learning.
RESPONSE: When the Red nucleus was made inactive, the rabbits appeared not to be
learning, but when it was fully active again the learnt reactions were strong, as though the
LIP had been learning the whole time.
→ LIP: Area of learning.
→ Red nucleus: Performance of learned behaviour.
some form of adaptation.
Memory: The encoding of the learning experience; physical basis of memory is the change
in the brain.
Associative learning: Based on associations between different phenomena (e.g. Classical
Pavlovian and operant conditioning).
● Initial theory: Classical conditioning resulted in strengthened connection between the
two areas of the brain (Conditioned Stimulus and Unconditioned Stimulus).
Non-associative learning: Not based on associations.
● Habituation: Repeated exposure to a stimulus that offers no threat or benefit.
Both types of learning…
● Offer an adaptive advantage
● Allow organisms to respond to the environment
● Develop efficient responses to positive stimuli
● Develop efficient avoidance of negative stimuli
Engram: A physical representation of what has been learned.
Lashley: Made multiple deep cuts to rats’ brains to locate the engram, but the cuts didn’t
impair learning. Learning was impaired by large lesions, but not in a single area.
→ Equipotentiality: All parts of the cortex contribute equally to complex behaviours.
→ Mass action: The cortex works as a whole.
❌ This theory was incorrect.
Thompson: Looking for classical conditioning responses in rabbits.
→ Found an increased response in the Lateral interpositus nucleus (LIP) in the cerebellum.
When LIP was suppressed during conditioning, the rabbits didn’t learn.
CONFLICT: Just because an area changes during an activity does not necessarily mean
that learning takes place there.
● Later experiments showed that the Red nucleus (midbrain motor area that receives
input from the cerebellum) is crucial for personance of a conditioned response, but
not learning.
RESPONSE: When the Red nucleus was made inactive, the rabbits appeared not to be
learning, but when it was fully active again the learnt reactions were strong, as though the
LIP had been learning the whole time.
→ LIP: Area of learning.
→ Red nucleus: Performance of learned behaviour.
