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A visual aid to accompany a 1 hour lecture on various topics in Physiological Psychology (a second year Canadian University course). This document provides a brief overview of Learning, memory, the major sections of the brain recruited for these activities, and the most essential psychological concepts currently used to define these processes.Slide 1: TitleSlide 2: Classical conditioning versus Operant conditioning. Classical conditioning results in a conditioned response from a particular stimulus, whereas Operant conditioning results in either strengthening or elimination of a preexisting behaviour pattern. Slide 3: Schematic representation of the brain changes during Pavlov's classical conditioningSlide 4: Definitions of key psychological concepts coined by Karl Lashley, including: engrams, equipotentiality and mass action. The figure shows brain lesions Lashely made in the brain of mouse that led him to believe that, since these lesions on their own did not disrupt brain functioning, but only as a whole did they negatively impact the mouse, that all parts of the cortex contribute equally and as a whole unit.Slide 5: Lashley's study showing that number of brain lesions correlated positively with difficulty performing a maze task. Slide 6: Diagram showing Atkinson-Shiffrin Model of MemorySlide 7: Types of long-term memory, including explicit or declarative (Semantic memory and Episodic memory) and implicit or non-declarative (Procedural memory, Associative learning, and Nonassociative learning)Habituation is the process of becoming desensitized to a repetitive harmless stimulus. Sensitization is the process of becoming more reactive to a repetitive, usually harmful stimulus.Slide 8: Brain areas involved in Semantic versus Episodic memory, and their associated pathologies (Semantic dementia and Source amnesia, respectively)Slide 9: Specific brain areas associated with semantic memories (of tools versus animals). Note how different areas of the brain are activated for recalling the names of two different kinds of semantic knowledge. Slide 10: Figure demonstrating Greater brain activation occurs during the processing of Personal Episodic Memories, as opposed to the processing (in this case, listening) of someone else's episodic memories (in this case, their autobiography)Slide 11: Types of Long-Term MemorySlide 12: What happened after the surgical removal of the temporal lobe tissue of patient H.M. In the time before it was known what function the hippocampus area of the brain served, patient H.M. was experimented on. H.M. was experiencing extremely frequent seizures and since all other treatments failed, partial removal of his temporal lobe was performed in hopes of alleviating this issue. The seizures stopped, but apparently so did his ability to form new memories after the surgery (=anterograde amnesia).Slide 13: H.M.'s ability to perform the Mirror-Drawing Task. This experiment showed that although damage to H.M.'s hippocampus damaged his explicit declarative memory, his implicit procedural memory remained intact. Although H.M. had no explicit memory of having ever performed this task, by Day 2 and 3 he showed significant improvement. Slide 14: The Hippocampus and it's associated structuresThis powerpoint presentation was prepared by Dr. Smilek of the University of Waterloo using figures and tables from "Biological Psychology 11th ed. by James Kalat" with permission from the author. I take no credit for this material.