Changes in Synapses That Happen During Classical Conditioning
QUESTION 1
Describe in detail, the simple changes in synapses that happen during classical conditioning.
Discuss the extent to which all forms of learning can be explained by these simple synaptic synaptic changes.
The brain’s ability to learn, to change in response to experience and to store/retrieve learning through memory it is a fascinating process fundamental to one’s existence. The first scientific study of animal learning demonstrated a form of associative learning - classical conditioning; it can be described as a process of learning where a neutral stimulus (e.g. bell) is paired with an unconditional stimulus (e.g. food) and as a consequence, the neutral stimulus becomes conditioned and comes to elicit the same response (e.g. salivation) as the unconditional stimulus even when presented alone (Murphy & Naish, 2006). It has been proposed that “…classical conditioning…is quite easy to explain on the basis of simple changes in synapses.” In order to assess the merit of this claim, it is necessary to describe the simple changes that occur in synapses during classical conditioning. All forms of learning require some synaptic change, however it isn’t clear whether these can always be explained by the same kind of synaptic changes that happen in classical conditioning (Murphy & Naish, 2006). Some forms of learning will be explored in terms of synaptic changes.
At a neurobiological level, learning is “created” by the interconnectedness between neurons (synapses). Hebb proposed that if the postsynaptic neuron fired while the presynaptic terminal was releasing neurotransmitter (NT), the presynaptic neuron would be more likely to influence the postsynaptic neuron on subsequent occasions, i.e. when previously unassociated neurons fire simultaneously on repeated occasions, new links are formed which increase synaptic efficiency (Hebbian learning). Hebbian learning explains Pavlov’s associative learning - classical conditioning. Pavlov carried out
Describe in detail, the simple changes in synapses that happen during classical conditioning.
Discuss the extent to which all forms of learning can be explained by these simple synaptic synaptic changes.
The brain’s ability to learn, to change in response to experience and to store/retrieve learning through memory it is a fascinating process fundamental to one’s existence. The first scientific study of animal learning demonstrated a form of associative learning - classical conditioning; it can be described as a process of learning where a neutral stimulus (e.g. bell) is paired with an unconditional stimulus (e.g. food) and as a consequence, the neutral stimulus becomes conditioned and comes to elicit the same response (e.g. salivation) as the unconditional stimulus even when presented alone (Murphy & Naish, 2006). It has been proposed that “…classical conditioning…is quite easy to explain on the basis of simple changes in synapses.” In order to assess the merit of this claim, it is necessary to describe the simple changes that occur in synapses during classical conditioning. All forms of learning require some synaptic change, however it isn’t clear whether these can always be explained by the same kind of synaptic changes that happen in classical conditioning (Murphy & Naish, 2006). Some forms of learning will be explored in terms of synaptic changes.
At a neurobiological level, learning is “created” by the interconnectedness between neurons (synapses). Hebb proposed that if the postsynaptic neuron fired while the presynaptic terminal was releasing neurotransmitter (NT), the presynaptic neuron would be more likely to influence the postsynaptic neuron on subsequent occasions, i.e. when previously unassociated neurons fire simultaneously on repeated occasions, new links are formed which increase synaptic efficiency (Hebbian learning). Hebbian learning explains Pavlov’s associative learning - classical conditioning. Pavlov carried out
References: Murphy, K., Naish, P. (2006). Learning and Memory, Learning and Language, 2nd ed., pp.1-29, 42-48, The Open University, Milton Keynes.