ABA Wk.2 (49) - Phylogenetic Behavior and Pavlovian Learning

Question 1

Aversive Stimulus

Answer 1

Aversive stimulus refers to conditions whose termination functioned as reinforcement.

Example: a parent programs a mobile to automatically play music for a period of time. If the baby bats the mobile with hands or feet, the music immediately stops for a few seconds. If the baby bats the mobile more often when doing so terminates the music, negative reinforcement is at work, and the music can be called aversive.

Question 2

Behavior (or Response)

Answer 2

(1) MOVEMENT OF the skeletal muscles (also called striped or striated),
(2) MOVEMENT OF the smooth muscles,
(3) secretion of glands, and
(4) electrical activity of the skin (called the galvanic skin response)
…in response to the environment.

Question 3

Conditioned Reflex

Answer 3

A learned stimulus-response functional relation consisting of an antecedent stimulus (e.g., sound of refrigerator door opening) and the response it elicits (e.g., salivation); each person ‘s repertoire of conditioned reflexes is the product of his or her history of interactions with the environment (ontogeny).

Question 4

Conditioned Stimulus

Answer 4

A Stimulus that elicits a CR due to its history of reliable and repeated pairings with a US.

Question 5

Habituation

Answer 5

GRQ: “When repeated presentations of the US lead to a reduction of the UR.”

Gradual reduction in responding following repeated presentations of the eliciting stimulus. (Our body is learning without our conscious involvement.)

Question 6

Higher-order Conditioning

Answer 6

Development of a conditioned reflex by pairing of a neutral stimulus (NS) with a conditioned stimulus (CS). (Also called secondary conditioning.)

For example, secondary respondent (higher-order) conditioning could occur in a patient who has learned to blink at the clicking sound of the button during the glaucoma-testing situation as follows: The patient detects a slight movement of the ophthalmologist’s finger (NS) just before it contacts the button that makes the clicking sound (CS). After several NS-CS pairings, movement of the ophthalmologist’s finger may become a CS capable of eliciting blinking.

Question 7

Neutral Stimulus

Answer 7

A stimulus that does not elicit any response.

Question 8

Ontogenetic Behavior

Answer 8

The history of the development of an individual organism during its lifetime.

Question 9

Operant Behavior

Answer 9

Operant behavior is any behavior determined primarily by its history of consequences. Unlike respondent behavior, which is elicited by antecedent events, operant behavior is selected, shaped, and maintained by the consequences that have followed it in the past.

(Learned behavior. Behavior acquired or modified during the individual’s lifetime)

Question 10

Phylogenetic Behavior

Answer 10

Innate, genetically “programmed” behaviors common to all members of the species. Actions owing their origins to natural selection. Behaviors are unlearned.

(These behaviors increase the chance of survival in the stable ecological niche in which the species evolved. Natural selection has prepared humans to behavior in very specific ways when they encounter very specific stimuli.)

Example:
Morrow reflex (baby falling)
Palmar grasp reflex
Swimming reflex
(Notice that each of these reflexes is elicited by an antecedent stimulus.

Question 11

Reflex (definition and examples (US & UR)

Answer 11

When an unconditioned stimulus (US) elicits an unconditioned response (UR)
• Generic Diagram: US (…) -> UR (…)
Diagram: US -> UR

– When it is specific, write something in parentheses after the US and the UR.
(Most of the diagrams I will give you will be specific, so don’t forget the specifics!)

Unconditioned Stimulus Unconditioned Response

1. light intensity increase pupil of the eye constricts
2. light intensity decrease pupil of the eye dilates
3. touch to eye or chemical irritant (smoke, onion fumes) lachrimal gland secretion (crying)
4. irritation to the nasal mucosa sneezing
5. irritation to the throat coughing
6. low temperature shivering, surface vasoconstriction
7. high temperature sweating, surface vasodilation
8. cold or “fright” hair erection on body
9. food in mouth salivation
10. bad food in stomach vomiting
11. Stimulus that is (1) painful, (2) very intense or (3) very unusual ACTIVATION SYNDROME: (“emotions”) heart rate increase, adrenaline secretion, liver release of sugar into the bloodstream, constriction of visceral blood vessels, galvanic skin response, etc.

Question 12

Respondent Extinction

Answer 12

After Pavlovian learning is established, the CS is presented but the US does not follow. Gradually, the individual learns that the CS no longer …
– Signals a delay reduction to the US.
– Signals when the US is coming (CS provides no information at all).
– Signals which US is coming (nothing is coming).
This is a learning process (the individual does not forget):
– Spontaneous recovery

Question 13

Respondent Behavior

Answer 13

Smooth muscles (including the cardiac muscle), gland secretion and changes in the electrical activity of the skin are usually involved in respondent behavioral relations and conditioning procedures. (controlled by ANS; skeletal muscles are not)

Question 14

Respondent Conditioning

Answer 14

GRQ: “ A type of learning in which new stimuli acquire the ability to elicit respondents (i.e., respondent behaviors). “

Respondent conditioning occurs when an organism responds to an event based on a history of an association with a biologically important event (i.e. US). Thus, the
CS/CR relationship is a function of both phylogeny and ontogeny.

Process of pairing an NS with a US that elicits a particular UR until the NS becomes capable of eliciting a similar response.)

Respondent terminology: US, UR, NS, CS, CR
1. Unconditioned Stimulus (US) – Stimulus that elicits a response without prior conditioning.
2. Unconditioned Response (UR) – Response that is elicited by the US without
prior conditioning.
3. Neutral Stimulus (NS) - Stimulus that does not elicit any response.
4. Conditioned Stimulus (CS) - Stimulus that elicits a CR due to its history of reliable and repeated pairings with a US.
6. Conditioned Response (CR) – Response elicited by a CS.

This relationship is a function of phylogeny (i.e. the history of the species), rather than ontogeny (i.e. the history of the individual organism).

Question 15

Response

Answer 15

A response (same as behavior) is movement of the skeletal muscles (also called striped or striated), movement of the smooth muscles, secretion of glands, and electrical activity of the skin (called the galvanic skin response), in response to the environment.

Question 16

Stimulus/Stimuli

For the exam, I may give you examples of energy changes and ask if those energy changes are stimuli – you must know the definition of a stimulus to answer these sorts of questions!

Answer 16

An ENERGY CHANGE that affects the ORGANISM through its RECEPTORS (on exam)
(A) environmental events are classifed/defined from the perspective of the behaver, and
(B) the energy change MUST affect a receptor of the organism to be classified as a stimulus.

All of the following are stimuli:
– Unconditioned (US) and conditioned stimuli (CS) in respondent behavior relations; all types of consequences in operant behavioral relations (reinforcers, punishers); and SDs and S deltas in operant behavioral relations.
– Respondent: USs and CSs
– Operant: SDs, S∆s, all consequences

• Some types of stimuli for humans (NFE)
– Visual: electromagnetic wavelengths, photons (photo)
– Auditory (hearing): vibration of molecules (phono)
– Gustatory (taste): chemical changes molecules (chemo)
– Olfactory (smell) - chemical changes (chemo)
– Tactile (touch) - surface and deep nerve endings

Question 17

Stimulus-Stimulus Pairing

Answer 17

A procedure in which two stimuli are presented at the same time, usually repeatedly for a number of trials, which often results in one stimulus acquiring the function of the other stimulus.

Question 18

Unconditioned Punisher

Answer 18

A stimulus change that decreases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned punishers are products of the evolutionary development of the species (phylogeny), meaning that all members of a species are more or less susceptible to punishment by the presentation of unconditioned punishers.

Question 19

Unconditioned Reinforcer: S^R

Answer 19

A stimulus change that increases the frequency of any behavior that immediately precedes it irrespective of the organism’s learning history with the stimulus. Unconditioned reinforcers are the product of the evolutionary development of the species (phylogeny).

Question 20

Unconditioned Stimulus

Answer 20

A stimulus that elicits a response without prior conditioning.

Question 21

Response Class

Answer 21

A “response class” is a group of responses with the same function (that is, each response in the group produces the same effect on the environment). For example, asking or stealing might both be ways for an individual to get access to an item they want, so they would be members of the same “response class.”

Question 22

Operant

Answer 22

A response within a response class.

(Basically, an operant is a behavior affected by operant conditioning)

Question 23

Repertoire

Answer 23

All the behaviors that a person can do.

(NFE) - A set or collection of knowledge and skills a person has learned that are relevant to particular settings or tasks.

Question 24

Environment

Answer 24

Everything except the moving parts of the organism involved in behavior.

2 implications: (1) Only real physical events are included. (2) Other parts of the organism (i.e., the environment is outside and inside the body)

Question 25

Stimulus Class

Answer 25

Any group of stimuli sharing a predetermined set of common elements in one or more of these dimensions: Physical, Temporal, or Functional (i.e., their effect on behavior)

Question 26

Dimensions of Stimuli

Answer 26

PHYSICAL
– Size, color, intensity, weight, and spatial position relative to other objects
TEMPORAL
– Antecedent (i.e., stimuli that exist or occur prior to the behavior of interest) or Consequence (i.e., stimulus change that follows a behavior of interest)
• FUNCTIONAL
– An increasing or decreasing effect on the frequency of behavior either now or in the future (simplified version)

Question 27

Diagramming Respondent Relations

Answer 27

Respondent: S -> R (Stimulus elicits/causes the Response).

When analyzing the behavior of a particular individual, environmental events are always classified from the perspective of the behaver.

1. US (light increase) -> UR (pupil of eye constricts)
2. US (light decrease) -> UR (pupil of eye dilates)
3. US (touch to eye/chemical irritant) -> UR (lachrimal gland secretion)
4. US (irritation to nasal mucosa) -> UR (sneezing)
5. US (irritation to throat) -> UR (cough)

Example:
Dr. Baker sees the light switch on the wall and turns it on. This causes Dawn’s pupil to
constrict. Diagram the respondent relation of Dawn’s pupils constricting.
• Hint: it will involve S (….) -> R (….)

Question 28

If an energy change does not affect the receptors of an organism, then the energy
change cannot be called stimulus for that particular organism, even though it may be a stimulus for another organism or person.

Answer 28

A. Dog whistles
Phonoreceptors of dogs can detect faster vibrations of molecules than can the
phonorecptors of humans. High tones can be stimuli for dogs but not for humans.

B. Hunter’s phonoreceptors damaged due to firing rifles close to his/her ear so low
tones do not affect his/her receptors (problem for veterans). Low tones can be a stimulus for others, but not for this hunter.

Question 29

Respondent relations

Answer 29

Phylogenic behaviors - the behaviors are unlearned.
– Therefore, when talking about any phylogenic responses, we would use the term unconditioned.

Terminology
– NS = Neutral Stimulus
– US = Unconditioned Stimulus
– CS = Conditioned Stimulus
– UR = Unconditioned Response
– CR = Conditioned Response

Question 30

Ontogenic Behavior

Answer 30

The behaviors are learned. We would use the term conditioned

Question 31

Elicit

Answer 31

(1) Elicit is only used in respondent relations. (2) ONLY USs and CSs elicit responses:
Organisms do NOT. (3) Only responses can be elicited.

Simple Rule:
USs elicit URs,
CSs elicit CRs

Question 32

Respondent Acquisition

Answer 32

Procedure of repeated pairings of NS and US over trials.

Question 33

Learned behavior

Answer 33

1. Habituation: Modifying our reflexes
2. Pavlovian learning: Learning about stimuli that are predictive of phylogenetically
   important events
3. Operant learning: Learning about the consequences of our behavior

Question 34

Three Things Learned in Pavlovian Conditioning

Answer 34

1. The CS signals a delay reduction to the US. (“The US is coming! The US is coming”)
2. The CS signals WHEN the US is coming. (2 minutes until…)
3. The CS signals which US is coming. (pigeons: beak opened or closed)

Question 35

Intertrial Interval (ITI)

Answer 35

The delay between US events

Question 36

Four Principles of Effective Pavlovian Conditioning

Answer 36

1. Use a CS that signals a LARGE DELAY REDUCTION to the US. The larger the delay-reduction, the faster Pavlovian learning occurs. (i.e., CS -> US interval = 10 seconds; means the US is coming 10x faster))
2. Use an IMPORTANT: The more phylogenetically important the US, the more effective is Pavlovian conditioning. (i.e., food when hungry).
3. Use a SALIENT CS: Conditioning will proceed more quickly if the CS (which starts out as a neutral stimulus) is salient; that is, something noticeable.
4. Make sure the CS is not REDUNDANT. A stimulus will acquire CS function more quickly and will evoke the CR more reliably if it uniquely signals the delay reduction to the US. If another CS already signals this delay reduction, then the new stimulus is redundant and is unlikely to acquire CS function. If the NS is entirely redundant with the CS, it doesn’t tell the rat anything it didn’t already know.

Question 37

Delay-reduction Ratio

Answer 37

CS -> US interval (seconds)

Question 38

Graduated Exposure Therapy:

Answer 38

During graduated exposure therapy, the client is gradually exposed to successively stronger approximations of the CS. Before each new CS-approximation is presented, steps are taken to reduce/eliminate any fear evoked by the prior CS-approximation. (Mary Cover Jones)

Peter …………………………….. Rabbit
Peter ……………………….Rabbit
Peter ………………. Rabbit
Peter ……… Rabbit
Peter … Rabbit
Peter Rabbit

Question 39

Neutral Stimulus (NS)

Answer 39

Stimulus that does not elicit any response.

Question 40

Conditioned Stimulus (CS)

Answer 40

Stimulus that elicits a CR due to its history of reliable and repeated pairings with a US.

Question 41

Conditioned Response (CR)

Answer 41

Response elicited by a CS.

Question 42

Diagramming a Reflex

Answer 42

Definition of Reflex: When an unconditioned stimulus elicits an unconditioned response
Diagram: US -> UR

Question 43

Examples of US (Unconditioned Stimulus) & UR (Unconditioned Response)

Answer 43

Unconditioned Stimulus ; Unconditioned Response

• *1.** Light intensity increase; pupil of the eye constricts
• *2.** Light intensity decrease; pupil of the eye dilates
• *3.** Touch to eye or chemical irritant (smoke, onion fumes); lachrymal gland secretion (crying)
  4. irritation to the nasal mucosa; sneezing
• *5.** Irritation to the throat; coughing
• *6.** Low temperature; shivering: surface vasoconstriction
• *7.** High temperature; sweating: surface vasodilation
  8. cold or “fright”; hair erection on body
  9. food in mouth; salivation
  10. bad food in stomach; vomiting
• *11.** Stimulus that is (1) painful, (2) very intense or (3) very unusual; activation syndrome: (“emotions”) heart rate increase, adrenaline secretion, liver release of sugar into the bloodstream, constriction of visceral blood vessels, galvanic skin response, etc. (Learn all three types of stimuli for this relation, but only “activation syndrome” as the response – that is, you do not have to list the individual behaviors that comprise the syndrome)

Question 44

Lower Order Conditioning - Diagram

Answer 44

Lower-order (“first”) Respondent Conditioning Diagram:
NS does not elicit R
US———->UR
NS/US—–>UR (repeated several times)
CS——— >CR

A. Note the diagram of Pavlov’s original study (where a tone was paired with food - as an example of lower-order conditioning) presented in lecture
B. Be able to diagram an example of lower-order respondent conditioning if I give you the critical variables (such as the US and the NS), as I do in lecture. This will be done in the form of a story problem.
Note the “*” in the diagram – you must indicate in your diagram that the pairing is repeated.
Meat powder in the mouth is an unconditioned stimulus (US); it elicits salivation (the unconditioned response, UR).
– So, the procedure is …
• Present squirting device (US) -> Squirt meat powder in mouth (UR) -> *
• Wait for a while before repeating.*

Question 45

Diagram Plaud & Martini Male Sexual Arousal - Short Delay Conditioning

Answer 45

Short delay conditioning. Three subjects participated. In this condition, the CS was presented for 15 seconds, followed immediately by the US for 30 seconds (there was a CS/US overlap interval of 1 second; the US appeared below the CS, overlapping the CS on the same presentation screen without visually obscuring either visual stimulus).

Interspersed in the 15 trials were five random probe trials in which the CS was presented alone. Penile tumescence was continuously monitored during the entire session; however, the data gathered during the five probe trials during each
session served as the criterion measure of sexual arousal for each participant,
as detailed belowin the results section.

Following each trial, a 2-minute detumescence period permitted a return to baseline. If a participant did not return to baseline within this 2-minute detumescence period, the detumescence period continued until the participant returned to within 5% of baseline.

The authors did three procedures to see the effect that each had on tumescence. Be able to summarize the results of each of the three procedures (sentence starts with, “It is clear from inspection of …”).

1. Short Delay Conditioning: CS (penny jar; 15 seconds) -> US (erotic photos; 30 seconds). CS/US (overlap = 1 second)
2. Backward Conditioning: Same as #1, but US was presented before the CS, to control for any effects of temporal ordering.
3. Random Control: Three subjects also participated in a random control procedure, in which the presentation of CS and US was determined randomly to test for nonassociative effects. (Computer determined randomly for each trial when the CS and the US would be presented.)

Question 46

Respondent Conditioning - Diagramming Conventions

Answer 46

17. Respondent conditioning diagramming conventions:

RULE: a slash (not an arrow), is used to illustrate the pairing of two stimuli.
-> (An arrow), is used to illustrate a contingent relationship between a stimulus and a response.

You will lose a point if you use an arrow to indicate the pairing of two stimuli in your diagrams. Also keep in mind that EVERY component of this diagram must be present (e.g., that the NS does not elicit the R, that repeated pairings are necessary).

Also do not forget to include the specific stimulus in parentheses after the behavioral term. For example, if I tell you what the NS is (e.g., tone) and what R (eye blink) is, your answer should not be: NS does not elicit R. Rather, your answer should be NS (tone) does not elicit R (eye blink).

Lower-order (“first”) Respondent Conditioning Diagram:
NS does not elicit R
US———->UR
NS/US—–>UR (repeated several times)
CS——— >CR
Higher-order (“second”) Respondent Conditioning Diagram
NS does not elicit R
CS1———->CR1
NS/CS1—–>CR1 (repeated several times)
CS2——— >CR2

Question 47

Higher Order Conditioning - Diagram

Answer 47

Higher-order (“second”) Respondent Conditioning Diagram
NS does not elicit R
CS1———->CR1
NS/CS1—–>CR1 (repeated several times)
CS2——— >CR2

For example, an animal might first learn to associate a bell with food (first-order conditioning), but then learn to associate a light with the bell (second-order conditioning)

Question 48

Lower-order respondent conditioning

Answer 48

A. Note the diagram of Pavlov’s original study (where a tone was paired with food - as an example of lower-order conditioning) presented in lecture
B. Be able to diagram an example of lower-order respondent conditioning if I give you the critical variables (such as the US and the NS), as I do in lecture. This will be done in the form of a story problem. I will not explicitly tell you which stimulus is a neutral stimulus or unconditioned stimulus – I will just give you stimuli.
Heck, I may not even give you the neutral stimulus and you may have to come up with YOUR OWN.
Note the “*” in the diagram – you must indicate in your diagram that the pairing is repeated.

Question 49

S^c

Answer 49

Any type of consequence (“Stimulus Consequence”)

Question 50

S^R

Answer 50

Unconditioned Reinforcer

Question 51

S^R+

Answer 51

Unconditioned Positive Reinforcer

Question 52

S^R-

Answer 52

Unconditioned Negative Reinforcer

Question 53

S^P

Answer 53

Unconditioned Punisher

Question 54

S^D

Answer 54

Discriminative Stimulus

Question 55

S^r

Answer 55

Conditioned Reinforcer

Question 56

S^r+

Answer 56

Conditioned Positive Reinforcer

Question 57

S^p

Answer 57

Conditioned Punisher

Question 58

S^∇

Answer 58

S delta

(Greek symbol for ‘D’)