Applications of CC Flashcards
Evaluative Conditioning
presentation of an emotionally NS alongside a liked or disliked stimulus can significantly….
e.g., levis jeans > neutral response levis jeans (NS) + hot models (liked stimulus) > emotion
change the evaluation of that NS
Pairing attractive people with Levi’s jeans theoretically will make you like the jeans more as you like the people wearing them.
The NS and liked stimulus are presented together (at same time) =
usually does not work (i.e., present tone and food at same time doesn’t work) > but it does in EC
Backward conditioning doesn’t usually work (i.e., food then tone ≠ work) BUT we can transfer emotions from liked stimulus to NS even if we do it backwards
simultaneous conditioning
Some argue that EC is not the same as CC because:
a) direction of stimulus pairings not important
b) evaluative conditioning very resistant to extinction.
Phobias:
criticisms: phobias can develop in the absence….
how do people develop phobias in absence of…
- too young to remember the trauma
- trauma > memory blocked/suppressed
- innate fear (common fear) > preparedness/predisposition to fear stimuli
- warned that it is dangerous > words create secondary conditioning
- generalisation (e.g., fear of white rat = fear all white fluffy animals)
- upvalued fear (UCS) > e.g., earthquakes: small > no fear, big > devastation/fear, small > fear
- imitation learning
of any trauma or US
of any trauma or US
Anxiety
Maybe viewed as less focused and more diffuse than a situation-specific fear.
The Conditioned suppression paradigm where a CS (light) predicts forthcoming shock (US) produces ‘fear’ of the light (A)
Seligman: CS and US were independently presented (B)
Two possible explanations:
(1) Stimuli that predict significant future events are important because…
(2) In a noncontingent situation the most predictive stimulus of aversive events is the general environment itself. Aversive CS is always present so rat is always fearful.
(A) decreased responding to CS alone - ‘fear’
(B) general decrease in responding - ‘anxiety’
of what their presence predicts and absence predicts! No CS = relax.
Classical Conditioning and the Immune System.
Training Phase (all rats)
Sweetened water then to injection of cyclophosphamide > suppression the immune system
Testing Phase
Experimental group given sweetened water.
Control group given plain water.
Experimental group showed….
reduced immune response.
During conditioning: sweet water (CS) + cyclophosphamide (US) > suppressed immunity (UR)
After conditioning: sweet water (CS) > suppressed immunity (CR)
Conditioned Allergic Reactions
e.g., certain time of the year and certain pollen > allergic reaction
if you move away from the area with certain plan during the certain time of the year you can still experience allergic reaction
Pair a NS (CS=sight of flowers) with an immune response (US = pollen which produces an UR = allergic response). According to Classical Conditioning theory, what will occur?
CS (time of year) + US (pollen) > CR (hayfever)
Person will eventually start releasing histamine purely by the sight of flowers, as opposed to the pollen from the flower.
Taste Aversions Following Chemotherapy
chemotherapy patients develop…
This aversion to previously neutral foods comes about because of CCC in which…
food aversions and loss of appetite.
the food items (CS) are paired with nausea-producing drugs (US).
CS (strawberry yogurt) + US (chemo tablet) > CR (nausea)
CS (strawberry yogurt) > CR (nausea)
How to reverse taste aversions?
1. Counter-conditioning
2. Extinction
3. Use more salient stimuli (i.e., sacrificial stimulus)
e.g., CS (peanut butter ice cream) + US (chemo) > CR (nausea)
peanut butter ice cream becomes a sacrificial stimulus as it is paired with nausea but that’s okay because they can live without peanut butter ice cream for the rest of their lives
- Feed them favourite foods (latent inhibition), slows conditioning
- Give them something to “take away the nausea” then they can eat afterwards (placebo effect)
- Overshadowing - conditioning depends on salience of stimuli. Give something extremely salient to overshadow the conditioning. Give food with very salient taste (peanut butter ice cream) before chemo and they will never eat peanut butter again (attributing the nausea to this), but they will eat everything else.
BEHAVIOUR MODIFICATION TECHNIQUES
Nocturnal Enuresis
CS (wet bed) > alarm goes off, US (loud noise) > wakes the child and stops urinating
CS (child needs to pee) > CR (wakes up and controls urination)
CS (full bladder) + US (loud alarm) > CR (wake up and hold)
Flooding
Forced exposure to…
feared/aversive CS without US following (extinction).
e.g., hold spider without getting bitten
Aversion Therapy
Stimuli associated with…
E.g. use of emetic drugs for alcoholics.
problem behaviour are made aversive.
Alcohol (CS) paired + emetic drug (US) > produce vomiting (UR).
Systematic Desensitisation Progressively associate... 1. Establish... 2. Learn... 3. Systematically introduce...
e.g., looking at a picture > have it in the same room > have it next to you > hold/touch it
feared/aversive stimulus with pleasant & positive events.
a fear hierarchy
a relaxation technique
more and more aversive events using relaxation techniques
CS (feared object) + relaxation technique (US) > CR (relaxation)
