Chapter 3 Flashcards
elicited behaviors are simple processes that involve changes already in one’s _______ and not _______ new responses
repertoire; learning
what is more complex: classical conditioning or elicited behaviors?
classical conditioning
in classical conditioning, organisms learn _________ between stimuli
associations
New responses are _______ in classical conditioning
learned
2 early researchers on classical conditioning
Twitmyer
- found correlation with ringing bell and hitting knee/jerk response
Pavlov
- studied dogs and their salivation responses
4 modern classical conditioning tests
fear conditioning
eyeblink conditioning
sign tracking (autoshaping)
taste aversion
what primary fear response was measured in fear conditioning paradigm?
freezing
conditioned suppression procedure
used rats:
CS: tone
US: Shock
UR: rats freeze (the shock suppresses lever pressing)
CR: rats freeze (the tone suppresses lever pressing)
how is the condition suppression procedure quantified?
with the suppression ratio
suppression ratio (S.R.)
A/(A+B)
A: response during 2-min CS
B: response prior to the 2-min CS
when would the S.R. reflect a conditioned fear?
when the number is closer to 0, shows no pressing/action occurred during CS
when would the S.R. reflect no conditioned fear?
when the number is further from 0, shows pressing/action did occur during CS
what component did the eyeblink conditioning use?
startle
features of the eyeblink conditioning
US: air puff in eyes
UR: eyeblink
CS: tone
CR: eyeblink
the eyeblink conditioning is useful to study ____________ substrates of learning and for d_______
neurobiological; development
what did the eyeblink study with 5 month old infants show?
after one week, the paired group showed conditioning. This proved maturation of the cerebellum/capacity to learn is dependent on time (more specifically a few weeks)
cerebellum
reflex structure that requires learning, important for learning/helps facilitate it!
Sign tracking/autoshaping
movement towards a stimulus signaling availability of a positive reinforcer (sex, food)
this is a learned behavior
ex. a chicken sees the barn door opening and will walk towards it to receive the anticipated food
Brown and Jenkins (1968) experiment with pigeons
food-deprived pigeons were placed in small box
were exposed to a “key” light 8 seconds before food
prediction: birds would see the light then go to the food
result: found that instead birds vigorously pecked the light, would eventually go to food but almost felt “obligated” to peck light
Hearst and Jenkins (1974) Longbox pigeon experiment
pigeons were placed in a longer box with the light indicating food on one side and the food on the opposing side
paired light (CS) with food (US; but only available for 4 seconds)
pigeons pecked light as soon as it came on
as soon as the light turned off, pigeon rushed to food
Spot Check:
In math class, Jimmy’s teacher is a pushover, and he can get away with goofing off whether his teacher is there or not. In science, his teacher is all over him. He still goofs off before the teacher shows up, but snaps to attention once his science teacher arrives. Jimmy’s suppression ratio for goofing off in science class is:
lower than in math class
equal to math class
higher than in math class
either depending on whether Jimmy ate brreakfastt
lower than in math class
explanation: math had no condition fear = higher S.R.
but science had conditioned fear = lower S.R.
taste aversion
learned aversion to a novel flavor if followed by illness
taste preference
learned preference to a flavor paired with nutrient replenishment
3 reasons why taste aversions/preferences are powerful processes
occur with single exposure
span with long delays
even if you know better
3 examples of when taste aversions can occur
chemotherapy
allergies
Autism Spectrum Disorder
taste aversion procedure
adaption
- water-deprive rats (need motivation)
flavor (CS)
- let rats drink H20 with novel flavor for 20 min (saccharin)
exposure (US)
- radiation or lithium chloride to induce sickness
preference
- choice between saccharin and regular water
taste aversion procedure: intervals between CS and US influence results
0-6 hours after exposure to US: profound taste aversion
6-12 hours after: moderate taste aversion
12-24 hours after: mid to no taste aversion
rats learning aversion maintain it for ____
life
2 important factors in classical conditioning, importantly taste aversion
- timing influences strength of aversion
- evolutionary, relationship with eating/taste/sickness belong with each other = meant to be intertwined
excitatory classical conditioning
organism learns associations between the CS and US and anticipates the presence of the US
CS+
conditioning trial
single trial with 1 US and 1 CS
training sessions
a series of conditioning trials
intertrial interval
the end of 1 trial to the start of the next
interstimulus interval (ISI)
time from start of CS to the start of the US
training procedure: short-delayed
short ISI
CS and us overlap
training procedure: trace
larger ISI
no overlap (trace interval = time between CS and US)
training procedure: long-delayed
large ISI
overlap between CS and US
long CS
training procedure: simultaneuous
no ISI
total overlap
training procedure: backward
US precedes CS
not often used
what is the test trial?
CR assessed by presenting the CS only
3 factors in quantifying the CR
magnitude: how much?
probability: likelihood?
latency: when?
2 control complications
habituation: was there prior exposure?
pseudoconditioning: is a change in CR due to sensitization
which one of the two controls in classical conditioning is best?
explicitly unpaired control
random control in classical conditioning
CS and US occur randomly in same trial
can still produce learning/chance of learning risk
explicitly unpaired control in classical conditioning
US and CS presented on different trials
far apart to prevent associations
how far depends upon the procedure
- ex) eyeblink (shorter intervals to prevent associations) vs. taste aversion (needs 24 hours to not pair)
what is the best training procedure and worst training procedure
best: short delay
worst: simultaneous
modern theories indicate ___ procedures produce strong learning
ALL
temporal coding hypothesis
the organism learns not only the CS-US association, but when stimuli occur
who formed the temporal coding hypothesis?
Dr. Ralph Miller
Prof at Bing! trained in physics
inhibitory classical conditioning
the organism learns associations between the CS and US predicts the absence of a US
CS-
we seek periods of ___ risk
low
we are built to predict the ______ of an event
absence
why is a rainbow a CS-?
In theory predicts absence of rain/rain has past
pre-requisite for inhibitory conditioning
for the absence of the US to create CS- learning, the US must occur periodically
2 basic procedures for inhibitory conditioning / producing a CS-
standard procedure
negative contingency
inhibitory conditioning: standard procedure
2 trials randomly alternated:
- trial type A: CS+ (tone) paired with US (shock) = procedure for producing excitatory classical conditioning
- trial type B: CS+ (tone) and CS- (light); no US
how is a traffic cop an example of a CS-
red light (CS+) predicts presence of traffic coming through (US)
if the red light is present but a traffic cop (CS-) is there telling you to keep driving through the light, than there won’t be traffic
so CS- presence= absence of US
negative contingency
in trial:
- US: presented periodically
- CS-: occurrence of CS- followed by absence of US
- No explicit CS+ (implicit)
what is the context for an inhibitory trial in negative contingency?
the implicit CS+
what never overlaps in an inhibitory trial in negative contingency?
CS- and US
example of negative contingency
a child is bullied (US) only when teacher (CS-) isn’t in the room (CS+ is the room/context where US occurs)
in negative contingency, CS- becomes _______ correlated with US - or - CS- becomes a _____ signal from US
negatively; safe/safety
Chapter 3B spot Check:
In the lab, a tone is followed by a shock over several trials. Later the tone is presented with a light over several trials and there is no shock presented. This is an example of _________ where the tone is a ______.
the negative contingency for inhibitory conditioning; CS-
the standard procedure for inhibitory conditioning; CS-
the negative contingency for inhibitor conditioning, CS+
the standard procedure for inhibitory conditioning, CS+
the standard procedure for inhibitory conditioning, CS+
summation test
identifies a stimulus as a CS- if it reduces responding elicited by a CS+
procedure for summation test
establish a CS- to predict the absence of an event
then, pair with a CS+ that predicts the presence of an event
if the CR is reduced, the CS- is established
ex. being with a trusted friend (CS-) may reduce a claustrophobic panic attack (US) in an elevator (CS+)
sum of CS+ and CS- = reduction of CR
2 requirements for the summation test
CS+ trained and identified CS- and tried together to see if CR is reduced
retardation of acquisition test
if a CS inhibits a particular CR, it should be difficult to condition that CS to elicit the behavior
procedure of retardation of acquisition test
establish CS- that predicts absence of event
condition the CS- to predict the presence of the event, turning it to CS+
it will take more time to transition a CS- to a CS+ than a neutral CS to a CS+
example of retardation of acquisition test
your trusted friend (CS-) cheats on you with your partner and you can’t believe they would do that, turning them into a CS+
