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Psychology 381 > Chapter 3: Classical conditioning > Flashcards

Chapter 3: Classical conditioning Flashcards

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1
Q

Blocking effect

A

interference with the conditioning of a novel stimulus because of the presence of a previously conditioned stimulus

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2
Q

comparator hypothesis

A

the idea that conditioned responding depends on a comparison between the associative strength of the conditioned stimulus (CS) and the associative strength of other cues present during training of the target CS

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3
Q

Conditioned compensatory response

A

a conditioned response opposite in form to the reaction elicited by the US and that therefore compensates for the reaction

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4
Q

conditioned diminution of the UR

A

a reduction in the magnitude of the response to an unconditional stimulus caused by presentation of a CS that had been conditioned with that US

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5
Q

CS preexposure effect

A

interference with conditioning produced by repeated exposures to the CS before the conditioning trails
aka. latent inhibition effect

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6
Q

dryg tolerance

A

reduction in the effectiveness of a drug as a result of repeated use

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7
Q

higher order conditioning

A

a procedure in which a previously conditioned stimulus (CS1) is used to condition a new stimulus (CS2)

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8
Q

relative waiting-time hypothesis

A

the idea that conditioned responding depends on how log the organism has to wait for the US in the presence of the CS, as compared to how long the organism has to wait for the US in the experimental situation irrespective of the CS

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9
Q

Stimulus-response learning

A

the learning of an association between a stimulus and a response
with the result that the stimulus comes to elicit the response directly

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10
Q

Stimulus-stimulus learning

A

the learning of an associatio between 2 stimuli , with the result that exposure to to one of the stimuli comes to activate a representation, or “mental image” of the other stimuli

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11
Q

sensory preconditioning

A

a procedure in which one biologically weak stimulus (CS2) is repeatedly paired with another biologically weak stimulus (CS1). Then, CS1 is conditioned with an with an US. In a later trial, CS2 also will elect the conditioned response, even though CS2 was never directly paired with the US

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12
Q

stimulus salience

A

the significance or noticeability of a stimulus

generally conditioning precedes more rapidly with more salient conditioned and unconditioned stimuli

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13
Q

Stimulus substitution

A

the theoretical idea that as a result of classical conditioning participants come to respond to the CS in much the same way they respond to the US

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14
Q

US preexposure effect

A

interference with conditioning produced by repeated exposures to the unconditioned stimulus before conditioning trials

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15
Q

US devaluation

A

reduction in the attractiveness of an unconditioned stimulus, usually achieved by aversion conditioning of satiation

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16
Q

learning is

A

acquiring new info

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17
Q

classical conditioning

A

learning about relationships between 2 events
learning to predict the future based on what has already happened

allows animals to predict or anticipate

activating or suppressing behvaiour

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18
Q

Ivan Pavlov

A

Father of classical conditioning
physiologist
digestive research without vivisection of dogs
disocovered “psychic secretions”
can use this to study associative learning and the nervous system

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19
Q

Vul’fson and Snarskii

A

Pavlov’s lab students

studied object learning

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20
Q

object learning

A

learning associations between different stimulus elements of an object

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21
Q

NS

A

neutral stimulus that precedes US

becomes the CS

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22
Q

Classical conditioning paradigm

A

NS + US presented together => UR

CS => CR
CR is usually the same as the UR

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23
Q

The CR is _______ upon the _____ being paired with the US/UR

A

conditional

CS

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24
Q

Habituation and sensitization are changes in the _______

A

UR because it is changes in a reflex that already occurs

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25
Q

Classical conditioning lead to

A

creating a conditional response by painting the CS and the US

creating a NEW response

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26
Q

Reproductive success Hollis et al. (1997)

A

investigated male aggressive behaviour in relation to mating success of Blue Gouramis

classically conditioned the males to anticipate the arrival of a female

these males had more reproductive success that did control males

first evidence of reproductive benefits from classical conditioning

Training:

  • experimental group: 10 sec light -> 5min female (US)
  • control: 10 sec light/4-6 hr/5 min female

test: after 18 days of training
- both groups: 10 sec light (CS) -> 5min female (US)
male and females interacted for 6 days

control males were more aggressive towards females

experimental group performed more nest-building beaver, spawned more, had more clasps, had more fry compared to control

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27
Q

Fears are _______. They are ____ responses

A

learned

complex

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28
Q

Watson and Rayner (1920) Fear conditioning

A

Lil’ Albert

classical conditioning of emotional responses

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29
Q

Phobias in humans

A

initial trauma (US and UR) -> irrational fear to otherwise neutral stimuli (CS and CR)

30
Q

Fear conditions in non-humans

A

CS is paired with aversive US
Fear is measured indirectly becasue it is an emotional response and hard to measure)

shocks are often used because
you can control the strength
it is unpleasant but not harmful 
they are quick 
cause a fear response without lasting damage to the animal
31
Q

Suppression Ratio

A

CS behvaiour/ (CS behaviour + pre-CS behaviour)

values range from 0 (full suppression) to 0.5 (no suppression)
Less behaviour = more suppression = more fear = more learning

32
Q

Kamin (1969) suppression studies

A

initially”
rats press just as often after the tone as they do before the tone
the light is more distracting, the rates don’t press as much

33
Q

Conditioned emotional responses

advertising

A

i.e. adveritising

associating emotions with previously unfamiliar stimuli using familiar emotional stimuli

34
Q

Sign tracking/autoshaping

A

in nature animals they have to learn to go near food based on what indicates food is near (i.e. smell, sight)

reflexive response happens due to the presentation of a stimulus
an appetitive reflex
because it predicts the thing that you want (i.e. food)

35
Q

Autoshaping Brown and Jenkins (1968)

A

pigeon in operant chamber
light illuminated before food delivery
pigeons pecked at light (food would arrive without pecking)

at no point was it required that the pigeon pecked at the light
but the pigeon decked anyway
it was an appetitive response to something that is associated with the food!

36
Q

In autoshaping, the CS must be _________

A

localized

this is why pen lights are used instead of tones (you can’t peck and locate a sound)

37
Q

long box autoshaping

A

pigeon will actually continue to peck the light despite never getting food
due to appetite reflex

38
Q

taste aversions

A

can be learned in a single trial (this is what makes it unique)

aversion occurs even if the negative outcome is delayed by several hours

39
Q

rats and CTA

A

rats are unable to vomit
picky eaters
will only eat small amount of a substance the first time they encounter it
if it makes them sick, they’ll never eat it again

x-ray condition: will never choose the saccharine over the water after getting sick
- even after 12 hours between the saccharine and the x-rays
control group: will always choose saccharine and they were never given x-rays

40
Q

taste conditioning

A

can be conditioned through evaluative conditioning

41
Q

evaluative conditioning

A

NS gains favour through assocition with something that is already liked

42
Q

Aversion therapy

A

using an unpleasant US/UR to condition a previously-pleasant (but unwanted) CS/CR

alcohol and antabuse = vomiting
not super effectiveq

43
Q

Excitatory conditioning procedures

A

CS + US

following repeated pairings the CS alone leaves to behaviour previously associated with the US

44
Q

Conditioning trial

A

each CS-US pairing

45
Q

Intertrial interval (ITI)

A

time from the end of one trial to the start of the next

46
Q

interstimulus interval (ISI)

A

time from the start of the CS until the start of the US

taste aversion is different/unique because it can have super long ISI intervals!
Generally speaking you ideally want a shorter interval for effective conditioning

47
Q

Five common Classical conditioning procedures

A 
Short delay
trace conditioning 
long delay 
simultaneous
backward
48
Q

short delayed conditioning

A

a bit of overlap between the CS and the US presentation
most effective form of conditioning
easier to predict when the US will be happening
and therefore the link is easily formed between the CS and the US

49
Q

trace conditioning

A 
no overlap between CS and US 
memory trace (useful for studying memory)
conditoining drops rapidly with longer traces

gap between the two S is called the trace interval (aka the memory trace) because it assumes that the animal is able to remember that the CS occurred in order to form an association between the CS and US

the longer the trace interval, the less effective the conditioning is
because it’s hard to form an association between the two S
because you actually do have to remember the CS and then relate it to the US may be very hard for some animals to do

50
Q

long delay conditioning

A

longer ISI but there IS CS and US overlap, therefore animal does not need to remember the CS because it’s still on when the US is presented

harder to figure out when the US is coming because of the long CS presentation and delay in the US presentation

51
Q

simultaneous conditoning

A

not a lot of conditioning, no associations formed
why?
the CS does’t give you lots of info, theres no predictive power of the CS to tell you about the US

emotional responses, evaluative conditioning
ex. going on a date and having lobster
date went well, more likely to like lobster and to order it again
two things happening at the same time, will impact each other

52
Q

backward conditioing

A

US occurs before the CS

why would this produce unpredictable results
the CS no longer allows you to predict anything about the US
they are not even co-occuring
but it does’t always need to be predictable
ex. a shock delivered AFTER food presentation
could work with emotions
I.e. commercials on a commercial break take advantage of your emotional state (i.e. heightened sense pro arousal)

53
Q

ISI and strength of conditioning

A

short delay = most effective!

54
Q

how do we know learning has occurred

A

Test trial (present the Cs without the US)

compare behaviour between two groups

CCR

  • magnitude
  • latency
  • probability of CR occurring over multiple test trials
55
Q

What makes for strong associations?

A

contiguity and contingency

56
Q

contiguity

A

events close together in tome and space

57
Q

contingency

A

one event is perceived as causing the other

58
Q

Control groups are important because

A

pseudoconditioning

59
Q

how do we control?

A

present CS unpaired with the US

  • random
  • explicitly unpaired (most common)

both CS (NS) and the US are presented as much as it is for the experimental group, just unpaired

60
Q

Inhibitory conditioning

A

learning to predict the absence of the US
- predictable aversive events are better than unpredictable aversive events
- safety signal
- allows you to predict when bad things will not happen
tells you that you are safe and that there’s no need to be as vigilant
ex. allows animals to go to sleep at night in their den

Conditioned inhibitor

61
Q

Conditioned inhibitor

A

signal for the absence of the US

62
Q

Excitatory conditioning

A

the learning of a relationship between the presence of the CS and the subsequent presentation of the US

63
Q

For inhibitory conditioning, theUS must…

A

already occur sometimes
for the removal or absence of the US following the CS- to be meaningful (and hence, for this association to be learned) the US must occur (or be expected to occur) in the context where the reaction to its absence (following a CS-) is tested

64
Q

Standard Conditioned inhibition procedure (Pavlovian procedure)

A
  1. excitation context created by CS+ (Trial A)
  2. Presentation of CS+ with CS- results in no US (Trial B)
  3. trials are intermixed in training
  4. CS- acquires inhibitory properties
65
Q

Inhibitory procedure: negative CS-US contingency

A

No CS+ (animal is not trained to predict the arrival of the US)

US occurs, but never just after the CS-

CS- signals reduction in probability that US will occur (safety signal)

66
Q

How do you quantify inhibitory conditioning?

A

It’s difficult

  1. bidirectional response systems
  2. compound-stimulus or summation test
  3. retardation of acquisition test
67
Q

Bi-directional response systems

A 
measure increase (conditioned excitation) or decrease (conditioned inhibition) from a know baseline
- moving towards or away from something, drinking or eating more or less

does not work for all behavioural systems (i.e. freezing)

68
Q

Compound stimulus (summation test)

A

conditioned inhibition counteracts conditioned excitation
therefore: presence of CS- should not affect responding

training: thirsty rats drinking water, measure how long until they drank continuously for 5 seconds
these rats have learned that auditory cue mean that they won’t get shocked

69
Q

retardation of acquisition test

A

two opposing learning processes, take advantage of previous learning

turning a previous CS- into a CS+

70
Q

Cole et al. 1997 Retardation of acquisition test

A

turning a CS- into a CS+

in rats
X = previously trained CS-
Y = NS

training
- both paired with shock
test
- little fear to X
- lots of fear to Y

Psychology 381 (14 decks)

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