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PSYC 351 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

What is latent inhibition?

A

Pre-exposure to a stimulus before conditioning trials can reduce its ability to become an effective CS (won’t associate easily with US)
Ex: always have good experience with a certain store, having bad customer service one day will not likely change your perception of the store

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2
Q

What is the other name of latent inhibition?

A

CS Pre-exposure effect

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3
Q

What are the 2 models that explain latent inhibition?

A

1-Attentional Model of Latent Inhibition

2-Switching Model of Latent Inhibition

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4
Q

What is the Attentional Model of Latent Inhibition?

A

Pre-exposure reduces the saliency (significance) until it is no longer suprising (it makes conditioning harder)

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5
Q

What is the Switching Model of Latent Inhibition?

A

It is about pro-active interference (learning of A beforehand will interfere with the learning of B) because A lost its saliency and we think it means nothing

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6
Q

Latent inhibition is related to…

A

Creativity (low latent inhibition makes people more creative, bc they can focus on multiple useful and not useful tasks at the same time) and psychopathologies (low latent inhibition also related w schizophrenia and ADHD)

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7
Q

What is the US pre-exposure effect?

A

Pre-exposure to a US before learning makes the acquisition of a CR harder

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8
Q

What is the associative account of the US pre-exposure effect?

A

• Formation of associations w US and cues present in animals’ environment block the formation of an association w other CS and same US (its an explanation of why US pre-exposure effect happens)

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9
Q

What is the Non-Associative account of US pre-ex effect?

A

• Pre-exposure to the US reduces its subsequent conditioning to a new CS bc little attention is paid to CS/US pairings because of habituation (explanation of why US pre-exposure effect happens)

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10
Q

What is salience?

A

Noticeability (of a stimulus)

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11
Q

How can we make a US more salient?

A
  1. More significant or noticeable (more intense)
    Ex: rat deprived to salt will be more attentive to salty fluids/foods
  2. Make it more ecologically relevant CS produce more robust CR
  3. CS/US relevance has an impact on effectiveness
  4. Biological Preparedness and Genetic Predisposition
    • Phobias develop + easily with things that are more likely to hurt us (snakes, spiders, etc)
    • Why? Because these fears have survival value
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12
Q

What are the advantages of having a more ecologically relevant stimulus is efficient in making a US more salient?

A

Naturalistic CS used in sexual conditioning is more efficient and is less likely to be disrupted by increasing CS-US interval

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13
Q

What is second (higher) order conditioning? (learning without a US)

A

CS1 paired w US = CR (first order conditioning)

CS2 (not paired w US) paired w CS 1 = CR (second order conditioning)

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14
Q

What is sensory pre-conditioning?

A

CS2 paired w CS1
CS1 paired w US = CR
CS2 alone = CR

CS2 was never directly paired w US

• Pre-exposure to CS2/CS1 leads to a conditioned response if only one of 2 stimuli are paired with a US

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15
Q

What determines the nature of the conditioned response?

A

The US
The CS
The CS-US interval (length)

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16
Q

What is the substitution model? (CS determining CR)

A

CS-US pairings will generate responses to the CS that are similar to responses elicited by the US

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17
Q

What is the effect of a short CS-US interval? (link w anxiety/fear)

A

Activates a response that are appropriate for immediately dealing w the US (if your mom calls you downstairs to eat and she always serves the food immediately after calling, you will hurry up to go downstairs)
link with fear/anxiety: short interval will elicit an fear response

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18
Q

What is the effect of a long CS-US interval? (link w anxiety/fear)

A

Activates a response that prepare the organism for the US over a longer time horizon (if mom always serve the food 15 mins after calling you, you will take the time to finish what you were doing before going downstairs)
This will not always be the response you expect
link with fear/anxiety: long interval will elicit an anxiety response

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19
Q

What is the behaviour systems theory

A

• Responding depends not only on US, but also on CS and CS-US interval
• Different US will trigger different behaviour systems (= theory)
The interval btw CS and US will also influence the response

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20
Q

What are the 2 theories that state how the CS comes to elicit a CR in classical conditioning

A

SR learning and SS learning

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21
Q

What is SS learning?

A

If CS activates a US representation in the brain in order for a CR to occur (therefore the brain expects a US to be there to produce a CR)

22
Q

What is SR learning?

A

If CR is elicited directly by a CS WITHOUT needing a representation of the US in the brain (doesnt matter if the US is there or not)

23
Q

How can we test if SS or SR learning is occuring?

A

By devaluating the US (making it less appealing) and seeing if it produces the same response
If CR is less intense, or absent, its SS learning
If the CR stays the same with the devaluated US, its SR learning

24
Q

What does it mean that the CR helps to cope with the US?

A

Ex: pavlov’s dogs coped with food by salivating; activating the CR of salivation when they saw the CS prepared them for the US

25
Q

What is the common testing design for (A=CS)

A

Group 1 ; A and US paired
Group 2 ; A and US unpaired
Look at the differences in response to the US when it has been presented after the A

26
Q

What are the 2 ways of testing the modifications in US response?

A

Common testing paradigm and common training paradigm

27
Q

What is the common training paradigm?

A

Group 1 ; A and US paired
Group 2 ; B and US unpaired
Look at the differences in response to the US when it has been presented after the A or B

28
Q

What is conditioned analgesia?

A

Exposure to an aversive stimulus or physical injury results in the release of endogenous opiates that counteract the pain induced by the injury
ex: rat being shocked many times will react less and less to the shock because it will hurt them less (not habituation, not sensory adaptation)

29
Q

What is conditioned drug tolerance?

A

After taking a drug many times, we see a diminution of its effect (reduction of UR). Because each drug taking occasion is a conditionind trial, environmental cues become associated with the drug, and start to elicit the b process even before consumption, lessening the effects of the dose.

30
Q

What is conditioned reproduction and fertility

A

Changes in responding to the US in appetitive conditioning
Ex: gourami fish exposed to a female paired with a light exhibited more mating behaviour before seeing the female announced by the light than when there was no light (Simple pairing changed the response to US (female)

31
Q

What is the blocking effect

A

Pairing of a CS(A) (car ride) blocks the pairing of CS(B) (rotten sandwich) to a US (being sick) when CSA and CSB are paired together

32
Q

What is the Rescola-Wagner model based off?

A

The fact that the more surprising a US is, the more easily learning occurs
• Depends on the extent to which what occurs differs from what is expected
Extra small or big US will create learning:
Extra big will be excitatory and extra small will be inhibitory

33
Q

What are the 2 assumptions of the Rescola-Wagner model?

A

Assumption 1
On any trial, learning occurs if what occurs during the trial is NOT what the animal expected to occur

Assumption 2
Degree to which animal expects something to happen depends on predictive value of the cues present during that trial (depends on what was learned previously)

34
Q

What do λ and V represent in the Rescola-Wagner equation?

A

λ represents the US that is delivered on a given trial and V represents the associative value of the stimuli that precede the US.
The level of US surprise will then be (λ - V), or the difference between what occurs (λ) and what is expected (V)
First trial = large surprise (high λ and low V)
As trials continue, λ will come to match V
When λ = V, there is no more learning occuring

35
Q

What is the equation of hte Rescola-Wagner model?

A

ΔV = K (λ -V)

36
Q

What is ΔV in ΔV = K (λ -V)?

What is V alone?

A 
The variation (amount of) in learning
V is the associative value of the CS
37
Q

What is K in ΔV = K (λ -V)?

A

A constant related to the salience of the CS and US

38
Q

What is the overexpectation effect?

A

Loss of associative value of the CS despite pairings with the US

39
Q

What is the assumption of the attentional models of classical conditioning?

A

The assumption is that increased attention facilitates learning about a stimulus
The amount of attention an animal devotes to CS is determined by how surprising the US was on the preceding trial

40
Q

What are the 3 types of attentional models of Classical Conditioning?

A

a. Looking for action: behavioural control by well-trained cues
b. Looking for learning: processing cues that are not yet good predictors of the US and therefore have much to be learned about (what are the cues that predict an event?)
c. Looking for liking: Attention that stimuli command because of their emotional value (want to know whether we like the cue or not)

41
Q

What is the difference between the Rescola-Wagner model and the attentional models?

A

R-W: surprise predicts what is learned on the same trial

AM: Outcome of a past trial alters the degree of attention to the CS on future trials

42
Q

What is the temporal coding hypothesis?

A

• Participants learn when the US occurs in relation to a CS (CS-US interval)
○ The inter trial interval and the CS duration (CS-US interval) act in combination to determine responding (its not either one, its both)
IN short, both the CS-US interval AND the intertrial interval are important in learning

43
Q

What is the i/T ratio?

A 
I = Inter trial interval (how long one waits for the US btw trials)
T = trial duration (how long one waits for the US during the CS-US interval

Low i/t ratio = long CS-US, short intertrial
High i/t ratio = Short CS-US, long intertrial

44
Q

Which is best for learning: a high or low i/t ratio? Why?

A

A high i/t ratio is best for learning, because the CS-US interval is shorter (association is better)
This is called the relative waiting time hypothesis

45
Q

How does the comparator hypothesis percieves the blocking phenomenon, compared to the R-W model?

A

The Rescorla–Wagner model interprets the blocking effect as a failure of learning to CSB. The presence of CSA blocks the conditioning of CSB.

The comparator hypothesis assumes that what is blocked is responding to CSB, not learning about CSB. If that is true, then responding to CSB should become evident if the block is removed somehow.

46
Q

What is the comparator hpothesis?

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 (comparator cues) present during training of the target CS.

47
Q

How can we remove the blocking effect, according to the comparator hypothesis?

A

By removing the block; we revaluate the CSa by presenting it without the US after the blocking procedure, threfore it no longer elicits a response. Then, when we present the CSb, it predicted the US and elicited a response (and not the CSa)

48
Q

What is a comparator cue in the comparator hypothesis?

A

Other cues present during conditioning procedures that interfere with the conditioning of the target CS (ex: CSa is comparator cue in the conditioning of CSb)

49
Q

What determines if there is an inhibitory or excitatory responding according to the comparator hypothesis?

A
  • Inhibitory responding to target CS = if excitatory value of comparators is stronger
  • Excitatory responding to target CS = if excitatory value of the target CS is stronger
50
Q

What are the 3 associations that the comparator hypothesis believes there is during conditioning?

A

1- between the target CS (X) and the US
2- is between the target CS (X) and the com- parator cues
3- between the comparator stimuli and the US

  • With all three of these links in place, once the CS is presented, it activates the US representation directly (through Link 1) and indirectly (through Links 2 and 3)
  • A comparison of the direct and indirect activations determines the degree of excitatory or inhibitory responding that occurs

PSYC 351 (10 decks)

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