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Psychology 381 > Chapter 4: mechanisms of Classical conditioning > Flashcards

Chapter 4: mechanisms of Classical conditioning Flashcards

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1
Q

Backward conditioning

A

a procedure in which the CS is presented shortly after the US on each trial

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2
Q

compound stimulus test

A

a test procedure that identifies a a stimulus as a conditioned inhibitor if that stimulus reduces the responding elicited by a conditioned excitatory stimulus

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3
Q

conditional or conditioned response

A

the response that comes to be made tot he CS as a result of classical conditioning

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4
Q

conditional or conditioned stimulus

A

a stimulus that does not elicit a particular response initially, but comes to do so as a result of becoming associated with an US

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5
Q

Conditioned suppression

A

suppression of ongoing behaviour (e.g.. drinking) produced by the presentation of a CS that has been conditioned to elicit fear through association with an aversive US

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6
Q

Conditioning trial

A

a training episode involving presentation of a CS with or without the US

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7
Q

CS-US interval is also known as

A

interstimulus interval

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8
Q

evaluative conditioning

A

changing the hedonic value or liking of an initially neutral stimulus by having that stimulus associated with something that is already liked or disliked

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9
Q

Explicitly unpaired control

A

a procedure in which both CS and US are presented, but with sufficient time between them so that they do not become associated with each other

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10
Q

goal tracking

A

conditioned behaviour elicited by a CS that consists of approaching the location where the US is usually presented

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11
Q

Inhibitory conditioning

A

a type of classical conditioning in which the CS becomes a signal for the absence of the US

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12
Q

interstimulus interval

A

amount of time between the seat of the CS and the start of the US during a classical conditioning trial
aka CS-US interval

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13
Q

intertrial interval

A

the amount of time that elapses between 2 successive trials

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14
Q

latency

A

the time between a stimulus (or the start of a trial) and the response that is made to the stimulus

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15
Q

lick suppression procedure

A

a procedure for testing fear conditioning in which presentation of a fear conditioned CS slows down the rate of drinking

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16
Q

long-delayed conditioning

A

conditioning procedure in which the US occurs more than several minutes after the start of the CS, as in taste aversion learning

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17
Q

magnitude of the response

A

a measure of the size, visor, or extent of a response

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18
Q

object learning

A

learning associations between different stimulus features of an object, such as what it looks like how it tastes

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19
Q

probability of a response

A

the likelihood of making the response, usually represented in terms of the percentage of trials on which the response occurs

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20
Q

pseudo-conditioning

A

increased responding that may occur to a stimulus whose presentations are intermixed with presentations of a US in the absence of the establishment of an association between the stimulus and the US

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21
Q

random control procedure

A

a procedure in which the CS and US are presented at random times with respect to each other

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22
Q

retardation of acquisition test

A

a test procedure that identifies a stimulus as a conditioned inhibitor if that stimulus is slower to acquire excitatory properties than a comparison stimulus

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23
Q

short-delayed conditioning

A

a classical conditioning procedure in which the CS is initiated shortly before the US on each conditioning trial

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24
Q

sign tracking

A

autoshaping
movement toward and possibly contact with a stimulus that signals the availability of a positive reinforcer, such as food.

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25
Q

Simultaneous conditioning

A

a classical conditioning procedure in which the CS and the US are presented at the same time on each conditioning trial

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26
Q

summation test

A

aka compound stimulus test

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27
Q

temporal coding hypothesis

A

the idea that Pavlovian conditioning procedures lead not only to learning that the US happens, but exactly when it occurs in relation to the CS.
The CS represents (or codes) the timing of the US

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28
Q

test trial

A

a trial in which the CS is presented without the US

this allows measurement of the CR in the absence of the US

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29
Q

trace conditioning

A

a classical conditioning procedure in which the US is presented after the CS has been terminated for a short period

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30
Q

trace interval

A

the interval between the end of the CS and the start of the US in trace-conditioning trails

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31
Q

UR

A

a response that occurs to a stimulus without the necessity of prior training

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32
Q

US

A

a stimulus that elicits a particular response without the necessity of prior training

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33
Q

is there a limit to conditioning?

A

no
it’s easier to conditioning some things though
and the ease of conditioning depends on a lot

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34
Q

Conditioning depends on…

A
  • prior experience with each stimulus
  • how relevant the CS and the US are to each other
  • Presence of other stimuli during conditioning trial
  • contingency of CS-US pairing
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35
Q

relevance of the CS and US

A

the same stimulus may serve as a CS in some experimental situations, and a US in others
- using food as a CS in CTA, but as a US in sign tracking experiment

belongingness! do the CS and US go together naturally?

36
Q

Need to know _______ responses to the CS and US ______ the experiment

A

baseline

before

37
Q

Novelty of Stimuli

A

classical conditioning is slower when the stimuli used are familiar

38
Q

Latent inhibition (CS-preexposure) effect

A

caused by repeated exposures to the Cs before the Cs is used in conditioning trials

39
Q

US preexposure effect

A

caused by repeated exposures to the US before the US is used in conditioning trials

40
Q

Salience of Stimuli

A

stimulus intensity is crucial!

- must be biologically relevant to the animal model and to the animal state

41
Q

CS/US intensity effects

ex. drinking suppression in rats

A

quiet tones = slower learning
learning slower with the 50 db sound than with lights

faster learning in the light and compound condition when compared to the condition where there is only 1 ma shock

learning goes faster if the US stimulus is stronger and if the CS is higher as well!

CSs

  • light
  • 50 dB tone
  • 80 dB tone
  • light + tone

US
- ma = shock!

42
Q

Salience of Stimuli: biologically relevant to the animal model
ex. sexual conditioning in male quail

A

different CSs signalled access to a female
- more naturalistic CS cues = more salience

the more natural looking the model, the more biologically relevant to the male and the more likely the male all mount the model

43
Q

Salience of Stimuli: biologically relevant to the animal state

A

food for hungry animal
water for thirsty animal
satiation

44
Q

CS-US relevance (belongingness)

Garcia and Koelling (1966)

A
  • rats exposed to bright/noisy/tasty water
  • one group is made sick
  • other rough given shock
  • both groups tested for drinking in the presence of the CSs independently

results: in evolutionary terms:
things that taste weird and are paired with sickness
belong together!
they are easily paired
whereas drinking a water and then getting a shock is not as easily associated
the relevance of the CS to the US changes what is learned about those stimuli
differently learnable in different cases

45
Q

Examples of classical conditioning without an US

A

higher order conditioning

sensory pre-conditioning

46
Q

First order conditioning

A

regular classical conditioning

47
Q

higher order conditioning

A

Cs may serve as a “US”, once conditioned

ex. money
it has not intrinsic value but it buys us the things that we need, its been associated with the thing that gets us what we want

CS1 -> US
- - - > CR

CS2 -> CS1
- - - - > CR

48
Q

Sensory preconditioning

A

producing conditioning without presenting the US to one of these pairs

CTA conditoned taste aversion

diff from higher order condition, because here the relationship between the CS1 and the CS2 already existed

CS1 -> Cs2

CS2 -> US
————–> CR

CS1 ————-> CR

49
Q

Stimulus substitution model

A

Pavlov

  • CS activates neural circuits previously activated by the US
  • CS becomes a surrogate or substitute US

New neural connection formed after conditioning (training)
- CS -> CR

pre-existing neural connection
US -> Response!

50
Q

What makes a CR?

A
  • US is a determining factor for the CR
    • response depends on the US
      - eyeblink due to puff of air
      - salivation due to food
51
Q

Jenkins and Moore (1973)

US determines the CR

A
  • give pigeons different, but related USs with same CR
  • see if CRs match USs
  • single CS lit button
    two diff US, either given food or water after stimulus presentation

within subjects design
autoshaping: illuminated key -> delivery of the US

CR (food): pecked response key as if eating; rapid pecks with beak open
CR (water): pecked response key as if drinking; slower pecking with beak closed, often with swallowing

key almost becomes a substitute for what the bird wants

a difference in a response based on the US that was used

52
Q

CS as a determining factor if the CR

Timberlake & Grant (1975)

A

predictions based on stimulus substitution model

  • gnawing/biting of CS
  • the participant rat should gnaw on the stimulus rat

BUT: they found that the CS elicited social affiliate CRs towards the stimulus rat and not biting or gnawing

this demonstrates that the CS also helps determine the CR

not just the US that determines the response
this goes against pavlov

53
Q

S-R leanring

A

new stimulus-response connection between the CS and the CR
- an automatic thing due to pairing with the US

a reflective response formed by making the connection

54
Q

S-S learning

A

Cs activates a representation of the Us
- in line with Pavlov’s stimulus substitution
the learning is between the two stimuli (the CS and the US)

55
Q

S-R leanring prediction

A

prediction: if you change the value of the US after conditioning, you will still get the same CR, because the US is no longer involved in this pathway

56
Q

S-S learning prediction

A

prediction: if you change the value after conditioning of the US, then the response will be affected! (because the US is still involved in this pathway)

no reflexive link between the CS and the CR, but that the CS prompts you to think of the US and that leads to a response

57
Q

How do you determine which type of learning? (S-S or S-R)

A

US devaluation paradigm
whats the connection like between these two things?

SR predicts that the CS will still produce the CR because it elicits the reflective response! (only the US used in conditioning is important)

If SS learning, the US value is important, in the consideration of the CR. Therefore you would expect less responding to occur if you devalue the US.

SS learning is the case!!!!!!!

58
Q

Holland and Rescorla (1975)

US devaluation paradigm

A

Greater CR for control groups than food-devalued groups

= S-S learning!

59
Q

First order conditioning is done through _____ learning

A

S-S

60
Q

Higher order conditioning is done through _______ learning

A

SR -

higher order learning
we will work for money even if we aren;t currently hungry, thirsty…etc

61
Q

Preparatory Response Theory (S-S)

A

The CR occurs to the CS to prepare for the US
(i.e salivation, compensatory response model)

the conditioned response won’t always be the same, its to make sure you’re ready for the arrival of the US

long delay = less effective
focal search vs. general search beaver based on when you expect the arrival of the US

62
Q

Is there is a long delay between the CS and the US, then the search behaviour will be _____

A

general

63
Q

Is there is a short delay between the CS and the US, then the search behaviour will be _____

A

focal

64
Q

___ ____ behaviour > _____ _____ behaviour > _______ behaviour

A

general search
focal search
consummatory

65
Q

what makes a CR?

A

learning and homeostasis

the b process is predicting the arrival or the a process and aceunting for it
the prediction part of this comes from classical conditioning

negative feedback loop

66
Q

Classical conditioning can be used to form ________ responses

A

anticipatory

feed forward

67
Q

Conditioned homeostatic responses can cause ________ responses

A

compensation (anticipation of physiological changes)

68
Q

players in drug taking behaviour

A 
CS = cues related to drug taking
US = pharm. effect of drug
UR = physiological effect of drug
CR = physiological effects (compensatory-response)
Tolerance = habituation + compensatory-response
69
Q

Drug tolerance

A

primary effects are still winning out, but the B process is getting stronger

70
Q

Drug craving

A

reaction to the cues (CS) without the drug (US)

this explains tolerance and cravings
without the a process
when they don;t take the drug but see the cues they get withdrawal symptoms (i.e decreased HR, sad, depressed).

this is very important with smokers because they have a lot of cues and essential have mini withdrawal symptoms all the time, makes it hard to quit

71
Q

Drug overdose

A

Response in new environment (new CS) with increased US administration

when you have the drug without the typical CS cues, your body isn;t prepared for the drug and you get an increased a process and OD
they are no longer habituated because they can’t produce the opponent process

72
Q

Conditioned drug response in humans

A

Gave exposure to

  • cocaine stimuli
  • heroine stimuli
  • non-drug stimuli

only people with previous experience with cocaine show anticipatory CR

73
Q

Morphine Tolerance model

Siegel at al. (1978)

A

Rats

training:
- morphine paired: audiovisual cue -> morphine
- Morphine unpaired: audiovidual cue/morphine
- saline paired: audiovisual cue -> saline
- saline unpaired: audiovisual cue/saline

Testing:

  • each group received audiovisual cue -> morphine
  • rats tested for latency to lick paw that was on hot plate (the longer it takes to lick the stronger the effect of the morphine)

Results:

  • rats in paired morphne group
    • developed compensatory response to drug cues (CS) and removed paw more quickly (drug tolerance!)
  • all rats received the same amount of morphine during testing and all rats developed tolerance as testing session progressed
74
Q

Conditioning depends on

A

prior experience with each stimulus (CS and US)
- novelty, salience, intensity

CS US relevance to each other, to the model

not always reliant on CS US pairing

presence of other stimuli during conditioning trials

75
Q

Overshadowing

A

Cs intnesity and belongingness
salience

they learn more about the louder buzzer (a) because it is more salient, it overshadows b

76
Q

Blocking

A

they’ve already learned that L means food
Light and tone = food
is not new
this gives no new info because the light is still indicating food
In case 2 the relationship changes
if A + B = 2x as much food, then you will start to see responding to B
because this is new and something interesting that is happening!

77
Q

Until blocking, _____ _____ was considered to be sufficient for learning associations

A

temporal contiguity

78
Q

Singh and Solman (1990)

A

how children learn to read

  • picture can have an inhibitory effect on learning the word
  • picture of lemon -> word lemon (slowest learning!)
  • just the word lemon -> fastest learning
79
Q

Rescorla-Wagner Model

A

mathematical model of classical conditioning
focus on the level of surprise of the Us
expectation of US related to associative properties of stimuli preceding it (i.e. CSs)

explains why and how classical conditioning happens, the focus is on how surprising is it
can you predict t the presence of the US?
It’s an error correction model

The amount that is learned each time a CS and US are presented together is based on how surprising the US is, and how noticeable the CS is for having caused the US. A US can only support so much learning between multiple CSs.

80
Q

R-W model equation

A

change in V = k(h-V)

delta V = chnage in associative strength of US (learning)
- how much is learned this trial?

k = constant related to salience of the CS + US
- how attachable is the Cs for causing the US?

h = maximum possible associative strength of US

V = current associative strength of US

81
Q

when h = V

A

there us no more surprise

82
Q

R-W graph

A

surprise is larger earlier in training therefore there is more learning (steeper learning curve) compared to later in training

steepness of curve also dependent on K (salience)

83
Q

R-W and blocking

A

one stimulus already perfectly predicts the US

therefore a new stimulus when presented with the old stimulus, will not be surprising, and will acquire no associative value
- because V already = h there is no room left

84
Q

Attentional theories

A

suggest that amount of learning is based on attention paid to the CS (not effectiveness of the US)

When the consequences of a CS are accurately predicted, other consequences will not attract attention

modern, human-centric theories

85
Q

information theories

A

the amount of learning about the CS is based on how often (or how long between) its pairing with the US

86
Q

Comparator Hypothesis

A

blocking is not a problem of learning, but performance

if another CS (comparator) already predicts the US, an organism will still learn about a new pared CS

Only show CR when the old CS is extinguished (revaluation)

Psychology 381 (14 decks)

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