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Learning PSYC351 > Classical Conditioning > Flashcards

Classical Conditioning Flashcards

1
Q

classical conditioning: object learning

A
  • associating one feature of an object with another
  • each of 2 stimuli must be able to be manipulated independently
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2
Q

fear conditioning

A
  • Watson and Rayner: little Albert
  • conditioned fear has generalized to other similar stimuli
  • aversive US: often mild, brief, shock delivered
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3
Q

amygdala and fear

A
  • amygdala nuclei can be modulated by brain structures known to influence emotions (e.g hippocampus, PFC, hypothalamus)
  • ACC - anterior cingulate cortex - involved in many higher level functions (attention, decision-making, anticipation of reward)
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4
Q

eyeblink reflex: reticular formation

A
  • spine to brain connectivity
  • critical to arousal - ascending reticular activating system (ARAS)
  • regulates consciousness, respiration, cardiac rhythm
  • movement control through connections to cerebellum/spinal cord
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5
Q

eyeblink reflex: red nucleus

A
  • located in midbrain
  • motor control, notably reaching
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6
Q

eyeblink reflex: pontine nuclei

A
  • ventral part of pons
  • sleeping, respiration, error connection
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7
Q

pons

A
  • part of brainstem
  • fibers from cortex travel to nuclei in pons
  • cerebellar peduncles = key pathways for info travelling from cortex and brainstem to cerebellum
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8
Q

cerebellum

A

CR depends on cerebellum
- involved in motor learning
1. balance
2. walking, cycling
- axons (climbing fibers) enter CB and instruct learning by signaling occurrence of movement errors
- signals are believed to correct future movement

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9
Q

eyeblink conditioning

A
  • bio/neural memory stored in localized brain region
  • neural circuitry for eyeblink reflex lies in brainstem + cerebellum
  • UR (eyeblink) elicited by puff of air to eye mediated by trigeminal nucleus neurons projecting from brainstem
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10
Q

eyeblink conditioning

A
  • CS input targets brainstem pontine nucleus, then ascends via mossy fibers to CB
  • US signals relayed to CB via climbing fibers
  • CS + US signals meet in CB - climbing fibers (US) act as teachers
  • output mediated by neurons projecting from:
    1. interposed nucleus to red nucleus to cranial motor nuclei
    2. CR develops in interposed nucleus
  • refer to notebook schema
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11
Q

sign tracking

A

e.g. squirrel can predict availability of acorns on the basis of the leaves and shape of the tree

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12
Q

goal tracking

A
  • tracking goal object
  • e.g. food, sex, etc.
  • individual differences = genetic
  • correlations to impulsivity, vulnerability, sensitization
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13
Q

reward system: dopaminergic pathway

A
  • principally involves reward
  • formed by projections (axons) of midbrain dopamine neurons
  • when rewarding stimuli is experienced, dopaminergic-mesolimbic system is activated
  • effect: release of dopamine to targeted nuclei (nucleus accumbens)
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14
Q

taste preferences and aversions

A
  • each time you eat = conditioning trial
  • food cues come to signal: what when how much we eat
  • taste preference is learned; if flavour paired with nutritional fulfillment or other positive consequences
  • taste aversion is learned; if ingestion of novel flavour is followed by aversive consequence (throwing up)
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15
Q

excitatory Pavlovian conditioning

A
  • organisms learn relationship between CS + US
  • CS is paired with US and CR comes to resemble UR
  • CS elicits or excites the produced CR; CS comes to predict the CR
  • learning induces CS neural activity related to US neural activity but in absence of US
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16
Q

effectiveness of conditioning: is there a better procedure for Pavlovian conditioning?

A

NO, but there are different approaches…
- delayed, simultaneous, trace and backward condition produce strong conditioned responding
- different behavioural and neural mechanisms are engaged by different procedures
- trace + delayed conditioning can have the same CS-US interval
- backward conditioning produces mixed results
- trace conditioning: CS is turned off a short time before US occurs

17
Q

temporal learning hypothesis

A

learning involves not only what to expect, but when to expect it

18
Q

inhibitory Pavlovian conditioning

A
  • learning to predict the absence of US
  • unpredictable aversive stimuli is more stressful than predictable aversive stimuli
  • inhibitory conditioning prereq: US must occur periodically; US should have excitatory context, signal for absence of event (CS)
19
Q

inhibitory conditioning procedures

A

trial A
- stimulus labeled C+ precedes US
- provides excitatory context for development of conditioned inhibition
trial B
- stimulus labeled C+ is presented wit C-
- US does not occur, CS = conditioned inhibitor
repeated trislas of CS+ followed by US + CS+/CS- without US
- CS- gradually gains inhibitory properties

20
Q

negative CS-US contingency/correlation

A
  • just CS that is negatively correlated with US
  • US is less likely to occur after CS than at other times; US = periodically presented by itself; never occurs with CS+/CS-
  • unlike Pavlov, where US always occurs at end of CS+
  • each CS is followed by predictable absence of US
21
Q

measuring conditioned inhibition: bidirectionality

A

bidirectional response system:
- response systems can change in opposite directions from baseline
behavioral response can be bidirectional
- conditioned excitation results in a change in one direction
- conditioned inhibition results in a change in opposite direction
many responses are not bidirectional
- conditioned excitatory stimulus can elicit freezing
- conditioned inhibitor won’t produce activity

22
Q

measuring conditioned inhibition: compound-stimulus test/summation test

A
  • measure how the presentation of a cS- disrupts or suppresses responding that would normally be elicited by CS+
  • panic attack s suppressed with presence of trusted person as safety measure
23
Q

retardation of acquisition test

A
  • used to measure conditioned inhibition
  • if stimulus actively inhibits a response, it is especially difficult to turn that stimulus into a conditioned excitatory CS
  • if CS was previously establish as a conditioned inhibitor, rate of excitatory conditioned is delayed
  • conditioned inhibition can be difficult to distinguish from other behavioural processes

Learning PSYC351 (9 decks)

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