Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PSYC 2330 > Classical Conditioning I > Flashcards

Classical Conditioning I Flashcards

1
Q

CS+

A

CS becomes an exciter of behaviour

CS causes a response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Differential Inhibition/ Negative CS-US Contingency or Correlation

A

CS1 -> US
CS2-> No US

Pair a yellow card with food, and a blue card with nothing and see which one causes a reaction

CS2 becomes inhibitor or behaviour (CS-)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Pavlov’s Conditioned Inhibition

A

CS1-> US
CS1+CS2-> No US

CS 2 cancels out CS1

Pair yellow card with food until squirrel is trained to get excited when they see the yellow card. Then pair blue card and yellow card at the same time, but no food. At first squirrel should get excited, over time, squirrel will not be excited, when blue is also present

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Testing Conditioned Inhibition

A

Tests training (induction) of conditioned inhibition

Summation
Retardation of acquisition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Summation/ Compound Stimulus

A

CS 3 (a CS+) is presented with CS 2 = no CR

Test CS with any other CS+

Gold card paired with food. Present gold and blue card, if no CR (or minimized CR), then CS 2 is an inhibitor. Inhibitor should work against other stimuli, not just the one it was trained with

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Retardation of Acquisition

A

CS 2-> US = CR will develop very slowly

Pair blue card (CS-) with food until CR develops, but the time it takes to condition takes longer. Better way to establish how STRONG the CS- is (longer it takes, stronger the CS-)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Fear Conditioning

A

US- foot shock
UR- jumping
CS- light/tone/context
CR- Automatic and somatic responses (rat freezes, increased heart rate, stress hormones)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conditioned Place Preference

A

Inject rat with vehicle (saline or water) in drug compartment

Let rat run around in box for half an hour

Inject rat with heroin the next day in drug compartment and let run around for half an hour

Repeat 4 times, then put drug free rat in box

Increases drug dose= more time spent in compartment (CS+)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

S-S* Learning

A

Stimulus-Stimulus learning
Cs-US learning
Star implies biological importance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Alternative to S-S* Learning- Pseudo Conditioning

A

Increased response to CS that occurs because of mere exposure to the US

i.e. rat enters white compartment because you gave them heroin (doesn’t matter that you gave the heroin in the white box). Maybe the heroin makes the rat respond more to the white than black

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Alternative to S-S* Learning- Sensitization

A

Increased responding to the Cs occurs because of mere exposure to CS

i.e Rat prefers white room because you put him in the white room a number of time

Solution- give the rat heroin somewhere else

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Alternative to S-S* Learning- S- R Learning

A

Cs centre directly activates UR centre, completely bypasses US centre (S-S theory suggests that CS centre activated US centre which activates UR centre)

i.e.
Us- stranger
CS- doorbell
Response- barking

Press doorbell, dog barks even though you are not a stranger

by passes stranger centre (US centre), goes directly from door bell centre to response centre

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Test for S-R Learning: US Devaluation

A

Eat lots of sushi, get sick, drive by restaurant the next day

If salivation occurs, then S-R because you bypass the sushi centre

If salivation does not occur, then S-S because you associate the restaurant with sushi and the sushi made you sick

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Second Order Conditioning

A

First Order CS- tone
First Order Conditioning- pair tone with food until tone induces salivation (don’t present at the same time)

Second order CS- light
Second Order Conditioning- pair light with tone (no food)and see if light induces salivation- show light and then tone, not at the same time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Sensory Preconditioning

A

Sensory Preconditioning- Present tone and light at the same time (no food)

Conditioning- Present tone, then present food

Test- Tone induces salivation, light induces salivation as well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Conditioned Responses

A

Autonomic (increase in heart rate, salivation, sweating…etc)

Motivational (emotions)

Somatic (movement towards/ away stimulus)

i.e. Ice cream (US), music from ice cream truck (CS)

Salivation- autonomic
Excitement- motivational
Running towards truck (somatic)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Suppression Ratio

A

Index used to measure reduction responding for food during presentation of a CS associated with aversive US

Suppression Ratio Index= B/(A+B)

B= # of responses during CS
A= # of responses before presentation of CS

If no fear, A=B and SR= 0.5, if lots of fear, then B=0 and SR=0

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Strength of Conditioning- Laws of Association

A

Frequency of CS- US association

Intensity and novelty of CS and US

Contiguity

Contingency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Contiguity

A

CS- US sequence/ timing- sequence in time that a CS/US is presented

Delayed conditioning

Trace conditioning

Simultaneous conditioning

Backward conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Contiguity

A

CS- US sequence/ timing- sequence in time that a CS/US is presented

Delayed conditioning

Trace conditioning

Simultaneous conditioning

Backward conditioning

21
Q

Delayed conditioning

A

CS presented first, then US is presented while CS is still present

Results in strongest conditioning

CS should precede US and remain on until US occurs to get the strongest conditioning

22
Q

Trace Conditioning

A

CS presented, wait a bit, then US presented

Can result in some conditioning but it is harder for animals to learn because the animal might not remember the CS

23
Q

Simultaneous Conditioning

A

US and CS presented at the same time for the same amount of time

Doesn’t result in strong conditioning because animal might not notice CS, or does not associate CS with US because US is already present

24
Q

Backward Conditioning

A

US presented, CS presented right after

Will not result in conditioning because US presented first

25
Q

Contingency

A

4th and most important law of association

Developed by Robert Rescorla

CS not only need to be contiguous with US (CS occurs with the US), but it also needs to be an accurate predictor of the occurrence of the US

26
Q

Random Predictor

A

No relationship between time between presentation of CS and US (sometimes CS presented before US, sometimes after)

p(US|CS)= p(US| no CS)
Phi= 0 (no learning)
27
Q

Perfect Predictor

A

Time between presentation of CS and US constant

p(US|CS)= 1
p(US| no CS)= 0

Phi= 1 (perfect amount of learning)

28
Q

Partial Predictor

A

Time between presentation not constant (US always presented after CS, but timing different)

i.e. p(US| CS)= 0.6
p(US| no CS)= 0.2
Phi= 0.4 (Different degrees of conditioning)

29
Q

Calculating Contigency

A

Contingency= difference between 2 probabilities

Value between 0 and 1

1) Probability that a US will occur in the presence of the CS= p(US|CS)
2) Probability that a US will occur in the absence of the CS= p(US|no CS)

Phi=p(US|CS)-p(US| no CS)

30
Q

Positive Contingency

A

US more probable when CS is on

i.e. Shock contingent upon tone (tone predicts shock)

31
Q

Negative Contingency

A

US less probable when CS is on

i.e. No shock contingent upon tone (tone predicts no shock)

32
Q

Random Contingency Group

A

No contingency between shock and tone

33
Q

Orosensory Stimuli:

A

Stimuli that create distinctive texture and taste sensations in the mouth

34
Q

Object Learning:

A

Association of one feature of an object to another

35
Q

Conditioned Suppression:

A

Suppression of ongoing behaviour due to fear

36
Q

Lick Supression Procedure:

A
  • Type of conditioned suppression

* Rats drinking, fear CR presented, rat stops drinking

37
Q

Evaluative Conditioning:

A

• Liking of a stimulus is changed by having that stimulus associated with something we already like or dislike

38
Q

Intertrial Interval:

A

• Time from end of one conditioning trial to start of next trial

39
Q

Interstimulus Interval/ CS-US Interval:

A

Time from start of CS to start of US within conditioning trial

40
Q

Trace Interval:

A

Gap between presentation of CS and US

41
Q

Test Trial:

A
  • Presenting CS without US and recording response

* Used to compare various procedures and track progress of learning

42
Q

Latency of CR:

A

How soon after CR occurs after onset of CS

43
Q

Pseudo-Conditioning:

A

Exposure to US produces increased responding to a previously ineffective stimulus

44
Q

Random Control Procedure:

A
  • Present US at random times during both CS and intertrial interval
    • Probability of US same during intertrial interval as it is during CS
    • Does not prevent development of conditioned response
45
Q

Explicitly Unpaired Control:

A

US and CS presented far enough apart to prevent their association, but total number of CS and US presentations is the same as in the conditioned or pair group

46
Q

Effectiveness of Common Conditioning Procedures:

A
  • Fear conditioning with short delayed procedure results in freezing
    • Fear conditioning with simultaneous conditioning procedure results in movement away from CS
    • Trace conditioning results in CR occurring during trace interval than during onset of CS
47
Q

Temporal Coding Hypothesis:

A
  • View that classical conditioning involves not only learning what to expect but when to expect it
    • i.e. Present US 150 ms after CS, rabbits showed CR after 150 ms after presentation of CS
48
Q

Bidirectional Response Systems:

A
  • Measure excitation or inhibition with bidirectional response systems
    • Heart rate, respiration…etc (things that will increase or decrease from baseline)

PSYC 2330 (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions