conditioning and cognition Flashcards
the outcome density effect
participants’ causal judgements of the action tend to be higher when the non-contingent outcome is more likely to occur
does the R-W model anticipate backward blocking
no it says you only learn about stimuli that are present
what does backward blocking suggest
you learn/ reason about absent cues
what is learned predictiveness
Things that were predictive in the past are learnt about faster currently
what would an encapsulated modular view of the brain tell us
there is a section of the brain that handles conditioning and it is independent of other systems
2 approaches to showing independence of cognition and conditioning?
- evidence that conditioning occurs in the absence of cognition
- circumstances in which conditioning and cognition predict you will do two different things
how can cognition and conditioning predict you will do two different things
there’s a dissociation between explicit expectations and conditioned anticipatory behaviour
how does conditioning without awareness differ for delay and trace conditioning
trace -> no conditioning without awareness
delay -> conditioning without awareness
can you get conditioning without awareness
Still no convincing laboratory evidence that conditioning occurs in the absence of contingency evidence
how can process dissociation further explain conditioning without awareness
maybe its not awareness that’s important but control - i still wont drink that spirit again even though i know it was the oysters that made me sick
what does process dissociation tell us
it might be that all forms of learning involve a little bit of top down cognitive control and some automaticity on later behaviour
whats the advantage of studying how conditioning and cognition predict different responses (2) over studying conditioning without awareness (1)
there’s no requirement to prove the absence of something as there is in 1
does awareness matter when studying how cognition and conditioning predict different things (2)
no - people can be aware it is just that their thoughts and reasoning predicts a different behaviour to their conditioning
what does it mean if we see immediate responsiveness to an instruction that a colour will signal a shock
it suggests top down expectations are important for this type of conditioning
what does the Perruchet effect tell us
conditioned responses are not always based on your conscious expectations
what happens in a 50% PRF test when S- is presented four trials in a row
the participant will have a strong expectation of S+ occurring because it is due
BUT conditioned response decreases
how does the perruchet effect manifest in a RT task
tone and visual cue paired together on 4 trials
you are faster to respond to the visual cue appearing even though you said you didn’t think it would happen
do Mitchell De Houwer and Lovibond support conditioning without awareness
no - it is all top down according to them
what do Mitchell de Houwer and Lovibond say about Perruchet effect
that it is the strongest evidence for dissociation between CR and conscious expectation of the US
if people are aware that conditioning has occurred can they always be under conscious control of the consequences of their conditioning
no due to the dissociation at the behavioural level
does perruchet effect demonstrate that learning requires independent systems?
no just independent outputs at the behavioural level
does the perruchet effect demonstrate whether conditioning is produced completely by a modular system
no
what does the perruchet effect tell us about awareness
nothing - not needed doesnt matter
who came up with the taxonomy of memory systems
Squire et al - they based it on the fact that you can get conditioning w/o awareness for delay conditioning
what does the taxonomy of memory systems divide memory into
declarative (conscious, facts, semantics etc)
non-declarative (automatic, non-conscious)
what does declarative memory manifest into
semantic (facts) and episodic (memories you can relive) knowledge
what does non declarative memory manifest into
skills, priming, dispositions (conditioning) and non-associative simple forms of learning
what is a multiple systems model like the taxonomy of memory systems
it is independent in terms of what it perceives, does and the outcomes it generates
how does a single learning system argue against a multiple one?
it says both explicit knowledge and conditioning are produced by the same learning system and are more closely related than multiple systems say
what happens if you manipulate explicit knowledge according to a single learning system model
it also affects conditions under which you should see a CR e.g. skin conductance and shock
how would propositional v non-propositional learning differ
propositional = symbolic statement that reflects beliefs about events non-propositional = doesn't require symbolic representation of relationships in the same way, may happen automatically through strengthening and weakening of synapses
is the Perruchet effect consistent with a propositional only view of learning
no, it is not consistent with the view that it’s all one learning system
rule based v instance based learning?
rule based = symbolically representing a rule that generalises given the rule’s conditions are met
instance based = surface level learning about physical features and CS-US sequences which generalises based on similarity of stimuli
how do you distinguish rule v instance based learning
look at the manner in which knowledge is generalized to new situations
which mode of learning do high performers use in negative and positive patterning studies
rule based learning
what if you give participants a memory task during the negative and positive patterning studies
they revert back to instance based learning because they can’t think as deeply anymore
whats model based v model free learning
model based = goal directed behaviour
model free = habitual behaviour/ reinforced/ S-R
in sequential choice tasks what does a model free learner do
do the same thing again after they have received a reward
what do model based learners do in sequential choice tasks
they make a mental model and select the choice with highest chance of reward
what is wrong about the old idea that conditioning involves physiological or emotional responses but not cognition
a lot of our physiological responses are receptive to top down cognition.
