exam 1 stuff on paper Flashcards
design a learning study design to see if a class helps students learn
explain basic properties of studies on paper (t1, t2, etc.)
show on paper
what conditions maximize habituation (in context of rats with tones)
more intense event (higher tone)
increasing intensity of event (tone gradually gets higher)
time intervals between presentations (tone, wait, tone)
look at and be able to explain experiments on paper
how does a change of context while giving rats morphine influence their habituation
give rats morphine one group in context A and the other in context B until both are tolerant, then give both groups morphine in context A.
Group 1 is still tolerant
Group 2 is not tolerant to the morphine anymore because of the change of setting
look at experiment on paper
how does a change of context with a sham injection of morphine influence rats
give two groups of rats morphine in context A. give one group a sham injection in context A and the other group a sham injection in context B. then give both groups actual morphine in context A.
Group 1 becomes intolerant to morphine in context A because giving them the sham injection caused them to create the association that context A means nothing
Group 2 is still tolerant to morphine because they still have the association that A = morphine and that context B = nothing
look at experiment on paper
infant color test
flash a color on the screen when infants are looking up in dark room.
when you flash green the infant stares at it for a long time
after showing green for a long time they habituate and get used to it
when you show a different color they show a response again
shows that color differences are innate, infants have the same color boundaries as adults
look at experiment on paper
object permanence in infants
show infants two sticks moving behind a block and they’ll think its one.
so when you take the block away and they see one sick moving they are bored, but when they see two sticks moving they are surprised
look at chart on paper
show the CS US UR and CR in relation to the dogs salivating
on paper
show the CS US UR and CR in examples of predator and Barry White CD
on paper
show the tracking conditioning graph and explain what acquisition and extinction are
acquisition: overtime the animal acquires the response
extinction: response has been extinguished
look at and explain graph on paper
you sound a tone and apply a footshock to a rat after the tone, the footshock makes the rat freeze. eventually, the rat freezes to just the tone without the footshock. how can you prove the rat is conditioned? in other words, what are the other possibilities and how can they be ruled out?
the rat could just be responding to the tone (afraid of noise)
the rat could still be responding to the foot shock (sensitization, because the rat already got the shock he is more reactive and responsive in general)
you can rule out these other options by:
unpaired: stimuli never occur together
random: the best form of control because in the unpaired stimuli the group could learn that the tone does not mean shock (association)
look at experiment on paper
explain short delay conditioning and draw it on paper
US comes quickly after the CS starts (still simultaneous at end)
effective way of conditioning BUT you cannot do it with pigeons because they’ll already be pecking at light and cant get food so use the other kind of short delay (US is right after CS)
explain long delay conditioning and draw it on paper
CS plays for a long time before the US is presented right after
dogs salivating will eventually not salivate until the end of the tone because they know that’s when the food comes, shows animals can do timing
explain simultaneous conditioning and draw it on paper
CS and US go at the same time
not the best way to show what the CS can cause, dogs do not salivate when they are presented simultaneously (non conditioning) because they are not dealing with the future because they have the food in front of them
explain backwards conditioning and draw it on paper
US comes before the CS
no conditioning and no conditioned responses, but they learn inhibition (opposite of conditioning) tone means that it’s the end of food
explain how attention to the CS and US is relevant in terms of pigeons and red lights
pre-exposure effect: pigeons who were pre-exposed to the light without any meaning learn that the light means nothing so it takes longer for them to learn that the light means food
look at experiment on paper
