Exam 2 Flashcards
So far, we have assumed that all that’s required for learning are contiguous pairing of stimuli which are arranged in a specified order (temporal relationship).
Question: will any arrangement do?
List the six arrangements.
- Delay conditioning;
- Trace conditioning;
- Simultaneous conditioning;
- Backward conditioning;
- Inhibition of delay;
- Temporal conditioning.
Explain delay conditioning.
Delay between CS onset and US onset and CS offset is never before US onset.
- Never a time gap between CS & US.
CS______——-______
US__________—–___
Explain trace conditioning.
CS offset before US onset. The neurological firing peters out after CS and before US. )
CS_______——-__________
US_________________——-_____
“Trace” refers to the neurological firing caused by the CS
What is simultaneous conditioning?
CS onset = US onset and CS offset = US offset. (CSUS)
CS______——_______
US______——_______
What is backward conditioning?
CS onset is after US onset. (US/CS)
CS__________——_____
US_______——________
According to Pavlov, the stimulus that becomes an effective CS+ is the one creating afferent activity (neurological activity) immediately prior to US onset.
Therefore, according to Pavlov, delayed conditioning should be more effective than trace conditioning, & neither simultaneous no backward conditioning should be effective at creating a CS+. He’s NOT saying that there is no learning, just no excitatory learning. By and large, the studies support Pavlov’s predictions.
What is inhibition of delay?
Special kind of delay conditioning, it is a delay conditioning with a long duration CS.
CS____—————_____
US____________——-__
Rs_____))))))))))))))))))))))))))_____ < early
Rs__________))))))))))))))_____ < later
What is temporal conditioning?
US alone (US).
US________——–_______
Rs______)))))))))))))))_______ < late in conditioning
CR^ ^UR
Looks like animal can tell time? CONTEXT is always there
It can be argued that the context (not time) becomes the effective CS+
In this way, it is similar to the inhibition of delay, such that the context is a long duration CS.
What is learned during Classical conditioning? In other words, what associations are being made? i.e., what kind of association is learned? What are the two possibilities?
S-S association - S-S Theory (association made between the CS and the US)
S-R association - S-R Theory (association made between the CS and the UR)
Explain S-R Theory.
Forward CS/US parings ensure that a particular response, the UR, always occurs shortly after the CS.
Events:
CS_______——______
US_______——______
UR_______)))))))______
This results in a contiguous temporal relationship between the CS and the UR (i.e., CS/UR)
Argued that the CS & UR become associated.
Therefore, presentation of the CS evokes a memory of the UR.
This CS elicited Response is called the CR.
How do we determine if learning is the result of S-R or S-S association?
A variety of investigative strategies.
Explain Strategy A for S-R/S-S theory
Prevent the occurrence of one of the postulated elements of the association and see how that affects learning (conditioning). In other words, prevent either CS or UR. It doesn’t make sense to prevent the CS, therefore we must focus on the UR.
We can prevent the UR a number of different ways: surgery, drugs, or procedural changes.
Therefore, we have the following situation: CS –> US –> ur (there is no UR). Because the CS - UR association is prevented, S-R theory predicts no learning.
Explain an experiment for strategy A for investigating S-R Theory using drugs
- Use the drug Atropine to block saliva UR
- Phase 1: drugged dogs get forward CStone/USfood training. There is no UR saliva, therefore no CS-UR association can form.
After training the drug wears off. - Phase 2: Recovered dogs get CStone alone test trials.
Result: dogs salivate to the CStone (CR saliva). i.e., even though the CS-UR association was prevented, the CS elicits CRs. i.e., the dogs learned.
This result DOES NOT support S-R theory, as S-R theor would predict no learning (because an S-R association couldn’t have formed).
Explain an experiment for strategy A for investigating S-R theory using procedural changes to prevent CS-UR association.
Procedure we are going to use is called "sensory preconditioning". (First two phases are sensor preconditioning). First two phases trained to asymptote. - Phase 1: forward CS1 CS2 trials CS2(tone)\_\_\_\_----\_\_\_\_\_\_\_\_ CS1(light)\_\_\_\_\_\_\_-----\_\_\_\_\_ Rs\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
- Phase 2: animals
CS(light)_________—–_______
US(food)____________—–____
Rs______________))))))))))))____
Phase 3: Test
CS2(tone)____________——____
we have procedurally prevented a contiguous relationship between CS2 and the UR.
S-R theory predicts no learning in this situation, because the CS2-UR association was prevented procedurally.
Result:
Phase 3:
CS2(tone)____________——-______
Rs__________________))))))______
CR^
Conclude: Learning has occurred. This conclusion does not support S-R theory.
Show another way of notating Strategy A for investigation S-R theory using procedural changes to prevent CS-UR association.
(First two phases trained to asymptote) Phase 1: CS2/CS1 Phase 2: CS1/USfood Phase 3: CS 2 alone trials Phase 3 we see CRs, therefore, does not support S-R theory.
Explain strategy B in investigating S-R theory.
Alter the value of the US AFTER conditioning and see if the behaviour to the CS is affected. (It shouldn’t be according to S-R theory).
Explain the experiment used to evaluate strategy B for S-R theory.
Phase 1:
Forward CStone/USfood pairings trained to asymptote.
CStone —> USfood —> URsaliva
……> CRsaliva
Phase 2:
Change vale of US.
USfood –> Lithium injection –> animal vomits
1 forward USfood/Lithium(vomit) trial
This changes the value from appetitive to aversive, but the previous CStone - URsaliva association is unaffected because the CS and vomiting are not presented together.
Phase 3: CStone alone test trials If an S-R association is earned, then this association sould be intact. Therefore, S-R theory predicts we should get CR saliva. Result: No CR saliva Does not support S-R theory.
What is S-S (Stimulus - Substitution) theory?
Argued that CS - US associations are formed.
How can this generate behaviour?
Pavlov came up with Stimulus Substitution theory:
- Used to explain how stim stim can result in behaviour
- Pavlov argued that the CS gets associated with the US node in the brain.
-How does this work? The CS activates the US node in the brain. Activation of the US node causes (elicits) a particular set of Responses, called URs
REFER TO NOTES
Explain the sensory preconditioning experiment for S-S theory.
Uses the sensory preconditioning procedure to prevent the CS-UR association procedurally.
Phase 1: CS2/CS1
Phase 2: CS1/USfood
Phase 3: CS2
Result: CR saliva to CS2
Conclude: During phase 1, an association between CS2 & CS1 formed. During phase 2, an association between CS1 and the US forms, so in phase 3, the CS2 activates the CS1 node, the CS1 node activates the US node, and activation of the US node causes a response.
