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Neuroscience and behaviour > Instrumental conditioning & numbers and counting > Flashcards

Instrumental conditioning & numbers and counting Flashcards

1
Q

similarity to CC

operant conditioning

A

arises from pairing of 2 events in the world

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2
Q

difference to CC

operant conditioning

A

R, not CS is paired with US

R–>S not S–>S learning

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3
Q

shaping

A

always constrained by what animal does spontaneously

putting sucrose pellets on lever - diff from autoshaping

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4
Q

discriminative stimulus

where does learned operant response come from?

A

response is only followed by the US when another stim is present

not just a CS

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5
Q

operant/instrumental conditioning

A
  • can use appetitive US & aversive US
  • thorndike: puzzle box (learning to escape rewarding)
  • skinner: skinner box
  • learner is in control, this creates diffs
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6
Q

law of effect

thorndike

A
  • several responses
  • satisfaction –> more likely to recur
  • discomfort –> less likely to occur
  • US not represented in the world, acts as glue to form association
  • automatically - don’t know why you’re doing it
  • associate S & R but modern view = associate R & US
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7
Q

reinforcement

A
  • Getting something nice: +ve
  • Omitting something nasty: -ve, thought something bad was going to happen but it doesn’t
  • Response followed by either of these will increase
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8
Q

punishment

A
  • Getting something nasty: +ve
  • Or omitting something nice: -ve, inhibitor of something nice
  • Response followed by either of these will decrease
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9
Q

operant techniques

A
  • punishment
  • escaoe
  • avoidance
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10
Q

punishment

operant techniques

A
  • Responses followed by aversive US
  • Response –> shock
  • Tend to stop: not used very much as hard to study
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11
Q

escape

operant techniques

A
  • Responses rewarded by removing aversive US after they’ve begun
  • Escape an aversive US e.g. shock after its started
  • Response –> no shock
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12
Q

avoidance

operant techniques

A
  • Avoid an aversive US all together
  • Responses rewarded by removing aversive US before they’ve begun
  • Response –> no shock
  • Must respond before US happens
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13
Q

types of avoidance

A
  • passive
  • active
  • signalled
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14
Q

passive avoidance

A
  • rat must stay where it is to avoid shock
  • e.g. must stay in light chamber
  • exploits a natural tendency of mice to enter dark environments
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15
Q

active avoidance

A
  • rat must move to other chamber to avoid shock
  • mouse learns to avoid chock based upon the presentation of a light cue
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16
Q

signalled avoidance

A
  • explicit CS signal for shock
  • e.g. a buzzer
  • Whenever he hears a buzzer he must move to other chamber to avoid shock
  • Buzzer –> shock
  • Buzzer + response –> no shock
  • Signal for shock can also be implicit e.g. Sidman avoidance
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17
Q

sidman avoidance

A
  • e.g. every 60s he must move to other chamber to avoid shock
  • aversive stim presented at fixed intervals (shock-shock intervals)
  • response made: aversive stim postponed by fixed amount of time (response-shock interval)
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18
Q

what is maintaining avoidance response?

kamin (1956)

A
  • rat in chamber
  • buzzer followed by shock
  • rat must respond to avoid the shock
  • 4 groups of rats in a shuttlebox
    1. responses terminated buzzer & avoid shock
    2. responses avoided shock, no effect on buzzer
    3. responses terminated buzzer, no effect on buzzer
    4. responses terminated buzzer, ni effect on shock
    5. matched buzzer-shock pairings, but responses do nothing
19
Q

avoidance response as inhibitors

A
  • cancel expected shock
  • conditioned inhibitor signals absence of US
  • conditioned inhibitor & inhibitors can also have motivational value
  • omission of shock is a good thing so you respond
20
Q

why doesn’t warning signal extinguish?

A
  • response conditioned inhibitor predicting absence of shock
  • can prevent CS from extinguishing
  • animals failed to lose fear to the tone when extinguished with an inhibitor
  • inhibitory light protected tone from extinction
21
Q

understanding avoidance important

A
  • OCD
  • ppl develop persistent avoidance responses
  • maybe in the past they avoided something bad
  • now the responses give relief even though no longer anything to avoid
22
Q

appetitive reinforcement

A
  • Responses followed by appetitive US
  • Diff ways of doing this: schedules of reinforcement, continuous reinforcement, partial reinforcement
23
Q

continuous reinforcement

A

reward for every response

24
Q

partial reinforcement

A

reward for only some responses

25
Q

interval schedule

A
  • responses rewarded only every now & then
  • interval can be fixed or variable
26
Q

ratio schedule

A
  • reward can be after a certain num of responses
  • can be fixed or variable
  • supports gambling beh
27
Q

what abilities are involved in numerical competence?

A
  • relative numerosity discrimination
  • absolute number discrimination
  • ability to count
  • ability to do arithmetic
28
Q

relative numerosity discrimination

emmerton et al. (1997)

A
  • ability to discriminate between sets of items on the basis of the relative num of items they contain
  • trained pigeons to discriminate between few & many
  • controlled displays so birds couldn’t perform on basis of e.g. stim brightness rather than num
29
Q

concept of absolute number

A
  • understanding that despite differing appearances, 4 items of one object & 4 items of another have something in common
  • –> num is not intrinsically related to what you are counting
  • abstract thing unrelated to physical characteristics
30
Q

matsuzawa (1985)

concept of absolute number

A
  • chimp
  • select 1 of 6 response keys
  • labelled 1-6
  • when shown array of red pencils: 1-6 pencils per array
  • > 90% accuracy
31
Q

perceptau matching

A

animals learning about specific perceptual pattern only

arrays of 4 objects have more in common with each other than arrays of 2/7

32
Q

perceptual matching problem

A
  • often num is confounded with other factors such as time (items presented serially) & space (items presented simultaneously)
  • with visual arrays there is always going to be something like this so hard to rule out
33
Q

meck & church (1983)

concept of absolute number

A
  • serially presented items trained with 2 signals (2/8 pulses of white noise)
  • after 2: left response, after 8: right reponse
  • were animals basing off of time rather than num
  • test this: both stim last 4s
  • correct response so not basis of duration
34
Q

davis & bradford (1986)

concept of absolute number

A
  • rats designated num of pellets to eat
  • ate more = shouted/clapped loudly
  • eat correct number = rewarded
  • got it right even when no longer rewarded for correct responses
35
Q

ability to count

gelman & gallistel (1978)

A
  • counting involves mapping numerosityt onto a label that represents that numerosity (number in display)
  • numerons = nonverbal lavels for numbers
36
Q

process of counting involves 3 principles

ability to count

A
  1. one-to-one principle: each item is assigned to only one numeron
  2. stable-order principle: numerons must always be assigned in the same order
  3. cardinal principle: final numeron assigned applies to the whole display
37
Q

not just about knowing correct number labels

ability to count

A
  • implies knowledge about order of labels
  • about how these labels are ordered in relation to quantity: ordinal scale
  • size of the difference between each item is the same: interval scale
38
Q

biro & matsuzawa (2000)

representation of number in chimp

A
  • Chimp trained to touch Arabic numerals in ascending order
  • Or is it just rote learning of a particular S-R sequence
  • No requirement to know anything about the quantitative relation between nums?- nothing about quantity
39
Q

brannon & terrace (2000)

representation of number in chimp

A
  • Chimps trained to order arrays of 1-4 items in ascending, descending, or random (arbitrary) order
  • could learn ascending & descending orders, but not the arbitrary order 1-3-2-4
  • Then they were tested with novel displays of 5-9 items
  • The chimp taught an ascending order could generalise immediately to the higher nums
  • But the one taught a descending order needed further training
  • Arbitrary chimp never learned in the first place
  • Implies (limited) understanding of the ordering of quantities
40
Q

ability to do arithmetic

A
  • Addition subtraction…
  • To some extent this can be done by rote learning e.g. times tables
  • But true mathematical competence would allow these operations to be generalised to new situations in a way that implies a concept of num
41
Q

maths in chimps

boysen & berntson (1989)

A
  • trained to label arrays with counters
  • and then with arabic numerals
  • also performed well when items were swapped for everyday objects
  • given extensive training with nums 0-4, 85% correct
42
Q

counting in the bee

dacke & srinivasen (2008)

A
  • bees trained that sucrose reward would be at 1st-5th landmark
  • tested without reward
  • bees can count to 4 & transfer to novel items
  • not integrating whole image, as works when they can onky see one at a time
43
Q

boysen & bertson (1995)

ability to do arithmetic

A
  • chimp A&B
  • chimp A picks one amount of peanuts & then given unchosen one
  • should pick smaller quantity to be given larger quantity
  • unable to solve this task
  • performed sig below chance unless candy substituted by numerals

Neuroscience and behaviour (17 decks)

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