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neuroscience and behaviour > Learning & classical conditioning > Flashcards

Learning & classical conditioning Flashcards

1
Q

stimulus

A

an event that happens to you

  • 5 exterior senses
  • could be internal e.g. itch, pain, cold
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2
Q

response

A

something you do

voluntary or involuntary

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3
Q

learning

A

persistent change in beh (repsonses) as a result of experience

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4
Q

not all beh is learned

A
  • some innate
  • adaptive for species to deal with environment
  • response to stim never seen before can’t be learned
  • tinbergen
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5
Q

tinbergen

innate beh

A
  • What aspect is important to make a chick peck
  • presented chicks with models of gulls representing those found in wild or black patch (not found in wild)
  • Would think the one found in the wild would have most pecks - not the case
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6
Q

sign stimulus

A

elicits the response

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7
Q

fixed action pattern

A

stereotyped response triggered by sign stim

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8
Q

supernormal stimulus

A

stim more effective than naturally occurring sign stim

biggest response despite it not being a naturally occurring stimulus

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9
Q

mental representations in learning

A
  • sign stim
  • fixed action pattern
  • stim hard-wired to elicit response
  • mental link established through evolution
  • supernormal stim

evolution can lead to unlearned associations

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10
Q

what is learning

A
  • Persistent change in beh as a result of experience
  • Necessary to adapt to changes in the environment
  • Do it throughout our lives
  • Whenever you talk about mem, something has been learned
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11
Q

habituation

A

reduction in response to a stim after repeated exposure

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12
Q

is habituation learning

A
  • long term: yes, reduced response remains
  • short term: no, response recovers after delay
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13
Q

classical conditioning

A
  • 2 events are paired: stim paired with a stim outcome
  • Stim predicts stim: S –> S
  • Causal relationship - predictions
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14
Q

operant/instrumental conditioning

A
  • 2 events are paired: a response is paired with a stim outcome
  • Response predicts stim: R –> S
  • Causal relationships - control
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15
Q

links, mental representations & learning

A
  • Links form mental representations of the 2 event that have been paired, to reflect what happened in the world
  • Links formed as a result of experiencing the pairings
  • They have been learned
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16
Q

learned conditioned response being involuntary

A

not rational or goal directed: reflects what the animal knows will happen

17
Q

shaping a rat to press a lever

A
  • For operant conditioning to be successful you have to make sure the response is performed in the first place
  • Here classical conditioning might be helping
  • Put sucrose pellets on lever to get rats over there
18
Q

long box autoshaping

pigeons

A
  • keylight paired with food - CC
  • keylight comes on one side, food other side
  • cant control from pecking the key but this gives less food - irrational, not goal directed
  • suggests classical conditioning: inflexible
19
Q

omission training

A
  • both CC & OC
  • classical: key –> food
  • operant: peck –> no food
  • after 2 trials, no pecking but orientation to key

can be rational & do instrumental conditioning, but classical conditioning interferes with expressing it

20
Q

unconditioned stimuli

A
  • automatically elicit unlearned unconditioned responses
  • pre-existing, unlearned association
  • Evolutionary wired
  • have motivational value
21
Q

unconditioned response

A
  • Like a fixed action pattern, a type of involuntary reflex
  • Can be overt muscular responses (approach/avoid) or internal (like/dislike responses)
  • Diff species have diff USs and URs evolved to be useful - anticipate US
22
Q

pre-existing mental links

A
  • Fixed action patterns
  • US - UR links
  • Acquired/learned mental links
  • Classical & instrumental conditioning
  • Association formation
23
Q

CC not S–>R learning

A
  • CR not directly associated to CS
  • if it was the case responses would still happen even if stim was no longer rewarding
  • need a motivationally valuable US to see learning
24
Q

form of conditioned response

A
  • Indirect elicitation of UR
  • What CR looks like depends on nature of UR & what CS is
  • CR can resemble UR closely but can also be more sophisticated
  • Reflects knowing that the US will happen
25
Q

autoshaping

A

CC procedure

26
Q

stimulus substitution

A
  • CS makes you think of US - acting as a substitution
  • Explains form of CR - like the UR
  • Pigeons peck grain - when keylight paired with grain, they peck keylight
  • Physical (sensory) properties of food affect CR
27
Q

stimulus substitution applied to US value

A
  • Pigeons will approach a signal for food: work to obtain it
  • Motivational properties of US transfer to CS
  • Evaluative conditioning
28
Q

ads & CC

A

Pair branding of a product with motivationally +ve images companies hire associative learning experts to exploit this

29
Q

2nd order conditioning

A
  • CS1 –> US
  • CS2 –> CS1
  • CS1 and CS2 have motivational value
  • Don’t need reinforcement/motivationally sig US to learn: classical conditioning can occur without reinforcement
  • Variation of 2nd order - sensory preconditioning
30
Q

sensory preconditioning

A
  • S2–>S1, S1–>US
  • Pair 2 neutral things
  • Learn in first stage despite making no response
31
Q

methods of studying CC

A
  • skinner boxes
  • food experiments: appetitive reinforcer
32
Q

measuring appetitive conditioning

A
  • With conditioned approach, learning graph goes up
  • Measure is number of head entry responses per min during CS
  • can see generalisation
33
Q

shock experiments

A
  • Aversive reinforcer
  • CR is freezing - hard to measure directly
  • Often measure suppression of level pressing
  • Conditioned emotional response procedure (CER): measure of conditioned fear
  • suppression ratio
34
Q

suppression ratio

shock experiments

A

Rate CS / (rate before + rate CS)

minimum ratio = 0, no responses during CS so very afraid

35
Q

measuring aversive conditioning

A
  • With conditioned suppression, learning graph goes down
  • Suppression ratio: rate during / (rate before + rate during)
  • can see generalisation between tone (frightening) and click (isn’t)
36
Q

extinction

A
  • If you take away the US, the conditioned response slowly dissipates
  • association isn’t gone - spontaneous recovery

CR never returns to original level

37
Q

conditioned inhibition

A
  • Conditioned inhibitor signals the omission of US
  • Tone –> food, tone + light –> no food
  • Light signals absence of expected food
  • Tone excites mental representation of food…light inhibits
  • Tone makes you expect food…light counteracts that expectation
38
Q

extinction & spontaneous recovery

A
  • extinction involves removing US
  • CS now predicts omission of expected US
  • doesn’t eliminate original learning: additional inhibitory learning counteracting excitatory learning
  • inhibitory association gets disrupted
  • not return to initial state - superimposes new
39
Q

properties of inhibitors

A
  • motivational value
  • can be positive or negative

neuroscience and behaviour (17 decks)

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