Lecture - Chapter 3 (P1 for TEST 1) Flashcards

1
Q

describe Pavlov’s background

A
  • set out to become a priest like his father
  • performed poorly in elementary school
  • while in seminary, he became fascinated with russian translations of western scientific writings with darwinian overtones
  • left the seminary to pursue studies at the uni of st. petersburg in animal physiology and in medecine
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2
Q

What are darwinian overtones?

A

the process that allows for behaviour to occur (asking about why things happen)

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3
Q

define reflex

A

natural biological response to some kind of stimulus in the environment

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4
Q

In Pavlov’s book “Conditioned reflexes: an investigation of the physiological activity of the cerebral cortex,” pacloc wanted to know

A
  • how you can have training of reflexes
  • was trying to figure out how we behave in the ways we do
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5
Q

even biological reflexes can be _

A

trained
ex. can still train the eye blink

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6
Q

when dogs naturally drooled when fed, that was an _ reflex in pavlov’s terms

A

unconditional

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7
Q

when dogs drooled in response to a sight/sound that was associated with food by mere happenstance,a _ has been created

A

conditional reflex (to a conditional stimulus)

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8
Q

pavlov had formulated abasic psychological principle, _, and discovered _

A

(one the also applied to human beings)
- discovered an objective way to measure how it worked

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9
Q

Pavlov never trained a dog to salivate to the sound of a bell, what did he intend to do?

A

was trying to figure out how the internal physiology of an organism functions in connection with environment
- was studying digestive physiology and leaarned that dogs would salivate even when they just see a researcher without food

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10
Q

the iconic bell
would have proven
totally useless to his real
goal, which required
precise control over the_

A

quality and duration of
stimuli (he most
frequently employed a
metronome, a harmonium, a buzzer and electric shock)

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11
Q

Pavlov’s research originally had to do with how eating excited which secretions?

A

gastric, salivary, pancreatic

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12
Q

Describe Pavlov’s “sham feeding” method which won him the 1904 nobel prize in physiology or medicine?

A
  • removed a dog’s esophagus and create an opening, a fistula, in the animal’s throat
  • no matter how much the dog ate, the food would fall out and never make it to the stomach
  • by creating additional fistulas along the digestive system and collecting secretions, he could measure quantity and chemical quality
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13
Q

Pavlov recognized that meaningful changes in physiology could be assessed only _

A

over time
- kept his dogs alive (did chronic experiments, typically involved surgery)
- animals are under lengthy supervision, they are irreplaceable

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14
Q

pavlov began focusing his research on “psychic secretions.” What are these?

A

drool produced by anything other than direct exposure to food

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15
Q

in classical conditioning, what used to be aneutral stimulus _

A

is no longer neutral because a connection is formed

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16
Q

In his research with dogs, pavolv connected tubes with the _. This gives us a measure of _

A

salivary gland
- production of saliva even before food is placed
- measure of the anticipatory response

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17
Q

Because pavlov could measure the amount of saliva produces, this allowed for

A

high quality of research to be produced

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18
Q

Pavlov refers to the food as an

A

unconditional stimulus

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19
Q

the salivation in response to the food is called an

A

unconditional response
- response that occurs without any learning

20
Q

What pavlov showed repeatedly is that if a US is paried with another simulus often enough, _

A

this other stimulus will eventually lead to the response originally associated only with the US (ie. salivation)

21
Q

If a buzzer is sounded every time food is presented to the dog, eventually the buzzer (called a _) will elicit the response of _ (called a _)

A
  • conditioned stimulus
  • elicit response of salivation
  • conditioned response
22
Q

conditioned means

A

required training to occur

23
Q

food to salivation (before conditioning) is a _ stimulus to _ response

A

US>UR

24
Q

whistle to NO salivation (before conditioning) is a _ stimulus to _ response

A

neutral stimulus>co conditioned response

25
Q

whistle + food to salivation (during conditioning) results in an _ response

A

unconditioned response

26
Q

whistle to salivation (after conditioning) is a _ stimulus to _ response

A

conditioned stimulus>conditioned response

27
Q

In the class example of calvin being assaulted by an aggressive rooster and then getting nervoud when he hears the word rooster (claims that birds make him nervous), the US is _ and UR is _

A

US = rooster
UR = pain/fear

28
Q

Do we always have to have repeated pairings for classical conditioning to occur?

A

no
- when fear is involved, an evolutionary mechanism kicks in and allows learning to happen very quickly
- the number of pairings to learn can be decreased to 1 if someone is aftraid/things something is life threatening
*fear is great motivator for learning

29
Q

humans are born with a number of reflexes, reflexive responses can be classically conditioned. list some reflexes we are born with

A
  • sucking reflex
  • moro reflex (expaansive body posture, all fingers claw in together, comes from trying not to fall)
  • knee-jerk reflex
  • eye-blink reflex
  • pupillary reflex (inc/dec with light)
30
Q

describe the difference between contingency and contiguity

A

contingency = means that all events should be correlated
- ex. if there’s thunder, the likelihood of rain is very high
contiguity = says that events that occur together in time or space will be associated

31
Q

is pavlovian conditioning based on contingency or contiguity?

A

contiguity
- when 2 things happen together, our body connects them

32
Q

name the 4 different variations in contiguity (types of pairing) in classical conditioning

A
  • simultaneous pairing
  • delayed pairing
  • trace pairing
  • backward pairing
33
Q

define simultaneous pairing

A

the CS starts and ends at exactly the same time as the US

34
Q

define delayed pairing

A

the CS is presented before the US and continues during presentation of the US

35
Q

define trace pairing

A

CS starts and ends before the US so that there is a very breif time lapse between the 2

36
Q

define backward pairing

A

US has already been presented & removed before presentation of CS

37
Q

define stimulus generalization

A

making the same/similar responses when presented with any of a number of related stimuli
- ex. diff experimenter walks in but same amount of saliva produced

38
Q

define stimulus discrimination

A

making different responses to related but distinctly different stimuli
- ex. usually yellow = shock, faded yellow might still result in reaction but green light might not

39
Q

define higher order conditioning

A

respones, stimuli, and reinforcers linked in complex ways
ex. connecting other features of the room to anxiety when waiting for a light to come on (stimulus),

40
Q

describe one treatment for enuresis presented in class, based on classical conditioning

A
  • child sleeps on a pad
  • the child wets the pad electric circuit causing a bell to ring (US)
  • child wakes up (UR)
    eventually, the need to urinate (now a CS) becomes sufficient in itself to awaken the child (now a CR) so they can get up and go to the bathroom (no need for PAD with Bell
41
Q

describe the conditioned taste aversion example brought about in class

A
  • coyotes killing sheep
  • sheep meat (CS) sprinkled with a chemical (US) that would produce a stomachache (UR)
  • after coyotes ate the treated meat, they avoided the live sheep (CR)
    *this human application of conditioned taste aversion might be used to control other predators as well
42
Q

classical conditioning is a _ in learning

A

pioneering concept
- allows for us to connectout learning to a mechanism and connect with biology

43
Q

describe Wilhelm Wundt’s background and interests

A
  • born in Germany
  • Early school career was difficult & unsuccessful
  • fascinated by anatomy and the ‘mysteries of the brain’ while in college
    *structuralism
44
Q

describe structuralism

A
  • psychological processes, as products of physiological actions in the brain
45
Q

structuralism used the method of _

A

introspectionism

46
Q

Just like a tongue is compartmentalised into flavours where info is being processed _

A
  • structure of the mind could be understood by breaking it down into elementary parts