LPI T4

Question 1

Conditioned Inhibition

Answer 1

A conditioned inhibitor is a stimulus that predicts the absence of an outcome.

Question 2

How do you learn that a stimulus predicts the absence of an outcome?

Answer 2

This cannot be established simply by pairing a stimulus with no outcome, as that would just result in nolearning.

Question 3

Extinction Treatment

Answer 3

in a conditioned inhibition paradigm, remove the reward when the stimulus is presented after it’s trained

Question 4

Critique of learning theory:

Answer 4

Fails to address the complexity of human behaviour, and too heavily based on animal studies.

Question 5

What is Behavioural Psychology?

Answer 5

Behaviour is learned• Individual difference in behaviour is the result of differentlearning experiences that people have had and thesituations in which they find themselves

Question 6

Research definition of learning:

Answer 6

“A long lasting change in behaviour that results fromexperience”

Question 7

Habituation is the simplest form of learning:

Answer 7

it is –learning NOT to respond to an unimportant event

Question 8

Explain Pavlovian Conditioning

Answer 8

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Question 9

What does classical conditioning provide us with

Answer 9

a way to learn about cause-effect relations between environmental events

Question 10

What are two important factors in classical conditioning

Answer 10

Sequence and Timing

Question 11

Extinction

Answer 11

Present bell with no food following* ➜ reversal of conditioning process* ➜ extinction (association isundone)

Question 12

Acquisition of new knowledge depends on

Answer 12

Intensity of US -> rapidness of learning Timing -> Optimal: Presentation of the CS occurs shortly before the US

Question 13

Associative strength

Answer 13

The strength of the connection between internal representationsof the conditioned and unconditioned stimulus which determines the strength ofthe conditioned response (the Rescorla-Wagner model outlines this).

Question 14

Associability /conditionability

Answer 14

Theease with which the strength of a conditioned response to a stimulus can beincreased by subsequent conditioning.

Question 15

Error term

Answer 15

Difference betweenwhat you expected to happen and what actually happens

Question 16

Contiguity

Answer 16

The temporal and spatial(time & space) relationship between events can influence the strength ofassociation. (arriving at the same time)

Question 17

CS-UScontingency

Answer 17

Thedegree to which the US occurs during the presentation of the CS.

Question 18

What are positive, negative and zero contingency?

Answer 18

• Positive: US is more likely present than the absent
• Negative: US is more likely absent than the present
• zero: US is equally likely during the presence and the absence of the CS.

Question 19

Blocking

Answer 19

Kamin’s (1969) blocking effect study demonstrates thatconditioning to a stimulus could be blocked if the stimulus were reinforced incompound with a previously conditioned stimulus. A+, AB+, B+ = blocked conditioning of B

Question 20

The summation principle

Answer 20

When the associative strength of individual stimuli are presentedtogether, the individual strengths are added together.

Question 21

Cue competition

Answer 21

If two cues are trained in compound, they will compete for associative strength with the paired outcome, so that if we train AB+, the strength of association that develops between A and the outcome, will be weaker than the association between stimulus and outcome if we trained C+.

Question 22

Overshadowing

Answer 22

The disruption of conditioning with one stimulus because of the presence of another stimulus. -> stronger conditioned stimulus will overshadow a weaker one

Question 23

Conditioned compensatory response:

Answer 23

The body usually tries to maintain a state of homeostasis. When people use drugs, the body and brain learn to counteract the effects of the drug upon presentation of conditioned stimuli (cues, e.g. needle) and respond to produce physiological reactions that are opposite to that of the drug (see Siegal paper)

Question 24

Acquisition

Answer 24

is demonstrated. At first, the word can by itself causes no special response. After repeated pairings of the word can and the water, the word by itself gradually becomes more likely to cause a CR.

Question 25

Stimulus generalisation

Answer 25

occurs when words that sound like can (e.g., cam, ban, ran, cap) lead to a CR.

Question 26

Stimulus discrimination

Answer 26

occurs when different stimulus words produce differences in the CRs. In the demonstration, CRs are strongest and most likely to occur after the word can. They are weakest and least likely to occur after stimulus words that do not sound at all like can (e.g., dish, board, smoke).

Question 27

Spontaneous recovery

Answer 27

has occurred after extinction when a long string of words in which can is not included is followed by the word can, and the word can again causes a CR. Such a string occurs near the end of the demonstration.

Question 28

Reconditioning savings

Answer 28

is demonstrated at the end of the list, where the word can and a squirt are again paired. At this point, fewer trials are needed to achieve strong, reliable CRs compared with the original acquisition at the beginning of the list.

Question 29

What are the Clinical applications of Classical Conditioning? (Assumption)

Answer 29

Psychopathology = learned maladaptiveresponse to a situationthat may have generalised to other situations orsimilar stimuli ➜ it could beunlearned (systematic desensitisation, aversion therapy)

Question 30

Skinner’s approach: Instrumental/operant conditioning

Answer 30

Instrumental/operant conditioning tells us about the relations between environmental stimuli and our own behaviour: 1. There is an outcome that reinforces behaviour 2. There is a relationship between response and outcome. <img></img>

Question 31

What does operant refer to?

Answer 31

The term ‘operant’ refers to the fact that anorganism learns through responding: throughoperating on the environment.

Question 32

How do Habituation, Classical Conditioning and Operant Conditioning relate?

Answer 32

Question 33

What does Edward Thorndike’s Law of Effect say?

Answer 33

If an action/response is encountered with aversive or positive measures the response might be weakened

Question 34

What is the main critique and relevancy of The Law of Effect

Answer 34

Critique : ‘Satisfaction’ is too mentalistic, and implieswe can observe and measure subjective feelings Impact : Law of Effect stimulated experimental studiesaimed at understanding behaviour - environmentinteraction

Question 35

Baby Albert (Watson & Rayner, 1920)

Answer 35

Watson was influenced by Pavlov’s work.He argued that, given the correct stimuli, the organismcould learn to behave (give responses) in a specificway, just how Pavlov’s dogs had ‘learned’ to associatethe bell with the appearance of food.

Question 36

What is the difference between positive and negative reinforcement?

Answer 36

• Something is added to increase behaviour (reward) = positve
• A behaviour that removes a negative outcome is introduced (applying sunscreen not to get sunburned) = negative

Question 37

Examples for positive or negative punishment

Answer 37

• positve punishment: decreasing behaviour by introducing unfavourable outcome (screaming)
• negative punishment: decreasing behaviour by removing privilege (taking attention away)

Question 38

Intermittent or partialreinforcement schedules

Answer 38

Not everyrecurrent of a response isreinforced

Question 39

What are the different types of reinforcement schedules

Answer 39

*knowing that after filling each cart they’ll be rewarded

Question 40

How do goal-directed behaviours, conditioning and habits relate?

Answer 40

Question 41

How do goal-directed behaviours differ from habitual behaviours?

Answer 41

• they are consciously controlled
• the response leads to an outcome
• with repetition they become habitual

Question 42

How could you test whether a behaviourwas/was not habitual?

Answer 42

1. Determining whether the behaviourcontinues in the absence of theoutcome 2. Determining whether the behaviourcontinues when the outcome isdevalued…

Question 43

According to the dopamine hypothesis when should a spike in dopamine occur in the blocking paradigm

Answer 43

Immediately after the light and not after the reward to proof that there’s not learning

Question 44

Feature-positivediscrimination

Answer 44

A discrimination inwhich an outcome isdelivered during acompound of twostimuli, but not duringone of the stimuliby itself.

Question 45

Negative patterning

Answer 45

A discrimination inwhich an outcome isdelivered during acompound of twostimuli, but not duringeither stimulusby itself.

Question 46

Configural cue

Answer 46

A hypothetical stimulus that is assumed to be created by presenting two stimuli together. Different pairs of stimuli are assumed to create different configural cues.

Question 47

Difference between configural and elemental models of discrimination learning?

Answer 47

Configural models claim that that learning occurs only for a compound AB while elemental models assume that for a compound AB learning occurs for both elements A & B so the association is summed up.

Question 48

Instrumental conditioning is when an organism learns the association between two stimuli.
The term ‘operant’ refers to the fact that an organism learns through responding …

Answer 48

under the consideration of their own behaviour through operating on the environment

Question 49

When conditioning a dog to salvate, what is the UCS, UCR, CS and CR before, during and after conditioning?

Answer 49

Question 50

How does three-term contingency work?

Answer 50

Question 51

Who’s responsible for the developement of operant conditioning

Answer 51

Edward Thorndike 1898

Question 52

Thorndike’s study 1898

Answer 52

Hungry cat in a puzzle box Escape to eat if it operated a latch that opened the door First random behaviour Then accidental operation of door until it became a deliberate action <strong>learning by trial and accidental success</strong>

Question 53

Watson & Rainer 1920 (Aim, Method, Result, Importance)

Answer 53

Aim study the concept of classical conditioning, more specifically conditioned emotional responses on people (fear)

Method Albert initially did not display a fear of laboratory rats (9 months), producing a startled and fearful response to a loud noise made by banging a hammer on a metal bar (UCS that causes the UCR fear). Albert began to reach for a rat, the noise was made behind his head. Repeated → generalised fear of other white, furry objects paired the rat with the noise seven times in two sessions, one week apart.When the rat was presented on its own, Albert became distressed and avoided the rat. Five days later, Alben was exposed to a number of other objects such as familiar wooden blocks, a rabbit, a dog, a sealskin coat, white cotton, the heads of Watson and two assistants, a Santa Claus mask and a packet of cocoon wool

Result conditioned to fear rats in the absence to the noise

Important First experiment and successful attempt at conditioning fear in human first experiment in which fear was experimentally conditioned in a human being

Question 54

Watson on Consciousness

Answer 54

too subjective to lend itself to scientific investigation. Inner thoughts and psychodynamic processes don’t cause behaviour

Question 55

Watson’s definition of psychology? Psychology can be defined as…

Answer 55

the objective study of behaviour and the stimuli which produce such behaviour

Question 56

What should Psychology focus on according to Watson? On the

Answer 56

Exclusively limited to measurable explicit (seen by eye) and measurable implicit behaviours (using measurement technology, e.g. skin conductance, saliva)

Question 57

What would Skinner say about anxiety?

Answer 57

It stems from developmentally learned maladaptive responses. Physiological responses correlating to anxiety are due to a change in preparatory behaviour when presented with a stressful stimulus and not personality

Question 58

Darwian explanation for individual differences

Answer 58

Caused by feedback loops of genetic inheritance and situational determinats which were reinforced in the course of evolution. This means individual differences are due to genes.

Question 59

What is the claim of Maslow’s theory of human motivation

Answer 59

Humans aim to produce pleasant and to avoid painful events. Even private internal behaviour is not caused by emotions but said desire. Intentions are responses to internal stimuli.

Question 60

What are the limitations of classical conditioning (3)?

Answer 60

1. too simplistic for more learning conditions because it’s only a stimulus followed by response
2. doesn’t answer what happens after response
3. Reinforcement?

Question 61

Explain the result of Skinner’s Operant Chamber

Answer 61

Result: learning occurs despite varied reinforcement schedules there is a lever of some sort that the animal in the course of exploring the box will press at some point. animal is rewarded with food. an electronic device attached to the lever to record the animal’s rate of pressing. after the bar pressing had resulted in the animal being reinforced with food, the rate at which the animal pressed the bar increased.

Question 62

Shaping means

Answer 62

reinforcing any behaviour that successively approximates the desired response ⇒ rewards only if it gradually aligns with the wished response i.e. the gradual association process.

Question 63

How and why does IR work against extinction

Answer 63

because not every situation constitutes to the reinforcement of a response so the varying ratio or interval doesn’t initially signal extinction

Question 64

How does contingency relate to excitatory or inhibitory learning?

Answer 64

• Positive CS-UScontingency –> excitatory conditioning
• Negative CS-UScontingency –> inhibitory learning.