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PSYC 2330 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What is a stimulus?

A

A detectable change in the internal or external environment; conscious and/or pathological; addition or removal.

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2
Q

What are exteroceptive stimuli?

A

Shared with the people around us (e.g. temperature of room)

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3
Q

What are interoceptive stimuli?

A

Only felt by the individual (e.g. hunger); state of body/space

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4
Q

What are the different types of stimuli?

A

Appetitive, neutral and aversive. The distinction depends on the situation.

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5
Q

What is a response?

A

Quantifiable reaction to a stimulus

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6
Q

What is homeostasis and what is it related to in learning?

A

The tendency for an organism to maintain an internal equilibrium; a physiological response to the environment; fluctuation around a stable set point maintained by negative feedback.

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7
Q

What do anterior hypothalamus lesions in rats demonstrate?

A

They are unable to maintain homeostasis; in 5C chamber, baseline body temp reduced by 2C

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8
Q

How do rats in cold environment with anterior hypothalamus lesions vs those who do not have lesions react with lever/heat lamp?

A

Lesioned rats hold the lever, controlled don’t need to bc their bodies adjust to the temperature

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9
Q

What are some reflexive/homeostatic/autonomic behaviours?

A

Shivering to warm up, sweating to cool down

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10
Q

What is behaviour?

A

Generally a set of responses of an organism, usually in reaction to stimuli (predominantly somatic)

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11
Q

What are learned behaviours?

A
  • Adapted to environment
  • Flexible and open to modification
  • Ex. jacket on when cold, scarf off when warm, fatty foods
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12
Q

What are instinctual behaviours?

A

Genetically programmed behaviours that occur under appropriate circumstances; no learning (ex. breastcrawl)

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13
Q

What do learned stimuli require?

A

Experience to become conditioned/learned (ex. Haggis)

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14
Q

Why are animal models useful?

A

Provide info about origins/mechanisms of human behaviour; NOT replicas (e.g. drug addiction)
- Every experience influences learning, and human’s learning history cannot be controlled

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15
Q

How is learning exemplified?

A

Change in behaviour

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16
Q

What is behaviourism?

A

Science that emphasizes analysis of behaviour based on antecedent (previously existing) stimuli and consequences.

  • Consciousness/thought are irrelevant
  • Built on observations of automaticity of behaviour
  • Stimuli trigger response/behaviour
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17
Q

What is radical behaviourism?

A

Ignores everything not observable

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18
Q

What does ‘anthropomorphize’ mean?

A

Give human attributes to animals being tested

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19
Q

What was behaviour thought to be based on before the 1600s?

A

Volition/free will. We determine and guide our own fate. Emerges from conscious volition.

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20
Q

What did René Descartes find?

A

People do some things automatically (but still hung on to notion of free will)

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21
Q

What is Cartesian Dualism in general terms?

A

Combination of involuntary and voluntary behaviour.
Involuntary - automatic reactions to external stimuli (reflex)
Voluntary - conscious intent to act (capacity for thought only capable by humans)

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22
Q

What are the reasonable aspects of Cartesian Dualism?

A

1 - stimuli are perceived by sense organs
2 - Nerves relay info to brain
3 - Brain responds using nerve signals to initiate involuntary response (reflex)

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23
Q

What are the less reasonable aspects of Cartesian Dualism?

A

1 - Mind observes body through pineal gland
2 - Mind can signal body to perform voluntary actions (consciousness/mentalism)
- Sensory inputs and motor outputs used same nerves
- Nerves were hollow to allow movement of gasses (animal spirits) released by pineal gland
- Gasses caused muscles to swell and create movement

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24
Q

What is the pineal gland?

A

Endocrine gland that secretes melatonin, regulating circadian rhythms

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25
Q

What is Nativism?

A
  • Mind-based theory
  • Descartes believed mind connected to body through pineal gland
  • Mind contains innate ideas (ex. God, self, basic geometric axioms like shortest distance)
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26
Q

What is Empiricism?

A
  • John Locke
  • All ideas are acquired directly/indirectly after birth
  • Tabula rasa (blank slate)
  • Simple sensations combined into more complex ideas by associations (ex. smell/touch of mother, words to pictures)
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27
Q

What is contiguity?

A

If 2 events repeatedly occur close together in space and time, they’ll become associated.

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28
Q

What did Descartes suggest about ‘free will’?

A
  • Some human behaviour is involuntary
  • Voluntary behaviour is initiated by the mind
  • Mind operated w/out rules/order (how much free will do we have?)
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29
Q

What did Thomas Hobbes say about ‘free will’?

A
  • Agreed w/ distinction b/n human voluntary/involuntary behaviour
  • mind operates ‘lawfully’/predictably
  • Hedonism - people do things to pursue pleasure/avoid pain
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30
Q

What is Hedonism?

A

People pursue pleasure and avoid pain (Thomas Hobbes)

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31
Q

How did Charles Darwin contribute to comparative cognition?

A
  • Created continuity b/n human and non-human animals
  • Mind is a product of evolution
  • Suggested non-human animals have mental capacities (e.g. attention, memory, reasoning, imitation, curiosity)
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32
Q

How did George Romanes contribute to comparative cognition?

A
  • Operational definition (how to measure) of intelligence
  • Ability to learn to make new adjustments/modify old ones in accordance w/ result of its own experience
  • Don’t try same way if it didn’t work
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33
Q

What is the Law of Effect and who came up with it?

A
  • Edward Thorndike
  • Learning happens by trial and error
  • Behaviours leading to desirable outcomes are repeated
  • Behaviours leading to undesirable outcomes are not repeated
  • Hobbes’ notion of hedonism is extended
  • foundations of operant conditioning
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34
Q

Who discovered that sensory inputs and motor outputs did not use the same nerves?

A

Charles Bell and Francois Magendie

  • separate nerves
  • Cut sensory input, motor output remains and vice-versa
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35
Q

Who discovered that animal spirits are not released by the pineal gland?

A

John Swammerdam

  • Nerves can function independently from brain input
  • Irritating a nerve can produce muscle contraction
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36
Q

Who discovered that animal spirits do not enlarge muscles for contraction?

A

Francis Glisson

  • Gasses do not expand muscle size
  • a contracted muscle has same volume as relaxed muscle
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37
Q

What did Ivan Sechenov discover about reflexes?

A
  • Stimuli do not always elicit reflexes
  • Sometimes a stimulus releases inhibition of response (vigour of a measured response will not reflect intensity of releasing stimulus)
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38
Q

What did Ivan Pavlov discover about reflexes?

A
  • Not all reflexes are innate (new reflexes to stimuli can be learned through associations)
  • Responses to stimuli can change as a result of experience (ex. dogs salivate when seeing lab assistant)
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39
Q

What is nervism?

A

All key physiological functions are governed by nervous system - the discovery of hormones damaged this theory a bit (as well as tripartite synapse)

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40
Q

What is the main concept of behavioural neuroscience?

A

The study of learning operates most thoroughly when conducted in conjunction with study of the nervous system

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41
Q

Does learning equal performance? Why/why not?

A
  • No
  • Performance is determined by factors in addition to learning (e.g. motivational state - salt when salt-deprived)
  • Learning can happen without evidence of performance
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42
Q

Does learning equal maturation? Why/why not?

A
  • No

- Behavioural patterns can shift with physical growth of body/nervous system (ex. not enough myelin)

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43
Q

What is the presumption of causality?

A
  • Assume that manipulation causes the change
  • Is change of behaviour due to learning rather than changes in motivation/sensory development/hormone fluctuation/fatigue/etc?
  • Requires systematic manipulation to confirm
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44
Q

What is the General-Process Theory?

A
  • Extrapolating the shared processes of learning across species and situations because they DO generalize
  • Universal laws of associations that are investigated according to particular ethological needs of species (e.g. visual acuity, key peck/lever press)
  • Salience of reinforcement does impact degree of response
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45
Q

What are psychological instincts?

A
  • William James
  • Psychology is a system of instincts
  • Instincts can be overridden by experience and by each other (many are in conflict)
  • Instincts = motivators of behaviour
  • Behave in ways that promote survival
  • Instincts = impulses from within organism that lead to behaviour
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46
Q

What are biological instincts?

A
  • Kondrad Lorenz and Niko Tinbergen
  • Instincts are behaviours
  • they exist bc they have/had survival value
  • ## Controlled by genes (not learned)
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47
Q

What is ethology?

A

Fixed/modal action pattern that occurs in response to certain stimuli

  • stereotypical behaviours
  • complex
  • inborn
  • exhibited by most members of a species
  • basic unit of behaviour
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48
Q

What are appetitive instincts?

A
  • Biological
  • Searching behaviours
  • Flexible, adapted to environment, subject to modification (learning)
  • early components of behaviour sequence
  • ex. pressing lever to get mate
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49
Q

What are consummatory instincts?

A
  • Fixed patterns of responding to specific stimuli
  • Rigid, insensitive to environment, stereotyped and independent from learning
  • Fixed/modal action patterns
  • End components of behaviour sequence
  • ex. copulation of rats
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50
Q

How are biological instincts affected with a lesioned hypothalamus?

A

Consummatory instincts are affected (e.g. rats cannot copulate)

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51
Q

How are biological instincts affected with a lesioned basolateral amygdala?

A

Appetitive instincts are affected (e.g. rats cannot press lever to get mate)

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52
Q

What’s an example of a reflex (stimulus-response)?

A

Knee-jerk

  • Stretch tendon/sensory receptors
  • Excites motor neuron and interneuron in spinal cord
  • Interneuron inhibits motor neuron to flexor muscles
  • Contraction of extensor muscle, relaxation of flexor muscle
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53
Q

What are modal/fixed action patterns?

A
  • Response sequences typical of a particular species

- i.e. rooting/sucking, net building, territory defence, imprinting

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54
Q

What are stimulus-evoked instincts and what is an example?

A

Newborn birds memorize shapes/calls of parents, but can show same behaviour with non-parental object (i.e. imprinting).

  • Man allowed birds to imprint on him.
  • Chicks imprint with computer-generated shapes (avoid different colours)
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55
Q

Why does imprinting happen in chicks?

A

They have 2 distinct visual pathways:
- Tectofugal (recognition of colours, shapes and motion of objects)
- Thalamofucal (visual learning)
These pathways work together for imprinting.

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56
Q

Why do babies elicit a longing to ‘cuddle’?

A
  • Surge of activity in medial orbitofrontal cortex in response to infant faces (not adult)
  • Directly related to saliency of structural features of infant face
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57
Q

What can repeated stimulation trigger?

A
  • Decrease in behaviour through habituation
  • Increase in behaviour through sensitization
  • Simplest forms of learning
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58
Q

What is habituation?

A
  • Behaviour varies across repetitions
  • Stimulus specific (same stimulus)
  • Food-evoked responding (salivation decreases after a while)
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59
Q

How did the lemon/lime taste study exhibit habituation/dishabituation?

A
  • Given lemon or lime which elicit salivation (habituation) (10 times)
  • Dishabituating stimulus was opposite (1)
  • Responses to habituating stimulus after dishabituation are restored to normal levels (didn’t last)
  • With chocolate dishabituator (no salivation), still dishabituation
  • Dishabituation does NOT require response elicitation itself
  • Dishabituation also occurs with distraction
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60
Q

Does dishabituation need to elicit response itself?

A

No (ex. chocolate during lemon trials)

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61
Q

Does dishabituation occur as a result of distraction?

A

Yes (ex. video games)

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62
Q

Is distraction sufficient to prevent habituation?

A

Yes (ex. video games)

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63
Q

What’s an example of stimulus specificity in habituation?

A

Eat more turkey dinner bc same stimulus isn’t repeated like in pasta

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64
Q

What’s an example of stimulus attention in habituation?

A

When watching TV while eating, we eat more because we are distracted

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65
Q

How does complexity affect habituation?

A

More complex stimuli elicit an initial increase in attention and slower habituation

  • Response to novelty is greater (more dishabitutation) when stimulus is complex
  • Dishabituation obtained when original pattern is retested after complex, not simple, patterns
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66
Q

How is the acoustic startle response affected by habituation (novelty)?

A
  • Rat jumps less with habituation

- New noise, dishabituation

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67
Q

How does delay affect habituation/dishabituation?

A

Startle response returns after 3 days without stimulus (i.e. dishabituation occurs)

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68
Q

How does frequency affect habituation/dishabituation?

A

The larger the interstimulus interval, less habituation (i.e. more startle response)

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69
Q

When is sensitization likely to occur?

A

Fear-potentiated startle
- Ex. those who think they are going to get a shock show activity in sympathetic NS, but less when there is no threat
- Ex. rat has greater fear when light is paired with shock
Drug-evoked locomotor sensitization
- locomotor activity increases with each cocaine injection

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70
Q

What is the Dual-Process Theory?

A

One underlying neural process produces decreases in responsiveness, and a second underlying neural process produces increases in responsiveness

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71
Q

In what system is habituation assumed to occur?

A
  • Stimulus-response system
  • shortest neural path
  • each presentation activates S-R system and causes buildup of habituation (ex. knee-jerk)
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72
Q

In what system is sensitization assumed to occur?

A
  • State system (state of organism/circuit)
  • Parts of NS determining general level of arousal
  • Ex. caffeine
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73
Q

When are the S-R system and the state system activated?

A 
S-R System
- every eliciting stimulus
State System
- only arousing events
- Ex. quieter background noise = habituation, louder noise = sensitization
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74
Q

What produces the sensitization/habituation effects?

A

Net effect of combining sensitization/habituation processes is what produces observed effects
- Effects =/= Processes

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75
Q

How does the sea slug exhibit sensitization/habituation?

A
  • Repeatedly applying touch to mantle/siphon results in habituation of gill withdrawal reflex
  • Stimulus specific - i.e. mantle has no effect on siphon pathway
  • Tail shock enhances gill withdrawal through sensitization
  • Activation of state system
  • Sensitization involves facilitatory interneurons releasing serotonin to prolong AP (inactivation of K+ channels)
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76
Q

How is habituation related to neurotransmitters?

A
  • Habituation is caused by decrease in neurotransmitters from sensory neuron
  • Reduction of vesicle pool
  • Inactivation of calcium channels (by calcium itself)
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77
Q

How does sensitization relate to neurotransmitters?

A
  • More Ca2+
  • More vesicles in sensory neuron
  • 5 shocks = growth of new synapses in sensory neuron
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78
Q

What is classical/pavlovian/associative conditioning based on?

A

Learning the orderly sequence of events in the world and acting in anticipation of that knowledge

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79
Q

What did Aristotle contribute to associations?

A

3 Principles for establishing associations

  • Contiguity (proven)
  • Similarity (true to some extent)
  • Contrast (no evidence)
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80
Q

What is contiguity?

A

If 2 events repeatedly occur together in space/time, they will become linked/associated

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81
Q

What is similarity?

A

Some things will become associated if they are similar (i.e. both red)

82
Q

What is contrast?

A

Some things will become associated if there are some strikingly contrasting features (NOT TRUE)

83
Q

Are habituation/sensitization able to predict outcomes?

A
  • Limited

- Knowledge of cause/effect relationships is necessary

84
Q

What is Pavlov’s dog experiment?

A

Food elicits salivation in dogs, and when a tuning fork is sounded at each feeding, the two stimuli become paired and the tuning fork elicits salivation

85
Q

What is the conditional stimulus?

A
  • Learned
  • Effectiveness to elicit response depends on pairing it with US
  • E.g. tuning fork
86
Q

What is the unconditional stimulus?

A
  • Effectiveness to elicit response does not depend on any prior training
  • E.g. food
87
Q

What is the conditional response?

A
  • Elicited by conditional stimulus (does not need to be the same as UR)
88
Q

What is the unconditional response?

A
  • Elicited by unconditional stimulus (i.e. salivation)
89
Q

How does a CS become linked with a US?

A

CS is presented before US, terminated at intro of US. After multiple trainings, CS evokes response

90
Q

What did Edwin Twitmyer discover?

A

Human reflexes (knee jerk) can be conditioned (BEFORE PAVLOV)

  • Paired hammer with bell
  • Repeated pairing = kick with bell ringing
91
Q

Describe eye blink conditioning

A 
US - puff of air to eye
CS - Tone
UR - Eye blink
CR - eye blink
- Equate experience with stimuli (same # of puffs), just different timing
92
Q

Describe fear conditioning

A 
US - Foot shock
CS - Light/tone/context
UR - Jumping
CR - Freezing
- UR =/= CR
- Fear with stimulus, not context
93
Q

Describe place conditioning

A

US - Drug/novelty
CS - Environmental context
UR - Depends on drug effect/play
CR - Approach/avoidance
- Need to be distinguishable
Pre Test Phase: access to both compartments
Place Conditioning: Alternate b/n US and no-US compartment pairings
Test of Preference: Access to both compartments and measure time spent
- Depends on salience and developmental dependence

94
Q

Describe taste conditioning

A

US - Illness
CS - Flavour
UR - Nausea/negative effect
CR - Nausea/negative effect
- Taste aversion = Taste of food (CS) with illness (US)
- Selective for novel tastes
- Ex. LiCl paired with novel food in rats = eats less

95
Q

What is Conditioned Place Preference?

A

Pairing of context with US evokes approach response to CS

96
Q

What is Conditioned Place Aversion/Avoidance?

A

Pairing of context with US evoked an avoidance response to CS

97
Q

What is latent inhibition?

A

CS preexposure slows/prevents association with US (schizophrenia = impaired latent inhibition)

98
Q

What is sign tracking?

A

Approach behaviour to ‘sign’ (CS)

99
Q

What is goal tracking?

A

Approach behaviour to ‘goal’ (US)

100
Q

When pigeons are placed in a long box, do they sign-track or goal-track?

A
  • Sign-track

- Miss food, still sign-track

101
Q

When rats are presented food and a lever (CS), do they sign-track or goal-track? Why?

A
  • 1/3 sign track
  • 1/3 goal track
  • Due to different dopamine signalling phenotypes
102
Q

What is a conditioning trial?

A

Each configuration of the CS and US

103
Q

In classical conditioning, is a single trial or multiple trials used?

A
  • Typically multiple trials (appetitive conditioning)

- One-trial fear conditioning and taste aversion are possible (salient enough stimuli)

104
Q

What is an intertrial interval?

A

End of US to start of CS

105
Q

What is an interstimulus interval?

A

Start of CS to start of US

106
Q

What is short-delayed conditioning?

A
  • CS starts trial
  • US presented after brief delay
  • CS may continue or terminate when US begins
107
Q

What is trace conditioning?

A
  • US presented some time after CS ends

- Gap = trace interval

108
Q

What is long-delayed conditioning?

A
  • US delayed much longer (hours) (long CS)
  • No trace interval
  • Latent inhibition
  • How much exposure prevents association?
109
Q

What is simultaneous conditioning?

A
  • Contiguity
  • CS and US at same time, same duration
  • Weaker conditioning
  • Less predictability
110
Q

What is backward conditioning?

A
  • US occurs shortly before CS
  • Tends to cause inhibitory conditioning
  • CS predicts no US
  • ISI is reversed
111
Q

What should the relative timing of the CS/US look like for strong conditioning?

A
  • CS should precede US

- Remain on until US occurs

112
Q

How do you test if classical conditioning has worked?

A
  • Present CS alone to assess behaviour
  • Test for:
  • > Magnitude of CR
  • > Probability of CS eliciting CR
  • > Latency of CR after CS (one association = quicker response)
113
Q

What is pseudoconditioning?

A
  • Sometimes a behaviour can be elicited by seemingly innocuous stimulus w/out prior association
  • Controls needed to expose animal to all CS presentations and all US presentations
  • Occasionally animal will create association that doesn’t exist
  • False conditioning
114
Q

What is truly random control?

A

A procedure that randomly presents all CS and US presentations

115
Q

What is explicitly unpaired control?

A

CS and US are presented far enough apart to prevent association

  • more effective as control
  • most common
  • may result in formation of conditioned inhibitor bc US never follows CS
116
Q

What is conditioned excitation?

A

CS becomes an excitor of behaviour (CS+)

117
Q

What is a conditioned inhibitor?

A

Indicates/signals absence of US

118
Q

What is required for conditioned inhibition?

A

There needs to be an excitatory context/background for US in order for conditioned inhibitor to acquire meaning
- CS 2 becomes an inhibitor of behaviour (CS-) rather than neutral

119
Q

What is differential inhibition?

A 
CS 1 -> US
CS 2 -> no US
- Excitatory conditioning
CS1 becomes CS+
- Inhibitory conditioning
CS2 presented with no US
CS2 becomes CS-
- A and B-type trials are intermixed, CS- will gradually acquire inhibitory properties
120
Q

What is conditioned inhibition?

A 
CS 1 -> US
CS 1 + CS 2 -> no US
- Excitatory conditioning
CS1 becomes CS+
- Inhibitory conditioning
CS1 and CS2 co-presented with no US
CS2 becomes CS-
- A and B-type trials are intermixed
121
Q

What is negative CS-US contingency?

A

CS 2 -> no US

  • Explicit unpairing of CS/US
  • CS begins to predict absence of US
  • Excitatory context/background is environment in which US is experienced
  • Truly random control = occasional contiguity
122
Q

What are the 2 tests of conditioned inhibition?

A

1 - Summation

2 - Retardation-of-acquisition

123
Q

Why are both tests of conditioned inhibition necessary?

A
  • Summation alone could be result of too much attention paid to CS-, diverting attention away from CS+
  • Retardation alone could be result of too little attention paid to CS-, previously unreinforced in first stage of training (habituation)
  • Eliminates alternative explanations
124
Q

What is ‘Feature Negative’ Conditioned Inhibition? What is an example?

A
  • CS will not be followed by US (similar to conditioned inhibition)
  • Nicotine trials: Light CS, no US
  • Saline trials: Light CS, Sucrose US
  • Measure # of times rat goal-tracks
  • Rats goal-track during CS only in non-nicotine sessions, as nicotine indicates that CS will not be followed by US
125
Q

What is the summation test of conditioned inhibition?

A

Present CS2 along with CS3 (a CS+) = CR attenuated

- inhibition transfers with CS2

126
Q

What is the retardation-of-acquisition test?

A

CS2 -> US = CR will develop slowly

- slower acquisition of response = better CS-

127
Q

What does the retardation-of-acquisition test reveal about the nicotine conditioned inhibition trials?

A
  • Rats trained with nicotine as negative feature, or chlordiazepoxide (Control)
  • Rats all then switched to excitatory nicotine CS conditioning w/ sucrose
  • Acquisition with nicotine was slower than with control
128
Q

What does the summation test reveal about the nicotine conditioned inhibition trials?

A
  • Rats trained with nicotine as negative feature, or pseudoconditioning with nicotine (control)
  • All rats then switched to excitatory white noise CS conditioning
  • Then injected with nothing, nicotine or drug control
  • Feature Negative showed lower rates of seeking (combination reduced tracking)
129
Q

What is attenuation?

A

Decreased response (habituation)

130
Q

What is potentiation?

A

Increased response (sensitization)

131
Q

What is an example of a stimulus that can be a CS or a US?

A
  • Sucrose
  • Lever CS with Sucrose US
  • Sucrose CS with LiCl-inducd nausea (avoidance)
  • Depends on environment
132
Q

What is an example of how novelty affects classical conditioning (CS Preexposure)?

A
  • CS-Preexposure effect
  • Rats trained to lever press for sucrose
  • 2 groups received intermittent noise CS presentations during sucrose-seeking
  • One group had no CS exposure
  • Conditioning with noise CS - shock US
  • Those with no previous experience of the CS learned the association fastest
133
Q

What is a suppression ratio?

A

CS/(CS+preCS)

Lower than 0.5, reduction of behaviour so CS evokes a change

134
Q

What is the US-Preexposure effect?

A
  • Rats given bacon or chocolate pellets
  • Autoshaping (10s lever CS followed by US)
  • Measure lever pressing
  • Lever pressing developed more readily for CS associated with novel food
  • Learning occurs more slowly with familiar stimulus
135
Q

What is the effect of US salience on conditioning?

A
  • Trained to press lever for food
  • Auditory CS
  • Pretest with CS alone to confirm lack of response
  • 4 CS presentations terminated with different voltages of footshock
  • Highest voltages acquired CR more readily than lowest voltages
  • Salience of US affects rate of acquisition
136
Q

What is the effect of US salience on extinction?

A
  • Extinction = CS fades with trials
  • CS presented alone until no CR
  • Salience-specific rates of extinction
  • Lower voltages extinct more readily
137
Q

How is CS intensity related to conditioning?

A
  • Rats lever press for food
  • 3 levels of auditory CS
  • 4 CS presentations terminated with footshock
  • Strong CS group acquired CR most rapidly
  • Weak CS group acquired CER slower
138
Q

How is CS/US Relevance seen in conditioning?

A
  • Taste/audiovisual stimulation with shock/sickness and measured effects on drinking
  • Shock learn stronger aversion to audiovisual CS than flavour
  • Illness paired with food and injury paired with audiovisual clues (‘belongingness’)
139
Q

What is higher order conditioning?

A 
CR can transfer across stimuli
First-order CS =  Tone
Tone ----> Food
- Tone induces salivation
Second-order CS = Light
Light ----> Tone
- Light induces salivation
140
Q

What is the difference between higher order conditioning and conditioned inhibition?

A

Depends on how stimuli are presented

  • 2nd order conditioning is sequential (Phase 1, Phase 2)
  • Conditioned inhibition is intermixed trials of each
141
Q

What is sensory preconditioning?

A

Sensory preconditioning = Tone Light (creates audiovisual stimulus)
Conditioning =
Tone —-> Food
Test = Tone induces salivation as well as light

142
Q

What is S-R Learning?

A
  • Stimulus-Response
  • Formation of association b/n CS and response
  • CS presentation directly elicits appropriate response
143
Q

What is S-S Learning?

A
  • Stimulus-Stimulus
  • Formation of association b/n two stimuli
  • CS presentation elicits representation of US which triggers response
144
Q

What happens when the S-S association is dominating behaviour and there is devaluation of the US?

A
  • CR evoked by CS is reduced
  • Ex. too full or sick, reduces appetitive value of food
  • Train association b/c CS and US have to elicit response
  • Goal-directed
145
Q

What happens when S-R association dominates behaviour and there is devaluation of the US?

A
  • CR evoked by CS is not reduced
  • Does not need to pass through US
  • Dorsal = motor activation
146
Q

What is the conditioned compensatory/preparatory response? What are some examples?

A
  • Learning to respond to CS helps organism adapt in anticipation to changes brought by US
  • US is biological event
  • Physiological mechanisms to compensate (i.e. homeostasis)
  • Associated stimuli evoke conditioned preparation for impending stimulus
  • Ex. salivation in Pavlov’s dogs, drug dependence, etc.
147
Q

What is the opponent process model?

A

Response is net effect of 2 responses

  • sum of a and b process
  • a = stimuli
  • b = homeostasis
148
Q

How does the conditioned compensatory/preparatory response change with many stimulations?

A
  • Stimulus stays the same
  • Response is faster and stronger
  • Increased CR to prepare
  • Decreased manifest response (net change)
  • Ex. drug tolerance is built up with repeated consumption
149
Q

What are some factors that may contribute to a conditioned compensatory/preparatory response?

A
  • Environment
  • Paraphernalia
  • People
  • All conditioned stimuli
150
Q

What is cue reactivity in regards to heroin consumption?

A

CS
- stimuli that elicit craving/withdrawal symptoms
CR
- Autonomic arousal (no control over)
- Motivational arousal (desire for drugs, mood changes)
- Behavioural arousal (drug seeking)
- Neural activation (limbic system )

151
Q

What happens when cocaine users are introduced to drug-associated CSs?

A
  • Increased HR (same direction as UR)

- Decrease in skin temp (opposite to UR), body anticipates temperature increase

152
Q

What happened when heroin-experienced rats were injected with heroin in a different context?

A
  • 2x mortality in those with new context than similar context
  • Those with no previous heroin use exhibited even greater levels of mortality
  • Cue change increased drug sensitivity
  • Cues help produce tolerance
153
Q

What is the clinical importance of cue changes?

A
  • Overdose on morphine with context change
154
Q

What is the Rescorla-Wagner Model?

A
  • mathematical expression of surprise
  • learning will occur only when subject is surprised (what happens is different than expected)
  • acquisition of associative learning is mapped pretty well
  • qualitative predictions
155
Q

What does a blocking experiment (pairing of two CSs with US after US has been paired with one CS has no CR) tell us about conditioning?

A
  • Conditioning is not an automatic result of CS-US pairings

- For conditioning to occur, CS must be informative and US surprising (second CS is not providing new info)

156
Q

What were Leon Kamin’s contributions to conditioning?

A
  • CS/US Salience

- Blocking

157
Q

What is V in the Rescorla-Wagner Model?

A
  • Associative strength
  • Change in V diminishes as Vmax is reached
  • Acquisition/learning curves
158
Q

What can learning curves differ in terms of?

A

1 - Vmax

2 - Rate of acquisition (steepness)

159
Q

What is k/alpha-beta in learning curves?

A

Magnitude of the US and CS

160
Q

How does salience affect learning curves?

A

More salient, faster the acquisition (steep curve)

161
Q

What happens when two CSs are used in the R-W model?

A
  • association/expectation at beginning of trial would be sum of strengths of each stimuli
162
Q

What is the V of the blocking group at the end of Phase 1 in the R-W model?

A

VL = 1, or Vmax (because of extensive L conditioning)

163
Q

When the light and tone are presented in combination on trial one of Phase 2, what happens (during blocking, according to R-W model)?

A
  • V = VL + VT = Vmax
164
Q

What is the amount of conditioning to T in blocking group after conditioning with compound stimulus?

A
  • 0, because nothing novel happened, the curve was already at maximal strength
165
Q

What does (lamda-V) mean in the R-W model?

A
  • level of US surprise or difference b/n what occurs and what was predicted
166
Q

What is prediction error?

A

When the brain encodes predictions and finds errors

167
Q

What happens to dopamine levels when monkeys receive fruit juice?

A

Dopamine increases

168
Q

What happens to dopamine firing when fruit juice is paired with a light stimulus?

A
  • there is a gradual shift of DA signal at time of reward to predictive CS association
  • Increase in DA with predictor, along with a decrease in DA with reward
  • When the reward is not presented, there is a dip in DA levels
169
Q

What is prediction error dependent on?

A
  • Time
  • If the timing is not consistent, associability drops
  • Surprising changes are encoded in DA signals
170
Q

What are nonsense syllables?

A
  • 3-letter combinations that do not have any meaning
  • Measured ability to remember
  • Used by Hermann Ebbinghaus
171
Q

What is nervism?

A
  • Pavlov

- All key physiological functions are governed by nervous system

172
Q

What is fatigue?

A

Physical exertion results in gradual reduction in vigor of response because individual becomes tired

173
Q

What is maturation?

A
  • occurs in absence of training/practice
  • a change in behaviour caused by physical/physiological development of organism in absence of experience with particular environmental events
174
Q

How is learning investigated?

A
  • Only with experimental methods

- Experimentally vary presence vs absence of training experience

175
Q

What is performance?

A

An organism’s activities at a particular time

176
Q

What does a reflex involve?

A

2 closely related events: eliciting stimulus and corresponding response

177
Q

What is a sensory/afferent neuron?

A

Transmits sensory message to spinal cord

178
Q

What is a motor/efferent neuron?

A

Activates muscles involved in reflex response

179
Q

What is an interneuron?

A

Impulses from sensory to motor neuron are relayed through interneuron

180
Q

What is the reflex arc?

A

Afferent neuron, interneuron, and efferent neuron

181
Q

What is the respiratory occlusion reflex?

A

Stimulated by reduction of air flow to baby - baby pulls head back, move hands in face-wiping motion, cries.

182
Q

What’s a sign/releasing stimulus?

A

Few essential features for pecking on part of chicks

- specific feature of an object/animal that elicits modal action pattern

183
Q

What is a supernormal stimulus?

A

Exaggerated sign stimulus

- abnormally large modal action pattern

184
Q

What is the foraging response sequence (animals obtaining food)?

A
  • General search mode
  • Focal search mode
  • Food handling and ingestion mode
185
Q

What is spontaneous recovery?

A
  • Trials administered again after habituation
186
Q

What is sensory adaptation?

A

Sense organs become disabled (NOT habituation)

187
Q

What is drug tolerance?

A

Habituation of primary drug reaction; decline of effectiveness with repeated exposures

188
Q

What is object learning?

A

Association of one feature of an object with another (i.e. dog associates visual features of sand with orosensory features)

189
Q

What is conditioned suppression?

A

Suppression of ongoing behaviour

190
Q

What is lick-suppression procedure?

A

If fear CS is presented, water-deprived rats suppress licking behaviour, and take longer to make # of licks

191
Q

What role does the hippocampus play in learning?

A

Important role in spatial learning, trace conditioning, episodic memory

192
Q

What role does the cerebellum play in learning?

A

Motor coordination and motor learning

193
Q

What are bidirectional response systems?

A
  • change in opposite direction from baseline (e.g. heart rate, respiration, etc_
194
Q

What is autoshaping?

A

Same as sign tracking

195
Q

What is conditioned analgesia?

A

Diminution of UR (aversive conditioning)

- CS elicits physiological processes that serve to counteract effects of US

196
Q

What is conditioned reproduction and fertility?

A

Changes in responding to US in appetitive conditioning situations

197
Q

What role does the amygdala play in conditioning?

A
  • Limbic system
  • emotional conditioning
  • regulating fear-related behaviours/attention
198
Q

What is the periaqueductal gray (PAG)?

A

Plays role in regulating fear-related behaviour (e.g. freezing) and pain

199
Q

What is the relative-waiting-time hypothesis?

A

Comparison is between how long one has to wait for US during CS vs how long one has to wait for US during intertrial interval
- When US waiting time during CS is shorter, I/T Ratio is high (CS is highly informative, high levels of responding)

200
Q

What is the comparator hypothesis?

A

Conditioned responding depends on not only what happens during CS but what happens in other aspects of experimental situation

PSYC 2330 (11 decks)

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