midterm 2 Flashcards

1
Q

coolidge effect?

A

??

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2
Q

problems with habituation - sex on the beach example

A

sex and bonding in humans, men habituate more quickly than women to erotic pictures, but men are also easier to arouse from pictures

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3
Q

potential solutions to habitutation?

A

prolonged abstinence or partial separation (separate bedrooms)
spaced presentation (long distance relationships)

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4
Q

how can you introduce dishabituation?

A

change the context (ie. avoid routine)
- but this routine dimension may have to do with the predictability of reinforcers

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5
Q

how does the predictability of reinforcers affect dishabituation?

A

social and affective neuroscience: endorphins and dopamine

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6
Q

if you want to habituate quickly?

A

Expose yourself to the S frequently (don’t avoid locations, pictures, memories, etc). This is massed exposure » BUT, it may lead
to spontaneous recovery

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7
Q

if you want to habituate for a long time?

A

Continue to expose yourself, but with
longer and longer inter-trial presentations (spaced exposure). It may take a
while, but you will get there.

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8
Q

delayed spontaneous recovery?

A

If the exposures continue
even if the responses are long gone. Movies and tv shows love these stories of ex’s
hooking-up years after they separated.
20

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9
Q

two strategies for dishabituation?

A
  1. Make the stimulus weaker: If loud music next door, put some earbuds on.
  2. Decrease your arousal: Avoid stimulants (e.g., caffeine), meditate, do yoga, etc.
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10
Q

what is sensitization?

A

The opposite of habituation (kinda…)
- The gradual increase in response to a stimulus that is repeatedly presented
and processed by the organism

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11
Q

where does sensitization occur?

A

Occurs in the “state system” » readiness to respond. Activated by eliciting
stimuli

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12
Q

how is sensitization affected by generalization?

A
  • Exposed to artillery fire on the battlefield » get sensitized.
  • Later respond to fireworks the same way
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13
Q

if habituation is stimulus-specific…

A

sensitization is generalizable

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14
Q

sensitization can lead to…

A

desensitization (the same way habituation can lead to dishabituation)

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15
Q

how can systematic desensitization be used in therapy?

A

In therapy, systematic desensitization is used for phobias, for example

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16
Q

what happens if an organism is stressed/sick/preoccupied (with sensitization)

A

If the organism is stressed or sick or preoccupied, what is normally habituated can become quickly sensitized: The paparazzi example in Gluck et al

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17
Q

pre-pulse inhibition?

A

The basic idea is that being pre-exposed to a stimulus, even if weaker, will reduce the
sensitization or response to that stimulus, even when presented at high intensity.

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18
Q

sensitization: startling stimulus =

A

strong response

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19
Q

sensitization: low intensity stimulus =

A

same stimulus but very high intensity (“startling”) » weaker response than above

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20
Q

what is “low intensity stimulus » same stimulus but very high intensity (“startling”) » weaker response than above” a case of

A

desensitization

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21
Q

What is dishabituation and what can we use it for: developmental psych?

A

In developmental psychology: understanding natural (non-learned) discrimination of S. Useful with infants and pre-verbal children, no need for language or understanding of the test

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22
Q

What is dishabituation and what can we use it for: animal psychophysics?

A

can an animal naturally (without training) detect and discriminate stimuli?
Example — ribbon snake ??

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23
Q

how does systematic desensitization work in therapy?

A

Initially with micro doses of the stimulus and then is increased with time
social learning can play a role!
Desensitize by using social learning, gradual exposure — removes flooding

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24
Q

what is pre pulse inhibition?

A

pre exposure to a stimulus may diminish your response to it later
- Pre exposure makes you more familiar which may help you cope with it

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25
Q

studying sensitization/habituation?

A

Can use a series of dependent variables — a lot of these are parts of the polygraph and studies used in sleep clinics
What are the best measures? Depends. Autonomic nervous systems measures differ a lot, they don’t always cross correlate.

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26
Q

ways to study sensitization/habituation?

A
  • GSR
  • EDA
  • thermal response
  • cardiac markers
  • other polygraph measures
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27
Q

sensitization/habituation: GSR/EDA?

A
  • GSR (galvanic skin response) or EDA (electro-dermal activity) can be used to monitor the autonomic nervous system (ANS) response
  • GSR might be too sensitive — any little disruption and the person would have a strong response. This adds a lot of noise
  • Simple versions of EDA can be bought and used at home — form a biofeedback. Get feedback at a certain threshold, eg. Beeping, and cause you to react
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28
Q

sensitization/habituation: thermal response?

A

With organisms that don’t sweat a thermal response can be used (eg. Thermal cameras, these are less obtrusive)

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29
Q

sensitization/habituation: cardiac measures?

A

All the cardiac markers work as well: ECG, heart rate, blood pressure, etc.

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30
Q

sensitization/habituation: other polygraph measures?

A
  • Challenge with these are that you need a baseline — this is why apple watches can be good because they take daily measurements
  • Might be able to pick up responses on one test and not another, depends on the individual
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31
Q

measuring sensitization/habituation: lacey and lacey?

A
  • found pattern in these — some people have huge reactions to some things and not others, depends on the person. Found this is constant throughout life.
  • Intersection between geography and psychology here — tracking patterns, can assess your ability to monitor and control
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32
Q

dual process theory (DPT): Groves and Thompson, 1970

A

says that habituation and sensitization posits are both activated at the same time
States that they can both be defined and discussed and are measurable

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33
Q

DPT: process?

A

Process: the physiological mechanisms involved

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34
Q

DPT: effects?

A

Effects: the observable consequences or behaviours (response)

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35
Q

DPT: process and effects?

A
  • Both processes are adaptive
  • Not always adaptive to keep responding to some stimuli (eg. crying baby – which we do have an initial physiological reaction to)
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36
Q

DPT: final statement

A

So it is not H or S but rather H and S, but the connections between the sensory neurons (input) and motor neurons (output) is what matters, and changes over time.

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37
Q

opponent process theory (OPT)

A
  • Complex theory (gadbois favourite)
  • Emotional regulation for high arousal events (skydiving, bungie jumping) is very well explained by the OPT
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38
Q

OPT what happens with time?

A
  • Initial fear response becomes weaker (habituates faster) — first jump, overwhelmed by fear. Once you land the first time it is accompanied by relief. The theory thinks that is what people are after. The fear is not what is fun, what is potentially intriguing is the elation you experience when you experience it
  • Rebound exhilaration response becomes stronger — allows elation response to either increase or be more salient (obvious)
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39
Q

what is different about OPT compared to DPT?

A
  • The rebound is triggered by the initial response
  • Both underlying processes are associated with emotional arousal
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40
Q

what is familiarization?

A
  • With times exposure will increase the sense of “sameness” of familiarity
  • Studied via novel object recognition — you get a sense of familiarity, having seen something before.
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41
Q

problem with familiarization?

A

Problem (seen through mnemonic theory) is that it is very context specific and at a context of time

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42
Q

familiarization: recognition memory?

A

Recognition memory is usually in reference to something you have already seen

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43
Q

recognition memory example?

A

if prof sees someone in a different environment, may not ‘recognize’ you, the problem is context. When you’re exposed to so many people, in context they will recognize you. Outside of context it might not be as obvious.

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44
Q

what is priming?

A
  • Unconscious effect of an exposure, often repeated
  • Implicit memory
  • Change from physiological psychology — now cognitive or neuro
  • Repeated exposure with a stimulus will actually prime, at the very least, that stimulus if not related stimuli
  • Priming is unconscious and lasts long
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45
Q

priming general idea?

A

Idea is if you’re exposed to something, you will recall that first later. Eg. Have a conversation about healthcare professions, later on if someone asks you to name a profession you will name one of those first

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46
Q

example of priming?

A

The blue jay example (p. 88-89 of Gluck et al): Exposure to different species of moth (without reinforcement), will facilitate moth detection and discrimination later on

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47
Q

what is true about recognition (familiarity)

A

is conscious and does not last long; it is also very context-specific

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48
Q

are recognition and priming the same?

A

Unclear if we are dealing with two different processes
- We don’t know how it exactly works but it is very documented
- We think specific parts of the cortex are activated in these processes, thought limbic system was involved but no obvious proof of that

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49
Q

priming famous case?

A

Example: famous case is HM — triangle tower, you have to move them through three pegs and reconstitute the tower. Very specific sequence is needed. HM was asked to do it, first time took a while, with time he got better and faster (like most people). Thing is, every time he was exposed to the tower he would claim he had never seen it before.
–> This is priming, unconscious/implicit memory

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50
Q

what do different types of priming have in common?

A

all via stimulus repetition

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51
Q

different types of priming?

A

Perceptual priming
Lexical/semantic/conceptual priming
Affective and kindness priming
Associative or context priming

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52
Q

perceptual priming?

A

involves the extra striate cortex (part of occipital cortex: V3, V4, V5/MT)

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53
Q

Lexical/semantic/conceptual priming

A

involves the left prefrontal lobe

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54
Q

Affective and kindness priming

A

based on the positive or negative valence of prime

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55
Q

Associative or context priming

A

basic contextual/cue conditioning?

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56
Q

what is perceptual priming?

A

Being exposed to stimuli over and over will change the way you perceive them (exposing yourself to a variation of these stimuli, statistical learning, often unconscious)

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57
Q

what does perceptual learning help?

A

discrimination

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58
Q

perceptual learning examples?

A
  • Wine is a wine is a wine? Not to a sommelier
  • Rash is a rash is a rash? Not to a dermatologist
  • Thrush is a thrush is a thrush? Not to a seasoned birdwatcher
  • These nuances aren’t clear to people that are not trained/experienced with these things
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59
Q

what is perceptual learning a form of?

A

latent learning. Because unconscious and not dependent on reinforcement it is like habituation, sensitization and priming

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60
Q

perceptual learning is also called?

A

statistical learning

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61
Q

difference of perceptual learning compared to priming?

A

it is long lasting, if not permanent
- priming is a lot more fleeting

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62
Q

what could explain perceptual learning?

A

dual process theory

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63
Q

what is perceptual learning really about?

A

It is about perceptual invariance, simpler way to say this: it is about identifying the difference. See the difference, hear the difference. That is what discrimination is.

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64
Q

perceptual invariance example?

A

wolves vs. Cayotes — immediate difference in size, nose, eyes, tail. Trained people can see so many differences. Interestingly, that is so remarkable when you realize that people in movies sub a German Shepard for a wolf. If you knew the difference, you would think that is obviously dumb. If you don’t know to look for differences, interestingly you won’t see them

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65
Q

what is spatial learning another form of?

A

Another form of latent learning, often implicit

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66
Q

spatial learning example?

A

Tolman and Honzik (1930): rats in mazes

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67
Q

tolman and honzik method?

A

Operation training (food at the end of the maze) vs. Exploration — behaviourists at the time believed in responses you could see. The rat basically memorizes the route, tolman thought if it was that specific to the response, I am going to make them go through the same maze but flooded. Interestingly, the rat could still find the way. Not based on motor responses but on mental map. Might be based on both, individual differences.

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68
Q

tolman and honzik what rats learned faster?

A

Trained rats learn faster initially
Explorer rate learn better at end — may take longer initially, but remember better

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69
Q

tolman and honzik two theories of learning?

A

hippocampal learning
striatal learning

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70
Q

what is hippocampal learning?

A

learning a navigational map (the mental map for the psychologists or the search image for the ethologists) — indeed based on mental representation

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71
Q

what is striatal learning?

A

learning motor navigation (turns): motor learning of spatial learning — striatal system that records this moments and sequence of them, basal ganglia domain

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72
Q

what is individual adapation?

A

Conditioning allows you to get familiarized with your environment so you can adapt to it (individual adaptation)

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73
Q

what do you need for any kind of conditioning?

A

you need the right mental/motivational state

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74
Q

what is true about classical and operant conditioning?

A

not completely separate topics
Eg. Pavlov is always on your shoulder even when working with skinner

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75
Q

what is instrumental conditioning?

A

the law of effect - thorndike
- Association between a stimulus and response, ie. it is about S-R learning

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76
Q

what does instrumental conditioning say about S-R?

A

S-R association strengthened if S followed by a satisfying event
S-R association weakened if S followed by an annoying event

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77
Q

what does instrumental conditioning presuppose?

A

motivational states

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78
Q

example of instrumental conditioning (real world)

A

Examples: saying thank you, tipping
- You are aware of contingencies — you are manipulating the other person, both sides are implicated
- Dialectical in social interactions, may not be aware you are doing it, but you are playing that game of conditioning

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79
Q

instrumental conditioning (refer to notes for whole story)

A
  • Prof in an American uni that decided to make a point. He would compliment all the female students that would show up to class dressed in red, on a typical day not that many. This is an example of classical conditioning (implicit)
  • Students then decided to play a game with this guy. The following year the students decided to condition him (instrumental, although might be a mix)
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80
Q

four players in outcomes?

A
  1. Reward — increases the behaviour,
  2. Punishment
  3. Omission — not doing something
  4. Avoidance/escape — avoiding or escaping an aversive stimulus
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81
Q

what does negative mean in terms of punishment?

A
  • Negative doesn’t mean bad — instead just describes a process of what you are doing
  • Positive punishment is the worst form of punishment! Don’t take it semantically. It is positive in the sense that you use something you add — eg. Electrical shock.
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82
Q

difference between avoidance and escape?

A
  • Avoidance: the unpleasant (aversive) S / event has not occurred yet (procrastination)
  • Escape: the unpleasant (aversive) S / event is occurring in the moment
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83
Q

omission learning/training?

A

When a behaviour prevents the occurrence of a good outcome

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84
Q

refer to tables!!!!

A

important hehehhhh

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85
Q

what is reinforcement?

A

anything that will increase the probability/rate/duration/liklihood of a response

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86
Q

what is punishment?

A

anything that will reduce the probability/rate/duration/liklihood of a response

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87
Q

important note about reinforcement/punishment?

A

That is not what you think is reinforcement/punishment but rather what the subject thinks is reinforcement/punishment — it is subject by subject

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88
Q

learning theory - are shock collars punishment?

A

epends. If there is no reduction in behaviour for a specific animal than the shock collar is not punishment. Same with this, is giving kibble to a dog reinforcement. Some say yes, but some dogs don’t care about kibble so then not for them.

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89
Q

what does ignoring do? (in terms of punishment)

A
  • If it leads to no response, then it is punishment. Therefore ignoring can be punishment.
  • Punishment and reinforcement is just feedback on a response — feedback leads to more or less response.
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90
Q

punishment vs. reinforcement (stimulus type?)

A

Punishment uses an aversive stimulus and reinforcement uses an appetitive one

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91
Q

what kind of punishment is time out/taking phone away?

A

negative punishment

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92
Q

is taking stuff away punitive by nature?

A

an be punitive, but depends on the behaviour that you are trying to extinguish. When you try to stop a behaviour, pull the reinforcement — there is usually a larger response. Takes a while before they realize that positive reinforcement isn’t going to come back and then they stop.

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93
Q

when do the four quadrants come into play?

A

Everything you say and do taps into all four quadrants with most people around you. Even if you didn’t mean to be nasty, if it fits the definition it counts.

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94
Q

what is punishment/reinforcement?

A

information
- The way the brain works is by acquiring and strengthening some connections, and pruning others

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95
Q

punishment/reinforcement - what is true

A

This terms have been poisoned because people don’t understand them

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96
Q

how does cognitive psych view punishment/reinforcement?

A

In many tasks, you got a tone or green light when you do a task right. Or a bad tone and red light that comes up if you get it wrong — that is punishment. You don’t leave crying, but you are informing. We know that you learn faster if you know what behaviour not to reproduce — this is how discrimination training works.

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97
Q

punishment/reinforcement - thorndike?

A

In other words, thorndike was right, you have to experience trial-and-error, it is the contrast between success and failure in trial and error that gets you to understand what is good (leads to an answer) and bad (doesn’t lead to an answer).

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98
Q

error of correction?

A

Dog trainers wrap it into something positive, “keep going signal” — that wasn’t it, keep going. Not because you call it that makes it reinforcement, but people prefer calling it that than positive punishment

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99
Q

what are societal views on corporal and punitive punishment?

A
  • Corporal punishment is different — strong consensus there that is wrong
  • Punitive punishment often leads to spontaneous regeneration — some criminals go back to crimes right after being released
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100
Q

what impacts how you understand punishment?

A

Your ability to measure the response (Feedback) is how your understand the punishment

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101
Q

people say you should never put an animal on cyclic punishment - thoughts?

A

People say never put a human/animal on cyclic punishment, why not? Because they get stressed. The moment that rat in the skinner box on an intermittent schedule shows stress — you are doing something wrong. You are usually going too fast. Nothing wrong with scheduled reinforcement, something wrong if you are using it in the wrong way — eg. Speeding through.

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102
Q

punishment is often only a …

A

a temporary stop, spontaneous recovery in the right conditions will often happen.

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103
Q

reinforcement =

A

strengthening of the response.

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104
Q

reinforcement =

A

strengthening of the response

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105
Q

does punishment always reduce responses?

A

It depends on the behaviour! In imprinting, it will often increase the following response: Think, analogically, about the abused with their abusers…

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106
Q

what does positive mean in punishment?

A

The term “positive” means that something is produced, not that it is perceived as positi

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107
Q

positive reinforcement?

A

You GIVE a reinforcement (something perceived as positive)

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108
Q

negative reinforcement?

A

You REMOVE or TAKE AWAY something perceived as negative.

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109
Q

what does the term negative mean, punishment?

A

means that something is removed, not that it is perceived as negative.

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110
Q

what is shaping?

A

the main dimension of “training” (as in training an animal)

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111
Q

Reinforcing an animal or human with successive approximations is called…

A

shaping

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112
Q

shaping procedure?

A

at first, you reinforce anything that is in the direction or shape of the target behaviour. Then you slowly progressively start reinforcing the behaviours that are closer to the target behaviour until you get to the point that you reinforce only the “perfect” target behaviour

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113
Q

important dimensions of shaping?

A
  • The topology (proximal to goal) or spatial dimension — a lot of what you need to do is understand that the first part of the goal is to get the rat close to the lever, then the timing is important.
  • The timing of the behaviour or temporal dimension
  • You ignore (ie. do not reinforce) the behaviours that are desired or too far spatially and temporally from what you are looking for
  • Sometimes you can get animals to do very complex things very quickly — eg. Rat in a skinner box
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114
Q

what is important about making an operant setting work in shaping?

A

the topology

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115
Q

what is autoshaping?

A

computer training a rat in a skinner box rather than a person. There is then no feedback given from a person. Put them in a box, computer starts running and usually the rat has shaped to the task within an hour.

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116
Q

gadbois nose hold on a target stimulus steps

A
  1. At first just orienting towards the target S — reinforce this
  2. Then approaching the stimulus
  3. Then having the “nose down” towards S
  4. Then touching the S
  5. Then holding on the S, at first for a few seconds
  6. Then holding for a full 5 seconds
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117
Q

what is target always called?

A

S+ = positive stimulus

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118
Q

what is successive approximation?

A

topology, reinforcement is successful but contingent on getting closer to the target (stop rewarding behaviour that goes backward)

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119
Q

what happens if you go too fast in reinforcing a behaviour?

A

If you go too fast it is possible that the new thresholds aren’t registering, you could fall back. You might need to go retro and use baby steps at that point, might need a refresher (small reward) to reorient them to the task.

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120
Q

is reinforcement dependent on anything?

A

species dependent — need to be mindful of what youre working with and the behaviour they typically produce

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121
Q

detection training?

A

responding yes or no to a stimulus

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122
Q

discrimination training?

A

choosing the appropriate stimulus out of n number distractors

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123
Q

what is an important measure when a choice has to be made (dogs)?

A

Because a choice has to be made, it is a good idea to have a clear, well defined response (a good nose hold, held for a full 5 seconds, until the reinforcement (R+) is produced/delivered).

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124
Q

can instrumental conditioning/shaping happen without a coach, trainer, teacher?

A

yes

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125
Q

what can have the same effect as instrumental conditioning/shaping?

A

Trial and error learning (thorndiike)

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126
Q

what is selection by consequence?

A

makes instrumental conditioning very similar to natural selection (ie. species-level adaption) except that it is individual-level adaption

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127
Q

what is learning a force in?

A

learning is one of the few forces in evolution

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128
Q

what is classical conditioning?

A

Classical conditioning can be very powerful (as demonstrating through neuro eg. Sick building syndrome). Not all individuals condition the same

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129
Q

what did pavlov come up with (topology)?

A

Pavlov is the first one that came up with a temperament topology for dogs — four types of topology. Based on how responsive they were to classical conditioning. Not all of us are as easily conditional as one other, there are individual differences (seen with rats and even slugs)

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130
Q

classical conditioning: pavlov’s dog - salivation?

A

Goal: preparatory for digestion (in fact, arguably the first step as saliva will start the digestion process with starches: think of bread “melting” in your mouth

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131
Q

classical conditioning: taste aversion?

A
  • Too much jack at your birthday — you can get very sick for days, may develop a strong and long lasting aversion, may even be generalized to similar alcohol
  • Note: this example is actually special as it often requires very little event. Classical conditioning will often lead to “one-trial learning. This is obviously potentially very adaptive.
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132
Q

biological examples of importance of classical conditioning?

A
  • The Hollis experiment with Blue Gouramis: a kind of warning signal that “primes” the combatant
  • The domain experiment with Japanese quails: priming the male for sex
  • Note that this is (unconsciously?) important to humans when creating an “atmosphere”
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133
Q

unconscious classical conditioning examples?

A

sports
dates
restaurant/bars

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134
Q

classical conditioning: sports?

A

intensive/aggressive music, lightinwhg, narrative (us vs. Them motivational comments). Locker room talk is meant to pump you up, cues for competition because it is context specific

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135
Q

classical conditioning: dates?

A

slow/languorous music, lighting, clothing, make-up, perfume/cologne, etc.

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136
Q

classical conditioning: restaurants/bars?

A

music, lighting, etc.

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137
Q

what does marketing and advertising take advantage of?

A

Marketing and advertising will take advantage of those conditioning stimuli OR they will condition you

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138
Q

classical conditioning and sex?

A
  • Early exposure to stimuli and outcomes (eg. Arousal, pleasure, orgasm, etc.)
  • Tapping into motivational systems — sex is used in more subtle ways now, but it is still there
  • Good and bad associations depending on the outcome
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139
Q

stimuli following a bad experience could induce

A

fear, stress, panic

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140
Q

stimuli that could induce fear, stress, panic?

A
  • Long hair or facial hair
  • Smell of a person or sell of a location
  • Music (specific music/song)
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141
Q

what can happen with classical conditioning in a good experience?

A

some of these stimuli still may become almost necessary for arousal, or certainly would be facilitating — can trigger the memory responses of the event, works out of context too

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142
Q

positive experience stimuli?

A
  • Long hair or facial hair
  • Smell of a person or sell of a location
  • Music (specific music/song)
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143
Q

SA: classical conditioning?

A
  • Sex: everything that happens in the context of SA is heavily connected to cues that will follow you for life, connected to PTSD
  • Problem with trauma, after SA for example, is to disconnect these associations
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144
Q

classical conditioning and olfaction?

A
  • Olfaction is particular interesting here: it is one of the processes that can bypass the thalamus as a switch board. Thats why you will experience emotion first before even recognizing the smell and the thought of that person.
  • Odours are often part of context, good or bad.
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145
Q

shepard siegel and classical conditioning with drugs examples?

A
  • Conditioned analgesia
  • Conditioned withdrawal
  • Conditioned tolerance
  • Conditioned compensatory response
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146
Q

drug tolerance?

A

When you take a drug, with time you develop drug tolerance. The affects of the drugs reduce with time, this is why people start taking more with some categories of drugs (morphine, heroin, opioids)

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147
Q

tolerance is a huge problem with…

A

pain management in end of life — trying to make people comfortable but it takes more and more of the drug

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148
Q

tolerance is heavily…

A

conditioned by environmental stimuli, indicated that if you change some of the cues you lose some of the tolerance — eg. Change the room, change the music, they will become less tolerant to the drug and the dosage will work better

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149
Q

idea, when you take a drug there is a _____ response…

A

Interesting idea, when you take a drug there is a compensatory response, your metabolism/immune system knows how to react to it. This is good. The right thing in terms of adaptation. Tries to get you back to some sort of immunostatic state, alcohol is poison, the effects of toxicity (drunk) is a poison

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150
Q

is tolerance context specific?

A

very!

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151
Q

drunk as a skunk example?

A

Every Thursday you go to a certain bar, have a certain number of drinks over a certain period of time. Over time, you have 4/5/6 beers and you’re relatively fine. Then one time, your friends suggest going to a different bar. You go to that new place, stay the same amount of time, drink the same amount. But you leave and are drunk as a skunk (super drunk) — what happened? As simple as what you are perceiving. Your compensatory response is conditioned to a specific environment and set of cues, remove those cues and it goes back to the way it was before (despite the dose being the same)

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152
Q

emergency doc OD anecdote?

A

Discovered by Siegel (emergency doc) and they would get people that would come from heroin/morphine OD. At first they were puzzled, would ask people what happened, OD suggests to most people that you took more of the drug. Friends would say that they didnt take any more and could tolerate that amount before. So then why an overdose today? They realized one of two things were happening: either doing it with another group of people or in another environment. Change the environment and that response is gone.

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153
Q

what are therapies for drinking/drug abuse?

A

send you somewhere remote (new environment) and get you to stop cold turkey. This is super smart, taking you away from the social and physical environment where you have been taking that drug. All those cues are no longer there. After that period of time, you go back home where you used to drink but within a few hours you might be back to drinking. Association of cues is very powerful and has a very strong effect. Although you have not experienced withdrawal in the new environment, you go back to the old one and experience withdrawal — the cues trigger it. Best way to get rid of withdrawal, take the drug again. That is what happens.

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154
Q

conditioned analgesia?

A

Analgesia or how you feel about a painkiller may be associated with a room
Idea is that theoretically, if you could change the room and other cues, the tolerance could bounce back.

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155
Q

the no-alcohol beer?

A

some people get drunk on corona zero because they think they’re drinking a beer with alcohol. It is the cues, taste is there, smell is there, etc. cues are strong and you are conditioned to respond to those cues
The bookstore effect — every time someone went to a bookst

156
Q

the bookstore effect?

A

every time someone went to a bookstore, she had to shit. Question was always, why? Sometimes trained with classical conditioning would guess that something at some point had happened. Either association between scent of ink or books etc. think about things that cannot be explained

157
Q

close to home effect?

A

“I need to pee” — all the cues of being home are there.

158
Q

morning coffee = cigarette effect?

A

well known occurrence with former smokers

159
Q

what are state dependent and context dependent memory?

A

classical conditioning

160
Q

what is classical conditioning a pairing of?

A

CS/US pairing

161
Q

what is a clicker often considered as?

A

a secondary/conditioned reinforcer because the idea is that with animals, this is used alongside basic classical conditioning (pair the clicker with food)

162
Q

secondary enforcers come in…

A

many forms
eg. money for working

163
Q

what is the idea of a conditioned reinforcer?

A

the idea is that eventually you can stop paring the click with the food and the click alone will reinforce the right behaviour

164
Q

what does conditioned reinforcement bring up again?

A

the fact that classical conditioning is always with you during operant conditioning

165
Q

what is there an aspect of within classical conditioning?

A

anticipation - cognitive

166
Q

what are the two types of rats/pigeons?

A

sign trackers and goal trackers

167
Q

what do sign trackers pay attention to?

A

really pay attention to the cues that are the predictors of the reinforcement

168
Q

what do goal trackers pay attention to?

A

really pay attention to the source of reinforcement

169
Q

basic set up of a skinner box?

A

rat responds to a specific stimulus, press a lever, then the magazine delivers a pellet of food

170
Q

what do goal trackers do if there is no pellet in a skinner box?

A

attempt to jam their nose in the magazine to see what is going on

171
Q

what do sign trackers do if there is no pellet in a skinner box?

A

will pay attention to the cues announcing that the food is coming, more likely to pay attention to the light by the lever

172
Q

how do sign/goal tracking apply to humans?

A

goal trackers are less likely to be conditioned by their environment and less likely to be triggered by cues related to those events - less likely to become addicted

173
Q

what are sign trackers massively controlled by?

A

cues associated to reinforcers, will pay attention to everything associated to that activity

174
Q

who are more likely to be addicted and relapse (after rehab at another location) when exposed to cues

A

sign trackers

175
Q

why is sign tracking important?

A

gives us a window into the idea that at least some individuals will find cues more important than the reinforcement itself (smoker example)

176
Q

table!!

A

!!

177
Q

can you both sign and goal tracker?

A

theory says you can be goal, sign or mix of box

178
Q

example of sign vs. goal tracking dog?

A

how does dog signal hunger
- puts paw on your hand = sign tracker
- goes to food dish = goal tracker

179
Q

people with sick building syndrome are more likely to be…

A

sign trackers

180
Q

what is the medicine effect?

A

possible that you would seek something to remove a symptom, some people just carry around a container of medicine and that is enough for them

181
Q

commonalities between classical and instrumental conditoning?

A
  1. extinction
  2. timing of outcome
  3. size of outcome
  4. prepardness
182
Q

classical and instrumental: extinction

A

stop pairing things and eventually the conditioned response will extinguish
- extinction is stopping to condition a link

183
Q

is extinction classical or operant?

A

both

184
Q

extinction example

A

expose the subject to what normally produces the response, but then not produce the response. this must be done in a very systematic way (start very small and non-threatening)

185
Q

extinction burst?

A

if you remove a reinforcement with perceived positive value from someone, the first reaction is to respond more. initally get a bigger response before it goes down

186
Q

spontaneous recovery w extinction?

A

doesnt matter if it is classical or operant. if the conditions are right, it will often come back. if you re-expose the right contingency, you will get the right responses

187
Q

is extinction forgetting?

A

NO - it is still in the memory somewhere it just has to be reminded

188
Q

classical and instrumental: timing of the outcome

A

if you are going to give punishment or reinforcement to a behaviour - need to follow each other closely in time and space

189
Q

instrumental: timing of outcome

A

CS/US needs to be close in time. the more time, the more likely something else will happen and people get confused
eg. superstitious behaviours

190
Q

classical: timing of outcome

A

CS/US timing is less important. well known example is with conditioned taste aversion. you can eat something rotten, get sick later and still associate it. we dont know why taste aversion is so sensitive to this

191
Q

when is taste aversion something to take note of

A

during chemo which causes nausea, dont want to associate the food with that

192
Q

classical and instrumental: size of outcome

A

the value of the outcome (positive or negative) is going to be important
- much stronger conditioning if the reward is huge, this is a way to engage the anticipatory system in humans

193
Q

size of outcome example

A

you get huge outcomes in gambling very rarely. people keep gambling because they want these big outcomes and know that there are frequently smaler ones, this keeps them engaged

194
Q

size of outcome example (negative)

A

clearly the effect of punishment is very different between a little zap and something that burns your skin. if the punishment is more intense, there is more suppression of response

195
Q

what happens if you give big rewards to rats in mazes?

A

they go faster

196
Q

is there eventually a ceiling effect for rewards?

A

yes, eventually a ceiling based on the size

197
Q

the quantity is…

A

less important than the perceived value of the reinforcer - this has a huge effect on anticipation

198
Q

perceived value example

A

not the bone that is important but the anticipation of the bone, learning works because of anticipation and dopamine

199
Q

when is dopamine released

A

not during the consumption but the motivation

200
Q

it is NOT the…

A

reinforcement that makes you do the thing, rather the anticipation of the reinforcement

201
Q

classical and instrumental: preparedness

A

is there possibly an innate dimension to learning? idea that you are more likely to respond to some stimuli as opposed to others

202
Q

preparedness quote example

A

you can’t judge a fish on its ability to climb a tree

203
Q

preparedness and biological relevance?

A

idea that biological relevance of the stimuli and the reinforcers that you use are predisposed

204
Q

what did garcia show?

A

taste aversion shows super fast one trial aversion because it saves your life

205
Q

what was garcias study?

A

bright-noisy-water experiment

206
Q

what was the bright-noisy-water experiment

A

had flavoured water with a click sound and flash of light. outcome was either a foot shock or nausea. animal would lick, but this suppression of licking was differential

207
Q

bright-noisy-water experiment parirings

A

illness and taste
sound and shock

208
Q

what do illness and taste have in common?

A

chemcial

209
Q

what do sound and shock have in common?

A

physical

210
Q

what did wilcoxon point out?

A

that pairing of stimuli is species specific, eg. birds dont have a great sense of taste so wouldn’t pair that with something important

211
Q

preparedness in instrumental conditoning?

A

the misbehaviour of organisms

212
Q

what is the misbehaviour of organisms?

A

brings in instinctive drift. racoon wouldnt drop the coin in the piggy bank despite training and so they gave up, calling it instinctive drift

213
Q

what is the racoon piggy bank actually an example of?

A

sign tracking - raccoons are just not paying attention to the food, instead what it predicts. they mistakingly think it is about manipulating the coin so continue repeating the wrong set of behaviours

214
Q

what are raccoons as a species

A

massively sign trackers, get more value in the anticipatory behaviours than receiving the reward

215
Q

what did shettleworth work with?

A

hamsters

216
Q

what did shettleworth find with hamsters?

A

really easy to enforce everyday behaviours (rearing, scrabbling, digging) could not reinforce other behaviours in their repertoire (scent-marking, scratching, face-washing)

217
Q

repetition training with reptiles?

A

very hard to reinforce reptiles, especially snakes. one way could be to train them with heat as the reward. however, very slow

218
Q

is preparedness a concept in humans too?

A

all human cultures are more likely to be afraid of snakes and spiders than flowers

219
Q

what does preparedness mean when conditioning humans?

A

means if you want to use negative stimuli, associating it wth spiders will get a more natural reaction than with flowers

220
Q

when you condition something…

A

one of the stimuli will have to be neutral, otherwise it will impact the conditioning

221
Q

extremely easy to…

A

negatively condition people (even those that claim they dont have those phobias), than to neutral stimuli

222
Q

habituation?

A

exposed to something a lot - stop responding - relatively simple

223
Q

sensitization?

A

exposed to something a lot - increased response - more complex

224
Q

why do we use animal models in neurobiological underpinning of simple learning?

A

because they are simpler and there are less intervening variables, sea slugs are a common choice because you can see some neurons with even the naked eye

225
Q

what do aplysias have?

A

gills, mantle, siphon

226
Q

what are aplysia gills for?

A

retraction for protection - gill withdrawal reflex (GWR)

227
Q

aplysia how many neurons?

A

20000 neurons

228
Q

aplysia hardwired

A

no individual differences in location and function of neurons

229
Q

how many sensory/motor neurons aplysia

A

24 sensory, 8 motor

230
Q

what modulates the neurons in aplysia

A

glutamate (excitatory)

231
Q

aplysia habituation?

A

over time there is less release of glutamate, touch on the gills
- systematic depression

232
Q

what explains the systematic depression in aplysia

A

dual process theory - if you space the exposures, habiutation will last longer. decrease in glutamate contributes to the pruning of the synpases

233
Q

does habituation work the same in vertebrates?

A

reduction in NT release is very similar, yes.

234
Q

sensitization in aplysia?

A

you need a stronger stimulus to get sensitization of the gills, eg. mild electric shcok

235
Q

aplysia sensitization process

A

there is an interneuron (link between sensory and motor) involved – called a modulatory interneuron

236
Q

big player in aplysia sensitization

A

neuromodulator, which has the responsibility to change the responsive of the NT

237
Q

aplysia neuromodulator

A

serotonin 5-HT

238
Q

what does serotonin 5-HT do

A

basically tells glutamate to fire more, never less

239
Q

what goes on between habituation and sensitization in aplysia

A

habituation = homosynpatic
sensitization = heterosynpatic

240
Q

what does homosynaptic mean

A

only involves one system, very specific and localized
- one sensory neuron = one motor neuron

241
Q

what does heterosynpatic mean

A

very non-specific and non-localied, process occurs in many synapses simultaneously

242
Q

how do habituation and sensitiation work in aplysia

A

together! not in competition but work together

243
Q

increase/decrease in aplysia?

A

decrease in glutamate (NT) in specific synapses, increase in serotonin at many synapses

244
Q

habituation and sensitization are…

A

two interactive processes, consistent with DPT

245
Q

is sensitization the same as dishabituation?

A

no. sensitization is more complex

246
Q

sensitization is ___, habituation is ___, dishabituation is ___

A

sensitization is gradual, habituation is gradual, dishabituation is not

247
Q

systematic desensitization =

A

control the sensitization systemically, completely different procedure

248
Q

systematic desensitiation is used in

A

therapy

249
Q

perceptual learning?

A

completely implicit
- cortex changes based on the exposure

250
Q

how does perceptual learning work?

A

taps into the sensory areas of the brain,

251
Q

what are receptive fields

A

a range that is specific to neurons, the more neurons that work together, the more the field can actually change

252
Q

what do receptive fields apply in?

A

visual, auditory and tactile systems, less clear with chemical senses (although maybe olfaction)

253
Q

cognitive involvement in perpetual learning?

A

dont actually know how where the representation is in the brain

254
Q

as you are exposed to a precep…

A

your spatial map will get better, become more specific and accurate thanks to pruning

255
Q

why are guinea pigs used as a model system?

A

because their auditory range is extremely similar to humans. they are precocial therefore better than mice/rats. like humans, cannot produce their own vitamin C

256
Q

cortical plastic and cortical development

A

as with imprinting, it brings the concept of critical or sensitive periods in development

257
Q

the fine tuning of cortical areas requires…

A

exposure and rich exposures (Eg. environmental enrichment) are even better

258
Q

what happens if you weren’t exposed to colours during a certain sensitive period?

A

may have difficulty identifying colours later on

259
Q

studies with cats, ferrets and opposums have shown that…

A

sensory deprived animal’s brains develop in unexpected ways

260
Q

adult human cortical plasticity?

A

adults have surprisingly high levels of cortical plasticity, re-tuning can occur with training quite quickly

261
Q

cortical re-organization =

A

perceptual learning

262
Q

what are common models for spatial learning and hippocampus?

A

very well studied in birds and mammals

263
Q

spatial learning birds

A

navigation (including homing) and spatial memory (food caching)

264
Q

spatial learning is mostly a…

A

sub-cortical function

265
Q

the hippocampus is in…

A

the limbic system, close to the amygdala

266
Q

what does the hippocampus have?

A

a strong cognitive function for spatial memory, but in the limbic system. hippocampus is located spatially and functionally close to the amygdala.

267
Q

the hippocampus is…

A

the contextualiser, info encoded in the hippocampus tells you what/where/when

268
Q

what is semantic memory?

A

knowledge that you have that is is not autobiographical, happened in a specific time and place

269
Q

part of semantic memory is…

A

subcortical

270
Q

hippocampus is important for navigation but so is,

A

basal ganglia

271
Q

what does basal ganglia do?

A

encode memory about motor learning

272
Q

is hippocampus or basal ganglia more important in navigation?

A

both are. hippocampus is about location/time, basal ganglia is important in timing and is the sequencer of the brain

273
Q

specific neurons that fire at specific locations

A

place cells

274
Q

what do place cells act as

A

specific neurons act as identifiers of specific locations

275
Q

what are place cells

A

a spatial map in the brain or place field, an internal representation of the space that the organism occupies

276
Q

is there a different response in processing proximal/distal cues

A

yes, quite a different response

277
Q

still debates about the importance (depending on species) of:

A
  1. local or proximal cues or landmarks
  2. distant or still cues or landmarks
  3. sign trackers and goal trackers - best navigators?
278
Q

sign tracking is almost an…

A

attentional theory or dimension of attention, about what you pay attnetion to

279
Q

tolman was…

A

right after all! spatial maps do exist

280
Q

what are head direction cells?

A

when the animal navigates in a particular direction. literally cells that encode for head direction. proprioceptive information

281
Q

head direction cells example

A

think about how sometimes you reposition your body in trying to explain direction to them, you orient yourself based on relevant infromation

282
Q

grid cells

A

when the animal crosses the intersection points of an abstract grid; navigating equal distances

283
Q

border cells

A

when the animal is at the perimeter of the local spatial map. encode the periphery, not mentioned in humans as much more lab animals

284
Q

spatial learning, memory and navigation =

A

place cells x head direction cells x grid cells

285
Q

does object recognition occur in the hippocampus?

A

unclear.

286
Q

what happens if the hippocampus is lesioned?

A

may have mild impairment for object recognition, temporal lobes may also be involved

287
Q

method of locus?

A

technique using a spatial map using tag items to remember, idea that if you elaborate on material you retain it better

288
Q

who does method of locus work best for?

A

people with well developed hippocampus, eg. taxi drivers or servers

289
Q

why is method of locus useful

A

because you go through a known sequence, so you know when you forget something

290
Q

what are the main cause of brain damage in north america

A

strokes

291
Q

stroke rehab idea

A

by bounding the function arm, the organism will start using the numb arm again, may be a case of dishabituation

292
Q

weak stimuli facilitate…

A

habituation!

293
Q

what is the sling for stroke rehab called in humans

A

constraint-induced movement therapy

294
Q

is constraint-induced movement therapy counterintuitive

A

a bit. but it reinforces the weakened link. brain has to try to compensate the deficit

295
Q

what does perceptual learning force

A

forces other brain areas in close proximity to the damaged area to take over the lost function by reorganizing the sensations

296
Q

how do we treat phobias? 2

A
  1. flooding
  2. systematic desensitization (SD)
297
Q

flooding

A

can be very fast, just like dishabituation

298
Q

SD

A

usually slow, can result in spontaneous recovery

299
Q

what do you have to do with phobias

A

SD, start with very weak versions of the stimulus

300
Q

role of environmental cues in therapy?

A

might master the scenario but only in the environmental cues of the therapists office. need to generalize it

301
Q

does SD result in forgetting

A

no, the right cues will bring it back

302
Q

flooding is potentially…

A

stressful if not traumatic. SD is generally preferred

303
Q

SD is based on

A

counterconditioning

304
Q

what is counterconditoning?

A

you condition another response to replace that undesired response

305
Q

SD proces

A

start with very weak stimulus, work your way up to something stronger

306
Q

counterconditoning example

A

dog and mailamn!

307
Q

does counterconditoning sound similar to reinforcement of alternative behaviour?

A

partially true, DRO is more specific though.

308
Q

how is DRO different from counterconditoning?

A

because you are totally conditioning another activitiy

309
Q

counterconditoning works well for people with..

A

anxiety/panic attack, as long as you know the triggers

310
Q

systematic desensitization for phobias - wolpe and lazarus (1969)

A

don’t eliminate the conditioned response, instead condition another one that is incompatible with the CR

311
Q

is emotion important in systematic desensitization

A

no. what is more important is the environmental trigger. if you cant control the environmental trigger you have to find ways to make it less arousing

312
Q

for phobias, fear is replaced by…

A

relaxation

313
Q

solution for stressors,

A

not to remove the stressor itself but to learn the best way to deal with the stressor

314
Q

4 steps of stressors

A
  1. identify the sources of fear, triggers, cues
  2. client is trained with relaxation
  3. while relaxed, client is asked to imagine least threatening of the stressful stimuli and gradually to the worst
    *4. sessions must always stop at the first sign of fear, disress, or stress
315
Q

how does stress innoculation work?

A

like a vaccine. HPA axis learns to combat stress like the immune system, by being exposed.

316
Q

generational effect of stressors

A

genX tried not to expose their kids to stress, resulted in increased anxiety disorders

317
Q

trauma will often lead to…

A

a lifetime of mental issues

318
Q

how to combat anxiety

A

try to increase your threshold of stress, stop caffeine!

319
Q

animal models of stress

A

low doses of amphetamines to rats increased unusually stereotypical behaviours

320
Q

rate amphetamines example

A

repeated low doses sensitized the rats at a level seen in rats that were exposed to few high doses - case of sensitization

321
Q

amphetamines increase…

A

stereotypical behaviours, eg. animals doing extremely repetitive behaviours. evidence shows this is partially evolutionarily adapted. fidgeting is good for relaxing.

322
Q

robert post (1992): vicious circle

A

stressful events or trauma > depression > minor stressful event > more bouts of depression

323
Q

the vicious cycle is…

A

sensitization to stress

324
Q

depressed people show..

A

high responses to minor stressors, may feel on edge

325
Q

how to avoid sensitization to stress? 5

A
  1. not to avoid stress
  2. avoiding stress increases sensitivity
  3. results in lack of resilience
  4. being exposed to moderate amounts of stress will increase immunity
  5. but… too much stress will increase changes of depression
326
Q

anxiety sensitvity

A

a sensitivity to the signs and symptoms of anxiety, common in people with anxiety disorders

327
Q

what are panic attacks often

A

a fear of fear, when you feel it coming it is too late. dogs can help detect chemical signas

328
Q

what is involved with panic attacks

A

classical conditioning, works subconsciously a lot of the time

329
Q

another vicious cycle

A

some ANS manifestations > anxiety increases > actual anxiety attack

330
Q

is anxiety conditioned or cognitive (belief)?

A

modern lit suggests a belief (cognitive)

331
Q

what do sensation seekers need

A

high levels of arousal, if lacking than they start to feel anxious

332
Q

cochlear implants…

A

reproduce digitally sounds detected from the environment

333
Q

how is perceptual learning involved in cochlear implants

A

perceptual learning is involved as the digitized sounds are quite different from the natural ones. if the person has previous experience with the natural sounds, they ned to learn a new phonological and acoustic system of processing auditory information

334
Q

US?

A

unconditional stimulus (meat in pavlov dog)

335
Q

UR?

A

unconditional response

336
Q

CS?

A

conditional stimulus (salivating too, the bell in pavlov. when CS and US are paired, this starts to stimulate salivation)

337
Q

CR?

A

conditional response

338
Q

NS>

A

neutral stimulus before it was conditoned with food

339
Q

are US and CS the same?

A

technically yes. can be subtle differences

340
Q

who put forward ideas of plasticty

A

william james and ivan pavlov

341
Q

how does plasiticity occur

A

via brain activity (Experience) aka neuroplasticity

342
Q

what does the term plasticity refer to

A

changes, more specifically a certain malleability

343
Q

what are extreme cases of neuroplasticity

A

brain regions being co-opted or re-purposed for some new functions if some parts of the brain are damaged

344
Q

how the brain can change with time

A

on-the-job training
environmental enrichment
imprinting

345
Q

what is imprinting a case of

A

learning but with an innate component, the following response (UR)

346
Q

what is imprinting based on

A

classical conditioning, operant conditioning, perceptual learning and recognition memory

347
Q

what is environmental enrichment

A

poor environment = low dendrite numbers
rich environment = high dendrite numbers

348
Q

how many dendrites estimated

A

7-10% overall in the brain, 20% in visual cortex

349
Q

what does the number of dendritic branching do

A

increase in the hippocampus (overall volume) in spatial learning and memory

350
Q

hebbian learning

A

neurons that fire together wire together, based on concept of neural connectvity

351
Q

who did hebbian learning spark from

A

cajal, william james, macdougall

352
Q

what processes invovle hebbian learning?

A

repetition, rehearsal, practice, experience

353
Q

what is behaviour to behaviourists/ethologists

A

something you observe, eg. must be able to see r hear

354
Q

what are important concepts for behaviourists/ethologists

A

motor behaviours and motor organization

355
Q

the brain gets you to move, with the help from 5 basic systems

A

primary motor cortex
forntal cortex
cerebellum
basal ganglia
brainstem

356
Q

what does the primary motor cortex shoe

A

cortical topological importance of hands and mouth

357
Q

what does cerebellum control

A

motor control, coordinaton, motor timing and precision

358
Q

what does the basal ganglia control

A

sequencing behaviours

359
Q

what does the brainstem control

A

basic reflex-like behaviours

360
Q

ventral striatum

A

nucleus accumbens
olfactory tubercle

361
Q

dorsal striatum

A

caduate nucleus
putamen

362
Q

other parts of striatum/basal ganglia

A

globus pallidus
ventral pallidum
substantia nigra
subthalamic nucelus

363
Q

what is the substantia nigra a source of

A

dopamine

364
Q

area associated with basal ganglia/striatum

A

ventral tegmental area

365
Q

functions of striatum?

A

active selecting
sequencing of movements/behaviour
conditoning
conative regulation
affective regualtion
cognition regulation

366
Q

components of cognitive regulation

A

working memory
procedural memory

367
Q

facets of procedural memory

A

habit learning and skill/motor learning

368
Q

what are the 3 major dopaminergic pathways invovled in

A

learning and motivation

369
Q

what are the 3 major dopaminergic pathways

A
  1. mesolimbic
  2. mesocortical
  3. nigrostiatal
370
Q

what is the mesolimbic pathway invovled with

A

reward-related processes (incentive salience or wanting; pleasure or liking; positive reinforcement

371
Q

what is the mesocortical pathway invovled with

A

executive function or cognitive lealrning

372
Q

what is the nigrostriatal pathway invovled with

A

reward-related processes and associative learning

373
Q

what are mesolimbic and mesocortical sometimes referred to as

A

mesocorticolimbic projection

374
Q

what is HSAM

A

highly superior autobiographical memory, also called hyperthymesia

375
Q

what does HSAM/hyperthymesia invovle

A

pre-frontal cortex
hippocampus
frontal-parietal lobe junctinon

376
Q

where are memories: historical

A

focus on cerebral cortex

377
Q

where are memories: lashley

A

sereached for engram, came up with theory of equipotentiality; idea of a global, distributed storage of memories

378
Q

where are memories: reality

A

some modularity: the hippocampus, otherwise distributed

379
Q

importance of neurochemicals

A

neuroregulators
neuromodulators
neurotransmitters
neuropeptides
neurohormones

380
Q

what are neurochemicals usually categorized between

A

excitatory (glutamate) and inhibitory (GABA)

381
Q

with synaptic activity youget…

A

long term//lasting changes and potentiation

382
Q

what is LTP

A

increase in synaptic transmission because of previous activiation
- sensitization or faciliation
changes for hours, if not days
hebbian learning to store memory traces

383
Q

ltd?

A

neurons that dont fire together become weaker

384
Q

causes of ltp or ltd

A

communication changes
neurotransmitter release changes
structural changes

385
Q

drugs to increase memory

A

nootrophics

386
Q

old far east wisdom for mmeory

A

L-theanine combined with caffeine may be perfect mix

387
Q

why is L-theanine good?

A

partial agonist of NMDA
increases 5-HT and DA leevels
mildly nootrophic and mildly anxiolytic