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Principles of Learning > Part 1: Classical/Pavlovian Conditioning > Flashcards

Part 1: Classical/Pavlovian Conditioning Flashcards

1
Q

Who studied the laws of association?

A

Pavlov and Ebbinghaus

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1
Q

Primary rules of association (3)

A
  1. Continuity
  2. Similarity
  3. Contrast
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2
Q

Learning

A

An enduring change in mechanisms of behaviour involving specific stimuli/responses that result from prior experiences

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3
Q

3 R’s of Animal Research

A

Replacement (of animals with other techniques)
Refinement (of methods to cause less suffering)
Reducing (# of animals used)

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4
Q

Dualism (Theory)

A

view of voluntary behaviour being attributed to the mind and involuntary behaviour being attributed to reflexes

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5
Q

Empiricism (Locke)

A

ideas in the mind come from past experience

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6
Q

Hedonism (Hobbes)

A

actions are determined by pursuit of pleasure or avoidance of pain

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7
Q

Nativism (Descartes)

A

humans are born with innate ideas and abilities

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8
Q

Nervism (Pavlov)

A

behavioural and physiological processes are regulated by the nervous system

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9
Q

Elicited Behaviours

A

occur in reaction to specific external stimuli

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10
Q

2 Events in a reflex

A
  1. Eliciting stimulus
  2. Corresponding elicited response
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11
Q

Reflex Arc Pathway

A

Afferent/sensory neuron - interneuron - efferent/motor neuron

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12
Q

Modal Action Patterns (MAPS)

A

response patient exhibited by all members of a species (reflexive)

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13
Q

Sign/Releasing Stimulus

A

specific feature of an object/animal that elicits an MAP/reflex

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14
Q

Supernormal Stimulus

A

artificially enhanced sign stimulus used to produce larger than average MAP (ex. adding sugar to food)

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15
Q

Foraging Response Sequence

A
  1. General search (non-directive)
  2. Focal search (directive)
  3. Food handling and ingestion mode (consummatory)
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16
Q

Habituation effect

A

progressive decline in vigor of elicited behaviour after repeated pairing; stimulus specific
ex. drug tolerance

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17
Q

Sensitization effect

A

progressive increase in vigor of elicited behaviour after repeated pairing with aversive stimuli; less stimuli specific
ex. fear

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18
Q

Sensory Adaption

A

temporary decline is sensitivity of sense organ due to fatigue

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19
Q

Where does fatigue occur?

A

muscle tissue

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20
Q

Where does sensory adaption occur?

A

sense organs

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21
Q

Dual-Process Theory (Hab. & Sen.)

A

Habituation process and sensitization process are underlying neural processes used to adapt responsiveness to stimulation

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22
Q

S-R System (Dual-Process)

A

shortest neural pathway; sense organs - muscles
Habituation occurs here

23
Q

State system (dual-process)

A

neural structures that determine level of arousal/responsiveness
Sensitization occurs here

24
Q

Opponent-Process Theory (Motivation)

A

Emotion arousing stimuli trigger the A/Primary process (emotional response) which then triggers the compensatory B/Opponent process (opposite emotional response)

25
Q

Object Learning

A

association of 2 features of the same object (ex. colour and taste)

26
Q

Fear Conditioning

A

Pairs an aversive US (shock) with a CS (light or tone) to elicit fear response

27
Q

Measures for Fear Conditioning

A
  • Freezing behaviour
  • Conditioned suppression
28
Q

Autoshaping/Sign Tracking Paradigm

A

movement towards stimulus that signals incoming positive reinforcer

29
Q

Goal Tracking

A

CS elicits movement to US drop off location instead of CS itself

30
Q

Evaluative Conditioning

A

changing the perceived value of an initially neutral stimulus by pairing it with a liked/disliked stimulus

31
Q

Pseudo Conditioning

A

exposure to the US is sufficient to create CR-like responses to the CS

32
Q

Random Control Procedure

A

CS and US are presented randomly

33
Q

Explicitly Unpaired Control

A

CS and US are presented with enough time between them to prevent association from occurring

34
Q

Temporal Coding Hypothesis

A

Classical conditioning involves not only learning WHAT to expect but also WHEN to expect it (in relation to the CS)

35
Q

Inhibitory Conditioning

A

Learning to Predict the ABSENCE of the US (CS predicts absence of US)
- Excitatory conditioning must occur first

36
Q

Conditioned Inhibition (Inhibitory Conditioning)

A

Trial 1: Excitatory (traditional trial)
Trial 2: A second CS (CS-) is paired with the initial CS, and US does not occur (CS- is now associated with lack of US)

37
Q

Negative CS-US Contingency/Correlation (Inhibitory Conditioning)

A

Done in one trial type where CS signals absence of US more often than it signals its presence

38
Q

Compound Stimulus/Summation Test (Testing Inhibition)

A

A stimulus is a conditioned inhibitor if it reduces responding to a previously conditioned excitatory stimulus

39
Q

Retardation of Acquisition Test (Testing Inhibition)

A

A stimulus is a conditioned inhibitor if it is slower to become a conditioned excitor than a neutral stimulus

40
Q

Latent Inhibition/CS Pre-exposure Effect

A

interference with conditioning due to repeated exposure to CS before trial

41
Q

US Pre-exposure Effect

A

interference with conditioning due to repeated exposure to US before trial

42
Q

Stimulus Salience

A

Significance/noticeability of stimulus

43
Q

Higher-Order Conditioning (no US)

A

Previously conditioned stimulus (CS1) is used to condition a new stimulus (CS2)
EX. Dog attack (US) = scared of dogs
- Sees pack of dogs at the park, becomes afraid of the park (CS2)

44
Q

Sensory Preconditioning (no US)

A

pairing of two weak stimuli (CS1 + CS2), if CS1 is paired with a US, CS2 will elicit the same response when paired with the same US
ex: vanilla and cinnamon are associated

45
Q

Stimulus Substitution Model

A

Idea that classical conditioning results in participants responding to the CS in the same way as the US; CS essentially “substitutes” US
- Emphasized CR dependence on US

46
Q

Behaviour Systems Model

A

Assumes presentation of a US activates the behaviour system relevant to that US (ex. food = foraging and feeding system)

47
Q

US Devaluation (Evidence for S-S Learning)

A

Reduction of attractiveness of US
Phase 1: exp. and control groups are classically conditioned
Phase 2: exp. group’s US is devalued (through aversion conditioning)
- US devaluation reduces response to CS, suggesting S-S learning

48
Q

Conditioned Diminution of UR

A

Reduction of magnitude of response to US due to presentation of CS that was conditioned with that US

49
Q

Conditioned Compensatory Response (Drug Tolerance)

A

conditioned response opposite to original reaction elicited by US (compensatory)

50
Q

Blocking Effect

A

Interference with conditioning of a new/novel stimulus due to the presence of a previously conditioned stimulus
- EX; if you get sick from grandmas pudding every time and learn to dislike it, her adding a sauce once will not cause you to dislike the sauce (you know it is the pudding that makes you sick)

51
Q

Blocking Effect Procedure

A

Phase 1: Exp. group pairs stimulus A with US; control group just gets stimulus A (unpaired)
Phase 2: Both groups are presented A and B simultaneously and pair A+B to US
Test: Presented with B alone, exp. group will show less conditioning to B, it was blocked by A
- US must be unexpected for conditioning to occur

52
Q

Rescorla-Wagner Model

A

Mathematical formula for strength of association (V=association strength, Delta=change)

53
Q

Pierce-Hall Attentional Model

A

Suprisingness of the US in previous trials determines amount of attention paid to CS in next trial

54
Q

Relative-Waiting-Time Hypothesis

A

idea that conditioned responding is dependant on how long the organism must wait for US after CS vs. how long they would have to wait for US regardless

55
Q

Extinction

A

reduction of learned response that occurs because CS is no longer paired with US, or repeated presentation of CS without CS

Principles of Learning (3 decks)

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