stimuli control (exam 3)

Question 1

The stimuli could be

Answer 1

Features- loud vs soft tone
Events- light on vs. off is
Environment- home cage vs skinner box

Question 2

examples of stimulus control

Answer 2

Alcohol consumption
Significant other’s grandma’s house vs. belmar
Undressing
Apartment bedroom vs LH14
TV watching
Watching a TV that is ON vs OFF

Question 3

Identification and measurement (reynolds compound stimulus)

Answer 3

Subjects = 2 pigeons (#107,#105)
Training
Trained on VI12 (moderate steady rate of responding)
Reinforced pecking of compound stimulus
Test
Presented triangle or circle in separate trials
What happens?
Pigeon 107 responds to the red circle
Pigeons 105 responds to the white triangle
Stimulus discrimination
Differential responding to 2 or more stimuli

Question 4

Stimuli can be distinct

Answer 4

Color (wavelength-nm) - nanometer
Sound (frequency-cps)- cycle per second

Question 5

Stimuli can be shared

Answer 5

Cheesy and or meaty
Meaty and or spicy

Question 6

Stimulus generalization

Answer 6

Responding in a similar fashion to 2 or more stimuli

Question 7

Training stimulus discrimination (guttman and kalish)

Answer 7

Training
Pigeons reinforced on VI schedule
Pecks a yellow orange light (580 nm)
Test
Presented with various colors at random (520-630 nm)
What they learned
Regular pigeons
Show a robust stimulus response gradient - reflects discrimination, responding depends upon how similar stimuli are to the trainingstimulus (pecking most on training stimulus, and the colors closest to yellow orange)
Gradient in color blind pigeons
Pigeon is unable to discriminate between wavelength, flat gradient, no discrimination, responds to anything, reflect stimulus generalization perhaps

Question 8

Factors influencing stimulus control

Answer 8

What determines which features of a stimulus gain control over behavior??
Ex. casinos have auditory, visual, olfactory signals that help link sights, sounds, smell, taste with reward (food, slot machines making noise, sounds)

Question 9

Sensory capacity

Answer 9

For an organism to discriminate between stimuli it must have the sensory range to do so
Ex. pigeon study
Ex. not everyone tastes brussel sprouts the same way
Ex. bats cannot see cant use color stimuli

Question 10

Stimuli must come in contact with the subject

Answer 10

Ex. mobiles are often designed for adults not the infants

Question 11

Presence of other cues

Answer 11

overshadowing→the strength of one stimulus interferes with the conditioning of the target stimulus
Ex.
Big pictures> words
perfume> visual cues

Question 12

Type of reinforcement

Answer 12

Foree and lolordo
subjects : pigeons
Training (blue is compound stimulus) it starts operant and the compound stimulus makes it classical
Group 1: step on treadle in presence of (light +tone) to receive food
Group 2: step on treadle in presence of (light+tone) to avoid shock
Tests
Light +tone
Light alone
Tone alone
Result
Pigeons trained with food respond to light not to sound (vision→food system)
Pigeons trained with shock respond to the tone (audition→ defense system)
Reflect
BELONGINGNESS of stimuli

Question 13

Types of response

Answer 13

Dobrzecka et al
Subject: dogs
Training
Group 1: Left right discrimination buzzer (in back)-lift left front leg metronome (in front)-lift right front leg (spatial response)
Group 2: go/ no go task, buzzer (in back)-lift right front leg (go) metronome (in front)-do not lift leg (no go) (quality response)
Testing
Switch placement of buzzer and metronome
Results
Dogs trained with L/R responded on the basis of location
Ex. right leg with buzzer IN FRONT
REGARDLESS of the sound quality
Dogs trained with the go/ no go
Responded on the basis of QUALITY
Not paying attention WHERE stimulus was but the SOUND
Ex. raised leg only to buzzer sound (group 2)

Question 14

Response by selective association

Answer 14

Spatial response to spatial feature
Quality response to quality feature

Question 15

Elemental and configural cues

Answer 15

While some stimuli are simple (elemental), most stimuli we encounter are complex configurations

Question 16

Elemental stimuli

Answer 16

Ex. looking at a traffic light you see the green, red, yellow, and think good thing they are not blended, but clear
Ex. a bell ‘ding’ when food is ready in the kitchen

Question 17

Complex stimuli

Answer 17

Ex. burritos
Ex. symphony orchestra, sounds individual instruments could not make
Ex. cocktails, create a brand new flavor

Question 18

Stimulus element approach

Answer 18

Stimulus elements are treated as separate features of the environment

Question 19

Configural cue approach

Answer 19

Stimulus features are integral to a whole that cannot be divided into parts bc you lose facets of its strength that produce learning and behavior
Support assumptions of the gestalt theory

Question 20

Emergence NOT TESTED exam

Answer 20

Seeing things from a stimulus that are pieced together once you know what you are looking for

Question 21

Learning factors in stimulus control

Answer 21

The previous factors were ‘pre conditions’ for stimulus control
Like a CS starting out neutral then predicting the presence or absence of something
As important is what the organism already knows
Ex. checkmate or draw → don’t know what behavior to perform without knowledge (associative + memory interference)
Ex. do you fear the jello shot? Do you know what is in it? What you know influences behavior

Question 22

Stimulus generalization may reflect

Answer 22

Similarity of stimuli (pavlov)
Some stimuli are too similar to be differentiated
Ex. athlete facing a pitcher fastball, at the net playing tennis and somebody hits a hard stroke at you, how do you know how to swing? Experience helps you discriminate a foul and a strike ball
Ex. failure to discriminate can be bc the fast ball and foul ball look to similar they trick you to swing
Ex. 2 actress looking very alike

Question 23

Lack of experience or training (lashley and wade)

Answer 23

Training is necessary before stimuli can be differentiated
Ex. parrot
Parrot can learn difference between classical music composer
Ex. bach to stravinsky

Question 24

Learning factors in stimulus control

Answer 24

Stimulus generalization may reflect
Lack of experience
Training is necessary before stimuli are differentiated
Stimulus discrimination training: a procedure used to bring behavior under control of a stimulus
Ex.
Parrots can discriminate between different types of classical music, but this requires stimulus discrimination training

Question 25

Stimulus discrimination procedure

Answer 25

Subjects trained with 2 stimuli Stim 1: red light Stim 2: green light Reinforcement: red light only Red light: reinforcement (S+) Green light: lack of reinforcement (S-) Once trained, S+ and S- become discriminative stimuli

Question 26

Discrimination training

Answer 26

Training determines the extent of stimulus control Jenkins and harrison Subject: pigeons Training 3 groups Group 1: reinforces in presence of 1000 cps tone (S+) no tone, no reinforcement Group 2: reinforced in presence of 1000 cps tone AND not reinforced on a 950cps tone (S-) Group 3: 1000 cps tone on all the time (active control) Test: responses to various tones (300-3500cps) Results Group 1 : pecking around 1000 cps → prove discrimination Group 2: tight pecking at 1000 cps →expert discrimination (providing a comparator here with the 950 S- we got even BETTER responding) Group 3: pecking indiscriminately → indiscriminate Discrimination training increased stimulus control Specificity of stimulus control increased with focused training

Question 27

Range of discriminative stimuli

Answer 27

We can evaluate the limits of sensory capacity and learning ability Porter and neuringer Can the pigeon discriminate bach and stravinsky from vivaldi and copeland?? Can we train someone to discriminate between diff types of art like picasso or rene??

Question 28

Discrimination procedures

Answer 28

Can tell us if internal states are detectable High octane B.O.R.G But is it popov or grey goose vodka?? CNS stimulant But is it cocaine or methamphetamine??

Question 29

Schaal hungry pigeons FOOD RESTRICTED

Answer 29

Training 1 general: Injected with 3.0mg of cocaine Pecking for food on VI schedule on cocaine (s+) Generalization test 1 (across dose) Training 2: discrimination procedure Cocaine sessions (S+) Cocaine at 3.0 mg pecking reinforced saline sessions (S-) Saline, pecking is not reinforced (explicit S-, like a comparator) Generalization test 2 (across 2 doses) Pigeons recognize cocaine intoxication better after training 2 (usually after 1.0mg)

Question 30

What is learned in discrimination training?

Answer 30

Kenneth spence Excitatory stimulus gradient: once a S+ is conditioned, stimuli differing from it evoke a reduced response Inhibitory stimulus gradient: once a S- is conditioned, stimuli differing from it evolve a greater response These processes co occur

Question 31

Honig et al generalization gradient

Answer 31

Subjects: hungry pigeons (w good visual acuity) Training Group 1 → S+ is a light with a vertical bar on the inside S- is nothing blank Group 2 → S+ is nothing but the vertical bar is the S- it is flipped Both exposed to key lights test : various bar orientations Results Group 1: S+ gradient clusters around the vertical bar Group 2: gradient clusters around the vertical bar

Question 32

Discrimination training leads to S+ AND S- learning

Answer 32

In many circumstance, S+ and S- are distinct Ex. green light, red light In real life, S+ and S- may differ only on a subtle feature

Question 33

Intradimensional discrimination

Answer 33

Training procedure designed to highlight discrete differences within similar stimuli Such training is essential for expert performance: Ex. music, sports, taste, PSYC356

Question 34

Peak shift phenomenon in training

Answer 34

Subjects: pigeons S+ training All reinforced at 550 nm S- training Gp1: S- at 590 nm (more toward orange) Gp2: S- at 555nm Gp3: no S- Test Presentation of various wavelengths (nm ) As S- nears S+, the gradient moves away from the original S+ Results Gp 1: peak shift to 540-550 nm Gp2: peak shift to 520-540 nm Gp3: peak at 550, less discrimination Using the S- shifts the target away from the original S+

Question 35

Why When S+ and S- are close together;

Answer 35

Training Excitatory S+ and training inhibitory S- gradients mechanisms overlap (the closer the more they overlap) This shifts the peak performance (behavior), the sum of gradients (away from target experience)

Question 36

In discrimination procedures, differences are emphasized

Answer 36

Stimulus equivalence training: encourages generalized responding to stimuli that may differ on one or more feature Advertising is notorious for encouraging equivalence: Ex. university at buffalo, wing hot sauce, yellow car versus binghamton university, wine, punch buggy car

Question 37

Contextual cues

Answer 37

Most stimuli occur in the presence of particular context Thus, context provides an important source of stimulus control Ex. Car lot 1: gotta deal for ya Car lot 2: let's look at the details

Question 38

Akins contextual cues

Answer 38

Subject: male quail 2 compartments Orange and sandy Green and wire Preference test Non preferred made CS+ context (quail prefer the context wherever the female was) Conditioning trials 5 min in CS+ context, then receptive female is place in the compartment Preference tests: after 1,5 or 10 pairings with female Results Change in context preference Context becomes a stimulus control (the S+)

Question 39

Can contexts control behavior even when they dont signal reinforcement?

Answer 39

Thomas et al Subjects are hungry pigeons All trained first in: Context 1: skinner box (bright, quiet) S+ horizontal line and key light, S- vertical line and key light Then trained in: Context 2: skimmer box (dim,loud) S+ vertical line and key light, S- horizontal line and key light Tests Generalization gradients in content 1 and 2 (during training pigeons did not have to pay attention to the context at all) → context is moderator shows contingency Results Context controlled behavior associated with training without explicit pairing with reinforcement Context can activate memory of the contingency, not reinforcement Modulators: a stimulus determining a response- reinforcer contingency are moderators like marking?? Modulators DO NOT: Facilitate responding by themselves Serve as a CS+ Bc there are certain situations where the stimulus produces the absence of a situation Serve as a secondary reinforcer