Test 1: Lecture notes Flashcards
1
Q
What is the general definition of learning?
A
A biological process that facilitates adaptations to one’s environment
Learning involves changes in behavior based on experiences.
2
Q
What are basic physiological functions that occur without much environmental interaction?
A
Breathing, digestion, while there is little interaction or control, it is nonetheless responsive to the environment. it biological and also a process
These functions are essential for survival and typically do not require conscious control.
3
Q
What are adaptive functions that require behavior adjustments over time?
A
- Predator evasion
- Finding food
- Dating
These functions illustrate how organisms change their behavior based on experiences and environmental demands.
4
Q
What can learning be characterized as?
A
- The acquisition of new behaviors
- A change in the frequency of previous behaviors
Examples include learning to drive or increasing exercise frequency.
5
Q
How long has learning as a discipline been recognized?
A
Not very long, but the concept has existed for a long time
Learning theories have roots in philosophical inquiries into human behavior.
6
Q
What was Descartes’ view on human behavior?
A
He observed that many behaviors seemed involuntary, introducing the concept of dualism
Descartes maintained that while some behaviors were voluntary, others were reflexive.
7
Q
What is dualism in the context of Descartes’ philosophy?
A
The idea that some behaviors are voluntary and others are involuntary
This concept distinguishes between conscious decision-making and automatic responses.
8
Q
How did Descartes conceptualize involuntary behaviors?
A
As reflexes, which are automatic reactions to external stimuli
This includes physical reflexes like pulling a hand away from fire.
9
Q
what is the order of Descartes reflex arc
A
physical world - sense organs - nerves - brain - pineal gland (connects to the) - mind pineal gland - brain - nerves - muscles
10
Q
locke
A
everything is learned through experience
11
Q
Hobbes
A
humans will always pursue pleasure and avoid pain
12
Q
rules of association (question 7!)
A
contiguity: if two events repeatedly occur together in the same space they will become association. this rule is the only one that has stood the test of time. ie thunder and lightning
similarity: two events will become associated if they are similar in some respect (these often fall apart)
contrast: two events will become associated if they are different in some regard
13
Q
what has research disproven in Descartes
A
sensory and motor nerves are different
the pineal gland is not central to learning
even reflexes are modifiable through learning, which means there must be some influence over even this very simple process of reflex arc
14
Q
Sechenov
A
even a small speck of dust can produce a vigorous sneeze. complex b behaviors can be formed by minor subconscious stimuli.
no behavior is truly voluntary, we can fool ourselves to believe there is something divine or conscious in what we do but he showed you can take a tiny drop of a nuerotransmiter and put it in a frog and it will kick for five minutes
15
Q
pavlov intro
A
at the same time as sechenov, pavlov showed that even reflexes can be modified or manufactured, they are just building relationships between stimuli and responses. not all reflexes are innate and strong associations can create new and lasting behavior
16
Q
Darwin
A
there is also evolution in our mental traits
17
Q
Romanes: what is intelligence
A
the ability to make adjustments or modify old ones, in accordance with the results of its own individual experience.
his definition is very similar to our definition of learning
intelligence is the ability to learn?
18
Q
can animal behavior model human behavior
A
Dollard and Miller: (1950) we are working on the hypothesis that people have all the learning capacity of rats
This assumption is probably true in most cases, but what would jose cuervo say, if rats get sick of a certain taste they will never have that taste again, humans get sick from tequila then will actually drunk it again, maybe rats are better at learning than humans
Animal models should be relevant to human behavior, known as face validity, we may not always expect parallels between animals and humans
19
Q
benefits of animal models
A
simple, control, cost effective, specific - can choose an organism that is good at what you are studying
20
Q
dangers of animal models
A
overgeneralization,
inappropriate possible (don’t pick a color blind animal if you are studying color),
unwarranted (we need to consider what a shock will do to a rat and consider if that will contaminate the results of out study, ethical concern) get help on what he means by contaminate the study
21
Q
formal definition of learning
A
an enduring change in the mechanisms of behavior involving specific stimuli and/or responses that results from prior experience with those or similar stimuli and responses
22
Q
enduring change
A
in order for something to be considered learning it must endure
a change in behavior as a result of fatigue is not considered learning
change in stimulus conditions may also alter behavior. we know not to talk in class, if all the lights go out we will probably start talking, that is not because of learning but because of change in stimulus conditions
altered motivational state, estrous cycle, full vs hungry not necessarily learning
23
Q
mechanisms of behavior
A
we must differentiate if there is a change in an organisms action at one time or if it is a situational change. (get more)
24
Q
results from prior experience
A
learning can only be considered such if it results from prior experience, we can occasionally observe behavioral change that has nothing to do with interactions of our environment.
changes due to maturation do not satisfy learning, maturation and learning often co-occur. we might see an enduring change in behavior but does not fit this final criteria, most of the time when that happens it is a change in maturation in development
25
casual mechanism of learning
if we can check the boxes of the definition of learning; enduring, mechanism of behavior, result of environment given stimulus and responses, then we can determine the cause of those behaviors.
efficient cause, material cause, formal cause, final cause
26
efficient cause
the training procedure tight a specific stimuli and responses that cause a behavioral change
pellets, a lever, a light, a rat,
27
material cause
the biological explanation, anything involving neurological mechanisms or underlying biological reasoning for behavior. the mechanism that goes on in your brain when learning occurs.
28
formal cause
theories of learning at a behavioral level. look for a formula
29
final cause
evolutionary mechanisms that contribute to the organisms reproductive fitness.
rats learning after one bad eat because they live in trashy places
30
Response (get help on here see notes)
a unit of behavior, often discrete and usually recurring segment of behavior. a lot of time part of one's repertoire already.
31
MAPS
model action patterns: complex species -specific response sequences, maps in herring gull chicks, more complex sequence of events, rather than very simple reflexes like blinking
32
tinberg and Lorenz maps and herring gulls
researching when we were trying to understand through observation how animal behaviors were shaped. One of their subjects was the herring gull. Mom goes out flies around and finds some french fries. Chick pecks on the red spot on the moms beack to which the chick pecks at to get food. Complex series of events
important characteristics of maps: usually unique to species, all species members show the behavior, not the result of prior learning (most people argue that although complex it is hard wired), behavior occurs in a rigid order, triggered by specific stimulus (sign stimulus) (egg drag goose, proximity to the nest and egg sized, sign stimulus is often not exactly what we think it is)
33
eliciting stimuli for reflexes vs maps
it is often obvious what stimulus elicits a reflex, it is more difficult to determine what details of s tumbles are predictive for releasing behaviors in maps
34
how did Tinbergen and Lorenz manipulate the herring gull and her beak
Researchers used a beak, a standard model, and just a stick with no head - they still peck, then just a red stick with some yellow lines - they pecked the most to the stick with the yellow lines. The sign stimulus was not what we thought, it was some combination of features that involved movement and color, but not necessarily just the dot. Sign stimuli are not obvious.
35
Supernormal stimulus
an unusually effective sign stimulus that naturally or otherwise comes to elicit a robust response
36
barend and Drent egg retrieval
found as they manipulated features of eggs and began to push features of eggs into unnatural color size and texture the eggs that the birds most preferred were not eggs that existed in nature at all, green speckled eggs were most highly effective at eliciting retrieval behaviors.
37
basic organization of behaviors
appetitive vs consummatory
38
appetitive behaviors
early part of the sequence, behaviorally flexible, easy to modify. Think about getting food, there are a lot of options, I am not sure where to go, I can pivot easily. Same goes for finding a mate, could be in class, abroad, on line downtown. Flexible and easy to modify
39
consummatory behavior
usually the end of the behavioral sequence, often species specific and more difficult to alter. Feeding the young or preparing a nest. Part of what a bird needs to do is feed its youth, fly around and find food - appetitive behaviors, they bring the food back to the young, feeding the young has very few ways to do so, we can modify the gathering strategies, but feeding strategies or preparing a nest is hard to alter. They spit it out, the gathering of material can go any way, but the building of the nest will likely be a very specific shape and at a very specific time.
40
habituation vs sensitization
habituation: decrease in responding with repeated stipulation, rats startle less over time with repeated sound
sensitization: increase in response with repeated stimulation
41
bashinski
a four by four stimulus and a twelve by twelve stimulus. (two black and white grids, the 12 by 12 more complex than the four) the stimuli are presented 8 times at 10 second intervals. We are interested in the fixation time of the stimulus. When experiencing stimuli for the first time babies are interested. Over time, across all 8 trials as they become more familiar with the stimuli they are less interested. Over time it looks like the slope of their interest is the same, but there is a point where the stimuli produce divergent effects, the second trial. We see a reduction and an increase in response with the 12 by 12, both habituation and sensitization, the condition determined the trajectory in the behaviors, yet for both habituation resulted
42
epstein
measured salvation and hedonic responses of subjects exposed to lemon juice and lime juice, 12 trials, trial 1-10 same flavor, 11 switched flavor, 12 back to original flavor. IV citrus type and trials, DV salvation and hedonic responding.
Results decreased salivary and hedonic responses over trials 1-10. Restored response to new taste on trial 11, recovery response to original flavor in trial 12.
43
davis 1974 startle response in rates
rat is in a startle chamber, rat receives series 100 loud tones thirty seconds apart. Pretty loud, but thread this perfect needle, experimenters could predict that subjects would likely habituate. Group one received all these tones with a 60 decibel white noise (like the din of the food court), the other group had 80 decibels (loud). Group one had habituation occurring within the first thirty then settled but still had some response, group two had sensitization, same stimulus same number of stimuli same environment the only difference between habituation and sensitization is 20 decibels! Think scary movie, on edge so when a stimulus does occur your response is very different.
44
Why habituate, why sensitize?
We adjust to how important stimuli are in an environment, when we habituate we are learning this is not so important. There must also be times when we need to turn things up. This makes sense for us, we can’t always be on edge. To organize and focus behaviors based on stimulus relevance.
45
habituation and sensitization prerequisites
ta notes: the three prerequisites for a situation to be considered habituation or sensitization is you need to rule out sensory adaptation, muscle fatigue for it must occur in the CNS to be considered learning. They switched tones in the rats because one rat would et scared to the tone and then got habituated to it and then they switched the tone, rules out muscle fatigue for the rat could still respond. a child still listening even with reduced eye contact rules out sensory adaptation,
46
dual process theory
Two distinct neural processes that happen simultaneously, the behavioral outcome (performance) depends upon the strength of each process. They are in competition at all times acting simultaneously as a scale. Whether we observe habituation or sensitization is the net of these two processes
The two processes of habituation and sensitization are occurring simultaneously. Think if you are habituated to sleeping in a quite room and you move into a loud room. In the new room your sensitization process is occurring and producing sensitization to a large extent, habituation is also occurring but to a lesser extent, as you lie in bed and get more and more habituated through the habituation process the net moves closer to habituation and when the net gets low enough behavior changes.
Dual process theory is based on findings from the cns
Stimulus-response: (S-R) system: Habituation occurs in the reflex arc. (vs descartes) (Red line)
Specific stimulus and specific response
In a very Short neural loop
Each stimulus presentation activates the loop
State system: sensitization occurs in the cns that determine activation (white line(
Generalized response
Only activated during arousing events
Drugs can affect the state system (because it is much more general)
47
davis 1974 and the mystery of the rat sensitization study
one of the mysteries of thai study was somehow 20 decibels was the difference between habituation and sensitization. We can make sense of it using the groves and thompson dual process theory: with a softer background of 60 decibels, receiving that tone over time the animal is able to habituate because we have the habituation process more dominant over the sensitization process and the sr system over the state system on the other hand when there are 80 decibels, just 20 more, there state system and general arousal is higher and they can longer habituate to the repeated tones.
48
Groves in thompson cont. Characteristic time course:
Habituation: semi permanent, determined by stimulus interval
Short term habituation: when stimulus is frequent
Long term habituation: when stimulus is widely spread
Sensitization: temporary
Ex. 15 min. after 80 db background is off, startle returns to baseline
Determined by stimulus intensity
The passage of time is sufficient for the animal to regain a response, but, spontaneous recovery only goes back to the effect of long term habituation, in the first several days of training something semi permanent happened, so they don’t go back up to day one during the recovery portion
49
epstein and spontaneous recovery
Epstein: (lime lemon study): whether it was the taste and then salivation, or the taste and then hedonic response, we saw a reduction in responding over time, reduction occurs because of habituation process, but then when we change the stimulus it reinstates responding, the salivation response decreased over time when you got lime to lemon, then it came back when you switched. Sr system is stimulus specific!
We do see stimulus generalization, if we use lime then key lime it is possible they would be sufficiently similar where habituation would be maintained. Stimu can generalize if they are similar enough.
Sensitization: not stimulus specific, any number of stimuli in our environment can and should activate the state system. Whether that be a loud noise, the smell of smoke ect. Animals we readily generalize stimuli and activate sensitization. Final cause! It makes sense when we are in danger, when there is a surprising or important stimuli it will wipe out habituation and focus us on things that are most important.
50
Dishabituation (make sure to ask what the Dif between this and spontaneous recovery is, also make sure to go over the graph for this one)
habituation can be reversed by changing stimulus features. dishabituation - restoration of response by a strong extraneous, surprising stimulus. If habituation is stimulus response specificity it follows that it can be reversed by changing stimulus features. One way to erase habituation is to use a strategy of dishabituation, this is a strategy of restoration of response by a strong, extraneous, surprising stimulus. Dishabituation is a result of state system activation.
spontaneous recovery is a restoration with the same stimulus.
51
Invertebrates: aplysia californica: Material cause
They roll around in the california surf and bring water in and out through their siphons, water passes across their gills, they are largely filter feeders, they get tossed around a lot, providing unique opportunities to study habituation and sensitization. They are habituated to being tossed around and undergoing a lot of stimuli, display strong habituation and sensitization responses
If you stimulate part of the aplysia like the siphon or a gill, you will see with each repeated stimulation the aplysia will respond less. They also show sensitization, the way to produce sensitization is to provide a strong extraneous stimulus, through a mild tail shock, you see a huge change in the response in the organisms siphon or gill response. Neurons allow us to have a better understanding of the conditions within the slug. (see figure)
In both cases these processes occur within the central nervous system, they are changing the neurotransmitter release. From the sensory neuron to the motor neuron.
The sn receives the sensory information which activation is sent down that neuron into the cns, (the red box), leads to a change in the motor neuron response (MN), repeated stimulation (in the case of habituation) reduces the sensory neuron neurotransmitter release, which in turn reduces the reduction in responding in the motor neuron.
Sensitization is a different, we are supplying an external stimulus that is surprising getting attention from the slug, in order to account for that we need to think about the facilatory neuron. If a shock is applied to the tail, that signal passes through the outside cart of the organism, and activates and exited facilatory neuron which through the cns drives the motor neuron, leading to an increase in response.
52
human drug addiction
habituation and sensitization can be applied to biphasic emotional reactions to drugs
heroin early, relaxed euphoric, late irritable depressed
repeated drug taking alters these reactions. tolerance: habituation of the early drug response (addicts report *less* euphoria over time). withdrawl: sensitization of the late post reaction (addicts report more distress upon termination)
53
opponent-process theory
mechanisms that control emotional behavior minimize deviations from emotional neutrality (homeostasis). We have built within us mechanisms that control emotional behavior to minimize deviations from emotional neutrality. In more other words, emotional homeostasis.
Emotional changes in behavior are a net of competing processes.
1) Primary process (a) -elicited directly by an arousing stimulus-efficient. Heroin elicits euphoria immediately
2. Opponent process (b) - elicited indirectly by the primary process - inefficient
Euphoria elicits depression which is delayed. Because we go back to homeostasis depression is elicited to pull me back to reality.
Repeated taking of the drugs (see figure) At first positive affective response, in time it will wane in that exposure, and that b process will pull us back to emotional neutrality. On the first exposure, the a process is immediate and large, the b process may lag a bit and its not particularly large, so in general your first experience with drug x would be positive. The opponent process theory, when we interpose repeated drug taking is that things get wacked out. Strong primary response, however the b process has come on and is much larger and more efficient, the experience of the drug taker is less pleasurable, and, the a process is gone but the b process remains
54
modern classical conditioning test
Fear conditioning: a tone (cs) is presented followed by a shock(us). Normally the us elicits a ur - rise of blood pressure, heart rate, and stress hormones, also, a lot easier to study, freezing. Originally the shock elicits the freeze, over time the tone elicits the freezing. How can we measure freezing?
55
modern classical conditioning: how can we measure freezing, (know this)
Conditioned suppression test: rats are placed in the apparatus, it includes a lever that can be pressed for food, it includes some sort of external stimulus whether that be a tone or light that is easy for a rat to perceive, and the rat needs to press for food. Conditioning: CS, tone, US: shock after tone, UR: rats freeze (shock suppresses lever pressing) CR rats freeze (the tone suppresses the lever pressing. Rat will lever press, shock and freeze, tone first time they won’t freezer, as they learn tone predicts the shock they freeze at the tone, once the tone is off they press again.
56
modern classical conditioning: Suppression ratio
onditioned suppression is quantified with the suppression ratio. A/(A+B). A is the response or number of responses over a two minute conditioned stimulus. (in our example it would be the number of lever presses during that tone) B in a given trial would be the responses in the two minutes prior to it. If the sr is .5 there is no difference during then before the cs. If it is 0 it is strong suppression, conditioned fear
57
modern classical conditioning: eye blink conditioning
a component of startle, US air puff at eyes, UR blink, CS tone, cr eye blink
Useful to study neurobiological substrates of learning
Eyeblink in development: it is difficult to distinguish learning from maturation. Paired a tone with an airpuff with five month olds, also had an active control group where they provided the infants with the same number of tones and airpuffs but they were not given in any consistent way. These are six trial blocks. Results after one week of testing they saw no changes between the two groups. One week later, even in the beginning of session two the infants start responding to the conditioned stimulus, with more exposures it gets even stronger. The capacity to learn here depends on a few weeks. *Cerebellum, important for things that are reflex oriented but also requires learning*.
58
Sign tracking (autoshaping):
Movement towards a stimulus signaling availability of a positive reinforcer. Sign tracking stimuli, owl seeing the size and speed of a mouse in her periphery and goes to get it.
Brown and jenkins (1968): food deprived pigeons. Present them with a “key” light 8 seconds before food (light a quarter size embedded into the wall), food is delivered. They thought then the birds would know its feeding time and go to the food cup. Instead pigeons start vigorously pecking the light. Eventually would get food.
They then changed the dimensions of their apparatus, made it bigger so they were asking the question what if we have the same situation but we give them a limited amount of time to peck at the light before we take the food away, won’t they supersede the light for they are at risk of losing the food. Pigeon still felt the need to peck - sometimes they would miss the food. It was important for them to sign track.
59
Taste aversion
flavor novelty, timing, how bad the illness was. Def: learned aversion to a novel flavor followed by illness.
Taste preference: learned preference to a flavor paired with nutrient replenishment
These are powerful processes. Where some flavor is paired with a good outcome, sports drink makes me feel better. This street does go two ways.
Occur with single exposure
Span long delays
Even if you know better
can occur with chemotherapy, allergies, austims spectrum disorder
60
experimental procedure for taste aversion
adaption: wateer deprive rats
cs let rats drink water with a novel flavor for 20 minutes
radiation or lithium chloride to induce sickness
give them a choice between flavored water or regular water
results: intervals between CS and US. 0-6 hours profound taste aversion, 6-12 moderate taste aversion, 12-24 mild to no taste aversion
rats who learn the aversion maintain it for life
rats who did no still show saccharin preference
timing is key
61
excitatory conditioning procedures
Excitatory classical conditioning: the organism learns associations between the CS and US and anticipates the presence of the US. CS+ excitatory classical conditioning
62
what is crucial to the cs-us relationship and association strength?
timing
63
training session
a series of condition trials
64
intertrial interval
the end of one trial to the start of the next
65
interstimulus interval
the time from the start of cs to start of us
66
short delayed (see graph)
short ISI, cs and us overlap (see graph)
67
trace see graph and get more
larger ISI, no overlap (trace interval)
68
long delayed (see graph)
large isi, overlap between cs and us
69
simultaneous
no isi, total overlap
70
backwards
us precedes cs
71
test trial (this will be on the exam!)
Occurs when CRE is assessed by presenting the CS alone, (they don't test the baseline because preexposure to a stimulus may modify its value
72
quantifying the cr
Magnitude - how much
Probability - likelihood
Latency - when
73
Control complications in excitatory classical conditioning
when we are designing experiments, the best case scenario is that our organism has not had exposure to our stimuli, there is a chance we could alter the effects of habituation and sensitization that can contaminate our learning
74
Pseudoconditioning
is change due to sensitization?
Example: repeated meat powder elicits drooling several non-paired stimuli
the reason they might be reacting is a psychological response and that is why we need a control group to determine whether those responses vary from baseline. pasta in dogs also caused drooling - could be a non paired stimuli,
75
Excitatory conditioning control procedures
Random control: good
CS and US occur randomly in same trial, can still produce learning
explicitly
unpaired control best
US and CS presented on different trials, far apart to prevent associations
76
Which conditions produce the strongest learning? intestimulus interval
Interstimulus interval: timing of CS to US onset is key
Conditioning is best when CS predicts the US will occur soon
Best short delay
Worst simultaneous
Strongest is short dealy, then trace and long delay, then close to zero for simultaneous, then backward conditioning is ?
BUT, modern theories indicate all procedures produce strong learning, it’s just not displayed
77
temporal coding hypothesis
the organism learns not only the CS-US association, but when stimuli occur
78
Inhibitory classical conditioning
the organism learns associations between the CS and US and predicts the absence of a US.: CS-
Unpredictable aversive stimuli are stressful
We seek periods of low risk
We are built to predict the absence of an event
Likelihood of no pain
Likelihood of no pleasure
Rainbow shows predicts the absence of rain
79
Prerequisite for inhibitory conditioning:
for the absence for a US to create CS- learning, the US must occur periodically
Example: for a rainbow to predict end of rain, it must occasionally rain
80
How do we measure the cs-, summation test
summation test: identitifies a stimulus as a cs- if it reduces responding elicited by a cs+
procedure: establish a cs- that predicts the absence of an event
pair it with a cs+ that predicts the presence of an event
if the cr is reduced, the cs- is established
being with a trusted friend might reduce a claustrophobic panic attack
81
how do we measure the cs-
retardation of acquisition test: if a cs inhibits a particular cr, it should be difficult to condition that cs to elicit the behavior
establish a cs- that predicts the absence of an event, condition that cs- two predict the presence of the event cs+, it would take longer to transition a cs- to a cs+ than a neutral cs.
your trusted friend cheats on you with your boyfriend and you can't believe they would do that
82
what features of classical conditioning lead to associating two stimuli together? cs/us preexposure effect
novelty: familiarity with either the cs or us modifies the trajectory of associations
taste aversions: a flavor that is sufficiently novel followed by sickness
cs preexposure effect: familiarity with a conditioned stimulus slows later conditioning. prior experience with a burrito slows possible taste aversion
us pre-exposure effect: familiarity with a us alone slows cs development to that us. if you are prone to go issues, bad burritos will less likely cause taste aversion
83
why is novelty important to the cs-us relationship
associative interference: stimuli are less able to make new subconscious preexisting associations. inhibitory context (restaurant) may signal safety
memory interference: conditioning is disrupted by a conscious memory of the cs or us
84
stimulus properties
intensity: is it perceptible, loudness of a tone, is it intense enough to gain associative strength, can it be perceived?
salinece: is it naturalistic/ is it significant given the state of the organism? male quail are really easy to condition because when they are looking to mate they will associate all sorts of things in their enviornment as potential mates. a headless quail will to be as naturalistic as if you put a head on the quail. also, gatorade is mediocre regularly but significant after a workout
85
belongingness (this is super important)
is the cs relevant to the us
86
Garcia and keeling (1966) belongingness theory
how can flavors hijack our system? Hypothesised: interoceptive (internal) cues (stimuli) belong together, it belongs that if you eat a poisonous food you will get sick. Ingestion and sickness are internal. Exteroceptive (external) cues belong together. External cues in our environment are likely to associate quickly with external pain
They water restricted rats. During drinking all rats were co-exposed to cs1 (novel taste) and cs2 (audiovisual, very perceptible). Then rats were divided into two US groups, one with a shock and one with a sickness.
Then a test trial of drinking (with no US) they did one cs at a time.
Results: taste sickness and av shock suppressed drinking. (internal vs external). Little effect with av sickness or taste shock, relevant cs-us pairings are better associated!
87
stimulus properties: biological strength
for a stimulus to become a cs it myst be of weaker biological strength than its us.
then, a trained cs (cs1) can condition a second cs (cs2) if it is of weaker biological strength.
88
higher order conditioning
a strong cs can act as a us increasing situations when conditioning can occur
first order cs1 money, us stuff, cr happy
second order cs2 Sitie, us money (cs1), cr happy
result: cs2 Sittie, - cr happy via cs1 money
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counter conditioning:
the response to a conditioned cs can be countered by pairing it with an opposing us
doctor cs, shot us1, lollipop us2
90
sensory preconditioning
stimuli become associated even if both initially elicit weak responses.
Pina colada: rum flavor cs1 and pineapple cs
sensory preconditioning is having rum shots and get sick and because they were paired together at a prior time find pineapple nauseous
91
how is the cr determined: hypothesis homeostasis (make sure to ask how this is relevant to how the cr is determined)
hypothesis homeostasis: homeostasis is better if cued by cs, shivering occurs after one is cold, if anticipated drops in temperature reaction may be prevented
92
hypothesis homeostasis and drug taking
Drug tolerance: repeated drug-taking can have less effect because a familiar environment (cs) produces homeostatic compensation
93
how is the cr determined: hypothesis - stimulation substitution model
The cs-us association turns the cs into a surrogate us . post training the cs bypasses the us circuit to elicit a cr.
Jenkins and moore 1973 autoshaping and sign tracking: cs light us water, cs light us grain, pigeons treat light as though it is an unconditioned stimulus, if you change the food to water they peck the light as though they are trying to drink.
Does the CS really become the US: Timerlake and Grant 1975: food restricted rats and used as the CS to tell food was coming another rat, if stimulus substitution is real, when they pair that rats presence with food they will nibble and bite at the CS rat. They predicted they will sniff and get oriented to the other rat, stimulus substitution model can’t account for this.
94
how is the cr determined: hypothesis-behavior system (get help)
behavior system theory: presentation of the US activates behavior relevant to the US
Food activates foraging leading to feeding
A shock activates startle and freeze to survive
Cs-us pairs elicit behavior-specific processes, but the cs is not a substitute for the us
ta notes: goes hand in hand with belongingess
95
classical conditioning mechanisms, two opposing theories s-r vs s-s learning
Stimulus response learning: conditioning establishes a new stimulus response between the cs and cr (this is the stimulus-substitution)
Ss learning: conditioning establishes a representation or memory of the us which activate the cr - it is still involved in some way in the relationship that is built over time
96
holland and resort 1975: devaluation proves the ss learning (get help)
Training in food restricted rats, cs tone us food
Devaluation: group one fed (devalued us) group two remained food restricted
Results g1 responds weakly to cs, g2 responds robustly to cs
Conclusion: the memory of the us shapes the cr. this supports ss learning (the cs should just produce the cr)
97
does cs us pairing always lead to learning?
belonging can lead them not to pair well and thus not lead to learning
blocking effect
alcohol cs1 - us morning hangover
a new burrito place stays open until 2am, mmmm burrito
will you stop eating burittos, no! you love burritos
prior conditions with cs1 interferes with or blocks the development of cs2
contiguity is fundamental in learning, blocking calls this into question for burrito and hangover are paired but aren't associated,
98
how to understand blocking
the us must surprising! hangover from alcohol blocks the new association between the burrito and hangover for the hangover is expected because you drank.
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rescola wagner model (her help on how this relates to the inhibitory vs excitatory)
the effectiveness of a us is determined by how surprising it is
surprising: different than expected
under expectation: expect a calculator for birthday receive a computer. the us is unexpectedly large this excitatory conditioning
over expectation: expect a big holiday bonus receive jelly of the month club. the us is unexpectedly small, inhibitory conditioning
assumption of the are-w model is effectiveness depends upon expectancy. high us expectancy strong cr, low us expectancy - weak cr
