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Psyc 387 > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

CR

A

Conditional response
(pp. 60–62) define and what terms are used in place of these terms?

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2
Q

CS

A

Conditional stimulus

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3
Q

GSR

A

Galvanic skin response

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4
Q

NS

A

Neutral stimulus

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5
Q

S

A

Stimulus

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6
Q

UR

A

Unconditional response

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7
Q

US

A

Unconditional stimulus

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8
Q

ISI

A

interstimulus interval

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9
Q

Pavlov’s early life, career > study in dogs

A

Study: digestive processes and the salivary reflex

Life:
Career:

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10
Q

What psychic secretions did Pavlov study?
When and why?
(p. 59, 57-60)

A

What: Events in the dogs environment

When:

Why: Fascinated by The dogs began to salivate before receiving food.????

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11
Q

The experiment in which the dog learned to salivate at the sight of a black square after it had been paired with a CS for salivating is an example of XXX?

A

Higher Order

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12
Q

neutral stimulus
(p. 61)

A

the conditional stimulus before it is able to elicit the conditional response (does not elicit a particular conditioned or unconditioned response)

IE: hand clap before it could elicit the conditional response, salivation

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13
Q

Describe Wallace and Rosen’s demonstration.

How does this assist in survival? (pp. 60–61)

A

rats show a strong response to an odorous chemical derived from fox feces.

Survival:

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14
Q

IE: an organism whose behaviour is subject to Pavlovian conditioning is more likely to survive than an organism whose behaviour is not subject to such conditioning (p. 63)

A

original

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15
Q

Is the presentation of the two stimuli (i.e., the neutral stimulus and the unconditional stimulus) independent of the behaviour of the animal?
(p. 63)

A

why

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16
Q

higher-order Pavlovian conditioning
(pp. 63–64)

A

neutral stimulus is paried with a conditional stimulus to function as an unconditional stimulus

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17
Q

Why does higher-order conditioning increase the importance of Pavlovian conditioning?
(pp. 63–64)

A
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18
Q

Describe Graham and Desjardins’ (1980) study. (pp. 63–64)

A

experimenters used Pavlovian conditioning to influence the mating behaviour of male rats

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19
Q

second-order conditioning

A

the CS (CS-0) predicts another previously established CS (CS-1). The CS-1 obtained its ability to elicit a CR because it was paired with a US for a UR.

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20
Q

third-order conditioning

A

CS-0 is paired with a CS-1 that gained its ability to elicit a response by being paired with a previously established CS (CS-2), whereas CS-2 gained its eliciting function by being paired with a US

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21
Q

Effectiveness of second-order, third, etc. conditioning

A

note: number of steps that the CS is removed from a US.

second-order conditioning can be quite effective, third-order conditioning (and further removed orders) have not generally been demonstrated to be very potent forms of conditioning. Fifth-order conditioning has been noted if the US is a shock, but generally the further away you get from the pairing with the US, the weaker the CR is likely to be.

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22
Q

Describe Staats and Staats’ (1957) classic experiment.
(pp. 63–64)

A

verbal higher-order conditioning

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23
Q

How can response latency be used to measure Pavlovian conditioning? How is the use of latency as a measure of Pavlovian conditioning problematic? (pp. 65–66)

A
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24
Q

Describe the use of test trials to measure Pavlovian conditioning.
(p. 65)

A

original IE of this use of test trials

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25
Q

Describe the method of measuring Pavlovian conditioning by means of intensity or amplitude of the CR.
IE
(p. 65)

A

original

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26
Q

Define pseudoconditioning

Why does it pose a problem?

How can researchers overcome this problem? (pp. 65–66)

A
27
Q

4 ways of pairing the CS and the US in Pavlovian conditioning.

+ effectiveness & IEs
(pp. 66–69)

A

1) trace conditioning:
Effectiveness:
IE: original
2) delayed conditioning:
Effectiveness:
IE: original
3) simultaneous conditioning:
Effectiveness:
IE: original
4) backward conditioning:
Effectiveness:
IE: original

28
Q

What is a contingency? (p. 69)

A

Factors:
Used to think: number of times the CS was paired with the US

2 probabilities:
1) the US will be presented after the CS
2) the US will be presented in absence of the CS

We say that the CS predicts the US if (a) the CS is always followed by the US—the puff—and (b) the absence of the CS is followed by the absence of the US.

29
Q

Describe Rescorla’s (1968) experiment.
(p. 69)

A

demonstrated the importance of the CS-US contingency in the effectiveness of Pavlovian conditioning

30
Q

In everyday life, do we generally encounter high or medium-low degrees of contingency between the CS and the US? Explain.
(p. 69)

A
31
Q

What is CS-US contiguity, and how does this contiguity influence the effectiveness of classical conditioning?

Does the type of response being conditioned influence CS-US contiguity?

Explain, ie.

Are short intervals or long intervals (between the CS and the US) more effective in Pavlovian conditioning? (pp. 69–70)

A

refers to the time interval between CS & US

32
Q

What is a compound stimulus? Describe the experiment to demonstrate (p. 72)

A

Experiment: compound stimulus on a dog

33
Q

Define overshadowing.

What features of a stimulus (when presented as part of a compound stimulus) are responsible for overshadowing? (p. 72)

A

An experimenter presents a flash of light and a bell simultaneously followed by food????

If one part of a compound stimulus fails to become a CS, ________ has occurred.

34
Q

How does prior experience with a CS influence the effectiveness of Pavlovian conditioning?

What is latent inhibition? (p. 74)

A
35
Q

Define blocking. Compare and contrast blocking and overshadowing.
(pp. 74–75)

A

Overshadowing and blocking employ the basic Pavlovian conditioning procedure, but fail to establish the neutral stimulus as a CS. In overshadowing, two neutral stimuli are presented simultaneously and are followed by the US. If one of these stimuli comes to function as a CS and the other stimulus doesn’t, we would say that the first stimulus overshadowed the second. In blocking, a CS is initially established in the standard fashion (by pairing it with a US). Then, in subsequent trials, this CS is simultaneously presented with a neutral stimulus, and both stimuli are then followed by the US. If the neutral stimulus fails to come to function as a CS, we say that the previously established CS blocked the neutral stimulus from becoming a CS.
In both overshadowing and blocking, the failure of the neutral stimulus to become a CS often occurs because the organism is attending to the other stimulus, perhaps because the other stimulus is more prominent or salient.
Overshadowing and blocking probably occur to a significant degree in everyday life (though they have only been studied in laboratory settings). For example, suppose your cafeteria lunch is served on a tray. The sight of food has probably been established as a CS for salivation because it has regularly preceded food in your mouth (an US for salivation). Every day, the sight of both the food and the tray precede food in your mouth, a pairing arrangement that might establish the sight of both (either) food and the tray as conditional stimuli for salivation. However, seeing the tray alone may never act as a CS for salivation, because it is blocked by the pre-existing CS (sight of the food). Conceivably, more of your attention is directed at the food than at the tray.

36
Q

Define Blocking

Describe how blocking might work for us and against us. (p. 75)

A

According to the Rescorla-Wagner model, blocking occurs bc when the second CS is presented, most of the learning that can occur has already been used up by the first CS.

37
Q

What is sensory preconditioning? (p. 75)

A
38
Q

Describe the relationship between the number of pairings of the CS and US on Pavlovian conditioning.
(pp. 75–76)

A

Is the relationship linear? Explain. What are the implications of this for survival of a species?

39
Q

What is the relationship between length of the intertrial interval and the effectiveness of Pavlovian conditioning? (p. 76)

A
40
Q

How do age, temperament, and stress affect Pavlovian conditioning? (p. 77)

A
41
Q

Define a Pavlovian conditioning extinction procedure.

Under what conditions do we say that a CS-CR relationship has been extinguished? (p. 78)

A

…

If, following conditioning, a CS is repeatedly presented without the US, the procedure is called ________.

spontaneous recovery is associated with it

42
Q

Define a Pavlovian conditioning extinction procedure. Under what conditions do we say that a CS-CR relationship has been extinguished? (p. 78)

A

Pavlovian extinction is called flooding.

43
Q

How does Pavlovian extinction differ from forgetting? Be able to distinguish between examples of forgetting and Pavlovian extinction. (pp. 78–79)

A
44
Q

Describe spontaneous recovery. What strategy may eliminate spontaneous recovery? (p. 80)

A

…
it is associated with extinction
…

45
Q

Does extinction completely reverse the effects of Pavlovian conditioning? Why or why not? (p. 80)

A
46
Q

Describe some of the variables that impact the extinction of conditioning. (p. 80)

A
47
Q

Describe Pavlov’s stimulus substitution theory. What problems exist with this theory? (pp. 81–82)

According to stimulus substitution theory, the ______ substitutes for the US.

A

CS

Each time a buzzer sounds, a puff of air makes a rabbit blink. Soon the rabbit blinks when it hears the buzzer. George believes that this means the buzzer takes the place of the air puff. George is an advocate of ________.

48
Q

Discuss Zener’s (1937) finding that there are often qualitative differences between conditioned and unconditioned responses. (p. 84)

A
49
Q

Describe the preparatory response theory. Provide an example that illustrates its usefulness. (pp. 84–86)

A
50
Q

Describe compensatory response theory. What prediction does this make regarding the conditional stimuli involved in the development of tolerance to drugs? Explain this relationship using Lightfoot’s (1980) study of beer drinking and Siegel’s (1984) anecdotal evidence of sudden death following drug abuse. (p. 85)

A
51
Q

Describe the evidence related to Pavlovian conditioning and awareness. (pp. 86–87)

A
52
Q

Describe the Rescorla-Wagner model. How does this account for the familiar decelerating learning curve? (pp. 87–88)

A

recognizes that the greatest amount of learning occurs in the first/earliest pairings of CS and US.

DVn=c(l-Vn-1)

53
Q

In simple terms, how does the Rescorla-Wagner model account for blocking? What can the model not account for? (pp. 89–90)

A

blocking occurs bc when the second CS is presented, most of the learning that can occur has already been used up by the first CS

does not explain latent inhibition

54
Q

Describe Mackintosh’s (1974) CS theory. (p. 90)

A
55
Q

Higher-order conditioning is probably most important to XXX

A

Humans

56
Q

Pavlov identified two kinds of reflexes _____.

A

unconditional and
conditional

57
Q

In higher-order conditioning, a neutral stimulus is paired with a well-established /_______ stimulus

A

.conditional

58
Q

In trace conditioning, the _____ begins and ends before the _____ appears.

A

CS / US

59
Q

In delay conditioning, the _____ ends only after the _____ begins.

A

CS / US

60
Q

In Pavlovian conditioning, _____ usually refers to the interval between CS and US

A

Contiguity

61
Q

If one part of a compound stimulus fails to become a CS, _____ has occurred.

A

Overshadowing

62
Q

Four variables that affect the rate of conditioning are:

A

(any four of these): how the CS and US are paired; CS–US contingency; CS–US contigu- ity; stimulus features; prior experience with CS and US; number of CS–US pairings; intertrial interval; age; temperament; emotional state/stress.

63
Q

According to stimulus substitution theory, the _____ substitutes for the _____.

A

CS / US

64
Q

IThe Rescorla-Wagner model recognizes that the greatest amount of learning occurs in the ______ pairings of CS and US.
Copyright

A

first/earliest

Psyc 387 (2 decks)

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