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Classical Conditioning: Basic Phenomena, Complexities and Extensions, Study Guides, Projects, Research of Psychology

The basic phenomena and complexities of classical conditioning, including acquisition, extinction, spontaneous recovery, disinhibition, generalization and discrimination, higher-order conditioning, and sensory preconditioning. It delves into the processes of how a conditioned response (CR) is developed, weakened, and transferred from one stimulus to another.

What you will learn

  • How does the strength of a conditioned response change during acquisition?
  • What factors influence the rate of extinction?
  • How does higher-order conditioning differ from first-order conditioning?

Typology: Study Guides, Projects, Research

2021/2022

Uploaded on 09/12/2022

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Chapter 4 -
Classical
Conditioning (continued)
Basi
c Phenomena and V
arious
Complexities
Basic
Phenom
ena
Acquisition
Extinction
Spontane
ous Recov
ery
Disinhibition
General
izat
ion & Di
scri
mination
Higher-order
condit
ioning &
Preconditioning
pf3
pf4
pf5
pf8
pf9

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Chapter 4 - Classical

Conditioning (continued)

Basic Phenomena and Various

Complexities

Basic Phenomena

• Acquisition

• Extinction

• Spontaneous Recovery

• Disinhibition

• Generalization & Discrimination

• Higher-order conditioning &

Preconditioning

Acquisition

  • Acquisition: The gradual development and strengthening of a CR.
  • The S-R association requires a number of pairings of the CS and US before an CR develops.
  • The more times the CS and US are paired, the stronger the CR.
  • The stronger the US is and the stronger the NS is, the stronger and faster conditioning will be.
  • The strength of the CR will increase up to a certain point, and will then level off. - For example, as a dog is repeatedly presented with a tone and food, the amount of salivation increases until it reaches a certain peak, at w hich point it will remain at that level.

Extinction

• Continually presenting a CS without a US,

will result in the elimination of the CR.

• When the CS no longer elicits a CR,

experimental extinction is said to have

occurred.

  • Situations where it is useful to extinguish the

CR?

Spontaneous Recovery

• To Pavlov, extinction is not a matter of

“unlearning”, but of inhibiting (suppressing)

the CR. (still exists on some underlying

level)

  • Example: Imagine that you have a problem

with test anxiety. Part way through taking a

test, your anxiety level starts to die down.

Then, someone walks into the test late and you

experience a fresh wave of anxiety.

Evidence for Pavlov’s View

  • What causes this? Perhaps the process of

disinhibition ( the sudden recovery of a response

during an extinction procedure when a novel

stimulus is introduced).

  • This shows that the CR is still right there, ready to

return once your “guard” is down

  • It also provides evidence for Pavlov’s view that extinction is caused by inhibition rather than unlearning.

Classical Conditioning: A

Refinement

• It is not very ef ficient to have to learn a

separate conditioned response to every

single conditioned stimulus that is similar.

• At other times, it is important only to make

the conditioned response to a very particular

stimulus.

• What are these processes called?

Generalization and

Discrimination

  • Stimulus Generalization: The tendency for

a CR to occur in the presence of a stimulus

that is similar to the CS

  • The transfer of the CR to new stimuli
  • The CR is typically weaker in the nontrained stimulus.

Extensions of Classical

Conditioning

• Higher Order Conditioning

• Sensory Preconditioning

Higher Order Conditioning

• Another neutral stimulus that is associated

with a CS, can also begin to elicit a CR.

  • First Order Conditioning
    • “Whirring” sound (NS1): Drill(US)→ fear (UR)
    • “Whirring” sound (of drill) (CS1)→ fear (CR)
  • Second Order Conditioning
    • hairdryer (NS2): Whirring (CS1) → fear (CR to Whirring)
    • Hairdryer (CS2) → Fear (CR to hairdryer)

Characteristics of Higher Order

Conditioning

• The CR is transferred f rom one CS to

another CS

• The second CS is never actually paired with

the US.

• The second CS (CS2) usually has a weaker

CR than the first CS.

• Very dif ficult to obtain third-order

conditioning, but possible.

  • Results in a very weak CR.

Higher-Order Conditioning in

Humans: Evaluative Conditioning

  • Subjects asked to evaluate stimuli on a likert scale from “very disliked” to “very liked”
  • 1 st^ Order = words that are rated either + or –
  • 2 nd^ Order = nonsense syllables (e.g. pog, giff, tiff)
  • If repeatedly paired with + or – word, nonsense syllable later rated consistent with pairing
  • Also done with adjectives and face
    • Subjects rated faces initially paired with + or - adjectives
    • Subjects could not even tell you why they disliked the face
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