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

The University of SheffieldPsychology

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

Partial preview of the text

Download Classical Conditioning: Basic Phenomena, Complexities and Extensions and more Study Guides, Projects, Research Psychology in PDF only on Docsity!

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
    • Advertising