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PSYCH 381 - Chapter 4 - Classical
Conditioning: Mechanisms well
answered to pass
What four things does conditioning depend on? Prior experience w/ CS & US CS & US relevance to each other Other stimuli present in conditioning trial Not reliant on CS-US pairing What do you need to know in regards to CS and US before beginning an experiment? Need to know baseline responses to the CS and US T/F: Same stimulus may serve as CS in some experiments and US in others True Do you want an already known stimulus as a CS and US? No, you want stimulus to have some degree of novelty Latent-inhibition (CS-preexporsure) effect Caused by repeated exposures to CS before the CS is used in conditioning trials
US-preexposure effect Caused by repeated exposures to the US before the US is used in conditioning trials What does CS-preexposure effect cause? Habituation to CS, so organism has to overcome CS habituation before it can work again as CS for new experiment What occurred in the US pre-exposure experiment Given either novel food (US) or familiar food (US) Greater response given to novel US over time (learned well) Responses were more erratic w/ familiar food (didn't learn as well, may have associated familiar US w/ other things) Salience of stimuli meaning? Stimuli must be noticeable to be conditioned What are three potential features of a salient stimuli? Intensity (attention grabbing) Bio relevance to animal's environment Bio relevance to animal's needs Recite the four things that make a good CS and US Know baseline responses to CS & US before you begin exp. Novelty of stimuli
What were the conditioning and test parts of Garcia and Koelling's methods? Taste-audiovisual stimulus paired w/ either shock or sickness for separate groups of lab rats Tested w/ taste and audiovisual stimuli seperately Results of Garcia and Koelling's study Level of behaviour tested by licks/minute Taste goes w/ sickness Audiovisual goes w/ shock T/F: Conditioning is reliant on CS-US pairing? False, can learn w/out US When could pavlovian conditioning be limited? If direct exposure to the US was required for learning to occur What are the two forms that Pvalovian conditioning can occur in situations w/out a US?
- Higher order conditioning
- Sensory preconditioning T/F: CS can't serve as the US once conditioned. False, CS may serve as US once conditioned Higher order conditioning
CS may serve as US once conditioned E.g. US (bone) paired w/ CS (bell) to cause CR (salivation): CS1 (bell) paired w/ CS2 (red dot) to cause CR (salivation) Extent that seoncadry stimuli can become ___________/__________ is important in. higher order conditioning. Reinforcing Aversive Sensory preconditioning procedure CS2 goes w/ CS1 (no CR); CS1 goes w/ US and both cause CR; CS2 causes CR on its own What 3 things determine the nature of the CR? US CS CS-US interval What does the CR depend on? Give two examples. The US that elicits it e.g. eyeblink due to air puff; salivation due to food US is a determining factor for what? The CR
What were the predictions fot the T&G study based on? Stimulus substitution model e.g. gnawing, biting of CS What were the results of the T&G study? CS elicited social affiliative CRs What kind of model does the T&G study not support? Model that explains the CR only in terms of US If it did the rats should have gnawed and bit CS What do the findings of the T&G study demonstrate? Give an example of this. CS also helps determine CR If a lever is CS for food, rat will gnaw and bite it Short vs long CS-US intervals can be a determining factor for what? CR Atkins (2000) CS-US interval as determining factor of the CR study methods Conditioned male quail with short (1min) or long (20min) CS-US interval CS = stuffed quail lowered into apparatus US = access to receptive female at the end of interval Measured CR type (approach CS or walk around apparatus)
What were the results in the A study when the interval was short and when it was long? Short: Males approached CS Long: Males engaged in locomotor behaviour T/F: US and CS-US interval affect CR but not CS False, US, CS and CS-US all affect conditioned responding What two main behaviour systems do animals have to solve different problems? Food behaviour system Sexual behaviour system S-R learning A new stimulus-response connections b/w the CS and CR S-S learning CS activates a representation of the US What is S-S learning similar to? Pavlov's stimulus substitution S-R learning early in conditioning vs after extensive conditioning.
Supports S-S model of learning What four things does conditioning depend on? Prior experience w/ CS and US CS and US relevance to each other Not reliant on CS-US pairing Other stimuli present during conditioning tiral Blocking effect Previously CS being present interferes w/ the conditioning of a novel stimulus Why is the blocking effect such a big deal? Until blocking, temporal contiguity was considered to be sufficient for learning associations Prados blocking experiment (2011) Previously learned stimuli (triangle corner) caused low accuracy at selecting the novel stimuli (other triangle corner) in test trials Presentation of the US needs to be ______________ to be effective in producing __________. Surprising Learning Why does A block B?
If previous CS (A) signals US, other CS (B) won't be learned well or at all b/c US won't be surprising What is the basis of the Rescorla-Wagner model? Effectiveness of US + it's surprisingness What kind of model of classical conditioning is the Rescorla-Wagner model? What does it focus on? Mathematical model of CC Focus on level of surprise of the US What does surprising mean in the R-W model? Different than expected What is the expectation of the US related to? Associative properties of stimuli preceding it (CS) What is the R-W model equation? ΔV = k(λ-V) ΔV Trial-by-trial change in associative value of stimulus Learning
V=λ so no room left for learning R-W & blocking in action Slide 56 The comparator hypothesis There are other cues available to the animal while in the experimental context Comparator cues Other cues present when the target CS is being conditioned The comparator hypothesis assume that whether conditoined excitatory or inhibitory conditioning occurs depends on what? Relative strength of excitatory CS (target) vs. comparators (context) What does the R-W state is blocked in blocking? Learning about CSB What does the comparator hypothesis (CH) state is blocked in blocking? Responding to CSB
How do we test if learning about or responding to the CSB is blocked? Remove the block to CSB Revaluation effect Remove the block by changing the conditioned value of CS Involves changing the conditioned value of A What is a test to see if learning or responding is blocked?
- Normal blocking procedure
- Eliminate responding to CS(A)-> extinction of CS(A)
- Test for CR to CS(B) -> if subjects responds, learning wasn't blocked, performance was T/F: Learning can't occur w/out US False, it can
