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132 Cards in this Set
- Front
- Back
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What are the features of effective cs and US |
1) initial responses to the stimuli 2) novelty of CS and US 3) CS and US intensity and Salience 4) CS-US relevance/ belongingness |
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Initial responses of stimuli |
-CS does not elicit CR initially
-US elicits a response without training
-determining which Is CS and US requires comparison of the responses elicited before conditioning |
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Novelty of CS and US |
-novel stimuli elicit faster responses -familiar US ans CS are slower to learn |
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What us the latent inhibition effect or CS preexposure effect |
If exposed to the CS repeatedly by itself prior to conditioning and use thar CS in procedure, there is a slowing of the conditioning of that stimulus |
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What is US novelty |
Repeated exposure to the US by itself prior to conditioning and then conduct procedure and examine its effect on learning |
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What is US preexposure effect |
Condtioning of CR to the CS is slower for those preexposed US -during preexposure phase the US by itself conditions cues associated with the US -learning US disrupted during conditioning phase because those cues that become associated with the US are still present during this phase |
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CS and US intensity |
More intense CS and US create more vigorous responding |
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What is stimulus salience |
Significance of a stimulus -captures our attention
-intensity of a stimulus contributes to salience -learning happens faster with more salient stimuli |
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How can a stimulus become more salient |
-make it more intense -make it more relevant to the biological needs of the organism -make lab CS more similar to stimuli encountered in natural environment |
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Sniffy simulation (CS intensity) |
Conduct experiment 3 times 1 -cs tone (low intensity) -us shock (medium intensity)
2 -cs tone (medium intensity) -US shock (medium intensity)
3 -cs tone (high intensity) -us shock (medium intensity)
By changing intensity it has creates great association between the US and CS |
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What is the movement ratio in sniffy simulation |
Proportion of time during CS presentation that Sniffy is frozen or demonstrating fear related behavior -higher the ratio the more freezing is exhibited
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CS - US relevance |
The extent to which CS us relevant to US |
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Garcia and Koelling (1966) experiment |
Compared learning about illness and peripheral pain - food related cues CS= flavored water -predator related cues CS= click and light
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Results from Garcia and Koelling |
Conditioned with shock suppressed drinking more with audiovisual stimulus
than with taste conditioned with sickness suppressed drinking more when tested with taste
-taste associated with illness -audiovisial cues associated with peripheral pain |
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What happens with learning without an US |
- conditioning would be limited if it only occurred in situations where an US was present -conditioning appears to take place when there is no US Ex higher order and sensory preconditioning (Is a US only in 1 point) |
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Higher order conditioning |
A previously conditioned stimulus CS1 is used to condtion new stimulus CS2 |
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What is the difference between higher order conditioning and conditioned inhibition |
1) Number of no US trials -few no US trials gets second order excitatory conditioning -lot of training or no US trials gets conditioned inhibition
2) how CS1 and CS2 are paired -simultaneously leads to conditioned inhibition -resenting one after another leads to high order conditioning |
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What is sensory preconditioning |
An association can be learned between two stimuli that elicit wear responses prior to conditioning (2 are paired together. Vanilla and cinnamon)
-regular classical conditioning then takes place. (Pairing cinnamon with being sick)
-a -a stimulus that has never been paired with a US comes to elicit the response of the US (vanilla now also relates to being sick)
-swittching stage 1 and 2 in higher order conditioning |
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Determining the nature of a condition response (measuring the right response) |
1) US as a determining factor for CR 2) CS as a determination for CR 3) CS-US interval as a determining factor for CR 4) conditioned responding and behavior systems 5) S-R vs S-S learning (what type of learning affects) |
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How does US determine CR |
Different USs elicit different UR Small changrd in US can cause changes in CR -changes way of thinking |
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What Is the Stimulus Substitution Model |
Created by Pavlov to explain the results that the US can determine CR -association of CS with US turns CS into a substitute for US -CS elicited similar response to US -CR doesn't look like UR tho |
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How does the CS determine the CR |
Nature of the CS can influence the form of the CR -substution model doesn't hold up here |
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How does the CS-US interval determine CR |
The length of time between the presentation of the CS and US can determine the nature of CR
-short intervals initiates responses that are appropriate for immediately dealing with US -long interval initiates responses show the readiness the organism for the US over a longer time frame |
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What is a behavior system |
Comprised of a series of response modes each with its own controlling stimuli and responses that are.arranged spatially or temporally -this is needed to fully understand conditioned behavior as we can't just examine 1 or 2 responses |
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What is Behavior systems theory |
Predicts form of CR will be a result of the CS-US interval -interval determines where the CS is incorporated into the sequence of responses -CS does not substitute for US -CS substitutes a stimulus in the behavioral system |
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What us S-R learning |
Condtioning establishes a new stimulus response conccetion between CS and CR -CS directly elicits CR
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What is S-S learning |
Learn a new stimulus- stimulus connection between CS and US -CR produced in response to CS because CS activates a representation of US |
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How can we assume if its S-S or S-R learning |
US devaluation technique |
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What is US devaluation technique |
Phase 1 -identical classical conditioning procedure for both groups
Phase 2 -devaule the US in experimental group Ex. Give them as much food as they want
Test phase -presnet CS and see how much of a CR there is
If S-R learning there will be no impact in the level of response between the two group
If S-S learning there will be less response in the experimental group (classical conditioning)
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What is the need for modification of responses to US |
Learning to respond to CS is only beneficial of the CR helps the organism deal with the US -CS prepares organism for US |
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What is drug tolerance |
Drug becomes less effective -exampld of conditioned diminution of UR (no longer have the same effects) -can be the result of classical conditioning -environment is very important as it changes the amount needed |
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Theories about what and when associations happen between CS and US for classical conditioning |
1) blocking effect 2) Rescorla Wagner Model 3) Attrntional Models of Conditioning 4) timing and information theory models 5) comparator hypothesis |
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What is the blocking effect |
Intrrference with the conditioning of a novel stimulus because of the presence of a previously conditioned stimulus -shows that pairing a CS and US is not enough to develop conditioning responding
Ex. Cherry paired with illness Cherry and lemon together with illness Harder to pair lemon cause of the Cherry |
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What causes the blocking effect |
1) US has to be surprising for learning to happen 2) learning more likely to happen if the environment is changing or there are suprises in the environment |
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What is the Rescorla Wagner Model |
Based on surprisingness of the US determines how effective it will be in a conditioning procedure
-strong conditioned responding will happen if there are strong expectations that US will happen (excitatory conditioning) large -weak conditioned responding if there is a low expectation the US will happen (inhibitory conditioning) small |
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What are some unusual predictions of the Rescorla Wagner Model |
1) under certian circumstances with continued paring of the US, the conditioned CS and US will decline |
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Conditioned Inhibition in Rescorla Wagner Model |
CS+ gains excitatory properties in order to anticipate the US when it is present US does not occur both CS+ and CS- are present. US is expected tho as the CS+ has excitatory properties (small) Overexpextation happens when US is not present |
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In continued Inhibition how do we predict the absence of US |
The associative value of CS+ and CS- must sum to 0 -by making the associative value of CS- negative |
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Extinction of Excitation in Rescorla Wagner Model |
Produced by repeatedly presenting the CS without the US (loss of association) -over expectation of CS on first trial -is slowly reduced to 0 |
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Extinction of Inhibition in Rescorla Wagner Model |
CS- initially has a negative association value (under prediction if US) -organism predicts less than the zero US that happen -comes back up to a value of 0 (Actually strengthns the association between CS- and US) |
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What are the problems associated with the Rescorla Wagner Model |
1) it's analysis of extinction of inhibition is incorrect (should be stable or gets stronger) 2) views extinction as a return of the associative value to zero (extinction involves learning new relationships) 3) does not allow for CS to have excitatory and inhibitory properties 4) difficulty explaining recent findings in taste ans oder aversion |
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What are attention models of conditioning |
Explains the blocking phenomenon based on changes in how well the CS attracts an individuals attention -how surprising the US was on a preceding trail determines how much attention will be given to the CS on the current trial -doesnt affect CS in same trial |
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What are time and information theory models |
1) CS-US interval has important influence on how effective the conditioning procedure is -responding is inversely related to CS-US interval (further= greater responding)
2) in conditioning we learn that US will be happening (temporal coding hypothesis) 3) greater condtionied responding with longer interval interval or CS-US interval |
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What is a temporal coding hypothesis |
Learn when the US happens in relationship to the occurrence of the CS |
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What is relative waiting time hypothesis |
Conditioned responding depends on how long the organism has to wait for the US in the presence of the CS -compared to how long the organism has to wait for the US during the intertrial interval IT vs T ( whole trial) |
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What is comparator hypothesis |
Theory of performance not learning -only allows for excitatory associations with US -target CS as compared to the excitatory value of the contextual cues that were present with the target during training |
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What does the comparator hypothesis say the 3 associations learned during conditioning |
1) between CS and US 2) CS and contextual cues 3) contextual cued and US |
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What is instrumental behavior |
An behavior that occurs because it is effective in producing a particular consequence or reinforcer -goal directed behavior -behaviour is required for outcomes |
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Who was Thorndike |
One of first individuals to really study instrumental behavior in the laboratory -used a puzzle box (cats) -animals learn an S-R association |
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What is the law of effect |
If a response in the presence of a stimulus is followed by a satisfying event, the association between the stimulus (S) and the response (R) is strengthened |
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What is discrete trial procedures |
Animal is removed from the apparatus at the end of a trial Instrumental response performed only once during a trial -mazes (measure latency and running speed) |
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What are free operant procedures |
Animal can perform instrumental response over and over -created by Skinner -operant chambers |
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What did Skinner propose |
The concept of operant as a way to divide behavior in measurable units that are meaningful (Operant= lever pushing) |
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What is an operant response |
A response that is defined by the effect it produces in the environment |
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What is magazine training (free operant) |
Animals must learn food is available in the food magazine -classicial conditioning -pauring noise of food magazine with food delivery |
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What is the response shaping procedure (free operant) |
Breaking training into steps (successive approximations) -reienfircemnt of successive approximations lead to a desired response -non reinforcement of earlier response -detrrmine finale response -assedd starting level of performance |
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What needs to happen in shaping process |
Need to set criterion for reinforcement so that it includes some of thr organisms existing responses -can create new never seen response -takes advantage of inherent variability |
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What is the response rate in free operant procedures |
Rate of occurrence of operant behavior used to measure the probability of a response High probability responses (happen frequently and performed at a high rate) Low probability responsea (happen rarely and performed at a low rate) |
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What does instrumental conditioning procedure |
Consequences Outcomes |
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What are the 2 kinds of outcomes |
1) appetitive stimulus ( a pleasant stimulus)
2) aversive stimulus (unpleasant stimulus) |
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Instrumental response can either |
1) produce the stimulus (positive response outcome contingency) (added good or bad)
2) eliminate or take away a stimulus (negative response outcome contingency) (remove postive or negative) |
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4 kinds |
Postive reinforcement Negative reinforcement Postive punishment Negative punishment (omission training) |
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What is postive reinforcement |
Postive response outcome contingency (added) -appetitive stimulus
Increase in response |
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What is negative reinforcement |
Negative response outcome contingency (remove) -eliminates an aversive stimulus
Increase in response |
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What is postive punishment |
Postive response outcome contingency (added) -produces an aversive stimulus
Decrease in response |
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What is negative punishment |
Negative response outcome contingency (removed) -eliminates an appetitive stimulus
Decrease in response |
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What are the 3 components of instrumental conditioning. |
1) instrumental response 2) instrumental reinforcer 3) response-reinforcer relation |
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What can affect instrumental response |
1) behavioral variability vs stereotypy 2)relevance or belongingness 3) behavior systems and constraints on instrumental conditioning |
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What is strteotypy |
Behavioral will be simular everytime it happens -doesnt have to happen by using variability in instrumental conditioning |
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What is variability |
Variability can be the basis for reinforcement (organism gets reward for producing a new behavior) -Is maintained or increased by reinforcement -in its absence it goes back to stereotypy |
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What is belongingness |
An organisms evolutionary history makes certain response fit or belong with certain reinforcers |
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What is instinctive drift |
A gradual drift of instrumental behavior away from the response required for reinforcement to species typical or instinctive responses related to the reinforcer and to other stimuli in the experimental stimulation |
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Behavior systems theory |
Can predict responses that will increase with food reinforcement by observing the aminal when its feeding system is activated
-instinctive drift represents the intrusion of responses appropriate to the beahvior system |
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Characteristics of instrumental reinforcer |
Influence the performance and learning of instrumental responses
1) quantity and quality 2) shifts in reinforcer quantity or quality |
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Quanitity and Quality |
Increasing quantity - increases rate of responding (not always)
Increases quality- increases rate of responding
Hard to separate the two |
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Shifts in reinforcer quantity or quality |
Effectiveness of a reinforcer may be affected by how the reinforcer companies to other reinforcers that have been experienced (past reinforcers) -smaller is less effective -larger is more effective -good reward is really good after a small |
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What is postive behavioural contrast |
Elevated responding for a favorable reward resulting from prior experience with a less attractive outcome |
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What us negative behaviorl contrast |
Depressed responding for an unfavorable experience because of prior experience with a better outcome |
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What is successive behavioral contrast |
Only 1 shift in reward magnitude |
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What is stimultaneous behavioral contrast |
Frequencnt shifts between favorable and unfavorable reward condition -each reward condition associated with its own distinctive stimulus |
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2 kinds of Response- reinforcer relationships |
1) temporal relation -time between the Response and reinforcer
2) causal relation (response- reinforcer contingency) -extent the instrumental response is necessary and sufficient for the occurrence of the reinforcer
(Not dependent on another) |
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Tenporal contiguity |
Delivery of reinforcer immediately after response -is perferd over delayed reward -type of temporal relation |
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Why does delay affect learning |
Difficult to tell which response is being reinforced -provide secondary or conditioned reinforcer after response -use marking procedure |
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Response- reinforcer contingency vs contiguity |
Early research Response- reinforcer contiguity was the critical factor in instrumental conditioning
Recent research suggests the response - reinforcer contingency is important |
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What did Skinner conclude from his experiment |
Suggested that temporal contiguity is more important |
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What did staddon and Simmelhag discover |
Terminal responses (predominantly happened towards the end of interval)
Interim responses (increase in frequency after deliver of food and decreased in time for next reward)
-reinforcement influenced strength of terminal |
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What do terminal and interim responses indicate |
Terminal -specices typical responses that reflect anticipation of food -focal research pattern
Interim -reflect different motivations that occur early in inter food interval -general research pattern |
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Effects of controllability of reinforces |
Evidence that relating to the sensitivity of behavior to response reinforcer contingencies -examine the effects of control on aversive stimulation -learned helplessness |
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What is learned helplessness |
History of lack of control over aversive stimulus leads to a disruption of our learning in the future that our behavior has outcomes -studied through triadic design |
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What is the triadic design |
Has to have a period of escapable shock to study view of owns behavior
Group E (response reinforcer contingency) Group Y (no response reinforcer contingency) |
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What is learned helplessness hypothesis |
Not the same as effect, it is an explanation of it
Interferes with our ability to learn new instrumental responses
-motivation to produce response is reduced by learned explanation of lack of control
-previous experience with lack of control makes it more difficult to learn their behavior now controls reinforcement |
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What is activity deficit hypothesis |
Learning deficit is a result of animals learning to be immobile in response to shock in exposure phase -motor movment is suppressed and leads to poorer performance |
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What us attention deficit hypothesis |
Inescapable shock reduces the amount of attention an organism pays attention to its own behavior |
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What is stimulus relations in escape conditioning |
Escape procedure (isn't affected as much) Predictability
What cues can I know it won't happen (rest time) 1) Shock cessation feedback cues -experienced at start of escape response right before turning off of shock
2) Safety signal feedback cues -experienced right after shock is turned off as animal is completing instrumental response |
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How is learned helplessness eliminated |
Provided with a safety signal is followed by no shock |
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What is a schedule of reinforcement |
A program/ rule that determines how and when the and when a response will be followed by a reinforcer -how it is learned and maintained - motives of behavior |
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Types of schedules |
Fixed ratio Variable ratio (Based on number of responses)
Fixed interval Variable interval (Based on time) |
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What are ratio schedules |
Depends on number of responses
1) continuous reinforcement (only 1 response is required)
2) partial/ intermittent reinforcement (only some of the occurrences of response are reinforced) -behaviour more likely to continue |
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What is a fixed ratio |
Ratio between the number of responses made by the organism and number of reinforcers (Certian number of responses)
-continuous reinforcement has a steady but moderate rate of responding
-intermittent has steady high rate of responding and see pause before |
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Measurements of fixed ratio |
Cumulative recorder
Postrienforcement ( zero rate of responding after reinforcement)
Ratio run (high rate of responding observed after pause that finishes each ratio requirement)
Ratio strain (disruption of responding that happens when fixfed ration is increased to fast) |
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What is a cumulative recorder |
Creates a graphical representation of how a response is repeated over time
X axis = passage of time Y axis = total number of responses Slope of line= rate of responding |
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What is a variable ratio |
A different number of responses is required for the delivery of each reinforcer (average) -less predictable pauses -respond at a steady rate of responding -simular to FR |
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What are the interval schedules |
Responses reinforced only if responses happen after a certian length of time |
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What is a fixed interval |
Time remains the same from one time to the next |
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What is fixed interval scallop |
Gradually increasing rate of responding at happens between successive reinforcement -reflects accuracy of timing ability -has pause |
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What is variable interval |
Amount of time required to pass before a response is reinforced changes each time -steady and stable states of responding -no pauses |
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What is a feedback function |
the relationship between response rates and reinforcement over an extended period of time or over the whole experiment |
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Why do ratio schedules produce high rates of responding than interval schedules |
1) interresponse time (IRT) -a result of the spacing between responses just before reinforcement
-ratio uses short IRTs because the faster completed number of trials the fast the reinforcement
-interval uses long IRTs because have to wait a certian amount if time to pass before the response is rewarded |
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Why do ratio schedules produce high rates of responding than interval schedules |
1) interresponse time (IRT) -a result of the spacing between responses just before reinforcement
-ratio uses short IRTs because the faster completed number of trials the fast the reinforcement
-interval uses long IRTs because have to wait a certian amount if time to pass before the response is rewarded |
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Why do ratio schedules produce high rates of responding |
2) feedback functions -the relationship between response rates and reinforcement over an extended period of time
Ratio has a response rate that Is directly related to reinforcement rate -no limit to its increasing linear function
Intervals has an upper limit set on the number of reinforcers -doesnt matter if an increase in responding |
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What is a response rate schedule |
Organism must respond at a particular rate in order to get reinforcered -response reinforment is contingent on how soon it happens after the previous response |
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What is Differential reinforcement of high rates (DRH) |
only receive reinforcement if respond before a specific amount of time has passed |
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What is Differential reinforcement of low rate (DRL) |
Recive reinforcement for a response only if it happens after a certain amount of time has passed since last response |
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What are concurrent schedules |
Organism can choose any one of two or more simple reinforcement schedules that are available simultaneously -can flip back and forth -detrtmines the impact the schedule of reinforcement associated with each response has on the choices made |
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Relative rate of responding |
Rate of responding for each option -above .5 spending more time - below .5 spends less time
-responses on each key is influenced by schedule or reinforcement that is in place for each option |
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Relative rate of reinforcement |
How many reinforcers they get |
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What is the matching law |
Relative rates of responding matches relative rates of reinforcement |
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What is undermatching |
Reduced sensitivity of the choice behavior to the relative rates of reinforcement (Distance between response options) |
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What is over matching |
Relative rate of responding is more sensitive sensitive to relative rates of reinforcement -increased sensitivity |
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What can affect sensitivity of rated of reinforcement |
-difficulity between switching from one alternative to the other -species being used |
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What is response bias |
May preference for one reinfocer or one response over the other
-Influnces choice when response alternatives are different |
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Matching law in single response |
Chose to make required response or engage in other behaviors |
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Mechanisms that underline matching law |
1) molecular maximizing 2) molar maximizing 3) melioration |
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What is molecular maximizing |
Focuses on individual choices -choose alternative that is most likely to be reinforced at the time |
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Molar maximizing |
Focuses on aggregates of behavior over a time period -long run -same rate of reinforcement -organism distributes responses among various alternatives in order to maximize amount of reinforcement over the long run |
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What is melioration |
Goal is to try and make the situation better - Local rate of reinforcement -changes from one response option to another to improve on local rate of reinforcement -contuine to adjust till similar rates of all options |
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What is local rate of reinforcement |
Calculated over the period of time that an individual devoted to a particular choice alternative |
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What are complex choices |
If choose one alternative the other alternative will no longer be available -choose between a short term small reward and a delayed larger reward |
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What are concurrent chain schedules |
Complex reinforcement procedure in which the participant is permitted to choose which of several simple reinforcement schedules will be in effect -non picked alternative become unavailable for an amount of time (Can examine self control) -choose larger reward if delay terminal link |
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2 stages in concurrent chain |
1) choice link -choose between two alternatives by making a response -no reinforcement during this 2) terminal link -after choice is made -reinforcement happens -stuck with it till end of trial |
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What us value discounting function (self control explanation) |
Mathematical function that describes how reinforcer value decreased as a function of how long a participant has ti wait for delivery if the reinforcer -if delay reinforcer, it's value decreases (more self control) |
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What is steeper function found in |
Binge drinkers Young children Smokers Drug addicts (Is harder to display self control) -self control is important for scolialization and emotional adjustment |
