Pcl Test 4

Front 1

extinction

Back 1

involves omitting the US, or reinforcer

in classical conditioning: extinction involves repeated presentations of the CS by itself; so omitting US; Reduction of a learned response that occurs b/c the conditioned stimulus is no longer paired w/ the unconditioned stimulus. Also, the procedure of repeatedly presenting a conditioned stimulus w/out the unconditioned stimulus

in instrumental conditioning: extinction involves no longer presenting the reinforcer as a consequence of the instrumental response; Reduction of the instrumental response that occurs b/c the response is no longer followed by the reinforcer. Also, the procedure of no longer reinforcing the instrumental response

in both classical cond. and inst. cond. conditioned responding declines

INCORRECT: extincion is the opposite of acquisition
- extinction does not erase what was originally learned

exposure therapy is basically an extinction procedure in which participants are exposed to cues that elicit fear in the absence of the aversive US

Front 2

forgetting

Back 2

a reduction of a learned response that occurs b/c of the passage of time, not b/c of particular experiences

forgetting is a decline in responding that may occur simply b/c of the passage of time and does not require non-reinforced encounters w/ the CS or the instrumental response

Front 3

2 basic behavioral effects of extinction

Back 3

1) most obvious behavioral effect is that the target response decreases when the response no longer results in reinforcement
2) basic behavioral effect of extinction, namely that it increases response variability, at least at first
-ex: when you stick your key into your door to open it and it doesn't work, you first try sticking it in differently or jiggling it to get it to work, until finally you start decreasing your behavior and give up

Front 4

frustration

Back 4

the emotional Rx induced by w/drawal of an expected reinforcer

frustrative non-reward energizes behav

under certain conditions, frustration may be intense enough to induce aggression

Front 5

consolidation

Back 5

the establishment of a memory in relatively permanent form so that it is available for retrieval a long time after original acquisition

process of forming a long-term memory

memory consolidation depends on protein synthesis

Front 6

evidence that extinction does not erase what was originally learned has been obtained through:

Back 6

spontaneous recovery, renewal, reinstatement, and reinforcer devaluation

Front 7

spontaneous recovery

Back 7

if a rest period is introduced after extinction training, responding is observed to recover; b/c nothing specific is done during the rest period to produce the recovery the effect is called spontaneous recovery (seen in habituation)

typical study findings is that behavior that has become suppressed by extinction recovers w/ a period of rest

Front 8

renewal

Back 8

recovery of excitatory responding to an extinguished stimulus produced by a shift away from the contextual cues that were present during extinction

refers to a recovery of acquisition performance when the contextual cues that were present during extinction are changed

renewal can change b/c of different context or neutral context

lack of suppresion evident during the extinction phase to a group that was taught in a diff context than where they were taught the acquisition does not show unlearning of the conditioned fear response

evidence indicates that the renewal effect occurs b/c the memory of extinction is specific to the cues that were present during the extinction phase--therefore, a shift away from the context of extinction disrupts retrieval of the memory of extinction, with the result that extinction performance is lost

possible ways to get rid of renewal is to conduct extinction in a variety of diff contexts, or: conditioned inhibition training, differential conditioning, and presenting the CS explicitly unpaired w/ the US

Front 9

reinstatement

Back 9

recovery of excitatory responding to an extinguished stimulus produced by exposure to the unconditioned stimulus

refers to the recovery of conditioned behavior produced by exposures to the unconditioned stimulus (US)

reinstatement effect was context specific
- the context specificity of reinstatement raises the possibility that reinstatement is a result of context conditioning; the US presentations that occur during the reinstatement phase can result in conditioning of the contextual cues of the experimental situation
- role of context is to disambiguate the significance of a stimulus that has a mixed history of conditioning and extinction

context conditioning facilitates the reinstatement effect; reinstatement US presentations in the test context serve to restore the excitatory properties of the contextual cues and thereby enable those cues to be more effective in reactivating the memory of the original acquisition training

Front 10

power for technique for determining whether conditioned behavior reflects knowledge about the reinforcer is to test...

Back 10

the effects of reinforcer devaluation

experiments have shown that S-O associations are not lost during Pavlovian extinction

information about the reinforcer is also not lost during the course of extinction of an instrumental response

Front 11

how to increase the impact of extinction

Back 11

- conduct more extinction trials--the use of larger numbers of extinction trials produces a more profound decrease in conditioned responding

- conduct extinction trials spaced close together in time (massed) rather than spread out (massed?)

Front 12

reducing spontaneous recovery

Back 12

repeat periods of rest and testing
- less and less recovery occurs w/ successive cycles of rest and testing

another factor that influences the degree of spontaneous recovery is the interval b/w initial training and extinction
- extinction is more permanent if extinction is conducted right after acquisition

another way is to introduce cues associated w/ extinction
- just as returning a sub to the context of acquisition causes renewal of conditioned responding, introducing stimuli that were present during extinction can reactivate extinction

Front 13

reducing renewal

Back 13

by conducting extinction in several different contexts
- conducting extinction in several different contexts helps to increase stimulus generalization of extinction performance, so as to reduce renewal when subjs are shifted out of the extinction context

another strategy is to present reminder cues of extinction in the renewal context

extinction cues may similarly reduce the renewal effect by reactivating extinction performance in the renewal context

Front 14

another approach to enhancing extinction involves presenting 2 stimuli at the same time that are both undergoing extinction

Back 14

research has shown that presenting two extinguished stimuli at the same time can deepen the extinction of those cues

ex: X, Y, L, experiment pg318

according to Rescorla-Wagner model- associative values are adjusted if the outcome of a trial is contrary to what is expected. original acquisition creates an expectation that the US will occur. this expectation is violated when the US is omitted in extinction, and that error is corrected by reduced responding on subsequent extinction trials
- compounding 2 conditioned stimuli increases the resulting error when the trial ends w/out a reinforcer- this induces a larger correction and greater reduction responding

Front 15

studies of spontaneous recovery, renewal, reinstatment, and knowledge of the reinforcer after extinction all indicate that extinction does not involve unlearning and leaves...

Back 15

response outcome (R-O) and stimulus outcome (S-O) associations pretty much intact

Front 16

since extinction seems to leave S-O and R-O associations intact, investigators have turned to changes in ...

Back 16

S-R mechanisms to explain extinction performance

they have come to the conclusion that nonreinforcement produces an inhibitory S-R association--that is, nonreinforcement of a response in the presence of a specific stimulus produces an inhibitory S-R association that serves to suppress that response whenever S is present
- this predicts that the effects of extinction will be highly specific to the context in which the response was extinguished

impt to note that it involves nonreinforcement after a history of conditioning with repeated presentations of the reinforcer
-b/c for ex: if you never got an allowance, then you wouldn't be disappointed if you didn't get money that day

extinction involves both behavioral and emotional effects

Front 17

overtraining extinction effect

Back 17

less persistence of instrumental behavior in extinction following extensive training w/ reinforcement (overtraining) than following only moderate levels of reinforcement training. the effect is most prominent w/ continuous reinforcement

paradoxical effect: the more training that is provided w/ reinforcement...
the stronger will be the expectancy of reward, and therefore the stronger will be the frustration that occurs when extinction is introduced; that in turn should produce more rapid extinction

the overtraining extinction effect is paradoxical b/c it represent fewer responses in extinction after more extensive reinforcement training

Front 18

magnitude reinforcement extinction effect

Back 18

less persistence of instrumental behavior in extinction following training w/ a large reinforcer than following training w/ a small or moderate reinforcer. the effect is most prominent w/ continuous reinforcement

refers to the fact that responding declines more rapidly in extinction following reinforcement w/ a larger reinforcer and is also readily accounted for in terms of the frustrative effects of nonreward

nonreinforcement is apt to be more frustrating if the individual has come to expect a large reward than if the individual expects a small reward

Front 19

partial reinforcement extinction effect (PREE)

Back 19

the term used to describe greater persistence in instrumental responding in extinction after partial (or intermittent) reinforcement training than after continuous reinforcement training

the most important variable is whether the instrumental response was reinforced every time it occurred (continuous reinforcement) or only some of the times it occurred (intermittent, or partial reinforcement)

extinction is much slower and involves fewer frustration reactions if partial reinforcement (ex: gambling) rather than continuous reinforcement (ex: coke machine) was in effect b/f the introduction extinction

has been demonstrated in Pavlovian conditioning

Front 20

intermittent reinforcement

Back 20

a schedule of reinforcement extinction effect, according to which extinction is retarded after partial reinforcement b/c the instrumental response becomes conditioned to the anticipation of frustrative nonreward

ex: habitual gamblers - occasional winnings encourage them to continue gambling during long strings of losses; child asks parent for candy, parent says no, child asks over and over and beings to throw a temper tantrum, at this pt the parent is likely to give in to avoid public embarrassment-by finally getting the candy, the parent will have provided intermittent reinforcement for the repeated demands

partial reinforcement seems to teach subs to not give up in the face of failure, and this learned persistence is retained even if subs experience an unbroken string of successes

Front 21

discrimination hypothesis

Back 21

an explanation of the partial reinforcement extinction effect according to which extinction is slower after partial reinforcement than continuous reinforcement b/c the onset of extinction is more difficult to detect following partial reinforcement

explanation of the partial-reinforcement extinction effect

study: trained on group of animals w/ partial reinforcement and the other w/ continuous reinforcement. both then received a phase of continuous reinforcement b/f extinction was introduced. b/c extinction procedure was introduced immediately after continuous reinforcement training for both groups, extinction should have been equally noticeable for both groups. nevertheless, found that the subjs that initially received partial reinforcement training responded more in extinction
- partial reinforcement seems to teach subjs to not give up in the face of failure, and this learned persistence is retained even if subjs experience an unbroken string of successes

Front 22

studies indicate that partial reinforcement promotes persistence in 2 different ways

Back 22

frustration theory or sequential theory

Front 23

frustration theory

Back 23

a theory of the partial reinforcement extinction effect, according to which extinction is retarded after partial reinforcement b/c the instrumental response becomes conditioned to the anticipation of frustrative nonreward

based on what subjs learn about the emotional effects of nonreward during partial reinforcement training

persistence in extinction results from learning something paradoxical, namely to continue responding when you expect to be nonreinforced or frustrated

intermittent reinforcement initially leads to the learning of 2 competing expectations (rewarded trials lead to expected reinforcement and nonrewarded trials lead to absence of reward)
-- this leads to conflicting behaviors: the expectation of reward encourages subjs to respond, and the anticipation of nonreinforcement discourages responding--as training continues this conflict is resolved in favor of responding

continuous reinforcement does not produce persistence in extinction

Front 24

sequential theory

Back 24

a theory of the partial reinforcement extinction effect according to which extinction is retarded after partial reinforcement b/c the instrumental response becomes conditioned to the memory of nonreward

based on what subjs learn about the memory of nonreward

assumes that subs can remember whether or not they were reinforced for performing the instrumental response in the recent past
-assumes further that during intermittent reinforcement training, the memory of nonreward becomes a cue for performing the instrumental response-- how this happens depends on the sequence of rewarded (R) and nonrewarded (N) trials-why theory is labeled sequential

with enough experience, the subj learns to respond whenever it remembers not having been reinforced on the preceding trials- learning creates persistence of the instrumental response in extinction

Front 25

frustration theory and sequential theory point out different ways in which partial reinforcement can promote responding during extinction

Back 25

memory mechanisms may make more of a contribution when training trials are scheduled close together and it is easier to remember what happened on the preceding trial

the emotional learning described by frustration theory is less sensitive to intertrial intervals and thus proveds a better explanation of the PREE when widely spaced training trials are sued

Front 26

behavioral momentum

Back 26

based on the analogy to physical momentum in Newtonian phsyics

the susceptibility of responding to disruption by manipulations such as pre-session feeding, delivery of free food, or a change in the schedule of reinforcement

behavioral momentum hypothesis states that behavior that has a great deal of momentum will also be hard to "stop" or disrupt by various manipulations

studies of behavioral momentum have encouraged 2 major conclusions: 1) behavioral momentum is directly related to the rate of reinforcement (a higher rate of reinforcement produces behavior that has greater momentum and is less susceptible to disruption); 2) behavioral momentum is unrelated to response rate (thus 2 behaviors that occur at similar rates do not necessarily have similar degrees behavioral momentum)

emphasis has been on reinforcement rate rater than response rate as the primary determinant of behavioral momentum-- this conclusion is further confirmed by studies that show that schedules that provide similar rates of reinforcement but different rates of responding produce similar momentum and resistance to change