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45 Cards in this Set
- Front
- Back
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What is Non-Associative Learning? |
Habituation ,as it does not require the linking of stimuli together and is the decline of a reflexive response when same stimulus is repeatedly present |
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What is classical conditioning? |
Learning via associations between two stimuli |
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What is operant conditioning? |
Learning via reinforcement |
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Who is Ivan Pavlov? |
Studied digestive system in dogs Found, that dogs learned that the neutral stimulus (food) elicited salivation, which could be paired with a sound which the learned |
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What are the four elements of classical Conditioning? |
Unconditioned Stimulus (US) Unconditioned Responses (UR) Conditioned Stimulus (CS) Unconditioned Response (CR) |
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Explain the unconditioned stimulus |
A stimulus that elicits an unlearned/innate response, such as the food which elicits salivation |
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Explain the unconditioned response |
It is the unlearned response to the US, such as the salivation response which is elicited when food is present |
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Explain the conditioned stimulus |
A stimulus to which an organism must learn to respond, such as the bell stimulus |
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Explain the conditioned response |
The response to a CS, which is learned, such as the salivation response which is now elicited after the bell as it has learned. |
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Name the CS/US/CR/UR to the experiment where a tone was paired with a puff of air, and the participants blinks Would the CR or UR be a stronger response? |
Tone = CS Air Puff = US Blink = CR, UR Observed an eyeblink when the tone was played after pairing. Expect that a higher response to the air puff (UR) than to just the tone (CR) |
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What are the clinical applications of classical conditioning? |
Acquisition of fears - acquired through association |
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Watson and Rayne: Little Albert Experiment |
US = loud sound UR = Crying CS = Rat CR = Crying However, generalised the fear to furry rabbits and beards |
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Stages in Classical Conditioning Experiment |
Stage 1: Habituation - CS presented alone Stage 2: Acquisition - CS paired with US, where strength of CR increases over time Stage 3: Extinction - CS presented alone, where strength of CR decreases over time |
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What are the two factors that influence the acquisition curve? |
Intensity of the US - the more intense = rapid learning Order and Timing of the CS/US |
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What happens when timing uses delay conditioning-short? |
The CS presented for a short amount of time before the US, but they finish at the same time |
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What happens when timing uses delay conditioning-long? |
The CS presented for a long amount of time before the US, but they finish at the same time |
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What happens when timing uses trace conditioning? |
The CS is presented first, then there is a gap between CS and US, before the uS is presented.
This doesn't work as well as you need some sort of working memory. |
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What happens when timing uses simultaneous conditioning? |
The CS and US start and finish at the same time |
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What happens when timing uses backward conditioning? |
The US is presented first instead of the CS |
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What is the optimal timing interval for delay conditioning? |
There is none, as it depends on what you are studying. For example, eyelid reflex = short, but taste aversion = long. |
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What are the two types of pavlovian conditioning? |
Excitatory Conditioning and Inhibitory Conditioning |
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What is excitatory conditioning? |
The CS predicts the occurrence of the US, so stimulus is paired with the US |
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What is inhibitory conditioning? |
The CS predicts the absence of the US A is paired with US, A and B presented together, so B must cause US not to occur |
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How can you tell that someone has learned something about the inhibitory stimulus in inhibitory conditioning? |
Must pass the summation test and retardation test to be a true inhibitor |
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What is the retardation test? |
Stage One: Inhibitory Conditioning Stage two: Train Inhibitor and neutral stimulus to be excitatory Results: Should be slower learning for the inhibitor over the neutral stimulus |
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What is the summation test? |
Stage One: Inhibitory Conditioning Stage Two: Create an excitatory stimulus Stage Three: Test the magnitude of the response for the excitatory stimulus and then compare it with the excitatory stimulus + the Inhibitory Stimulus Results: Smaller magnitude for the inhibitor+excitatory |
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What happens during the extinction stage? |
Overtime strength of CR decreases, but can see spontaneous recovery and renewal effect |
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What is the spontaneous recovery? |
It is observed often after extinction is successful for a period of time, but when CS presented by itself you can sometimes observe a CR, which is not as strong |
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What is the renewal effect? |
If the acquisition and extinction environment are conducted in different places, you may expect to see the CR when presented the CS when you go back to the acquisition place This is why therapy can be bad |
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What is blocking? |
It is the slowed learning to a new stimulus, because a neutral stimulus has been paired with an excitatory stimulus Learner does not form association between stimulus and US |
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What is super-conditioning? |
Is is the increased learning to a new stimulus, because a neutral stimulus has been paired with an inhibitory stimulus |
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Why is surprise necessary for learning? |
Contiguity Principle: the mere pairing of two closely timed things should result in learning Contingency Principle: conditioning changes trial to trial in a regular way |
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What are the assumptions of Classical Conditioning? |
Equipotentiality: any stimulus can be paired with any response Contiguity: The more two stimuli are paired, the stronger the individual will associate them Contingency: Conditioning changes trial to trial in a regular way (learn same amount each time) |
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How does Blocking show that these assumptions do not hold? |
Kamin Rats experiment: Control group (associate light and sound with shock, they reacted to just the light Blocking group, heard the noise, but no sound and then got shocked,then heard the noise and the light and get shocked, but did not react to just light. Had blocked the light - disprove equipotential and contiguity SURPRISE IS NECESSARY FOR LEARNING |
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CS Pre-Exposure Latent Inhibition |
Interference with conditioning that is produced byrepeated exposures to the conditional stimulus before conditioning begins, e.g. pre-exposure tosame light used in conditioning without the shock leads to habituation effects |
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Resorla -Wagner Model |
Explains how the organism learns the prediction of the US, the level of conditioning is a result of an internal comparison between the expected strength of the US and the actual strength of the US, expectation is based on previous trials, strength of the US is fixed. Change in V = A*B(L-V) A = salience of CS B = strength of US L = actual strength of CS V = expectation of CS - US |
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What does the R-W Model Explain? |
Explains Blocking, as theyshouldn't have been surprised about the effect - as they didn't learn anything |
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What does the R-W Model not explain? |
Doesn't explain pre-exposure/latent inhibition, as it shouldn't matter if you had presented it previously |
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General Rules of R-W Model |
strength > expectation: excitatory conditioning -strength < expectation: inhibitory conditioning -strength = expectation: no conditioning -the greater the difference between the strength of the US and the expected strength of the US: the greater the level of conditioning -the greater the salience of the CS, the faster the conditioning Actual strength - Expectation = Surprise |
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Taste Aversion |
Usually, a longer delay is less affective, but In Taste Aversion: Longer delay is more effective > more believable |
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Garcia Effect (Preparedness) |
Are all associations learned equally - equipotential - we do not for taste aversion: If we pair food with sickness we learn it faster, than if we pair it with a shock in comparison with light/sound Some associations are learned faster |
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Differential Conditioning Paradigm |
Learning about a CS+ and a CS-, particularly with fear relevant stimuli e.g. a snake. Learning is faster with snake and extinction is slower for snake |
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Racial Attitudes and Fear Conditioning |
Experiment: Caucasian/African Participants, and measured skin response, had a much more pronounced response for racial out-group then ingroup. Was slower to extinct response for outgroup |
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Context Conditioning and Heroin Addiction |
Many users die after taking usual dose in new environment Same: Heroin in room A - same environment = 32% mortality Different: Heroin in room B - as in training they received a placebo in room B = 64% mortality Control: Heroin for first time = 96% mortality Shows context affects tolerance |
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Systematic Desensitisation |
Shows how phobias persist - People avoid situations where they see the phobic object They can be self-sustaining - might feel fearful because they still fear |
