Psych 110 M3

Front 1

FR schedule characteristics

Back 1

- Longer post-reinforcement pauses with higher ratios

- Faster rate of response with higher ratios

Front 2

VR schedule characteristics

Back 2

- Produces a steady rate of responding

- Faster rate of response for lower ratios

- Faster rate of responding than VI

Front 3

Ratio strain

Back 3

Ratio so high the subject no longer responds. Can be measured using a progressive ratio.

Front 4

FI schedule characteristics

Back 4

- If food is delivered regardless of behavior is it a Pavlovian timed schedule

- Produces a scalloped rate of response

Front 5

VI schedule characteristics

Back 5

- Produces a steady rate of responding

- VI schedule results in faster responding if there is no schedule of reinforcement

Front 6

Limited hold

Back 6

A period of time after a respond when the reinforcement is made available

Front 7

Concurrent schedule of reinforcement

Back 7

Experiment to test two different reinforcement schedules at the same time (eg. An FI and FR lever in a box)

Front 8

Thorndike's law of effect

Back 8

- A reinforcer only serves to strengthen or weaken an S-R relationship

- Highlights that at some point an S-R can become compulsory

Front 9

Two-process theory

Back 9

S-R association establishes the instrumental habit

S-O association establishes reward expectancies

Front 10

Pavlovian-instrumental transfer test

Back 10

Seperately training an instrumental S-R (Button press to picture on screen) and a Pavlovian S-O (color on screen to picture on screen) association and testing to see if together they have a synergistic effect (color on screen to increased pressing of one button)

Front 11

R-O associations

Back 11

Highlight the goal directed aspect of behavior

Front 12

Proof of an R-O association

Back 12

- Reducing R-O contingency reduces R

- Reinforcer devaluation reduces R (only affects R if the reinforcer is experienced in its devalued state)

- A rat that has acquired a taste aversion will still press the R1 lever until it is given a pellet and experiences revulsion. Then pressing R1 will go down

Front 13

Incentive learning

Back 13

Reinforcer devaluation cannot occur unless the subject has learned its value

Front 14

Goal-directed vs habitual behavior

Back 14

Goal directed is R-O (medial temporal lobe), but if you get distracted from the goal, S-R (striatum) takes over. The longer an association is trained the more it will become habitual

Eg. Subjects were given the task of learning a weather prediction task with/without a secondary task. Both learned well, but those with a secondary task had poorer explicit knowledge of the relationship

Front 15

First phase of instrumental extinction

Back 15

Extinction burst, frustration, increased variability in R

Front 16

Second phase of instrumental extinction

Back 16

Consistent decline in R

Front 17

Spontaneous recovery

Back 17

When the CR reoccurs after a period of time. Different from habituation SR because strength of response is not correlated with duration of time passed

Front 18

Renewal

Back 18

When a CR is not extinguished because the extinction and test contexts are different. The context serves to disambiguate the CS since acquisition and extinction create conflicting memories

Front 19

Reinstatement

Back 19

When the CR comes back after a single presentation of the CS without the US

Front 20

Resurgence

Back 20

When an extinguished instrumental R comes back as another response is being extinguished (train left, extinguish left, train right, extinguish right, left comes back)

Front 21

Ways to enhance extinction

Back 21

- More extinction trials

- Manipulating time between extinction trials/acquisition and extinction (short = fast w/ SR, long = slow w/o SR)

- Repeating extinction+test cycle

- Extinction training in multiple contexts

- Presenting extinction reminder cues

- Compounding extinction stimuli (if X, Y, and L undergo acquisition and extinction, during compound extinction LX will show higher R than Y, but during test LX will show lower R than Y)

- Priming (presenting CS w/o US after acquisition, but before extinction. Reduces SR if primed before the acquisition memory is consolidated)

Front 22

Overtraining extinction effect

Back 22

The stronger the S-R relationship, the faster it is extinguished

Front 23

Magnitude of reinforcement extinction effect

Back 23

Larger reinforcer = faster extinction

Front 24

Partial reinforcement extinction effect

Back 24

Extinction is faster after CRF than PRF because frustration drives instrumental extinction and frustration is more salient with a CRF than PRF

Front 25

Sequential theory of PREE

Back 25

Memories of no reward can also be a response cue. Explains why PRF is extinguished slower (trials that don't result in reinforcement continue to motivate responding)

Front 26

Multiple schedule of reinforcement

Back 26

Different schedules are in effect depending on which stimuli are present (eg. VI when keylight off, FR when keylight on)

Front 27

Stimulus discrimination

Back 27

When a subject responds different to different dimensions of a stimuli or two different stimuli

Front 28

Stimulus generalization

Back 28

When a learned response to one stimuli also occurs in response to another stimuli. Usually results in a gradient of responding centered on the original stimuli

Front 29

Reinforcement belongingness

Back 29

A compound stimulus (light+tone) can have varying amounts of stimulus control depending on the reinforcement (food vs. shock)

Can result in overshadowing where one aspect of the compound stimulus is more strongly trained than the other (eg. light to food and tone to shock)

Front 30

Stimulus element approach

Back 30

Stimuli are processed as many individual aspects

Front 31

Configurable cues approach

Back 31

Processing cues as a whole

Front 32

Positive patterning discrimination

Back 32

A-/B-/AB+

Front 33

Negative patterning discrimination

Back 33

A+/B+/AB-

Front 34

Stimulus discrimination training

Back 34

Teaching a subject to differentiate an S+ and S- using reinforcement

Phase 1 = indiscriminate responding to S+ and S-

Phase 2 = reduced responding to S- and increased responding to S+

Front 35

Spence's theory of discriminative learning

Back 35

S+ gains excitatory response properties while S- gains inhibitory response properties

Front 36

Intradimensional discrimination

Back 36

Learning to differentiate two stimuli that are the same except for one aspect

Front 37

Peak-shift effect

Back 37

A shifting of the net generalization gradient further past the S+ when the S+ and S- are similar due to overlap between the S+/S- generalization gradients

Front 38

Theory of relational learning

Back 38

Stimuli do not have an absolute value (excitatory or inhibitory), but a relative one (more/less excitatory/inhibitory)

Front 39

Stimulus equivalence

Back 39

Training to treat different stimuli the same (eg. an actual dog, the written word dog, and the spoken word "dog")

Front 40

Common response training

Back 40

Initial training --> A & B = R1

Reassignment --> A = R2

Test --> B = R2?

Front 41

Conditional relations

Back 41

Significance of a dmstimulus is dependent on the status of another stimulus

Modulator = a stimulus that signals the relation between two events

Facilitation = when one cue signifies that another cue will be reinforced