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84 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Habituation; to habituate |
Getting used to something new (Ignoring the stimulus, not required to link stimulus together, simplest type of learning)
Ex. Infant looking at a doll, interest dies over time |
'Habit' |
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Ivan Pavlov (1848-1934) |
Russian. Studied salivation in dogs, dogs began salivating when they saw him (anticipation of food) CLASSICAL CONDITIONING |
Pavlov'a dogs |
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Classical Conditioning |
Pairing a stimulus with an unconditioned response until that stimulus becomes a conditioned response (associating X with Z now!) |
Pavlov' Dogs |
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Unconditioned Stimulus (US) |
A naturally occurring stimulus that bring about a naturally occurring (unconditioned) response |
Naturally occurring |
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Unconditioned Stimulus (US) (Classical Conditioning) |
A naturally occurring stimulus that bring about a naturally occurring (unconditioned) response |
Naturally occurring |
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Unconditioned Response (UR) (Classical Conditioning) |
A naturally occurring response that did not have to be learned such as salivating when eating |
Pavlov's dog saliva |
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Neutral Stimulus (Classical Conditioning) |
A stimulus that does not give a specific result, ex. Pavlov's dogs and a whistle |
Doesn't give the response |
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Conditioned Stimulus (CS) (Classical Conditioning) |
A stimulus that has been paired with a US until it has become associated with it and produces the same response, a learned association with an unrelated stimulus |
Association with US |
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Conditioned Response (RS) (Classical Conditioning) |
A response to a CS, same as the UR but prompted by a different stimulus, a learned association |
Whistle and salivating dogs |
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4 elements of Classical Conditioning |
1. US 2. UR 3. CS 4. CR |
U's to C's |
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Unconditioned (Classical Conditioning) |
Innate connection between stimulus and response |
Innate |
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Conditioned (Classical Conditioning) |
Learned connection between stimulus and response |
Learned |
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Classical Conditioning examples |
Pavlov's salivating dogs Eye blink conditioning |
Associative learning |
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Flooding (Classical Conditioning) |
Clinical applications: Put someone with their fears long enough that they don't fear anymore (like pushing them in a closet if they're afraid of it, until they realise that it's not going to hurt them) |
Flood of fears until its washed out! |
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Neutral Stimulus (Classical Conditioning) |
A stimulus that does not give a specific result, ex. Pavlov's dogs and a whistle |
Doesn't give the response |
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Conditioned Stimulus (CS) (Classical Conditioning) |
A stimulus that has been paired with a US until it has become associated with it and produces the same response, a learned association with an unrelated stimulus |
Association with US |
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Conditioned Response (RS) (Classical Conditioning) |
A response to a CS, same as the UR but prompted by a different stimulus, a learned association |
Whistle and salivating dogs |
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4 elements of Classical Conditioning |
1. US 2. UR 3. CS 4. CR |
U's to C's |
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Unconditioned (Classical Conditioning) |
Innate connection between stimulus and response |
Innate |
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Conditioned (Classical Conditioning) |
Learned connection between stimulus and response |
Learned |
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Classical Conditioning examples |
Pavlov's salivating dogs Eye blink conditioning |
Associative learning |
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Flooding (Classical Conditioning) |
Clinical applications: Put someone with their fears long enough that they don't fear anymore (like pushing them in a closet if they're afraid of it, until they realise that it's not going to hurt them) |
Flood of fears until its washed out! |
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'Little Albert' 1920 (Classical Conditioning) |
Watson & Rayner Paired loud noises with rats, led to Albert crying and scared when he saw a rat
Conditioning emotions, not just reactions AND generalised fear of anything that was fluffy
Didn't extinguish the fear...
Watson argued that he can mould people into anything! |
Conditioning emotion and generalised fear |
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Neutral Stimulus (Classical Conditioning) |
A stimulus that does not give a specific result, ex. Pavlov's dogs and a whistle |
Doesn't give the response |
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Conditioned Stimulus (CS) (Classical Conditioning) |
A stimulus that has been paired with a US until it has become associated with it and produces the same response, a learned association with an unrelated stimulus |
Association with US |
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Conditioned Response (RS) (Classical Conditioning) |
A response to a CS, same as the UR but prompted by a different stimulus, a learned association |
Whistle and salivating dogs |
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4 elements of Classical Conditioning |
1. US 2. UR 3. CS 4. CR |
U's to C's |
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Unconditioned (Classical Conditioning) |
Innate connection between stimulus and response |
Innate |
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Conditioned (Classical Conditioning) |
Learned connection between stimulus and response |
Learned |
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Classical Conditioning examples |
Pavlov's salivating dogs Eye blink conditioning |
Associative learning |
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Flooding (Classical Conditioning) |
Clinical applications: Put someone with their fears long enough that they don't fear anymore (like pushing them in a closet if they're afraid of it, until they realise that it's not going to hurt them) |
Flood of fears until its washed out! |
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|
'Little Albert' 1920 (Classical Conditioning) |
Watson & Rayner Paired loud noises with rats, led to Albert crying and scared when he saw a rat
Conditioning emotions, not just reactions AND generalised fear of anything that was fluffy
Didn't extinguish the fear...
Watson argued that he can mould people into anything! |
Conditioning emotion and generalised fear |
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Classical Conditioning experiment |
1. Habituation CS alone 2. Acquisition CS plus US 3. Extinction CS alone
Measuring US/CS |
3 plus measurement |
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Neutral Stimulus (Classical Conditioning) |
A stimulus that does not give a specific result, ex. Pavlov's dogs and a whistle |
Doesn't give the response |
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Extinction (Classical Conditioning) |
Going back to presenting the CS by itself, the CR quickly dies off and disappears |
Undoing classical conditioning |
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Conditioned Stimulus (CS) (Classical Conditioning) |
A stimulus that has been paired with a US until it has become associated with it and produces the same response, a learned association with an unrelated stimulus |
Association with US |
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Conditioned Response (RS) (Classical Conditioning) |
A response to a CS, same as the UR but prompted by a different stimulus, a learned association |
Whistle and salivating dogs |
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4 elements of Classical Conditioning |
1. US 2. UR 3. CS 4. CR |
U's to C's |
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Unconditioned (Classical Conditioning) |
Innate connection between stimulus and response |
Innate |
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Conditioned (Classical Conditioning) |
Learned connection between stimulus and response |
Learned |
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Classical Conditioning examples |
Pavlov's salivating dogs Eye blink conditioning |
Associative learning |
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Flooding (Classical Conditioning) |
Clinical applications: Put someone with their fears long enough that they don't fear anymore (like pushing them in a closet if they're afraid of it, until they realise that it's not going to hurt them) |
Flood of fears until its washed out! |
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|
'Little Albert' 1920 (Classical Conditioning) |
Watson & Rayner Paired loud noises with rats, led to Albert crying and scared when he saw a rat
Conditioning emotions, not just reactions AND generalised fear of anything that was fluffy
Didn't extinguish the fear...
Watson argued that he can mould people into anything! |
Conditioning emotion and generalised fear |
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Classical Conditioning experiment |
1. Habituation CS alone 2. Acquisition CS plus US 3. Extinction CS alone
Measuring US/CS |
3 plus measurement |
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Neutral Stimulus (Classical Conditioning) |
A stimulus that does not give a specific result, ex. Pavlov's dogs and a whistle |
Doesn't give the response |
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Extinction (Classical Conditioning) |
Going back to presenting the CS by itself, the CR quickly dies off and disappears |
Undoing classical conditioning |
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Factors on acquisition curve |
Intensity (more intense = more rapid learning)
Order and timing (ex, CS before US is most effective, more closely times stimulus = faster CR) |
2, I, O&T |
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Conditioned Stimulus (CS) (Classical Conditioning) |
A stimulus that has been paired with a US until it has become associated with it and produces the same response, a learned association with an unrelated stimulus |
Association with US |
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Conditioned Response (RS) (Classical Conditioning) |
A response to a CS, same as the UR but prompted by a different stimulus, a learned association |
Whistle and salivating dogs |
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|
4 elements of Classical Conditioning |
1. US 2. UR 3. CS 4. CR |
U's to C's |
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Unconditioned (Classical Conditioning) |
Innate connection between stimulus and response |
Innate |
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Conditioned (Classical Conditioning) |
Learned connection between stimulus and response |
Learned |
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Classical Conditioning examples |
Pavlov's salivating dogs Eye blink conditioning |
Associative learning |
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Flooding (Classical Conditioning) |
Clinical applications: Put someone with their fears long enough that they don't fear anymore (like pushing them in a closet if they're afraid of it, until they realise that it's not going to hurt them) |
Flood of fears until its washed out! |
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|
'Little Albert' 1920 (Classical Conditioning) |
Watson & Rayner Paired loud noises with rats, led to Albert crying and scared when he saw a rat
Conditioning emotions, not just reactions AND generalised fear of anything that was fluffy
Didn't extinguish the fear...
Watson argued that he can mould people into anything! |
Conditioning emotion and generalised fear |
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Factors on acquisition curve (Classical Conditioning) |
Intensity (more intense = more rapid learning)
Order and timing (ex, CS before US is most effective, more closely times stimulus = faster CR) |
2, I, O&T |
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Delay conditioning (Timing) (Classical Conditioning) |
Short delay after US is given |
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Delay conditioning: Short (Timing) (Classical Conditioning) |
Short delay between stimuli given, faster to elicit CS |
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Delay conditioning: Long (Timing) (Classical Conditioning) |
Long delay between stimuli given, more difficult to elicit a CS |
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Trace conditioning (Timing) (Classical Conditioning) |
A break between when stimuli are presented, more difficult to illicit CS |
Tracing never touches! |
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Trace conditioning (Timing) (Classical Conditioning) |
A break between when stimuli are presented, more difficult to illicit CS |
Tracing never touches! |
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Simultaneous conditioning (Timing) (Classical Conditioning) |
Stimuli presented at the same time, less effective |
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Backward conditioning (Timing) (Classical Conditioning) |
US before CS |
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Trace conditioning (Timing) (Classical Conditioning) |
A break between when stimuli are presented, more difficult to illicit CS |
Tracing never touches! |
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Simultaneous conditioning (Timing) (Classical Conditioning) |
Stimuli presented at the same time, less effective |
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Backward conditioning (Timing) (Classical Conditioning) |
US before CS, not very efficient as Classical Conditioning is related to prediction! |
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Inter stimulus interval (ISI) |
Time between CS and US |
Time between |
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Excitatory conditioning (Classical Conditioning) |
One of two types of classical conditioning Excited a response, ex. Bell with food to produce CR |
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Excitatory conditioning (Classical Conditioning) |
One of two types of classical conditioning Excited a response, ex. Bell with food to produce CR |
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Inhibitory conditioning (Classical Conditioning) |
One of two types of classical conditioning.
Predicts the absence of US, ex. Bell with food, the bell with light, learns that light inhibits US (blocks stimulus)
Has to pass both summation test and retardation test!! |
Blocks stimulus |
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Retardation test (IS) (Classical Conditioning) |
Get an inhibitor (IS), then test it against a neutral stimulus (NS) paired with a US, the IS should take longer to learn CS than with the NS |
Does it now take longer (retarded) to learn a CS than with an NS? |
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Summation test (IS) (Classical Conditioning) |
Djdj |
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Summation test (IS) (Classical Conditioning) |
Test NS then NS+IS,
NS+IS < NS |
The sum of the times they gave a CR (weaker) |
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Spontaneous Recovery (extinction) (Classical Conditioning) |
CR occurs after a break of CS |
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Summation test (IS) (Classical Conditioning) |
Test NS then NS+IS,
NS+IS < NS |
The sum of the times they gave a CR (weaker) |
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Spontaneous Recovery (extinction) (Classical Conditioning) |
CR occurs after a break of CS |
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Renewal (extinction) (Classical Conditioning) |
When extinction is context specific, ex. Can extinguish CS with therapist but at home one own it might come back |
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Summation test (IS) (Classical Conditioning) |
Test NS then NS+IS,
NS+IS < NS |
The sum of the times they gave a CR (weaker) |
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Spontaneous Recovery (extinction) (Classical Conditioning) |
CR occurs after a break of CS |
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Renewal (extinction) (Classical Conditioning) |
When extinction is context specific, ex. Can extinguish CS with therapist but at home one own it might come back |
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Reinstatement (extinction) (Classical Conditioning) |
Reminder effect, ex. Having a lemon then when hearing a bell ring next you salivate... |
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Blocking (Classical Conditioning) |
Kanin (1968), experiment with rats
When an excitatory stimulus is already being presented then you don't learn anything when another stimulus is also presented
Ex. Rats reacting to noise because of a shock vs rats reaching to both noise and light because of a shock, the first doesn't react to light as it's not used to it on its own and doesn't learn anything as it's already being paired with the noise (excitatory stimulus) |
Another excitatory stimulus is blocking your learning of another stimulus thrown in there in the end!
ES plus NS = no association between NS and US! |
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Super conditioning (Classical Conditioning) |
Rescorla (1971)
Pairing a CS with an IS and learning very quickly that the CS results in the CR!! |
IS plus NS = NS has A quick and strong association with US |
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Hk |
Hh |
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