4.2 Contingency & Conditioning Flashcards Preview

PSYC3011 Learning and Behaviour > 4.2 Contingency & Conditioning > Flashcards

Flashcards in 4.2 Contingency & Conditioning Deck (21)
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1
Q

Is TC sufficient or necessary for learning?

A

No - the CS and US is not required to be co-occurring together in time for us to learn something about it

TC is not necessary for learning eg. Food aversion

2
Q

Give examples of TC being insufficient for learning

A

TC has to be present and no learning happen for it be considered insufficient

Overshadowing and blocking are examples of TC being insufficient

3
Q

Define contingency

A

The relationship between 2 events

4
Q

What did the results of Rescorla’s truly random control show?

A

Due to the extra shocks that occur when CS isn’t present, we don’t get conditioning

Suggests the occurrence of the CS must be contingent on the presence of the US

Causality driving conditioning

5
Q

What does contingency imply?

A

Contingency implies causality

Conditioning is an attempt of animals to understand causal relationships in the world

When the CS does not “cause” the US = no causality, no contingency & no learning

6
Q

When does conditioning occur in terms of contingencies?

A

Conditioning occurs when there is a +ve contingency

We care about what happens when the CS is present and when it is absent

7
Q

What is it called when the probabilities of CS and US occurring are equal?

A

Zero contingency

8
Q

Who came up with a way of systematically investigating contingency?

A

Rescorla

9
Q

How did Rescorla (1968) show how contingency affects conditioning?

A

Rats on PRft schedule - noise followed by shock on 40% of CS presentations
CS and US do not always occur together

Systematically varied the rate of US occurrence in the ABSENCE of the CS
In instances where no CS, there were 4 groups:

0 group = no CS and no US (No shock when CS is absent)

  1. 1 group = no CS, US 10% of time
  2. 2 group = no CS, US 20% of time
  3. 4 group = no CS, US 40% of time (4 more shocks when CS is absent)
10
Q

What does a suppression ratio of 0 imply?

A

You have learned a lot

11
Q

What gives the best learning in terms of the probability equation?

A

The largest difference between the 2 sides of the probability equation gives the best learning

12
Q

Which group in Rescorla’s 1968 experiment learnt the most about contingency?

A

0 group learnt the most about the contingency - experienced no shocks when CS is absent so learnt the causal relationship between CS and US

13
Q

Which group in Rescorla’s 1968 experiment learnt the least about contingency?

A

0.4 group learnt little because US occurred without CS so causal relationship is less clear - do not stop pressing the lever as no conditioned anxiety experienced

14
Q

Does it matter how many shocks are presented?

A

No - the absolute value of the shocks is not what leads you to being afraid

Depends on what you are specifically afraid of i.e. the CS

15
Q

Describe the experiment that shows what happens if probability of US in presence of CS is less than probability of US in the absence of CS.

A

The setup is that whenever there is a noise, there is never a shock that appears at the same time

Only in the absence of noise do you get a shock

Explicit -ve contingency that is being set up

16
Q

Under the conditions of an explicit -ve contingency being set up, do we still get learning?

A

Yes - inhibitory conditioning occurs

The animal learns a safety signal - the tone means safety as no shock will occur

This contrasts excitatory conditioning

17
Q

How did Gallistel view conditioning?

A

The process of conditioning is use seeking out information

Conditioning = computational process where trying to work when/if important event occurs

Only going to learn if there is worthwhile info there to be learnt about
If the CS carries no meaning, there is no learning

CS that carry the most info are the ones we learn the most about

18
Q

Reference Shannon’s information theory when explaining conditioning

A

When we seek out info, it is all about the reduction of uncertainty in the receiver - it is not about how much info is conveyed by the signaller

Exchange of info between signaller and receiver

What is important is what happens on the receiver end and whether there is reduction in uncertainty or not

19
Q

What happens when the CS provides useful info and how do we quantify this?

A

The animal will learn that it is a useful predictor

We can quantify how useful a CS is through observing how the animal responds

There will be no responding to useless CS’s

20
Q

Give an example of meaningful CS’s in terms of catching trains.

A

Example: catching train to uni during peak time

Trains come every 5 mins, the train announcement doesn’t carry much info because train comes every 5 mins so don’t listen

Trains less frequent, listen out for train announcement to know when the next train is - this CS (train announcement) provides you with a lot of info

21
Q

What is important for conditioning?

A

Ratio of the “interval between US’s: CS duration”

It reduces the amount of uncertainty by a proportionate amount