Associative Learning Flashcards
(24 cards)
why is it important to learn about classical and operant conditioning
fundamental learning very similair across species
what part of the brain does simple classical conditioning involve
amygdala and cerebellum
classical conditioning
stimulus response associations
operant conditioning
action-outcome associations
classical/pavlovian conditioning - more detail
-involving the pairing of two stimuli
-conditioned stumulus + unconditioned stimulus
-US is associated with a hardwired response
-response becomes associated with the CS - through conditioning
-THE CS AND US can be temporally segregated or overlapping
unconditioned stimulus and unconditioned response
the unconditioned stimulus elicits a corresponding unconditioned response
-unconditioned stumuli are controlled by the experimenter
-unconditioned responses are measured
conditioned stimulus
-previously neutral, usually salient stimulis
-consistently paired with unconditioned stimulus
aversive conditioning
the unconditioned sitmulus can also be aversive
-negative pairing with negative behaviour
-common paradigms involve eye blink condiitoning, tail pinching
-important to understand the formation of phobias, anxiety disorders, and protection mechanisms
extinction paradigm/procedure
examine what happens when, after coniditoning, we now remove the unconditioned stimulus, and present the conditioned stimulus alone
extinction
the reduction in responding to the CS
spontaneous recovery
conditioned response returns
what happens during extinction
during extinction, the conditioned response decreases
Could be due to unlearning or erasure of the original association
mechanisms of extinction
excitatory association reinforce response
inhibitory association prevent response
when both are equally strong, cancel each other out.
mechanisms of spotaneous recovery
inhibitory association becomes weaker
excitatory association more persistent
leads to spontaneous recovery of response
generalisation
generalisation is the ability to then also respond (with the CR) to the new stimulus, which represents the original CS
This is an important learning mechanism because it avoids that we are overtrained to specific examples and in real life situations similair stimuli often have similair properties.
discrimination
the ability to then not respond to the new stimulus, which resembles the original CS
This is also an important learning mechanism because it allows us to detect important differences
second order conditioning
Second-order conditioning, also known as higher-order conditioning, is a form of learning in classical conditioning where a conditioned stimulus (CS1) is paired with a second, neutral stimulus (CS2). After repeated pairings, the second stimulus (CS2) becomes associated with the original CS1 and, subsequently, the unconditioned stimulus (US), even without being directly paired with the US
trial
a single presentation of a CS-US sequence
Block
consists of several trials; typically has specific parameters
session
consists of one or more blocks; different sessions are then usually seperated by longer time intervals, often hours or days
partial reinforcement
intersperse trails in which the CS is not followed by the US
done randomly
sloes down both acquisition and extinction learning
trace conditioning
Trace conditioning is a type of classical conditioning where the conditioned stimulus (CS) and unconditioned stimulus (US) are presented with a time gap between them, requiring the subject to maintain a memory trace of the CS while awaiting the US
delay conditioning
Delay conditioning, also known as delayed conditioning, is a type of classical conditioning where the conditioned stimulus (CS) is presented and remains present for a fixed period before the unconditioned stimulus (US) is introduced.
list some further paradgims
blocking
occasion setting
reinstatement
conditioned inhibition
super conditioning
overshadowing
latent inhibition
