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Psych 356 > Chapter 3 > Flashcards

Chapter 3 Flashcards

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1
Q

elicited behaviors are simple processes that involve changes already in one’s _______ and not _______ new responses

A

repertoire; learning

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2
Q

what is more complex: classical conditioning or elicited behaviors?

A

classical conditioning

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3
Q

in classical conditioning, organisms learn _________ between stimuli

A

associations

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4
Q

New responses are _______ in classical conditioning

A

learned

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5
Q

2 early researchers on classical conditioning

A

Twitmyer
- found correlation with ringing bell and hitting knee/jerk response

Pavlov
- studied dogs and their salivation responses

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6
Q

4 modern classical conditioning tests

A

fear conditioning

eyeblink conditioning

sign tracking (autoshaping)

taste aversion

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7
Q

what primary fear response was measured in fear conditioning paradigm?

A

freezing

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8
Q

conditioned suppression procedure

A

used rats:

CS: tone
US: Shock
UR: rats freeze (the shock suppresses lever pressing)
CR: rats freeze (the tone suppresses lever pressing)

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9
Q

how is the condition suppression procedure quantified?

A

with the suppression ratio

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10
Q

suppression ratio (S.R.)

A

A/(A+B)

A: response during 2-min CS
B: response prior to the 2-min CS

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11
Q

when would the S.R. reflect a conditioned fear?

A

when the number is closer to 0, shows no pressing/action occurred during CS

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12
Q

when would the S.R. reflect no conditioned fear?

A

when the number is further from 0, shows pressing/action did occur during CS

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13
Q

what component did the eyeblink conditioning use?

A

startle

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14
Q

features of the eyeblink conditioning

A

US: air puff in eyes
UR: eyeblink
CS: tone
CR: eyeblink

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15
Q

the eyeblink conditioning is useful to study ____________ substrates of learning and for d_______

A

neurobiological; development

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16
Q

what did the eyeblink study with 5 month old infants show?

A

after one week, the paired group showed conditioning. This proved maturation of the cerebellum/capacity to learn is dependent on time (more specifically a few weeks)

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17
Q

cerebellum

A

reflex structure that requires learning, important for learning/helps facilitate it!

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18
Q

Sign tracking/autoshaping

A

movement towards a stimulus signaling availability of a positive reinforcer (sex, food)

this is a learned behavior

ex. a chicken sees the barn door opening and will walk towards it to receive the anticipated food

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19
Q

Brown and Jenkins (1968) experiment with pigeons

A

food-deprived pigeons were placed in small box

were exposed to a “key” light 8 seconds before food

prediction: birds would see the light then go to the food

result: found that instead birds vigorously pecked the light, would eventually go to food but almost felt “obligated” to peck light

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20
Q

Hearst and Jenkins (1974) Longbox pigeon experiment

A

pigeons were placed in a longer box with the light indicating food on one side and the food on the opposing side

paired light (CS) with food (US; but only available for 4 seconds)

pigeons pecked light as soon as it came on

as soon as the light turned off, pigeon rushed to food

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21
Q

Spot Check:
In math class, Jimmy’s teacher is a pushover, and he can get away with goofing off whether his teacher is there or not. In science, his teacher is all over him. He still goofs off before the teacher shows up, but snaps to attention once his science teacher arrives. Jimmy’s suppression ratio for goofing off in science class is:

lower than in math class

equal to math class

higher than in math class

either depending on whether Jimmy ate brreakfastt

A

lower than in math class

explanation: math had no condition fear = higher S.R.
but science had conditioned fear = lower S.R.

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22
Q

taste aversion

A

learned aversion to a novel flavor if followed by illness

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23
Q

taste preference

A

learned preference to a flavor paired with nutrient replenishment

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24
Q

3 reasons why taste aversions/preferences are powerful processes

A

occur with single exposure

span with long delays

even if you know better

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25
3 examples of when taste aversions can occur
chemotherapy allergies Autism Spectrum Disorder
26
taste aversion procedure
adaption - water-deprive rats (need motivation) flavor (CS) - let rats drink H20 with novel flavor for 20 min (saccharin) exposure (US) - radiation or lithium chloride to induce sickness preference - choice between saccharin and regular water
27
taste aversion procedure: intervals between CS and US influence results
0-6 hours after exposure to US: profound taste aversion 6-12 hours after: moderate taste aversion 12-24 hours after: mid to no taste aversion
28
rats learning aversion maintain it for ____
life
29
2 important factors in classical conditioning, importantly taste aversion
1. timing influences strength of aversion 2. evolutionary, relationship with eating/taste/sickness belong with each other = meant to be intertwined
30
excitatory classical conditioning
organism learns associations between the CS and US and anticipates the **presence** of the US CS+
31
conditioning trial
single trial with 1 US and 1 CS
32
training sessions
a series of conditioning trials
33
intertrial interval
the end of 1 trial to the start of the next
34
interstimulus interval (ISI)
time from start of CS to the start of the US
35
training procedure: short-delayed
short ISI CS and us overlap
36
training procedure: trace
larger ISI no overlap (trace interval = time between CS and US)
37
training procedure: long-delayed
large ISI overlap between CS and US long CS
38
training procedure: simultaneuous
no ISI total overlap
39
training procedure: backward
US *precedes* CS not often used
40
what is the test trial?
CR assessed by **presenting the CS only**
41
3 factors in quantifying the CR
magnitude: how much? probability: likelihood? latency: when?
42
2 control complications
habituation: was there prior exposure? pseudoconditioning: is a change in CR due to *sensitization*
43
which one of the two controls in classical conditioning is best?
explicitly unpaired control
44
random control in classical conditioning
CS and US occur randomly in **same trial** can still produce learning/chance of learning risk
45
explicitly unpaired control in classical conditioning
US and CS presented on **different trials** far apart to prevent associations how far depends upon the procedure - ex) eyeblink (shorter intervals to prevent associations) vs. taste aversion (needs 24 hours to not pair)
46
what is the best training procedure and worst training procedure
best: short delay worst: simultaneous
47
modern theories indicate ___ procedures produce strong learning
ALL
48
temporal coding hypothesis
the organism learns not only the CS-US association, but **when** stimuli occur
49
who formed the temporal coding hypothesis?
Dr. Ralph Miller Prof at Bing! trained in physics
50
inhibitory classical conditioning
the organism learns associations between the CS and US predicts the **absence** of a US CS-
51
we seek periods of ___ risk
low
52
we are built to predict the ______ of an event
absence
53
why is a rainbow a CS-?
In theory predicts absence of rain/rain has past
54
pre-requisite for inhibitory conditioning
for the absence of the US to create CS- learning, the US must occur **periodically**
55
2 basic procedures for inhibitory conditioning / producing a CS-
standard procedure negative contingency
56
inhibitory conditioning: standard procedure
2 trials randomly alternated: - trial type A: CS+ (tone) paired with US (shock) = procedure for producing excitatory classical conditioning - trial type B: CS+ (tone) and CS- (light); no US
57
how is a traffic cop an example of a CS-
red light (CS+) predicts presence of traffic coming through (US) if the red light is present but a traffic cop (CS-) is there telling you to keep driving through the light, than there won't be traffic so CS- presence= absence of US
58
negative contingency
in trial: - US: presented periodically - CS-: occurrence of CS- followed by absence of US - No *explicit* CS+ (implicit)
59
what is the context for an inhibitory trial in negative contingency?
the implicit CS+
60
what never overlaps in an inhibitory trial in negative contingency?
CS- and US
61
example of negative contingency
a child is bullied (US) only when teacher (CS-) isn't in the room (CS+ is the room/context where US occurs)
62
in negative contingency, CS- becomes _______ correlated with US - or - CS- becomes a _____ signal from US
negatively; safe/safety
63
Chapter 3B spot Check: In the lab, a tone is followed by a shock over several trials. Later the tone is presented with a light over several trials and there is no shock presented. This is an example of _________ where the tone is a ______. the negative contingency for inhibitory conditioning; CS- the standard procedure for inhibitory conditioning; CS- the negative contingency for inhibitor conditioning, CS+ the standard procedure for inhibitory conditioning, CS+
the standard procedure for inhibitory conditioning, CS+
64
summation test
identifies a stimulus as a CS- if it reduces responding elicited by a CS+
65
procedure for summation test
establish a CS- to predict the absence of an event then, pair with a CS+ that predicts the presence of an event if the CR is reduced, the CS- is established ex. being with a trusted friend (CS-) may reduce a claustrophobic panic attack (US) in an elevator (CS+) sum of CS+ and CS- = reduction of CR
66
2 requirements for the summation test
CS+ trained and identified CS- **and** tried together to see if CR is reduced
67
retardation of acquisition test
if a CS inhibits a particular CR, it should be difficult to condition that CS to elicit the behavior
68
procedure of retardation of acquisition test
establish CS- that predicts **absence** of event condition the CS- to predict the **presence** of the event, turning it to CS+ **it will take more time to transition a CS- to a CS+ than a neutral CS to a CS+**
69
example of retardation of acquisition test
your trusted friend (CS-) cheats on you with your partner and you can't believe they would do that, turning them into a CS+

Psych 356 (13 decks)

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