Chapter 3: Classical conditioning

Question 1

Blocking effect

Answer 1

interference with the conditioning of a novel stimulus because of the presence of a previously conditioned stimulus

Question 2

comparator hypothesis

Answer 2

the idea that conditioned responding depends on a comparison between the associative strength of the conditioned stimulus (CS) and the associative strength of other cues present during training of the target CS

Question 3

Conditioned compensatory response

Answer 3

a conditioned response opposite in form to the reaction elicited by the US and that therefore compensates for the reaction

Question 4

conditioned diminution of the UR

Answer 4

a reduction in the magnitude of the response to an unconditional stimulus caused by presentation of a CS that had been conditioned with that US

Question 5

CS preexposure effect

Answer 5

interference with conditioning produced by repeated exposures to the CS before the conditioning trails
aka. latent inhibition effect

Question 6

dryg tolerance

Answer 6

reduction in the effectiveness of a drug as a result of repeated use

Question 7

higher order conditioning

Answer 7

a procedure in which a previously conditioned stimulus (CS1) is used to condition a new stimulus (CS2)

Question 8

relative waiting-time hypothesis

Answer 8

the idea that conditioned responding depends on how log the organism has to wait for the US in the presence of the CS, as compared to how long the organism has to wait for the US in the experimental situation irrespective of the CS

Question 9

Stimulus-response learning

Answer 9

the learning of an association between a stimulus and a response
with the result that the stimulus comes to elicit the response directly

Question 10

Stimulus-stimulus learning

Answer 10

the learning of an associatio between 2 stimuli , with the result that exposure to to one of the stimuli comes to activate a representation, or “mental image” of the other stimuli

Question 11

sensory preconditioning

Answer 11

a procedure in which one biologically weak stimulus (CS2) is repeatedly paired with another biologically weak stimulus (CS1). Then, CS1 is conditioned with an with an US. In a later trial, CS2 also will elect the conditioned response, even though CS2 was never directly paired with the US

Question 12

stimulus salience

Answer 12

the significance or noticeability of a stimulus

generally conditioning precedes more rapidly with more salient conditioned and unconditioned stimuli

Question 13

Stimulus substitution

Answer 13

the theoretical idea that as a result of classical conditioning participants come to respond to the CS in much the same way they respond to the US

Question 14

US preexposure effect

Answer 14

interference with conditioning produced by repeated exposures to the unconditioned stimulus before conditioning trials

Question 15

US devaluation

Answer 15

reduction in the attractiveness of an unconditioned stimulus, usually achieved by aversion conditioning of satiation

Question 16

learning is

Answer 16

acquiring new info

Question 17

classical conditioning

Answer 17

learning about relationships between 2 events
learning to predict the future based on what has already happened

allows animals to predict or anticipate

activating or suppressing behvaiour

Question 18

Ivan Pavlov

Answer 18

Father of classical conditioning
physiologist
digestive research without vivisection of dogs
disocovered “psychic secretions”
can use this to study associative learning and the nervous system

Question 19

Vul’fson and Snarskii

Answer 19

Pavlov’s lab students

studied object learning

Question 20

object learning

Answer 20

learning associations between different stimulus elements of an object

Question 21

NS

Answer 21

neutral stimulus that precedes US

becomes the CS

Question 22

Classical conditioning paradigm

Answer 22

NS + US presented together => UR

CS => CR
CR is usually the same as the UR

Question 23

The CR is _______ upon the _____ being paired with the US/UR

Answer 23

conditional

CS

Question 24

Habituation and sensitization are changes in the _______

Answer 24

UR because it is changes in a reflex that already occurs

Question 25

Classical conditioning lead to

Answer 25

creating a conditional response by painting the CS and the US creating a NEW response

Question 26

Reproductive success Hollis et al. (1997)

Answer 26

investigated male aggressive behaviour in relation to mating success of Blue Gouramis classically conditioned the males to anticipate the arrival of a female these males had more reproductive success that did control males first evidence of reproductive benefits from classical conditioning Training: - experimental group: 10 sec light -> 5min female (US) - control: 10 sec light/4-6 hr/5 min female test: after 18 days of training - both groups: 10 sec light (CS) -> 5min female (US) male and females interacted for 6 days control males were more aggressive towards females experimental group performed more nest-building beaver, spawned more, had more clasps, had more fry compared to control

Question 27

Fears are _______. They are ____ responses

Answer 27

learned | complex

Question 28

Watson and Rayner (1920) Fear conditioning

Answer 28

Lil' Albert classical conditioning of emotional responses

Question 29

Phobias in humans

Answer 29

initial trauma (US and UR) -> irrational fear to otherwise neutral stimuli (CS and CR)

Question 30

Fear conditions in non-humans

Answer 30

CS is paired with aversive US Fear is measured indirectly becasue it is an emotional response and hard to measure) ``` shocks are often used because you can control the strength it is unpleasant but not harmful they are quick cause a fear response without lasting damage to the animal ```

Question 31

Suppression Ratio

Answer 31

CS behvaiour/ (CS behaviour + pre-CS behaviour) values range from 0 (full suppression) to 0.5 (no suppression) Less behaviour = more suppression = more fear = more learning

Question 32

Kamin (1969) suppression studies

Answer 32

initially" rats press just as often after the tone as they do before the tone the light is more distracting, the rates don't press as much

Question 33

Conditioned emotional responses | advertising

Answer 33

i.e. adveritising | associating emotions with previously unfamiliar stimuli using familiar emotional stimuli

Question 34

Sign tracking/autoshaping

Answer 34

in nature animals they have to learn to go near food based on what indicates food is near (i.e. smell, sight) reflexive response happens due to the presentation of a stimulus an appetitive reflex because it predicts the thing that you want (i.e. food)

Question 35

Autoshaping Brown and Jenkins (1968)

Answer 35

pigeon in operant chamber light illuminated before food delivery pigeons pecked at light (food would arrive without pecking) at no point was it required that the pigeon pecked at the light but the pigeon decked anyway it was an appetitive response to something that is associated with the food!

Question 36

In autoshaping, the CS must be _________

Answer 36

localized this is why pen lights are used instead of tones (you can't peck and locate a sound)

Question 37

long box autoshaping

Answer 37

pigeon will actually continue to peck the light despite never getting food due to appetite reflex

Question 38

taste aversions

Answer 38

can be learned in a single trial (this is what makes it unique) aversion occurs even if the negative outcome is delayed by several hours

Question 39

rats and CTA

Answer 39

rats are unable to vomit picky eaters will only eat small amount of a substance the first time they encounter it if it makes them sick, they'll never eat it again x-ray condition: will never choose the saccharine over the water after getting sick - even after 12 hours between the saccharine and the x-rays control group: will always choose saccharine and they were never given x-rays

Question 40

taste conditioning

Answer 40

can be conditioned through evaluative conditioning

Question 41

evaluative conditioning

Answer 41

NS gains favour through assocition with something that is already liked

Question 42

Aversion therapy

Answer 42

using an unpleasant US/UR to condition a previously-pleasant (but unwanted) CS/CR alcohol and antabuse = vomiting not super effectiveq

Question 43

Excitatory conditioning procedures

Answer 43

CS + US | following repeated pairings the CS alone leaves to behaviour previously associated with the US

Question 44

Conditioning trial

Answer 44

each CS-US pairing

Question 45

Intertrial interval (ITI)

Answer 45

time from the end of one trial to the start of the next

Question 46

interstimulus interval (ISI)

Answer 46

time from the start of the CS until the start of the US taste aversion is different/unique because it can have super long ISI intervals! Generally speaking you ideally want a shorter interval for effective conditioning

Question 47

Five common Classical conditioning procedures

Answer 47

``` Short delay trace conditioning long delay simultaneous backward ```

Question 48

short delayed conditioning

Answer 48

a bit of overlap between the CS and the US presentation most effective form of conditioning easier to predict when the US will be happening and therefore the link is easily formed between the CS and the US

Question 49

trace conditioning

Answer 49

``` no overlap between CS and US memory trace (useful for studying memory) conditoining drops rapidly with longer traces ``` gap between the two S is called the trace interval (aka the memory trace) because it assumes that the animal is able to remember that the CS occurred in order to form an association between the CS and US the longer the trace interval, the less effective the conditioning is because it's hard to form an association between the two S because you actually do have to remember the CS and then relate it to the US may be very hard for some animals to do

Question 50

long delay conditioning

Answer 50

longer ISI but there IS CS and US overlap, therefore animal does not need to remember the CS because it's still on when the US is presented harder to figure out when the US is coming because of the long CS presentation and delay in the US presentation

Question 51

simultaneous conditoning

Answer 51

not a lot of conditioning, no associations formed why? the CS does't give you lots of info, theres no predictive power of the CS to tell you about the US emotional responses, evaluative conditioning ex. going on a date and having lobster date went well, more likely to like lobster and to order it again two things happening at the same time, will impact each other

Question 52

backward conditioing

Answer 52

US occurs before the CS why would this produce unpredictable results the CS no longer allows you to predict anything about the US they are not even co-occuring but it does't always need to be predictable ex. a shock delivered AFTER food presentation could work with emotions I.e. commercials on a commercial break take advantage of your emotional state (i.e. heightened sense pro arousal)

Question 53

ISI and strength of conditioning

Answer 53

short delay = most effective!

Question 54

how do we know learning has occurred

Answer 54

Test trial (present the Cs without the US) compare behaviour between two groups CCR - magnitude - latency - probability of CR occurring over multiple test trials

Question 55

What makes for strong associations?

Answer 55

contiguity and contingency

Question 56

contiguity

Answer 56

events close together in tome and space

Question 57

contingency

Answer 57

one event is perceived as causing the other

Question 58

Control groups are important because

Answer 58

pseudoconditioning

Question 59

how do we control?

Answer 59

present CS unpaired with the US - random - explicitly unpaired (most common) both CS (NS) and the US are presented as much as it is for the experimental group, just unpaired

Question 60

Inhibitory conditioning

Answer 60

learning to predict the absence of the US - predictable aversive events are better than unpredictable aversive events - safety signal - allows you to predict when bad things will not happen tells you that you are safe and that there's no need to be as vigilant ex. allows animals to go to sleep at night in their den Conditioned inhibitor

Question 61

Conditioned inhibitor

Answer 61

signal for the absence of the US

Question 62

Excitatory conditioning

Answer 62

the learning of a relationship between the presence of the CS and the subsequent presentation of the US

Question 63

For inhibitory conditioning, theUS must...

Answer 63

already occur sometimes for the removal or absence of the US following the CS- to be meaningful (and hence, for this association to be learned) the US must occur (or be expected to occur) in the context where the reaction to its absence (following a CS-) is tested

Question 64

Standard Conditioned inhibition procedure (Pavlovian procedure)

Answer 64

1. excitation context created by CS+ (Trial A) 2. Presentation of CS+ with CS- results in no US (Trial B) 3. trials are intermixed in training 4. CS- acquires inhibitory properties

Question 65

Inhibitory procedure: negative CS-US contingency

Answer 65

No CS+ (animal is not trained to predict the arrival of the US) US occurs, but never just after the CS- CS- signals reduction in probability that US will occur (safety signal)

Question 66

How do you quantify inhibitory conditioning?

Answer 66

It's difficult 1. bidirectional response systems 2. compound-stimulus or summation test 3. retardation of acquisition test

Question 67

Bi-directional response systems

Answer 67

``` measure increase (conditioned excitation) or decrease (conditioned inhibition) from a know baseline - moving towards or away from something, drinking or eating more or less ``` does not work for all behavioural systems (i.e. freezing)

Question 68

Compound stimulus (summation test)

Answer 68

conditioned inhibition counteracts conditioned excitation therefore: presence of CS- should not affect responding training: thirsty rats drinking water, measure how long until they drank continuously for 5 seconds these rats have learned that auditory cue mean that they won't get shocked

Question 69

retardation of acquisition test

Answer 69

two opposing learning processes, take advantage of previous learning turning a previous CS- into a CS+

Question 70

Cole et al. 1997 Retardation of acquisition test

Answer 70

turning a CS- into a CS+ in rats X = previously trained CS- Y = NS ``` training - both paired with shock test - little fear to X - lots of fear to Y ```