PSYC 351 > TEST 2 > Flashcards

TEST 2 Flashcards

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1
Q

in excitatory conditioning you learn what kind of association

A

pousitiive CS-US relationship

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2
Q

define ISI and ITI

A

ISI: Period between cs on set and us onset is called interstimulus interval; interval between successive intervals of the stim (cs and us)
ITI:Period between last stimulus n trial m and trial m+ m is our intertrial interval

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3
Q

what are different temporal procedures in conditioning

A

short delated or delayed
trace
long delayed
simultaneous
backward

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4
Q

temporal procedures in conditioning: short delayed

A

Cs comes on, short delay, then us comes on (this delay is called ITI); short inter stimulus interval
best way to get assoc; gets highest CR

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5
Q

temporal procedures in conditioning: trace

A

Cs comes on but then switches off; pause w no stim, then us comes on; gap between cs and us is called trace interval
Weaker association; not conditioned to cs itself very strong; higher response tot he trace

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6
Q

temporal procedures in conditioning: long delay conditioning

A

ISI is long; cs comes on and is on longer than us is on shorter
CS is too long; gives option of confounds to influence effects and also temporal awareness; too much separation between cs onset and us onset
ie taste aversion learning can occur even if illness occurs hours after CS, bc intensity of US (illness); but still, longer the ISI, les learning

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7
Q

temporal procedures in conditioning: simultaneous

A

US and CS onset and offset at same time
perfect temporal contiguity
surprisingly ineffective
doesn’t lead to anticipatory CR

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8
Q

temporal procedures in conditioning:backward

A

Us is introduced before the cs
isn’t good for pos association; good for inhibitory conditioning

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9
Q

what is the best temporal procedure in conditioning

A

short delayed; delayed in gen; trace (in this order, but gen delayed is best )

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10
Q

in general, ISI’s should be ______

A

not too long, bc longer ones allow conjoin d cues to be mistaken for CS
btu not too short either

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11
Q

to ensure that a response to CS-US pairing is associative learning, rule out..(2)

A

pseudoconditioning
sensitization

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12
Q

pseudoconditioning

A

increased responding to a stim whose presentations are intermixed with a us in absence CS-US pairing (no pairing); causative factor is repeated exposure to the us
never paired the cs and the us, it couldn’t have been conditioning bc there was never the opportunity for an association

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13
Q

CS-US associative learning; ruling out sensitization

A

Increased responding to repeated presentations of a CS
Either the cs or us may be salient enough to cause arousal
Exposure to a us can also lead to this

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14
Q

associative leanring; control procedures

A

random control procedure
excplicity unpaired control
Novel CS

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15
Q

law of contiguity

A

law that determines when we’re gonna get conditioning 2 things being presented at same time
Things that are closer together in time are more l

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16
Q

assoc learn control procedures; random control procedure

A

most effective
Allows for cs and us to be paired but also have us deliver in absence of the cs
Not separate; sometimes together, sometimes separate
Arrange for us to be delivered randomly during conditioning; sometimes when cs is on, sometimes when cs is off

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17
Q

assoc learn control procedures; explicitly unpaired control

A

Present cs and us on separate trielas; animals exposed to both, but never presented at same time to induce association
Control. For pseudoconditioning and sensitization
What is responding like to cs when separate trials; vs when cs is paired with us; should be diff rep;onses; bigger increase with paired group

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18
Q

assoc learn control procedures; novel CS

A

Present new cs to test for any unconditioned cs driven behaviors
ha s to be stim thats diff than the cs; otherwise generalization can occur

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19
Q

measure CR in 3 ways

A

magnitude; probability; latency

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20
Q

measuring CR: magnitude

A

Size or length of a conditioned response; how much saliva do we have; whats duration of freeze response
Any change in this behavior how big is response; size, vigor or length of CR

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21
Q

measuring CR: probability

A

Like in infant cond form before
Number of trials where a conditioned response is seen
% of trials where CR is exhibited

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22
Q

measuring CR; latency

A

How soon after cs does a cr occur
Tone comes on then food; once an association is learned about tone meaning food comes to magazine; how long does it take animal to go to mag when cs comes on
Does not work for all cond procedures; ie backward, simultaneous, trace and long delayed;

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23
Q

control procedures; takeaways of infant eye blink experiment

A

On first 6 trial blocks there’s very little blin king
Session 1 small increase in unpaired group; stronger increase in pair group (goes up then slow decrease)
session 2; trial 6
Noe pair group is much higher showing learning and conditioning; goes up and stays high
Compared to unpaired; very little increase;
Diff between paired and unpaired trial responses is representative of conditioning
if infant blinks once in 6 trial blocks, answer is yes so 100%

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24
Q

excitatory vs inhibitory basic def

A

excite;Stim signals presence of another stim
inhibit; Cs cond to signal the absence of another stim

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25
what's temporal encoding
learning where participants earn about the precise time when US will occur in relation to CS onset
26
in 1960s, 3 researchers developed theories and phenomena that challenged centrality of temporal contiguity in pavlov cond:
Blocking (kamin) contingency (rescorla) relative cue validity(wagner et al) - all emphasized that CR dev based on if CS provides reliable predictive info about uS
27
to see inhibition, what must already occur
background of excitation Not possible to learn that a stim isnt happening unless that has been already introduced; need to expect a shock to learn that some cues will mean no shock
28
how can we condition inhibition (name best and other ways)
pavlovian standard conditioned inhibition procedure (best) Backward conditioning Explicitly unpair cond procedure (negative contingency_ Differential conditioning
29
Pavlovian cond inhibit
when cs is on no us will occur; when no cs us can occur Cs tells us no us is coming; conditioned stim but for absence of stimulus; called a conditioned inhibitor if specific behavior we see in excitation, wees gonna expect opposite of this behaviour in response to unpaired CS to us
30
2 best procedures to get pavlovian conditioned inhibition
Pavlovian standard cond inhibit procedure negative CS-US contingency/correlation
31
inhibitory CR is _____ to excitatory CR; give ex
oppositional; ie aversive cond; excitatory CR to foot shock (US) is freezing so opposite of this, inhibitory CR, would look liek animal moving around
32
Pavlovian cond inhibit; standard CI procedure
Typoe A trials; present CS+ and US; setting expectation of US when CS+, excitatory context Type B trial; CS= and CS-, no US
33
Pavlovian cond inhibit; negative CS-US contingency
2 stim; CS and US During the ITI, time between trials, present the US during this CS is predictor for absence of US; Fact that US is recently presented means we get exicttaion bc expectation, but we know taht during CS no US comes; US will come but after the CS long ITI US becomes assoc with background cues
34
diff types of CS-US contingency
negative; US only occurs when no CS positive; US always occurs with CS never alone zero; US occurs as many times with CS as it does on its own; CS isn't good predictor of US
35
inhibition and bidirectional response system
drink more or less; heart rate increase or decrease Then you can go up and down form baseline, issues; if baseline is too low, hard to see inhibited/lowered behaviour; some behaviours have no true opposite
36
when bidirectional response system cant clearly show us inhibition, use 2 measures:
summation test and retardation of acquisition test
37
measuring inhibition; summation test
if baseline is low, we have to raise the baseline; this is why we create exciautiry context through CS+ and US (A) and then present CS- and CS+ (AX-) - there'll be less responding here, but it could just be bc new stim (CS-/X) is distracting/novel so we test CS+ with a neutral stim (AY/CS+ and CS*) and compare this rep;sonse to AX- if AX- is less responding than this test, its inhibitory
38
summation test; cole, barnett ex
cond inhibitor training like normal (A+/AX-) then new stim B pairs with US, to be excitatory then in test we present BX (B and cond inhibitor CS-/X) then BY (B and neutral CS) then B on its own if BX shows lower responding than than BY, we have cond inhibition were summating B which is + and X which is - to get zero; zero CR/inhibition
39
retardation of acquisition test
take X(-) (cond inhibit for exp group, or novel stim Y for control goup; reinforce it with US(+) f X starts at the bottom, peak of negative inhibition; it has to travel farther’ takes longer and more work to get to excitation/pos condcompasred to neutral stim Y that starts atg zero
40
2 big determinants for forwnomng CS-US assoc
stim novelty stim intensity
41
stimulus novelty
CS; if a CS is novel, cond occurs quicker US; prexposzure to US before cond creates weaker and slower attained CS-US assoc
42
CS novelty; CS preexposure effect/latent inhibition
In control group, ascoation will be acquired faster than exp (pre-exposed gorup) If a stim is novel, ocnditiong occurs quiver
43
more intense CS makes ____
leaning/cond occur quicker
44
US intensity
affects both rate and asymptote of elearning how much learning there is, stronger us creates stronger learning in amount and speed
45
spatial contiguity
CS and US better associated if they occur in same spatial location
46
temporal contiguity
important but not the inly important factor for learning when closer together in time, learning is stronger; ie when temp distance between CS-US is smaller betterleanring
47
massed vs spaced trials efficacy
Cond is better during spaced compared to massed trials Massed; many trials close together Spaced; less trials in rapid succession
48
blocking experiment
exp; A and US, cont; nothing then AB and US for both CR in exp is lower than cont; bc surprise is important for learning
49
what is unblocking
in block exp, we have 3rd group that is exposed to A and mild US, then AB and intense US; this reinstates lsurpise and thus learning, leading to higher CR than blocking group important to keep intensity of US same in phase 2 for all groups
50
wagners relative (cue) validity
strength of cond to a CS depend son how well it predicts US relative to other cues present in exp stim compete for prevalence leanrging engaged most by most predictive stimulus
51
relative cue validity exp
corr group; AX always w US; BX always alone -A best predict US, B predicts abszebce of US -X is reinforced on 50% of trials, so A is better predictor and outweighs X uncorr group; AX and BX both followed by X 50% of time - A amd B aren't good predictors bc reinforced only half time but X is present every time US occurs sol X becomes most informative CS
52
belongingness/CS-US effect
garcia and koelling Some stim pairs are better learned about than others; tase geos better with sickness us Audiovisual stim more likely to be associated with somatic pain Not justa bitu pairing things together; nature of stim matter in learning tahts acquired
53
RW model quantifies leaning how
by variable called associative strength\, assumed to change on each trial signified by V delta V is change in assoc strain etc between cs and us (learning)
54
reasons to look at RW model
math model that allows novel predictions t be drawn an tested under diff conditions reps class of theories of human cognition influential error correcting mechanism ; accounts for broad range of findings
55
according to RW model, learning on a given trial is a__
diff between expectations and reality/outcome signalled by error or prediction term (λ − V)
56
implications of difference rep in (λ − V)
when prediction error is large, US is more surprising; meaning we learn a lot if this discrepancy is 0 it means we get 0 learning discrepancy is largest on trial 1, when we don't know anything yet, and gets smaller and smaller
57
what do alpha and beta rep (aB or k); also understood as
alpha; intensity or saliency of CS beta; salience or intensity of US learning rate parameters fixed, determined by CS and US
58
RW model; lambda
max level of assoc strength that a given US can support; the asymptote fixed fr a given US
59
RW model; sigma V (V)
sum of assoc strengths of all present CSs cumulative across trials
60
how does RW model formalize surprise
prediction error term; lambda - sigma V
61
RW model and simple conditioning; blocking
2 things to calculate; sigma V and delta V - sigma V begins at 0, be no prior learning - so its lambda - 0 - say lambda=100, then the prediction error term is 100) then on next trial, we consider previous delta V as the sigma V then as you keep going, add up all delta V's from each trial and take that as your sigma V
62
RW model compound conditioning
ΔV = k(λ − (Va +Vb)) calculate learning for each stimulus separately but add together the sigma V's learn faster here but reach asymptote much quicker; bc Va and Vb can each only be = to half of lambda value sigma V must be common
63
what happens in RW model simple conditioning
as the trials go on, the sigma V gets bigger and bigger; will eventually reach same value as asymptote/lambda when it does, delta v is 0 meaning no more learning is occurring
64
2 novel predictions of the RW model
overexpectation and conditioned inhibition and extinction
65
RW model over expectation
ie if Va and Vb are both associated strength of 100 and lambda is 100, then together ascot strength of compound is 200; this leads to over expectation of the US this means the association strength here will be a negative lambda (ie 100-200=-100)or -lambda test; cont exposed to other Va or Vb; higher CR - exp exposed to VaVb, overexpecattion and CR is lower VALID; predicts stim will lose assoc value when paired with US if over expect
66
RW model extinction of cond inhibition
INVALID predicts repeated exosure to to CS- (conditioned inhibitor) will lead to extinction, this dent happen
67
factors affecting CR;
nature of CS and US form, nature of CS, CS-US interval, decision processes (timing ITI/ISI/ comparator theory
68
CR factors; nature of CS and uS form
CR may be diff depending on on US; ie if pigeon is expecting speed US beak more open compared to to water US
69
stimulus substitution theory
CS subs in for US; prediction is animal subject expecting Food US will try to eat a non-food CS (ie wood block) this is sometimes tue but dep on the CS; the nature of the CS determines the CR we see
70
drugs can have bidirectional unconditioned repsonses (2)
primary effects of drugs; euphoria, etc 'compensatory effects; cond aversion, tolerance CS drug can cond to compensatory effects in specific environment
71
CS-US interval and CR form
temporal arrangement of CS-US influences form of CR greater responding of CR thats further from US (general search mode) with longer ISI ITI; CR more evident with further apart trial s
72
behaviour systems theory
general search, focal search. consummatory allows us to imagine how others factors shape CR in different behaviour systems diff CR apply to diff motivations states (ie predatory, ending) short CS-US means focal search mode of CR will be cond ling CS-US interval means gen search mode CR will be cond
73
decision proceses; brining together ITI and ISI
I/T ratio higher means faster gaining of CR longer, higher ratio means good CR lower ratio means lower CR reflects decisions on whether to respond or not
74
rate expectancy theory
gallistel and gibbon ITI and CS duration combine to determine CR in form of I/T ratio (divide duration of ITI (I) by duration of CS during trial (T))
75
comparator theory
if context isa more exciting than CS, decrease in excitatory and increase in inhibition I/t ratio is important\; and motivation;
76
comparator hypo/process
3 associations 1. between target CS and US 2. between target CS and comparator cues 3. between comparator cues and US so comparison between link 1 and link 2 determines degree of excitatory or inhibitory CR (between direct and indirect rep of US)
77
behaviour sustems theory quail sex cond
1 min interval is bad, 20 mins is good; but behaviour system theory says what if ee look at a diff behaviour, depends on what system the organisms in
78
what is learned; 2 mechanisms
S-S and S-R leanring
79
S-S learning
CS activates representation US, this rep generates the CR
80
S-R learning
when Cs presented, CR is directly activated
81
rescorlas way of distinguishing SR and SS learning
US devaluation; US is devalued in some way (ie food and n nausea) if CR was result of SS; us devaluation would mean that the CS evokes memory of US but maybe not pos or effective at gen CR if SR, US devaluation wouldn't change prob of R bc path to response doesn't involve US representation
82
1st order conditioning vs 2nd/higher order conditioning
1st; primary avocation between CS and uS 2nd; CS tat becomes asscoatied with US thru intermediary; CS facilitates association between anther CS-US
83
1st order cond is guided by
SS learning
84
sensory preconditioning is a design of ____ conditions
2nd/.higher order, and the SS learning
85
sensory preconditioning
phase 1; pairing 2 neutral stim(AB) phase 2; A is paired with US, subject learns to fear A test; presenting B alone, never paid with US directly, but it assoc w A will lead to CR
86
second order conditioning
phase 1; conditioning of A and US phase 2; pairing AB test; present B alone, should elicit more CR
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