PSYC 340 1st Edition Lecture 7Stimulus Preexposure Effects – Phenomena & InterferenceWhat you missed last class… (02.05.15)I. B.F. Skinner (1904-1990)A. Pavlovian conditioning = respondent conditioning1. Respondent behavior is elicited B. Operant conditioning (instrumental conditioning) 1. Operant behavior is emitted C. New measure - Rate of response1. Functional analysis of behavior that identifies and isolates the environmental variables that control behavior D. Schedule of Reinforcement – biggest determinant of behavior1. Continuous reinforcement 2. Interval schedules (A & B)– reinforcement depends on time a. Fixed interval (A) – Reinforcement becomes available after a certain amount of time b. Variable interval (B) – reinforcement becomes available after a random amount of time 3. Ratio schedules (C & D) – reinforcement depends on how many responses a. Fixed ratio (C)– certain number of responses required b. Variable ratio (D)– vary the number of responses requiredE. By taking a behaviorist view and using these reinforcement schedules shows a vast host of empirical facts 1. Has stood the test of time 2. Approaches have proven very usefulII. Stimulus Preexposure EffectA. Potential outcomes (sensitization, no change, habituation) 1. Exposure to stimulus can affect you in certain ways: b. Habituation – get used to the stimulus c. Sensitization – become more sensitive to the stimulus III. Formal Properties A. Criteria for Stimulus Preexposure Effects 1. The behavioral modification depends on a form of neural plasticity 2. The modification depends on the organism’s experiential history. 3. The modification outlasts the environmental contingencies used to induceit; The experience has a lasting effect on performance These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.4. Exposure to a stimulus alters the response elicited by the target event, causing a decrement (habituation) or an enhancement (sensitization) in its behavioral and/or psychological consequence B. Inference 1. Direct: change in R magnitiude b. Must rule out sensory adaptation and motor fatigue i. Adapted to the stimulus; peripheral effect (leaving a loud club, everything sounds so quiet) ii. Could just be tirediii. Stimulus generalization 2. Indirect: inferred through its impact on another process a. Impact on acquisition of a Pavlovian CR i. Latent inhibition (CS habituation) - Extended CS preexposure hurts learning ii. Perceptual learning (CS sensitization) - A little bit of preexposure to CS enhances learning iii. US preexposure effect (US habituation) - Extended exposure to the US alone hurts conditioning iv. US enhancement (US sensitization)- A little bit of preexposure to US enhances learning b. Impact on an acquired response i. Weakening a CS-elicited response (extinction) c. Impact on instrumental learning i. Neophobia ii. Learned helpless Stimulus Preexposure EffectsI. Phenomena A. Dishabituation and spontaneous recovery1. The response will be recovered – removing the habituation 2. Similar phenomenon we saw with extinction B. Short and long term habituation 1. Short term – minutes to hours2. Long term – days to weeks a. Relies on Pavlovian conditioning b. S-S association 3. Often rely on different neurobiological mechanisms Theories I. Dual Process Theory *represent neurons A. Habituation within a S-R pathway (reflex)1. Habituation simply occurs in thespinal cord 2. Something reducing the synaptic activity B. State system – analogous to arousal 1. Doesn’t control the response; rather, works like the volume control on an amplifier 2. Net response = State System – habituation C. Extrinsic sensitization via the state system D. Account of dishabituation 1. Explained neurologically by increase in state system II. Opponent process theory of acquired motivation (Solomon) A. Roller coaster 1. Feel fear 2. When you get off, you feel the opposite (opponent) – relief 3. This is repeated: B. Standard pattern of affective dynamics1. How you feel – changes the emotional reaction to a stimulus—during andaftera. Aftermath can motivate your behavior C. Generated by two underlying processes:1. A-process – encodes the emotional response elicited by the stimulus a. Simple function of the intensity of the stimulus – does not change with experience 2. B-processa. Slave to the a – elicited by the a-process b. Grows with experience (learning part of the model) i. Faster, larger, lasts longer- Now when you subtract b from a, the a-process response seems to be smaller, producing a kind of emotional habituation ii. Example: may not feel the same level of fear if you get on the rollercoaster another time than you did the first time; you then feel better after! - A kind of euphoria; causes you to stand in line and do it again iii. Can have motivational properties c. Net emotional response = a-process – b-processD. Applications 1. Drugs (let’s say opiates)a. = high b. B = abstinence agony c. Look at the figure above: i. After many stimulations, have a smaller high ii. But also they have a higher abstinence agony iii. Now, have motivation to take the drug – to keep themselves from feeling crappyiv. Have to increase the dose to feel high - Abstinence agony can keep getting bigger – keep taking the drug d. Think about it – are you a caffeine addict? Same vicious cycle! 2. Relationships – love (a) and grief (b) a. After a while, it seems like there isn’t a connection; however, onceyou take their love interest (stimulus) away, the b process (grief) isbigger. 3. Skydiving – fear (a) and euphoria (b) a. Once you jump out, you get this massive euphoria; leads to “addiction” b. Even running! i. A – pain ii. B – anti-pain (endorphins)iii. Meds like naloxone [opiate antagonist]- Bind to the opiate receptor and prevent the opiate from working - Can work as an analgesic iv. Morphine – agonist - Increase the opiate
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