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TAMU PSYC 340 - Learning about S-S Relations
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PSYC 340 1st Edition Lecture 10 Current LectureI. Nociceptive sensitizationA. Nociceptors detect tissue damageB. Nociceptive pathways relay this signal to the brainC. In Aplysia and vertebrates1. If we shock the Aplysia, we see an enhanced response – a kind of Nociceptive sensitization2. The shock allows the Aplysia to detect something that triggers the same fibers associated with painD. Turns out, we do not need a brain to show these effects1. No brain is necessary to show nociceptive sensitization2. Nociceptive sensitization occurs in the spinal corda. Results: enhanced response, a spinal reflex – because nociceptive sensitization occurs in the spinal cord, not the brain3. Allodynia – pain to stimuli that do not normally elicit pain a. Ex: touch – touching a really bad sunburn; cutting up really hot peppers with no protection on hands and then going and taking out your contacts i. Touching/capsaicin sensitizes spinal neurons in these instances – C-fibersb. Again, the sensitization occurs in the spinal cordII. Studying central sensitization within the vertebrate spinal cordA. Electrophysiological observations1. Studies done by Woolf and his colleagues a. Discovered: C-fibers transmit information very slowly 2. Used electrophysiological observations to study sensitizationa. Stimulate a fiber and record it in the spinal cordb. Thickness of bar (on visual) shows the strength of response that occursi. Strong input = strong responseii. Moderate input = moderate responseiii. What was of interest: after the strong input, a strong de-polarization (taking neurons -70 up towards zero) occurred– by applying a strong input, Woolf sensitized the nociceptive system- Here, moderate input = strong responseB. Similarity to long-term potentiation (LTP)1. Discovered by Bliss and Lomo (?) – studied the hippocampusThese 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.2. Phenomena of long-term potentiation (studied later) is very similar to nociceptive sensitizationa. Both have to do with chronic painb. In spinal cord it is easier to relate a neurochemical mechanism to abehavioral mechanismi. Spinal cord is considered a better model system than the hippocampus because of thisc. Same biological mechanisms to create more connections occur here as wellIII. Neurochemical mechanisms ← underlie sensitizations in the spinal cordA. AMPA and NMDA receptors (the key)B. NMDA receptor acts like a gated channel1. Awakens silent AMPA receptors ^^^a. Happens in hippocampus, cerebellum, and spinal cord2. Medicines like Robitussin (dextamorphin) block AMPA receptorsa. This is why they make us so tired and cause us to essentially do nothingC. Long-term modifications require gene expression1. Involves PKA, MAP kinase, CREB signaling pathwayI. Learning about S-S relationsA. Potential outcomes1. S1 (conditioned stimulus) → S2 (unconditioned stimulus) – Pavlovian conditioning2. Changes to S2 also counts and is still of interest, although we mainly focuson changes in S1B. Examples1. Conditioned emotional responses (CER)2. Eye blink conditioning3. Auto-shaping4. Conditioned taste aversion5. Conditioned changes in blood pressure6. Conditioned salivation7. Emotional responsesLearning About S-S Relations I. Emotional responses: Phobias are not arbitrary A. Generally have phobias that are adaptive, but under the right conditions, you might have an over-exaggerated reaction/phobia/anxiety B. Emotional conditioning can happen before you’re verbal C. Acquire phobias through social learning – social transmission 1. Especially with parents 2. Way to get rid of it = extinction a. Acquaint the person with a snake/plastic snakeb. But slowly – talk about snakes, look at a picture, plastic snake moves closer and closer, snake in an aquarium moving closer, finally hold a snakeD. Conditioning of emotional behavior is the area of this course that has the most impact/stake in your life. 1. Drives similar to hunger/thirst – these emotional responses dictate what you do. II. Conditioning within the perceptual systemA. Red-green (afterimage is the opposite color) B. Same with blue/yellow C. Black bars = conditioning stimulus D. Red bars = unconditioned stimulus E. Conditioned response – opposite colors 1. Look at star 2. Vertical bars = green3. Horizontal = redIII. Formal Properties A. Common criteria for learning: 1. The behavioral modification depends on a form of neural plasticity. 2. The modification depends on the organism's experiential history. 3. (a) The modification outlasts (extends beyond) the environmental contingencies used to induce it. (b) The experience has a lasting effect on performance. 4. Imposing a temporal relationship between two stimuli (S1 & S2) alters theresponse elicited by one, or both, stimuliB. Inference 1. Directa. Differential conditioning i. If the animals of the first group respond, then the S-S relationship actually matters 2. Indirect – sometimes the conditioning’s effects aren’t obviousa. Conditioned suppression paradigm i. Using fixed interval schedule, you can see if a fear response exists - Tone = fear; rat stops bar pressing/responding because it is afraid - The more scared you are, the less likely you are to respondii. Conditioned stimulus represses responding b. Place preference/aversion i. Place Preference - Example: White box = rat gets morphine- White box = CS + - Morphine = US - Black box =/= morphine; CS-- Given a choice, rat will choose white box o Operant choice procedure to infer our conditioning ii. Same thing, except black box = shock and white =/= morphine/shock- Place aversion b. Sensory preconditioningi. Up to now, S2 has some biological significance to the animalii. Use variables to help us deal with conditioning on an abstract level iii. Group 1 has A and X explicitly paired, while group 2 has them explicitly unpaired - X then has a biologically significant value (like food, or shock) - Does this affect how the animals feel about A? iv. Mirror image of second-order conditioning - First gave X value, then paired CS’s; this time, givingX value after pairing CS’s. 2. Does the R-O relation matter? a. CS (tone)  US (food) = CR (salivation)i. Pavlov though S-S relationship was the most important ii. However, have a new relationship: R-O - Response (salivation)  outcome (food) o Instrumental learning o Maybe the animals are


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TAMU PSYC 340 - Learning about S-S Relations

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