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TAMU PSYC 340 - Learning about S-S Relations
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PSYC 340 1st EditionLecture 11 – Learning About S-S Relations What you missed last class… (02.24.15)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 II. Conditioning within the perceptual systemA. Red-green (afterimage is the opposite color) B. Black bars = conditioning stimulus C. Red bars = unconditioned stimulus D. Conditioned response – opposite colors III. 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. Differential conditioning C. Indirect – sometimes the conditioning’s effects aren’t obvious1. Conditioned suppression paradigm a. Using fixed interval schedule, you can see if a fear response exists i. Tone = fear; rat stops bar pressing/responding because it isafraid ii. The more scared you are, the less likely you are to respondb. Conditioned stimulus represses responding 2. Place preference/aversion a. Place Preference - Example: White box = rat gets morphine i. White box = CS + ii. Morphine = US 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.iii. Black box =/= morphine; CS-iv. Given a choice, rat will choose white box - Operant choice procedure to infer our conditioning b. Same thing, except black box = shock and white =/= morphine/shocki. Place aversion 3. Sensory preconditioning a. Up to now, S2 has some biological significance to the animali. Mirror image of second-order conditioning - First gave X value, then paired CS’s; this time, givingX value after pairing CS’s. D. Does the R-O relation matter? 1. CS (tone)  US (food) = CR (salivation)a. Pavlov though S-S relationship was the most important b. However, have a new relationship: R-O i. Response (salivation)  outcome (food) - Instrumental learning ii. Or, maybe the animal is salivating voluntarily; salivation will make meat powder taste better - Tone is telling them when to do it iii. In Pavlov’s perspective, R-O is irrelevant 2. Omission control procedure – figure out who is right a. Animal exhibits response during CS means they omit US; if the animal does not exhibit response during CS, it gets the US. b. Instrumental contingency – if animal responds, omit outcomec. Need control group – gets number of stimuli independent of what it does i. Yoked control group – it’s responses are controlled by master animal - Master animal’s responses determine the outcomes for itself and yoked animalS-S Relations – Formal PropertiesI. Biological constraints A. Assumed that you can get equivalent learning no matter which CS you pair with whatever USB. Garcia experiment 1. Used rats and food pellets that differed in size (large or small) or taste (flour coated vs sugar coated) as conditioned stimulus 2. Unconditioned stimulus – mild shock or illness3. Differential conditioning 4. Animals who had a flavor paired with illness have a strong aversion to particular taste 5. Animals who had size paired with shock have a strong aversion to particular size6. Animals who had sizeillness and flavor did not learn C. Suggest that the parts are not interchangeable – we are biologically prepared to learn certain associations1. Eat a bad pizza means you are sick – blames the taste, not the shape/size/color 2. Nature has prepared you to fear certain thing – biological preparedness has a big impact on what we can learn. Phenomena of S-S Relations I. Conditioned inhibition A. Normally, CS predicts that the US will occur 1. CS – conditioned exciter B. Well now, the CS predicts that the US will not occur – stop responding (safety cue)1. CS – conditioned inhibitor C. Inhibitor and exciter are opposites 1. Adding them together leads to zero2. However, because of graph, you are not treating the LT as a unique cue; instead, it looks related D. Summation test1. two stimuli – A+ and B+ a. First phase – conditioned response to both b. Second phase – conditioned response to only A+ and whatever happens to A compounded with X (AX-) is withheld c. Third phase – apply to B+ and B in compound with x shoes response d. transfer demonstrates inhibition E. Retardation tests 1. First phase – conditioned response to A+ 2. Second phase – A+ and AX-3. Third phase - add Y+ and learning of X is retarded 4. Shoes inhibitionII. Temporal relations A. Up until now, we have been using delayed conditioning procedure 1. Most popular 2. CS predicts the USB. In a trace conditioning procedure 1. Temporal gap between CS and US2. No physical CS at the time of the US a. Must be memory trace that mediates the learning b. Complex areas of your brain – hippocampus c. Takes extra time C. Simultaneous conditioning 1. CS and US come on and go off at the same time 2. Does not produce a very robust conditioned responseD. Backwards 1. CS follows the US2. Generally does not produce temporal excitation a. InhibitionMechanisms of S-S Relations I. S-S vs. S-R A. First order conditioning1. Pavlov – CS  US; CS  CR;a. S-S relation 2. CS  US; CS -/-> US; CS [S]  CR [R]a. S-R relation3. Both will generate response; how do we know which mechanism the animal used?a. Remove/mess up the USi. S-R – wouldn’t do anything ii. S-S – stop the learning 4. Example: CS = light, US = loud noisea. We can habituate the animal to the loud noise b. First, condition rats – condition fear of light to loud noise i. In one group, habituate to noise ii. Test the CS – group 2 (non-habituated) has scare response;group 1, conditioned response of scare was reduced - S-S associationB. Second-order conditioning 1. Same issue: how do we know? a. Mess up A (extinction) to see if X (S) will result in CR (R.) b. Find out they are S-R When does Learning Occur? I. Historical view A. Contiguity is necessary and sufficient 1. Associationists – learning occurs


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TAMU PSYC 340 - Learning about S-S Relations

Type: Lecture Note
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