DOC PREVIEW
TAMU PSYC 340 - Learning about S-S Relations
Type Lecture Note
Pages 5

This preview shows page 1-2 out of 5 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 5 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

PSYC 340 1st Edition Lecture 12 Learning About S-S Relations What you missed last class… (02.26)I. Biological constraints A. Assumed that you can get equivalent learning no matter which CS you pair with whatever USB. Garcia experiment 1. Suggest that the parts are not interchangeable – we are biologically prepared to learn certain associations2. Eat a bad pizza means you are sick – blames the taste, not the shape/size/color 3. Nature has prepared you to fear certain thing – biological preparedness has a big impact on what we can learn. II. 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. 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 D. Retardation tests 1. First phase – conditioned response to A+ 2. Second phase – A+ and AX-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.3. Third phase - add Y+ and learning of X is retarded 4. Shoes inhibitionIII. Temporal relations A. Up until now, we have been using delayed conditioning procedure B. Trace conditioning procedure C. Simultaneous conditioning D. Backwards IV. 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 A. Second-order conditioning 1. Mess up A (extinction) to see if X (S) will result in CR (R.) a. Find out they are S-R V. Historical view A. Contiguity is necessary and sufficient 1. Necessity – have to be close together in time for learning to occur; if not, no learning 2. Sufficient – if you have contiguity, it doesn’t matter what else is going on or what else you have learned; you should still learnB. Challenges to the notion that contiguity is necessary 1. Temporal contiguity and taste aversion learning a. Present taste at 1:00 and illness can occur at 3:00 – still establish good aversion to the taste – NOT CONTIGUOUS? i. Shorter time leads to better learning; however, the time interval necessary is still stretched out ii. Biologically preparedB. Challenges to the notion that contiguity is sufficient 1. Overshadowing 2. Blocking a. Pair a CS B with US in group 2; unpaired in group 1i. Group 2 learns that B predicts the US b. Present the compound BY+ to see if it will predict the USi. Both groups should learn about Y in the same extent; however, find that group 1 learned but group 2 didn’t. - Learning that B predicts the US blocks learning that Y predicts the US B. Contiguity appears to be necessary and not sufficient Challenges to SufficiencyI. Attentional AccountA. For learning to occur, you have to attend to it. This model has two assumptions:1. An organism has a limited attentional capacity. It can only attend to a certain number of elements at a time. 2. The CS must be attended to for learning to occur.B. This model only accounts for overshadowing and blocking1. In overshadowing, the animal is only attending to A, so they don’t learn about X2. In blocking, the animal is trained to only attend to B, so it fails to attend toY and will not learn about YII. Informational AccountA. Group 1: Random. There is no relationship between the occurrence of the CS andshock.B. Group 2: Informational. Shock only occurs during the CS.1. Both groups receive the same number of CS and shock pairings, but only the informational group learns to fear the CS. a. This is because the contiguity is insufficient for learning.C. The informational account is stated in terms of probabilities. If the probability of shock given the CS equals the probability of shock without CS, then no learning will occur. 1. This model accounts for conditioned inhibition.III. Rescorla-Wagner ModelA. Builds upon the basic notion that learning only occurs when you are surprisedB. Whether or not the US is surprising will depend on the CS-US associative strengthC. Variables:1. Λ = magnitude of the US2. V = the degree to which you expect the US or the CS-US associative strength3. VT = V1 + V2 +… + VN Accounts for multiple CS and equals the net expectation of the US. All CS elements being concurrently presented determine the net expectation of the US4. α = salience of the CS, it can only between zero and one5. β = learning rate parameter for the US, also only between zero and one, accounts for biological constraints on learningD. The goal of this model is to predict the change in associative strength observed for a particular CS in a particular trial. To do this, we use the Rescorla-Wagner Model equation: ΔV = αβ(Λ – VT)1. Example Problem:a. CS = A *A is the only CS present, so VA = VTb. α = 0.45c. β = 0.45d. Λ = 1e. ΔVA = (0.45)(0.45)(1 -VA) = 0.2(1 –


View Full Document

TAMU PSYC 340 - Learning about S-S Relations

Type: Lecture Note
Pages: 5
Documents in this Course
Notes

Notes

1 pages

Notes

Notes

1 pages

Notes

Notes

1 pages

Notes

Notes

1 pages

Notes

Notes

1 pages

Exam 1

Exam 1

17 pages

Exam 3

Exam 3

12 pages

Chapter 9

Chapter 9

10 pages

Load more
Download Learning about S-S Relations
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Learning about S-S Relations and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Learning about S-S Relations 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?