PSYC 340 1st Edition Lecture 20 Outline of Last LectureI. EXAM THREE A. There are a few people with averages over 100! Wow! Current LectureWhen both the S and the R-O Relation Matter I. Basic properties A. Discriminative stimuli (SD) 1. Tells you whether or not response outcome relationship is in effect a. Tone might tell rat if I bar press now, I get a food pellet b. Or tone might tell rat if I respond now, I avoid shock B. Introduces opportunity for additional forms of learning 1. Setting the occasion to respond 2. Pavlovian conditioning a. Ex: stimulus can be associated with outcome: i. If you have tone that tells animal if you bar press  you get food; that tone not only sets the occasion for responding but itself can be associated with outcome; being associated with outcome, we have S1-S2 learning which is analogous to Pavlovian conditioning where tone isCS and food is US b. By introducing SD, introduce the animal may learn Pavolvian relationship where tone signals the outcome C. Avoidance paradigm 1. Tone  shock a. If an animal respond during a tone, it can turn off tone and turn off shock (avoidance-learning) b. S-S relationship (Pavolvian relation) as a result of Pavlovian relation, they’re not going to like tone; tone will elicit conditioned emotional response (negative affective state; fear) c. Versus previous example: tone will elicit emotional response but it’s something that it likes; positive affective state 2. Endows the signal with motivational properties… two factor theory II. Two-Factor Theory A. The underlying mechanisms 1. Pavlovian conditioning of a drive/motivation system 2. Instrumental reinforcement by a change in conditioned drive state 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.a. Sets up emotional problem for organism; emotional problem is then solved by instrumental response i. Makes animal feel hungry; elicits motivational state, desires food, and that is problem and is then solved by bar pressing for food; in negative one: fear is elicited and is solved by running to turn off shock 2. First factor is Pavlovian conditioned emotional response/feeling; second factor involves instrumental factor/learning that drives a. What turns off shock is reinforced B. Examples of conditioned emotional states: 1. Phobic behavior2. Evidence conditioning can occur without awareness3. Notion at work a. Bundles of Pavlovian emotional states, from conditioning history, wander through environment and you see individual, and they may elicit negative state or another that elicits positive state; those emotional states then motivate your behavior; you’re attracted to individual with positive state cues vs individual who has cues that elicit negative state 4. Acting like emotional magnet, your instrumental behavior solves emotional problem; working towards things you like and get away from things you don’t like.C. Application to Avoidance Behavior 1. Murphy Zajonea. Took Chinese ideographsi. Showed to people that don’t know what they are; presenton screen then immediately after they show face smiling (for half; for other half didn’t show anything); if you look atpretty face smiling, you have positive emotional responseii. Trick is that faces were presented brief amount of time, followed by random stimuli to forget that they saw a face; emotionally you see that they did see face but did not consciously know it because it was so briefiii. Then ask participants to sort them into ones you like and ones you don’t like- Take ones prepared with face and those get stackedwith the ones they liked; conditioned them; positive conditioned2. What reinforces the response?a. 1st: Place rat in black chamber and give a few shocks; try to condition fear to contextb. 2nd: phase: introduce instrumental response that animal can perform to get out of box (wheel)i. Animal will learn to turn wheel just to get out of box; even though it will never get shocked again; just to get away; as predicted by two factor theory2. A potential paradoxa. Don’t want to ascribe learning to current eventb. Argued: tone would elicit fear; response terminates fear-eliciting signali. Not trying to avoid shocks à running to turn off fear elicitedsignal, it’s the termination of signal that’s reinforcing fear-eliciting signal2. Instrumental behavior tries to maximize those things that elicit positive emotional state3. Animal is learning to escape from fear-eliciting signal; avoidance learning is special form of escape learning; it’s termination of signal the reinforces the response4. Two factor theory gets us out of paradoxa. According to two factor theory, Sole reason animal responds is that it will terminate fear-eliciting signali. Ex: situation you hate, but shock still occurs; according to two-factor theory should you still perform? à yes; theory says a rat should turn off signal even if it doesn’t avoid shock because what reinforces the rat is solely termination, has nothing to do with whether shock occursB. Two factor theory of avoidance learning1. Conditioning of fear to the signal2. Subject learns to escape from the fear-eliciting stimulus3. Evidence each factor can be independently established (acquired drive experiment)4. A novel test (Kamin)a. Subject should learn to terminate signal even if the R does not avoid the USb. Problemsi. Signal termination along did not produce equal performanceii. Shock avoidance (without signal termination) led to better than expected performanceb. Another problem for two factor theory once I learn avoidance response, I get signal and I never respond and I never get shocked,keep doing that over trialsà tone should extinguish and so by fear will go awayi. Richard Soloman2. Other problems: behavior extinguishes less rapidly than expectedB. A more detailed Pavlovian analysis1. Stimulus associated with making the R may act as a conditioned inhibitora. Cues= Xb. Tone= Ac. If animal does not respond, gets shock (A+ trial)d. If it responds (makes X in presence of A): no shock (AX- trial)i. Makes X a conditioned inhibitorii. This training should make stimuli associated with performing the response an inhibitor àperforming response should inhibit your fear2. How this helps us to deal with problematic resultsa. US avoidance group did better than anticipated à why?i. Performing response will inhibit