PSYC 340 1st Edition Lecture 23Rule-Governed BehaviorWhat you missed last class (04.21.15)I. Forms of learningA. Short-term: alterations in synaptic functionB. Long-term: structural modifications1. Depends on protein synthesis2. Examplesa. LTP, long-term sensitization, fear conditioningII. ConsolidationA. Electroconvulsive shock after training disrupts memoryB. Inhibiting protein synthesis disrupts memory1. Drug is only effective if given soon after trainingC. Consolidation of fear depends on the basolateral amygdala1. Affects long-term CR (24 hrs), not short-term (4 hrs)III. ExtinctionA. Requires protein synthesisB. Consolidation1. Anisomycin given after training disrupts extinction2. Only effective if given soon after extinctionC. Reconsolidation (Nader and LeDoux)1. Re-exposure to a CS places memory in a labile state2. Disrupted by inhibiting protein synthesis3. Only effective if given soon after CS exposure4. Electrophysiological evidencea. Correlates in the amygdala show reconsolidation effectIV. Unresolved issuesA. Extinction vs. reconsolidationRule-Governed Behavior I. Reasoning in Chimps A. Can animals reason? 1. Best evidence comes from work with chimps (Premack and Gillan)a. Casual observations suggest intellectual abilities – evidence? b. Rigorous experimental situations B. Transitive inferential reasoning 1. The ability to infer that, if A<B and B<C, then A must be less than C a. A<B<C<D<Eb. Trained 3 chimps using cups (same size, just colors) 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.2. Gave the chimps a novel combination a. Test B?Di. Were able to figure out that B<D - 2/3 chimps were 88% accurate C. Analogical reasoning 1. Man is to boy as woman is to ___________2. Sarah the chimpanzee – trained her with shapes 3. Perceptual based analogies a. Based on size; big shape is to little shape as big shape is to ? i. Little shape ii. 85% of the time4. Conceptual-based analogies a. Lock is to key as can is to…? i. Can opener or paintbrush? b. About 80% accuracy c. Suggest they understand second-order reasoning II. Intelligent Crows A. Large relative brain size B. Evidence of tool use 1. Chimps also know how to use tools2. Crow - Pick up a bucket from a tube by using a wire and bending it into a hook a. First time doing it b. They’re so cute and smart! C. Scrub jays – evidence of episodic-like memory 1. They live in the desert, so they often have to hide their food and store it for later (survival) a. Given food, and bury it i. Even know when stuff expires; given worms and nuts, will eat the worms first because it will perish first ii. Let’s say worms expire in 12 days; you don’t let them go back until 13 days later, will not waste the energy finding the worms 2. But they also put them in random places and will still remember! 3. Will move food if they think someone is watching them a. Aware of the social context i. Exhibit a form of mental attribution - I steal food, so I can assume that he will steal food, too - Will move it - If they don’t steal food, will be less likely to move food2. Update strategies based on new infoa. Give them crickets (new) – expire before worms, will learn to eat the crickets before the worm from now on B. Problem-solving in ravens 1. Raven and meat on a string a. Learn to pull up the string and anchor it with their claws i. Not something they would have done beforeLanguageI. Background A. The position of the behaviorists 1. Skinnera. Language follows these general laws of learning B. The position of the linguists 1. Chomskya. Outraged by Skinner b. Animal could never learn language even given enough timei. Cannot be taught—innate properties ii. A human thing iii. Grammar – it’s not like animals can do this II. Language in chimps A. Early attempts to teach chimp a language 1. Kelloggs – raised a chimp with their own childa. Problem? Chimps lack the control over their tongue and lips B. Washoe (Gardners) 1. Learned ASL a. Up to 130 words and string 5 words together 2. Problems of interpretationa. Wasn’t sure if it was mimicry or actually true b. Couldn’t use it in a productive fashion i. Would answer questions, but really wouldn’t ask them ii. Just mimicking the trainers B. Sarah (Premack) 1. Learned about arbitrary plastic symbols (about 130 words) 2. Sarah understands many of the basic structures of language a. Yes/no questions b. Negation c. Class concepts (e.g., color, size) d. Quantifiers (all, none, some) e. Logical connectives (if then) f. Metalinguistic structures (e.g., name of) g. Wh- interrogative (e.g., where, when) 3. Evidence the symbol causes her to “think” of the concept it represents 4. Limitations a. She doesn’t use language in a productive fashionb. She doesn’t understand complex syntactic
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