PSY 40210.9 Perceptual-defensive-recuperative model of fear and painCS Termination is ImportantExpectancies About Shock10.10 Shock expectancy ratings: Avoidance testingLearned Helplessness10.11 The learned helplessness effectThree Effects of Inescapable ShockSimilarity to Learned IrrelevanceAttributions and DepressionAlternative ExplanationsAlternative Explanations (Cont.)Controllability Affects Stress10.12 Temporal relationshipsMisbehavior Superstitious Drift10.13 Behavior of a pigeon and rat given food S*s at regular intervalsSchedule-Induced PolydipsiaPunishment10.14 The rate of two behaviors directed at the same lever10.15 The suppression of pressing and lifting two leversUnintended ConsequencesOrganisms Learn Several Things10.16 The various types of learning that can occur in any instrumental learning situationPSY 402Theories of LearningChapter 10 – A Synthetic Perspective on Instrumental Learning10.9 Perceptual-defensive-recuperative model of fear and painCS Termination is Important Animals are able to learn non-SSDR behaviors under certain circumstances. Termination of the CS aids such learning because it provides feedback about the correct behavior for avoidance. Feedback stimuli become conditioned inhibitors. The avoidance response becomes an inhibitor too. Not performing the response predicts the US.Expectancies About Shock Seligman & Johnston proposed that an expectancy is formed that response=no shock. This idea is inconsistent with learning theory. DeHouwer found that changing an expectancy to response=shock (when no signal is present) does not change the avoidance behavior. The idea that avoidance behavior is a negative occasion setter (response-no shock) fits better.10.10 Shock expectancy ratings: Avoidance testingR1 or R2 mean shock when A or B are off, but no-shock when they are on. The expectancy is not associated with the key, but with the signal (A or B).Learned Helplessness Overmeier & Selgman found that dogs have difficulty learning avoidance behavior after being exposed to inescapable shock. Step 1 – expose dogs to 3 conditions: escapable shock, inescapable shock (yoke), no shock Step 2 – escape training Results – yoked dogs did not learn to escape.10.11 The learned helplessness effectThree Effects of Inescapable Shock Motivational deficit – 6/10 did not try to escape in phase two (when escape was possible). Cognitive deficit – they didn’t learn. Emotional deficit – they passively accepted shock Immunization effect – escaping in phase 1 protected dogs from these deficits.Similarity to Learned Irrelevance Learned helplessness occurs during instrumental learning. It involves a null contingency between behavior and outcome. In Pavlovian conditioning, null contingency between CS-US leads to learned irrelevance. The irrelevance of one signal (CS) prevents learning about another signal paired with US.Attributions and Depression Seligman linked learned helplessness to depression in humans. Three kinds of attributions lead to depression: Global Stable Internal Things are bad, they will stay bad, its your fault, and there’s nothing you can do about it.Alternative Explanations Perhaps exposure to shock makes animals less active. Suppressed activity makes learning an escape or avoidance response harder. Problems with this view: Rats who had to freeze to avoid shock still had difficulty learning due to helplessness. Rats who had to turn right or left to avoid shock got confused – suppressed activity does cause confusion.Alternative Explanations (Cont.) Perhaps numbing (analgesia) leads to helplessness. Helplessness occurs without numbing, so that can’t be the answer. Reduction in neurotransmitters (e.g., serotonin, norepinephrine) does not explain it either. Controllability seems to be the main factor.Controllability Affects Stress Rats exposed to uncontrollable events develop ulcers. Being able to escape or predict shocks evokes less fear. The escape is helpful because it is predictive of turning off the shock. A cessation cue softens the impact of inescapable shock & has an immunization effect. Responding has signaling value.10.12 Temporal relationshipsMisbehavior Breland and Breland found that well-trained animals drift away from their behavior over time. Pigs and piggy bank – push around with snout Raccoons – rub coins together, dip in and out Chickens scratch instead of standing still Chickens chase ball instead of running bases Instinctive drift due to pairing with food.Superstitious Drift Skinner produced superstitious behavior in pigeons by rewarding them intermittently for whatever they happened to be doing. Staddon & Simmelhag found that over time superstitious behavior (interim) drifted toward terminal behaviors related to food. Pigeons drifted toward pecking Rats drifted toward being near the feeder10.13 Behavior of a pigeon and rat given food S*s at regular intervalsterminalterminalAll other behaviors are interimSchedule-Induced Polydipsia Polydipsia means drinking an excessive amount of water. Adjunctive behaviors are behaviors that occur naturally as part of a species-specific natural behavior system (e.g., for eating). When an operant schedule provides frequent reward, the drinking occurs as an adjunct to eating, so rats wind up drinking too much.Punishment People and animals stop performing behaviors that have unpleasant consequences. Punishment too can work for both Pavlovianand operant reasons. Do people stop speeding or avoid the cops? Bolles taught a rat 4 responses (right/left, up/down levers), then punished one of them. All responding initially declined, due to association.10.14 The rate of two behaviors directed at the same lever10.15 The suppression of pressing and lifting two leversUnintended Consequences Pain-induced aggression – an animal or person who is hurts reacts aggressively. Punishment can lead to a weakening of the parent-child relationship due to fear or anger. Children who are physically punished use that same punishment on peers, becoming shunned Other forms of punishment (emotional, social) also have unintended consequences.Organisms Learn Several Things They associate their behavior with its consequences (S-R learning). They associate stimuli in the environment with consequences (S-S*
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