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Cal Poly Pomona PSY 402 - Chapter 3 – Nuts and Bolts of Conditioning

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PSY 402Flavor Aversion LearningFactors Affecting ConditioningStimulus Presentation ParadigmsMassed vs Spaced TrialsImportance of NoveltyStimulus Intensity (Strength)Pseudo-conditioningAcquired Changes in ResponseSlide 10Slide 11Slide 12Slide 13Slide 14Slide 15Conditioned InhibitionDetection of Conditioned InhibitionProducing Conditioned InhibitionMore Inhibition ProceduresNecessary Conditions for InhibitionBlocking and UnblockingRelative ValidityPSY 402Theories of LearningChapter 3 – Nuts and Bolts of Conditioning(Mechanisms of Classical Conditioning)Flavor Aversion LearningGarcia – rats will not drink water with saccharin if they get ill after drinking.Significant avoidance occurs after just one trial.Human food aversions are related to illness (89%).Even if illness occurs hours later it is linked to the previous meal.Not cognitive – you can know the food is not to blame and still feel an aversion to it.Factors Affecting ConditioningTiming – how closely in time are the CS and UCS, and which occurs first.Novelty of the CS and UCS.Intensity (strength) of the CS and UCS.Consistency of the pairing between the CS and UCS.If one or the other appears alone then conditioning is weakened.Stimulus Presentation ParadigmsDelayed conditioning – the CS onset precedes the UCS onset.Trace conditioning – the CS starts and ends before the UCS onset.Simultaneous conditioning – the CS and UCS occur together.Backward conditioning – the UCS starts and ends before the CS onset.These paradigms will be on the midtermMassed vs Spaced TrialsBetter learning occurs when trials are spaced out over time (spaced), rather than bunched together (massed).Memory consolidation or rehearsal may be needed between trials.The ratio between the exposure to the CS and the time in-between is the important factor.If both are the same duration, learning is weaker.Importance of NoveltyPreexposure to the CS (before it is paired with the UCS) reduces learning.Called latent inhibition because it inhibits learning of the CS-UCS association.The same thing happens with preexposure to the US (before it is paired with the CS).Called the US preexposure effectOther, more novel stimuli are more likely to become associated with the UCS.Stimulus Intensity (Strength)The stronger the US (UCS), the faster the learning and the stronger the association.The stronger the CS, the better the learning.Salience – how attention-getting the stimulus is in relation to other stimuli in the environment.The most salient CS becomes associated with the UCS.An overpowering CS may elicit a response of its own, preventing learning.Pseudo-conditioningResponses to the CS may occur due to the strength of the UCS, not learning.Once air has been puffed at the eye, blinking may occur in response to any stimulus that comes next, without any learning.Sensitization resulting from an intense UCS may cause the response to a CS to be increased, even when there is not greater learning.A control group lets you tell the difference.Acquired Changes in ResponseHabituation – response to a repeated stimulus decreases with non-threat experience.Sensitization – response to a variety of stimuli increases with a single threat experience.Examples:Ingestional neophobia, fear of new foodRats orient less toward light, startle decreasesChicks are less frightened by shadows flying overhead with repeated exposure.Factors Affecting ConditioningTiming – how closely in time are the CS and UCS, and which occurs first.Novelty of the CS and UCS.Intensity (strength) of the CS and UCS.Consistency of the pairing between the CS and UCS.If one or the other appears alone then conditioning is weakened.Stimulus Presentation ParadigmsDelayed conditioning – the CS onset precedes the UCS onset.Trace conditioning – the CS starts and ends before the UCS onset.Simultaneous conditioning – the CS and UCS occur together.Backward conditioning – the UCS starts and ends before the CS onset.These paradigms will be on the midtermMassed vs Spaced TrialsBetter learning occurs when trials are spaced out over time (spaced), rather than bunched together (massed).Memory consolidation or rehearsal may be needed between trials.The ratio between the exposure to the CS and the time in-between is the important factor.If both are the same duration, learning is weaker.Importance of NoveltyPreexposure to the CS (before it is paired with the UCS) reduces learning.Called latent inhibition because it inhibits learning of the CS-UCS association.The same thing happens with preexposure to the US (before it is paired with the CS).Called the US preexposure effectOther, more novel stimuli are more likely to become associated with the UCS.Stimulus Intensity (Strength)The stronger the US (UCS), the faster the learning and the stronger the association.The stronger the CS, the better the learning.Salience – how attention-getting the stimulus is in relation to other stimuli in the environment.The most salient CS becomes associated with the UCS.An overpowering CS may elicit a response of its own, preventing learning.Pseudo-conditioningResponses to the CS may occur due to the strength of the UCS, not learning.Once air has been puffed at the eye, blinking may occur in response to any stimulus that comes next, without any learning.Sensitization resulting from an intense UCS may cause the response to a CS to be increased, even when there is not greater learning.A control group lets you tell the difference.Conditioned InhibitionA CS can signal the presence of a UCS.This is called excitation, CS+A CS that never appears with the UCS signals the absence of the UCS. It becomes an “all clear” signal.This is called inhibition, CS-In fear conditioning an excitor produces anxiety, an inhibitor produces relief or safety.Detection of Conditioned InhibitionSummation test:Step 1 – Condition two stimuli as CS+ & CS-Step 2 – Present both together.Step 3 – Present the CS+ alone, with a neutral stimulus, or with another CS+.The results of Step 2 should be less than Step 3.Retardation of Acquisition test – turning a CS- into a CS+ takes longer than creating a CS+ from a neutral stimulus.Producing Conditioned InhibitionDifferential (discriminative) inhibition:Present two stimuli, one


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