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Learn 2A: Pavlov
Learning: Pavlov
| Question | Answer |
|---|---|
| What is an example of pavlovian conditioning in medical research | The placebo effect |
| What terms are used in place of unconditional reflexes, conditional reflexes, unconditional stimulus, unconditional response, conditional stimulus, and conditional response. | UR - Unconditional Reflexes CR - Conditional Reflexes US - Unconditional Stimulus UR - Unconditional Reflex |
| Describe Wallace and Rosen’s demonstration rats and foxes(2000) | Rats have a strong fear response to chemicals in fox feces |
| How does the strong response of Wallace and Rosen's rats assist in survival? (pp. 60–61) | When confronted by a fox they may not have time to flee. Reacting to feces they have more time to run away |
| Is the presentation of the two stimuli (i.e., the neutral stimulus and the unconditional stimulus) independent of the behaviour of the animal? Explain. | Yes. Because that is a different experiment that would tie behaviour to reward, not neutral item to behaviour |
| Describe Frolov’s demonstration of higher-order conditioning. | a metronome is conditioned to make dogs salivate. Then a black square is conditioned with the metronome to make dogs salivate. |
| What is the relationships between higher order conditioning and CR | the further away you get from the pairing with the US, the weaker the CR is likely to be |
| Staats and Staats’ (1957) - higher order verbal conditioning | Students presented with nonsense syllables then positive and negative words would associate the syllables with good or bad feelings depending on the words they were presented with. |
| How can response latency be used to measure Pavlovian conditioning? | When first conditioning there may be a delay between the UR and the presentation of the CS. The latency (delay) can measure the strength of the response |
| How is the use of latency as a measure of Pavlovian conditioning problematic? (pp. 65–66) | Sometimes the time between presentation of the CS and the US is short there can be no latency period. |
| Describe the use of test trials to measure Pavlovian conditioning. | Periodically the CS is presented without the US to see if the UR happens. |
| Describe the method of measuring Pavlovian conditioning by means of intensity or amplitude of the CR. Provide an original example. (p. 65) | instead of just noting that a UR happens or not, the strength of the UR is measured - eg. the volume of saliva or change in heart rate for a rat exposed to the chemicals in fox feces |
| Define pseudoconditioning, and explain why it poses a problem in measuring Pavlovian conditioning. | Pseudoconditioning: when a neutrul stimulus elicits a US has elicited a reflex response. eg. a nurse coughs then gives a needle you wince. The nurse coughs again you wince. Conditioning has not occurred the needle has made you more sensitive |
| How can researchers overcome pseudoconditioning? | By presenting the CS and US to a control group randomly and comparing it to another group who received the CS and US together. |
| Describe the following four ways of pairing the CS and the US in Pavlovian conditioning | trace delayed simultaneous backward |
| trace conditioning. | the CS begins and ends before the US appears. eg. Buzzer, 5 sec wait, then puff of air in eye. or lightning then thunder. Dog growl then bite. |
| delayed conditioning. | the CS and US overlap. eg. The buzzer is pressed for 5 seconds an in that time a puff of air is blown in someone's eye. or lightning is still disapating and thunder is heard. CS goes before US Sometimes the delay in time becomes a stimulus also |
| simultaneous conditioning. | CS and US are presented at the same time. buzzer and puff of air at the same time or lightning and thunder when the storm is close by. Simultaneous conditioning is weak. |
| backward conditioning. | CS follows the US. A puff of air before the buzzer. Inefficient |
| What is a contingency? | an if-then statement. How reliably X predicts Y. If X is contingent on Y, then Y does not happen if X is not present. |
| Describe Rescorla’s (1968) contingency experiment | Researchers exposed rats to a tone followed by a shock at varying rates of probability. The amount of learning depended on how reliably the CS predicts the shock. |
| In everyday life, do we generally encounter high or medium-low degrees of contingency between the CS and the US? Explain. (p. 69) | High. A CS might appear before a US, or it might appear alone. |
| What is CS-US contiguity? | the closeness in time or space between two events aka interstimulus interval (ISI) |
| how does CS-US contiguity influence the effectiveness of classical conditioning? | shorter ISI the more effective conditioning is. |
| Does the type of response being conditioned influence CS-US contiguity? | Yes. different response times eyeblink - 1/2 sec fear - minutes taste aversion - hours |
| Are short intervals or long intervals (between the CS and the US) more effective in Pavlovian conditioning? (pp. 69–70) | short intervals are preferable to longer ones, but this is variable. |
| What is a compound stimulus? | the CS consists of two or more stimuli (e.g., a red light and a buzzer) presented simultaneously. |
| Describe the experiment that one of Pavlov’s assistants conducted with a compound stimulus on a dog, including the results of the experiment. (p. 72) | The assistant presented a dog a tactile and cold stimulus simultaneously followed by some acid to induce salivation (UR). The compound and tactile CSs led to a CR, but not the cold. |
| Define overshadowing. | the CS consists of two or more stimuli (e.g., a red light and a buzzer) presented simultaneously. The overshadowed stimulus does not go unnoticed, but it is not effective. |
| What features of a stimulus (when presented as part of a compound stimulus) are responsible for overshadowing? (p. 72) (3 points) | - Strength of the stimuli - prior experience with CS - whether the CS and US share a internal or external system |
| How does prior experience with a CS influence the effectiveness of Pavlovian conditioning? | A dog who always hears a bell will not condition well with a bell. |
| What is latent inhibition? (p. 74) | How experience with a stimulus without the US makes it difficult to become a CS later |
| Define blocking. Compare and contrast blocking and overshadowing. | overshadowing is from the difference in stimuli, blocking is from prior experience with the stimuli |
| Describe how blocking might work for us and against us. | When foods make us feel sick, we feel nauseated when we see them again. But we need to eat and they may help us survive |
| What is sensory preconditioning? | two stimuli are presented together without a US. One stimuli is presented as a CS with US. When the other stimuli is presented a US occurs. |
| Describe the relationship between the number of pairings of the CS and US on Pavlovian conditioning. Is the relationship linear? Explain. What are the implications of this for survival of a species? (pp. 75–76) | The pairing is parabollic. It raises and flattens out. |
| What is the relationship between length of the intertrial interval and the effectiveness of Pavlovian conditioning? (p. 76) | Smaller gaps between successive trials leads to more effective conditioning |
| How do age, temperament, and stress affect Pavlovian conditioning? (p. 77) | older subjects may not condition excitable dogs learn faster anxious students acquire conditional responses more quickly than others |
| Define a Pavlovian conditioning extinction procedure. Under what conditions do we say that a CS-CR relationship has been extinguished? (p. 78) *** | repeatedly presenting a CS alone and the CR no longer happens CS-US contingency is disolved |
| How does Pavlovian extinction differ from forgetting? | forgetting - deterioration of performance dues to prolonged periods without practice. extinction - the practice continues but is no longer paired with the US. |
| Be able to distinguish between examples of forgetting and Pavlovian extinction. (pp. 78–79) | extinction - the CS is paired with the absense of the US-CS connection is disolved |
| Does extinction completely reverse the effects of Pavlovian conditioning? Why or why not? (p. 80) | No. If a behaviour was extinguished, but tests stopped for a period of time. When the CS is presented again the US is likely to happen |
| Describe some of the variables that impact the extinction of conditioning. (p. 80) | -a period of stress prior to conditioning did not prevent fear acquisition but did interfere with extinction -extinction allows for reconditioning to happen easier |
| Describe Pavlov’s stimulus substitution theory. | The UR is hard wired at birth and in conditioning, the CS neurons create a link to the US neurons. |
| Discuss Zener’s (1937) findings about the qualitative differences between the US and the CS | In stimulus substitution theory there are qualitative differences. - food (US) elicits salivation and chewing, - bell (CS) causes salivation only. (Kimble, this might be operant learning). CR is sometimes the opposite of UR |
| Describe the preparatory response theory. | When CR is the opposite of UR. - The UR is an innate response designed to "deal" with a UR. - The CR is a response designed to "prepare" for US. - eg. when US is shock, UR is jump. When CS is tone before US, UR is freeze. - jump is pain response ( |
| Describe compensatory response theory. | CS prepares animal for US by compensating for it's effects. Those who take drugs in the same setting my CS for reduced responses to drug. |
| What prediction does compensatory response theory make regarding the conditional stimuli involved in the development of tolerance to drugs? | Taking drugs in similar settings processes may prepare the body for more drugs. |
| Explain this relationship using Lightfoot’s (1980) study of beer drinking and Siegel’s (1984) anecdotal evidence of sudden death following drug abuse. (p. 85) | Former addicts that OD'd 7 were in new settings, or other novel circumstances. |
| Describe the evidence related to awareness and Pavlovian conditioning (pp. 86–87) | Awareness is not required. Students that were shocked at the word after the word barn could not remember the word that came before it (barn). - Worms are dumb and they can still be conditionied. |
| Describe the Rescorla-Wagner model. | There is a limit to the amount of conditioning that can occur between to stimuli . |
| How does the Rescorla-Wagner model account for the familiar decelerating learning curve? (pp. 87–88) | similar to diminishing returns on behaviour |
| In simple terms, how does the Rescorla-Wagner model account for blocking? | By the time the CS is combined with the new CS, nearly all the learning that can happen has already been used. |
| What can the Rescorla-Wagner model not account for? | latent inhibition or specific findings of an experiment. |
| Describe Mackintosh’s (1974) CS theory. | learning depends on which events in the environment that we attend to. |
| Flooding | a method for treating phobias in which the feared stimuli (i.e., the fear conditioned stimuli) are presented in intense and maximal form without predicting any US |
| What is flooding based on? | Pavlovian extinction: by presenting a CS in the absence of the US, fearful responding can undergo extinction. |
| What is the disadvantage of flooding therapy? | it subjects the fearful individual to considerable discomfort, so other forms of treatment have remained preferable to flooding. |
| How does a conditional response come to be. | CS >US>UR Conditional Stimulus>Unconditional Stimulus>Unconditional Response After repetitions CS>UR Conditional Stimulus>Unconditional Response |
| What is a trial? | A pairing of the conditional stimulus with the unconditional stimulus. |
| What are the two defining elements of pavlovian/classical conditioning? | 1. The behaviour is a reflex response (eye blink) 2. The CS and US are noncontingent |
| What are the four basic ways of pairing CS with US? | trace conditioning, delay conditioning, simultaneous conditioning, backward conditioning |
| What problems exist with Pavlov's stimulus substitution theory theory? (pp. 81–82) | - The CR and UR are not the same. - CR is weaker and less reliable. - The CS has a weaker stimulation of the US area of the brain. |
Created by:
HarleeM