Chapter 5: Classical Conditioning Theory and Application

stimulus substitution theory

proposes that the CS acts as a substitute for the US

same

in stimulus substitution, organisms come to respond to the CS in the ____ way as they respond to the US

Pigeons response to food

rapid, hard pecking, beak open slightly, closed eyes

Pigeons response to water

slower pecking, beak closed, swallowing, open eyes

preparatory-response theory

proposes that the purpose of the CR is to prepare the organism for the presentation of the US

the preparatory-response theory is better than the stimulus substitution theory in

explaining situations in which the UR and CR are different

compensatory-response model

the compensatory after-reactions to a US may come to be elicited by a CS

rescorla-wagner model

figure out how much learning is going on

rescorla-wagner model early in training

when a US is first presented it is surprising

the difference between what is expected (nothing) and what happens (shock) is great

rescorla-wagner model later in training

CS now predicts a US

US is not as surprising as it was

the difference between what is expected (shock) and what happens (shock) is not as great

associative (conditioning) strength

refers to the degree to which US can support conditioning, that is, become associated with a CS to give strength to elicit a CR

associative strength of a US can be indicated by (2)

1. strength of UR

2. greater asymptotic level of CR after conditioning

first assumption of the rescorla-wagner model

a given US can support a limited amount of conditioning, that is, it has available a limited amount of associative (conditioning) strength

strength is called

lamba US

second assumption of the rescorla-wagner model

with conditioning, associative (conditioning) strength is acquired by CS and other stimuli present (context) that is, these stimuli together elicit an expectation of US

expectation of US

V - associated strength between trials

third assumption of rescorla-wagner model

because associative strength of a US is limited, the more associative strength is acquired by the CS, the less there is available for that or any other CS on any subsequent conditioning trial

fourth assumption of rescorla-wagner model

type of learning/conditioning that occurs on any trial depends on relationship between lamba US and Vt

fifth assumption of the rescorla-wagner model

the larger the difference between lamba US and Vt (greater the surprise) the more learning will occur on that trial (greater Vcs)

sixth assumption of the rescorla-wagner model

characteristics of CS and US also determine their associability

characteristics are assumed to be the same throughout conditioning are are represented by a

constant K ranging between 0 and 1