Psyc 1100 Exam 2 Eric Lundquist Lecture vocab (copy)

Split Brain Studies

• severs corpus callosum to reduce severity of seizures

• Put an image on the left- goes to the right hemisphere (normal)

• Put an image to the right- goes to the left hemisphere (normal)

• BUT they don’t have corpus callosum

  • image on the left visual goes to the right hemisphere- asked them what they saw verbally- patient does not say what they saw — did not communicate to the left hemisphere (Language)

  • Grab object with left hand pick out correct object (they pick up correct object)- right hemisphere knows, but just can’t communicate to the left hemisphere where language is

Note Visual Pathways

left eye —> right hemisphere

right eye —> left hemisphere

Classical Conditioning

a learning process that creates new behaviors by associating a neutral stimulus with a stimulus that already elicits a response

Unconditioned Stimulus US

input to a reflex, ex. food in mouth

Unconditioned Response UR

output to reflex, salivation to food

Conditioned Response CR

Response to CS; measures amplitude, probability, latency (this is learned)

extinction

If you don’t provide the CS with the US (bell without food), the strength of the CR DECREASES and goes away

Spontaneous Recovery

After 24 hours, the CR is recovered without any further training

• not as strong as the previous strength

• Extinction happens faster from now on

Involuntary

responses involved

Contiguity

Time in between presenting the CS (bell) and the US (food)

optimal time interval

best time (right time) between presenting the CS and the US to get the strongest CR

• could be different depending on the conditioning situation

what does a more intense conditioned stimulus produce? ex. louder tone or a brighter light

production of a greater CR (more salvation)

Generalization

similar stimuli produce similar response

• If you learned to respond to a stimulus (dog) and later, you encounter something similar to that stimulus (something like a dog): you should respond in

  • the similar way

    ■ Child response to a dog by going to pet it

    ■ Child then sees a cat (similar to dog), the child will respond by going to

    pet it

Discrimination

different stimuli produce different responses

• Less similar the stimuli the less similar the responses will be

  • Higher pitch beep creates strong CR (could over train to have this

    tone to only have the CR)

  • Lower pitch beep creates weak CR - train by not pairing with the US

    (beep with NO food)

    • Learns to salivate to only high pitch tone

Does backward conditioning work?

False, does not work because the US must be before the CS

Operant Condititioning

Trial and error, incremental learning

Law of Effect

• Response is strengthened when followed by reinforcement (satisfying state of affairs)

• Response is weakened when followed by punishment (annoying state of affairs)

Insight

a sudden realization of a solution

what is learned in operant conditioning?

a BEHAVIOR (learning to DO something)

how does learning occur in operant conditioning?

Through law of effects: CONSEQUENCES (but a delay of reinforcement weakens response) 

what is learned in classical conditioning?

a SIGNAL (cs→ us)

how does learning occur in classical conditioning?

CONTIGUITY, stimuli are associated together because they occur close together in time or space

what does reinforcement do to the behavior

increase

what does punishment do to the behavior

decrease

positive reinforcement

an addition of a appetitive stimulus to increase behavior

ex. food or approval

negative reinforcement

a removal of a aversive stimulus

ex. stoping the shocks after pressing a bar

positive punishment

• Adding something to decrease the

  response

  • Adding a shock when the rat presses the bar

  • This will decrease the response of pressing the

    bar

negative punishment

• Taking away something to decrease

  the response

  • Take away a toy from a child to decrease the response (of bad behavior)

can extinction and spontaneous recovery happen in both operant and classical conditioning

yes, when there is no reinforcement (for operant)

discrimination stimulus

indicates under what circumstances, response will be reinforced

in operant conditioning, does the stimulus cause a response?

no, it sets the occasion for the response

amplitude

the strength of the conditioned response

ex. how much salvia is produced in the tube

latency

the time for the CR to occur (how long till heartbeat is beating fast due to tone)

Acquisitions

the period of time of learning when pairing the CS with the US (bell and food): more reinforcement makes the CR stronger

continuous reinforcement

All responses receive reinforcement

if you reinforce the rat every time for the response→ does not lead to that strong of a response

interval schedule

reinforce next response within some time interval

Fixed Interval

time is fixed

rat gets food pellet for next bar press, say, 30 seconds after last pellet

Variable interval

time is average

rat gets food pellet for next bar press 20, 45, 35, 30 seconds after last pellet, etc. - 30 seconds on average

ratio schedule

reinforcement after some number of responses (ration of responses to reinforcement)

fixed ratio

Ratio: ratio will always be the same - fixed; every 10th bar presses the rat will receive the reinforcement (restarts) (post reinforcement pause on graph)

variable ratio

ratio is averaged- on average it will be every 10 responses it receives a reinforcement. This makes it unpredictable (could be 8 responses, 12 responses, 5 responses, 15 responses)

• Makes the rat press bar continuously because it is unpredictable- straight slope on graph

shaping

Trying to get a subject to do ONE behavior

➢ ——-can make the subject do a response the animal would have never done spontaneously on its own

❖ Example: We want a rat to press a bar

➢ As the rat continuous to face the right direction of the bar it gets reinforced

➢ Then as the rat gets closer to the right side of the cage where the bar is, it gets reinforced

➢ Then as it gets closer and closer to the bar it gets reinforced

➢ Now as the rat presses the bar it gets reinforced and now it only gets reinforced for pressing the bar

chaining

❖ We want a subject to do a sequence of responses - one response after another ... “links in a chain”

➢ Gets the subject to do the response 10

➢ Now that it knows how to do response 10, we get the subject to do response 9 - so 9, then 10

➢ Now that it knows 10 and 9, we get it to do response 8- so 8, then 9, then 10

➢ Now that it knows 10, 9, and 8, we get it to do response 7- so 7, then 8, then 9 then 10

➢ This continues

belongingness

when a CS and US belong together, or when two stimuli work better together

opposite of equipotentiality

★ Garcia and Koelling experiment:

○ 4 groups of rats

■ 2 different CS and 2 different US: Do some CS’s and US’s work

better together?

○ Group 1: Gets light/tone (CS) with shock(US)

■ They DID avoid the water with light/tone

○ Group 2: Gets light/tone (CS) with illness (US)

■ They DID NOT avoid the water with light/tone

○ Groups 3:Gets Saccharin taste (CS) with shock( US)

■ They DID NOT avoid the water with saccharin taste

○ Group 4: Gets Saccharin taste (CS) with illness (US)

■ They DID avoid the water with saccharin taste

Garcia Effect- Taste Eversion

is difficult for classical conditioning

○ Associations with CS and US happen in just ONE trial

○ Less likely that extinction occurs

○ CS and US don’t need to be presented within seconds

■ Can present CS hours before US

Encoding

process of transforming what we perceive, feel or think into an enduring memory

Storing

process of maintaining information in memory over time

Retrieving

Process of brining to mind information that has been previously encoded

Long term memory (stage theory)

Duration of memory:

● Longer than 1 minute

● Permanent

■ Storage capacity:

● Infinite capacity→ “everything you know”

Short term memory/working memory

■ Duration of memory:

● Seconds to minutes

■ Storage capacity:

● 7 +/- 2 items that you can remember → “chunks”

Childhood amnesia

we don’t form memories before the age of 2

need hippocampus, language, and remembering strategies to form memories- children under 2 do not have these things developled

flow of information in memory

➔ First you receive information / a stimulus

➔ Then it goes into your short term memory

➔ Then if you rehearse this information

➔ This information that is rehearsed will go into your long term memory

Two kinds of rehearsal —> Maintenance and Elaborative

Maintenance

holds the information in the short term memory

Elaborative

moves the information into the long term memory

primacy effect

early part of the list of words are recalled better than the middle—>

recalled from the long term memory

Recency Effect

last part of the list of words are recalled better than the middle → recalled from the short term memory

Phonological

based on speech sounds

Short Term Memory

❏ When asked to recall a word from short term

memory, you might confuse “boat” with “coat”

semantic

based on meaning

long term memory

❏ When asked to recall word from long term memory, you might confuse “boat” with “ship”

Corpus Callosum

allows information to be passed to left and right hemispheres—> important for communication between hemispheres

left visual field goes

to right hemisphere

rights visual field goes

to left hemisphere

Language is in the

left hemisphere

Body parts are controlled by

Ex. left arm controlled by

opposite hemisphere

ex. right hemisphere

Habituation

A decrease response in stimulus after repeated presentations

Probability

how often the conditioned response occurs (eye blinks due to a bell) (3/10?, 5/10?)

Due to buildup of inhibition

learned idea that bell leads to no food inhibits the idea that bell leads to food ( the bell with no food learning is not permanent)

Stronger CS creates

stronger CR

• EX: LOUDER bell (CS) creates MORE salvation (CR)

Ordering of Classical conditioning

• First create the CR (salivation) from the CS (eclectic can opener) that was paired with the US (food) – first order conditioning

• Now because you have the CR (salivation) to the CS (electric can opener) you can USE THAT CS (can opener) to pair with another stimulus (new CS- cabernet door squeak)

• NOW after the pairing of the first order CS and the second order CS (the new CS) = can opener with squeaky door sound over and over and now.....

• The dog now salivates to the cabinet door squeak!!

CS (Tone) allows for preparation of the US (shock)

• Rabbit received a shock (US) with a tone (CS)

  ● The heart rate now increases (UR)

  • NOW because it could be dangerous The tone (CS) tells the body “WAIT, slow down your rate”

    • So now after learning:

• the tone (CS) informs the body to prepare for the shock

  (US) so the CS actually makes the heart rate (CR)

  decrease (compensation)

Thorndlike puzzle box

• Under the subjects control***

  ★ Cats in puzzle box

  ○ Learning is incremental/ bit by bit/ gradual

  • (time to figure out puzzle box becomes shorter)

  • trial and error

Reinforcement

• Anything that increases the rate of responding

• 2 kinds of reinforcement:

  • Positive reinforcement

  • Negative reinforcement

Operant Conditioning Example

• A rat presses a bar and when the light is on, the rat receives reinforcement of food. The rat presses the bar and when the light is off, the rat DOES NOT

  receive reinforcement.

  • Discriminative stimulus

    • Light on (does not cause the response, just says when to

      press the bar to be reinforced- given food)

  • Operant response

    • pressing the bar

  • Positive reinforcement

    • giving the food to the rat after it presses the bar

      • Reinforcement depends on the response: the food does not appear unless

        the response of pressing the bar occurs

partial reinforcement

If you reinforce the rat sometimes

■ Every other time will be given food

■ Extinction takes longer to occur

■ Partial reinforcement = stronger learning

This means the learning is more resistant to extinction (harder to extinguish the learning)

Contingency

(dependency):(dependency): Likelihood of US depends on CS’s presence or absence

○ The likelihood of getting shocked (US), depends on if the tone (CS) is playing or not playing

Robert Rescorla Experiment

Contingency matters more than contiguity (but contiguity still matters)

○ There are 3 groups of rats:

■ When the tone is on: 40% of the time group 1, group 2 and, group 3 are getting

shocked (US) exactly the same amount of time (shock is on 48% OUT OF 120 SEC)

■ When the tone is off:

● Group 1: get shocked 40% of the time

○ No fear conditioning= no fear of the tone

● Group 2: get shocked 20% of the time

○ Some fear response

● Group 3: get shocked 10% of the time

○ As a result of group 3 only getting shocked 10% of the time when

the tone is off→ group 3 associates the tone with MORE shocks

therefore the rats are more fearful of the tone→ their conditioned

fear response (CR) is stronger out of all 3 groups

■ The US (the shock) is contingent on the CS (the tone)

Rats (Garcia Effect- Taste Aversion)

Make associations between taste and

illness

◆ Has blue-dyed water with sour

taste= leads to illness

◆ Then 2 stimuli presented:

● blue-dyed water with NO

sour taste

● Clear water with sour

taste

◆ Rats avoided the CLEAR water

with sour taste

Quail (Garcia Effect- Taste Aversion

Make associations between color and

illness (visual stimuli)

◆ Has blue-dyed water with sour

taste= leads to illness

◆ Then 2 stimuli presented:

● blue-dyed water with NO

sour taste

● Clear water with sour

taste

◆ Quail avoided the BLUE water

with NO sour taste

Reducing primacy

present the words faster to take away ability to put those words into the long term memory

Reducing recency

have a period of time (delay: have the person count backwards or do an activity) in between the 20th word being heard and asking the person to recall them (this takes away ability to keep those items in short term memory)