L2 - PSYC2050: Blocking and Superconditioning in Classical Conditioning

These vocabulary flashcards cover the fundamental definitions and classic experiments associated with blocking and superconditioning in classical conditioning, as well as core course assessment details for PSYC2050.

Unconditioned stimulus (US)

A stimulus that elicits an innate, unlearned response (e.g., tasty food or a shock).

Unconditioned response (UR)

The unlearned, natural reflexive response to an unconditioned stimulus (e.g., salivating or distress).

Conditioned stimulus (CS)

A stimulus to which an organism must learn to respond; it has no intrinsic meaning before conditioning (e.g., a bell or a specific stock).

Conditioned response (CR)

The learned response to a conditioned stimulus, such as avoidance, salivating, or approach.

Excitatory stimulus

A conditioned stimulus that predicts the occurrence of the unconditioned stimulus, often denoted by a plus sign (+).

Inhibitory stimulus

A conditioned stimulus that predicts the absence of the unconditioned stimulus, often denoted by a minus sign (-).

Blocking

A phenomenon where a learner does not learn about a novel conditioned stimulus because it is paired with an excitatory stimulus that is already highly predictive of the unconditioned stimulus.

Superconditioning

A phenomenon where learning about a novel stimulus occurs faster if it is paired with an inhibitory stimulus that predicts the absence of the unconditioned stimulus.

Habituation

Considered the simplest type of learning, it is the decline or disappearance of a reflexive response when the same stimulus is repeatedly presented alone.

Acquisition

The stage of a classical conditioning experiment where the conditioned stimulus is presented along with the unconditioned stimulus to build an association.

Extinction

The phase where the conditioned stimulus is presented alone again, leading to a decrease in the strength of the conditioned response.

Spontaneous recovery

The reappearance of a conditioned response following a break after the extinction phase.

Renewal effect

When extinction is context-specific; the conditioned response reappears if the conditioned stimulus is presented in the original acquisition context (Context X) after extinction occurred in a different context (Context Y).

Reinstatement

The reappearance of a conditioned response if the unconditioned stimulus is presented alone as a reminder after extinction has taken place.

Interstimulus interval (ISI)

The period of time, such as "$200\,ms$" or "$0.5\,hours$", between the presentation of the conditioned stimulus and the unconditioned stimulus.

Trace Conditioning

A timing design where the conditioned stimulus is presented and ended before the unconditioned stimulus begins, leaving a "trace interval" between them.

Retardation Test

A test for an inhibitor where learning to turn an inhibitory stimulus into an excitatory one is shown to be slower than turning a neutral stimulus into an excitatory one.

Summation Test

A test for an inhibitor where a new excitatory conditioned stimulus is presented alone and then with the inhibitor; the combination must evoke a weaker conditioned response than the stimulus alone ($N+I < N$).

Equipotentiality

The assumption that any two stimuli can be paired together, which is challenged by phenomena like blocking.

Contiguity

The assumption that the strength of an association is purely dependent on how many times two stimuli are paired.

Contingency

The assumption that conditioning changes from trial to trial in a regular and predictable way.

Self-monitoring assignment

A compulsory hurdle assessment worth "$40\%$" to "$45\%$" of the course grade, requiring a report of "$2500$

Final Exam

A centrally administered, closed-book exam weighted at "$50\%$" featuring "$38$

Stock Market Game

An in-class experiment where stocks (Conditioned Stimulus) were used to predict changes in the market (Unconditioned Stimulus) to demonstrate blocking and superconditioning.