Psych 1100 UConn, Eric Lundquist Exam 2

US

Unconditioned Stimulus (food in mouth), input to a reflex

UR

Unconditioned Response (Salivation to food) Output of reflex

CS

Conditioned Stimulus- (A bell)

CR

Conditioned Response, A response to the bell

Operant Conditioning

Trial and error or incremental learning, a response is strengthened by a reinforcement

Classical Conditioning

Pairing two stimuli together that eventually makes the response to one to both

Law of Effect

A response is strengthened by a reinforcement, and weakened by a punishment

Puzzle Box Experiment

This is when cats were in a box and had to find how they were fed

Operant vs Classical Conditioning

Reinforcement depends on response in operant, comes no matter what in classical. A behavior is learned in operant vs a Signal in classical. Operant uses consequences while classical uses contiguity

Classical goes CS, US, CR

Operant goes Stimulus, Response, Reinforcement

Skinner box

Box for Rats, measured the frequency of a response made my rats, easy and simple to conduct

Positive Reinforcement

Delivers a appetitive stimulus (food/approval)

Negative Reinforcement

Removes an aversive stimulus (No more shock or buzz)

Delay of Reinforcement

The longer it takes for a reinforcement to be given the weaker the response is

Discriminative Stimulus

Indicates under what circumstances a response will be reinforced, bar press only when light is on

Conditioned Reinforcer

A stimulus paired with a reinforcer, such as a clicker for training dogs being associated with a treat

Partial Reinforcement Effect

Reinforcing only some trials gets a stronger response than all trials

Four schedules of Reinforcement

Fixed Interval

Fixed Ratio

Variable Ratio

Variable Interval

Fixed Interval

Every certain time amount the subject can be reinforced (30 sec/bar press)

Fixed Ratio

When the subject gets reinforced every certain amount of presses (10 bar presses=food)

Variable Ratio

When the subject gets reinforced around an average amount (7,8,11,13 bar presses=food)

Variable Interval

Time is an average around a certain time increment (20,25,35,40 sec/bar press)

Shaping

Differential reinforcement of successive approximations to a desired response, (creates a new response slowly, like making a pigeon do a 360)

Chaining

Linking responses to allow training of complex behaviors (Takes responses already there and putting them together, like a dog show performance)

Contignecy

How the US depends on the CS, "probability of US in presence vs absence of CS" Rat shock experiment

Contiguity

Closeness in time to get a conditioned reflex, works with CS and US (Bell/food)

Rescorla's Experiment

Did the rat shocking experiment, 10/20/40 shock rats, proved contingency is what you need for classical conditioning

Extinction

When the CR declines and disappears over trials without the US

Spontaneous Recovery

After a rest interval, the extinct CR reappears, at almost previous strength

High Order Conditioning

1. Establish a CS (bell, saliva)

2. New CS paired with Old CS (tone, bell)

3. Eventually new CS is established

Generalization

Similar stimuli that produce similar responses

Discrimination

Different stimuli produce different responses (High tone vs low tone)

Belongingness

Biological preparedness to make certain associationns

Garcia Effect

Special area of learning that shows a learning for taste aversion

Seligman Learning helplessness

Dog A and B get shocked, only A can stop it, A learns to stop it while B learns to accept it

Tolman Latent Learning

Rats ran around a maze for 10 days, given food on the 11th, run fast on the 12th when they learn food is at the end

excitatory CS-US

connection builds up to its maximum strength during the acquisition phase of classical conditioning (through contiguity of CS and US, for Pavlov), so that the CS alone will produce the CR.

inhibitory CS-US

tending to prevent the CR -- as if the animal learns that the CS does not lead to the US after all

extinction is complete

When the strength of the inhibitory CS-US connection becomes equal to the strength of the excitatory connection

rest period

the inhibitory CS-US connection weakens and disappears, but the excitatory connection does not

With each succeeding extinction

the inhibitory CS-US connection becomes more permanent (i.e., it weakens less each time) -- so eventually it loses NO strength during the rest period, and no spontaneous recovery happens.

paradoxical overdose

UR without CR; effect of previously tolerated large drug dose's UR when context changes and CSs are not present (thus providing no compensatory CR to counter the strong UR)

unconditioned drug stimuli

US: drug administration (e.g., heroin)

UR: effect of drug (e.g., pleasurable sensations; sense of euphoria and well-being; constipation)

conditioned drug stimuli

CS: stimuli present in context and environment at time of drug administration, which always precede the drug US (e.g., consistent particular room, furniture, people, time of day)

CR: result of body's attempt to compensate for UR with responses opposed to the UR (e.g., pain, aches, cramps; sense of anxiety, depression, paranoia; diarrhea)

drug tolerance

CR opposes UR; increased strength of learned compensatory CR to the contextual CSs accompanying drug administration (thus requiring larger amounts of drug US to produce a stronger UR to counter the CR)

withdrawal

CR without UR; effect of compensatory CR to contextual CSs when drug US is not provided (and thus no UR occurs)

maintenance

holds info in STM

elaborative

moves info to LTM

phonological

STM: based on speech sounds

confuse "boat" with "coat"

semantic

LTM: based on meaning

confuse "boat" with "ship"

3 Aspects of Memory Process

Acquisition, storage, and retrieval

Short-Term Memory (Working Memory)

a memory that hold onto the information you are working with right now

Long-Term Memory

the huge repository that contains everything you know, mostly "dormant" storage for information you aren't using right now, but may need later

Rehearsal

a process through which items are kept in working memory for an extended period of time, increasing the likelihood that these items will be transferred to long-term storage

Primacy Effect

the tendency for the 1st items presented in a series to be remembered better or more easily

Recency Effect

The tendency for individuals to be most influenced by what they have last seen or hear (because people tend to retain the most complete knowledge about the most recent events

Serial-Position Effect

When asked to recall a list of items in any order (free recall) people tend to begin recall with first few items and the items at the end of list

Maintenance Rehearsal

a strategy that keeps information in working memory but with little long-term effect. (If you memorize a number to make a call, you kept the number in working memory long enough for you to dial it the first time, but failed to establish it in long-term memories because the number is forgotten after just a few seconds)

Shallow Processing

involves encoding that emphasizes the superficial characteristics of a stimulus (such as the font in which a word is printed in)

Deep Processing

Involves encoding that emphasizes the meaning of the material

Retention Interval

the time that elapses between learning and retrieval.

How does forgetting increase?

As the retention interval grows longer and longer, forgetting increases

Engram (memory trace)

The deep processing of a memory until it is stored in long-term memory until it is later needed

Memory Consolidation

a process, spread over several hours, in which memoires are transformed from a transient and fragile status to a more permanent and robust state

Blocking Effect

A result showing that am animal learns nothing about a stimulus if the stimulus provides no new information

Compensatory Response

a response that offsets the effect of the upcoming unconditioned stimulus

Instrumental Conditioning

A form of learning in which the participant receives a reinforcer only after performing a desired response, and thereby learns a relationship between the response and the reinforcer

Edward L. Thorndike

Set up an experiment he placed a hungry cat inside a box with a latched door and it could only escape by performing some simple action such as pulling a loop of wire. The trail would be repeated over and over until the task of escaping the box was mastered.

B.F. Skinner

Most influential of the learning theorists, he made a sharp distinction between classical and operant conditioning

Behavioral Contrast

A response pattern in which an organism evaluates a reward relative to other available rewards or those that have been available recently

Edward Tolman

An early advocate for the idea that learning involves a change in knowledge rather than a change in overt behavior

Observational Learning

The process of watching how others behave and learning from their examples

Vicarious Conditioning

the learner acquires a conditioned response merely by observing another participant being conditioned

Role of Surprise

After a CS: if you get more than you expected, it'll increase your expectations.

If you get less, it'll decrease your expectations. (the bigger the surprises, it'll trigger larger adjustments)

Taste Aversion

A form of learning in which an organism learns to avoid a taste after just one pairing of that taste with illness

Long-term potentiation (LTP)

A long-lasting increase in a neuron's response to specific inputs, caused by repeated stimulation

Learned Helplessness

A condition of passivity apparently created by exposure to inescapable aversive events. This condition inhibits or prevents learning in later situations in which escape or avoidance is possible

Martin Seligman

One of the discoverers of the learned helplessness effects

John Garcia

Known for his research on taste aversion known as the Garcia Effect

Robert Rescorla

Added a twist to classical conditioning called contingency theory