Conditioning Concepts Quiz

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Questions and Answers

What does the inter-stimulus interval (ISI) refer to in conditioning?

The period before the CS is presented in a conditioning trial

The time between two consecutive trials in an experiment

The time between the presentation of the conditioned stimulus (CS) and the unconditioned stimulus (US) (correct)

The total time an organism takes to respond after a stimulus

Which model emphasizes the role of attention in learning associations between stimuli?

Pearce & Hall Attention Model (correct)

Rescorla-Wagner Model

Mackintosh Attention Model (correct)

Comparator Process Model

In the context of excitatory conditioning, what does extinction entail?

The reinforcement of a previously nonexistent connection between CS and US

The cessation of CS presentation while continuing US presentation

The process of stopping reinforcement of a previously excitatory CS (correct)

The formation of new associations while maintaining old ones

Which of the following best describes the Comparator Process Model?

It compares different CS to determine which has the strongest association with US. Signup and view all the answers

What is a key characteristic of timing in conditioning with delay conditioning?

The CS is presented slightly before the US. Signup and view all the answers

What is the primary focus of the Rescorla-Wagner Model in conditioning?

The relation between conditioned and unconditioned stimuli. Signup and view all the answers

Which model suggests that the amount of attention given to a conditioned stimulus affects the strength of conditioning?

Pearce & Hall Attention Model Signup and view all the answers

According to the Mackintosh Attention Model, why might a subject respond less to certain stimuli?

Because those stimuli have low predictive value. Signup and view all the answers

What does the Comparator Process Theory focus on in conditioning?

Comparing the associative strengths of different cues. Signup and view all the answers

Which timing in conditioning often leads to the most effective association between stimuli?

Forward conditioning where the CS precedes the US Signup and view all the answers

In the context of timing in conditioning, what is 'trace conditioning'?

Introducing a gap between the CS and US. Signup and view all the answers

What is a typical consequence of backward conditioning?

It is ineffective in producing a conditioned response. Signup and view all the answers

What would diminish the strength of a conditioned response according to the concept of contiguity?

Increased time delay between the CS and US. Signup and view all the answers

What is a key factor influencing the strength and rate of learning in classical conditioning?

The CS-US interval (ISI) Signup and view all the answers

How does the intertrial interval (ITI) generally affect conditioning?

Longer ITIs typically lead to better conditioning Signup and view all the answers

According to Thorndike's Law of Effect, what happens when a response is followed by a pleasant reward?

The association between the stimulus and response strengthens Signup and view all the answers

In instrumental conditioning, how does negative reinforcement affect the instrumental response (IR)?

It increases the likelihood of the IR Signup and view all the answers

Which procedure involves the clear beginning and end of a trial, where the instrumental response is performed only once?

Discrete-Trial Procedures Signup and view all the answers

What does the Comparator Process in learning emphasize?

The influence of past experiences on current responses Signup and view all the answers

What is a distinguishing feature of Free-Operant Procedures invented by B.F. Skinner?

Behavior is elicited in a repetitive and unconstrained manner Signup and view all the answers

How do the ISI and ITI interact to determine responding in conditioning?

Responding is based on the relative lengths of ISI and ITI Signup and view all the answers

Study Notes

Part 2 Recap

Lecture 1 recap covered human and animal learning and behaviour.
Behaviour is defined as any outward or inward response to a stimulus, including actions, speech/language, feelings, and thoughts, whether conscious or unconscious.
Two main sources of behavioural change are evolution (nature) and learning (nurture).
Darwin's Theory of Evolution
- Populations can increase exponentially if resources are plentiful.
- Resources are limited.
- Competition for resources leads to a struggle amongst individuals.
- There's variability in species due to genetic mutations or random chance.
- Individuals with advantages for adaptation have a better chance of survival and reproduction.
Learning is an enduring change in behaviour based on experience, potentially conscious or unconscious, associative or non-associative.
Understanding the relationship between learning and behaviour allows for better prediction and modulation of behaviour. This functions alongside evolutionary adaptations.
Evolution-dominant behaviours (like the reflex arc) involve a sequence of events from stimulus to response via sensory receptors, afferent pathways, integrating centers and effector organs.
Reflexes are simple, single actions, while modal action patterns involve sequences of responses characteristic of a species (e.g., mating rituals).
Repeated stimulation can lead to habituation (decline in responding) or sensitization (increase in responding), considered non-associative learning.
Spontaneous recovery and dishabituation are concepts related to repeated stimulation.
Dual-process theory suggests separate underlying processes that explain habituation and sensitization, not exclusive.
The opposite effect to the main process is the opponent process (b). This process arises after the primary process.
Opponent process theory explains how emotional responses change over time with repeated stimulus exposure.
Opponent process theory is applicable to conditioned drug tolerance, a form of associative learning where stimulus cues pair with stimulus effects.
Lecture 2 Recap focused on classical conditioning I.
- Classical conditioning describes learning where a neutral stimulus becomes associated with a stimulus that naturally elicits a response.
- Neutral stimuli become conditioned stimuli (CS) after pairing with an unconditioned stimulus (US) that naturally elicits a response (UR). The resulting learned response is the conditioned response (CR).
- Excitatory conditioning involves learning an association that occurrence of a stimulus predicts an outcome, for example a bell predicting there will be food.
- Acquisition involves procedures like inter-stimulus interval (ISI) and inter-trial interval (ITI).
- Different procedures for classical conditioning (e.g., delay, trace, long-delay).
- Variables like magnitude, probability, and latency are used to measure conditioned responses (CRs).
- Inhibitory conditioning (extinction) occurs when the conditioned stimulus (CS) predicts the absence of the outcome.
- Multiple inhibitory conditioning paradigms include Pavlovian, differential, explicitly unpaired, inhibition of delay, and backward CI.
- Methods like the retardation test and negative summation test are used to measure conditioned inhibition.
- Various experimental conditioning paradigms exist, encompassing aversive and appetitive conditioning, eyeblink conditioning, sign and goal tracking, and conditioned taste aversion.
Lecture 3 Recap focused on classical conditioning II.
Contiguity, the temporal relationship between events, is critical for learning.
Contingency (necessity) explores the relationship between stimuli and outcomes in different situations (presence/absence).
Key concepts of overshadowing, blocking, latent inhibition, and US pre-exposure, are studied using controlled groups.
The CS-US relevance/belongingness concept, proposed by Garcia and Koelling's experiment, highlights that learning associations between certain stimuli are more natural or biologically relevant.
- For example, food is more naturally associated with sickness than visuals and noises.
Higher-order conditioning is a form of learning; where an already conditioned stimulus (CS) is used as an unconditioned stimulus (US), thereby creating second-order stimuli.
Sensory preconditioning examines the possibility of conditioning an association between two stimuli with initial training, which are not directly experienced.
Occasion setting refers to the ability of an external event (occasion setter) influencing a learnt association or response.
Stimulus control by contextual cues has been developed.
The Bush-Mosteller model and Rescorla-Wagner model are often used in models of classical conditioning and instrumental learning, and their principles and shortcomings are explored in the notes.
The Rescorla-Wagner model predicts various learning phenomena in classical conditioning, but it also presents some challenges with concepts such as spontaneous recovery, latent inhibition, and extinction.
Interfering learning paradigms, such as Proactive and Retroactive Interferences are investigated to understand these issues.
Renewal and reinstatement are concepts explored in regards to recovery from extinction learning.
Learning factors in stimulus control
- Experiences can influence the perceivable and identifiable qualities of complex stimuli and where the individual focuses their attention.
- Peak-shift, learning aspects involved in discriminative stimulus control, are discussed.
- Acquired equivalence generalises responses to other, similar stimuli.
Lecture 9 looked at evaluative conditioning.
- Evaluative conditioning is the acquisition of likes and dislikes.
- It investigates the changes in the valence of a neutral stimulus based on pairing with an affective stimulus.

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Description

Test your understanding of key concepts in conditioning, such as inter-stimulus intervals, attention in learning, and the Comparator Process Model. This quiz will challenge your knowledge on excitatory conditioning and timing in delay conditioning.