Psychology: Associative Learning Concepts

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Questions and Answers

What is the principle of contiguity in British Associationist Theory?

Events occurring together in time or space are linked in memory. (correct)

Only intense stimuli can create associations.

All experiences are equally memorable.

Events must be repeated many times to form an association.

In the context of classical conditioning, what role does intensity play?

Stronger feelings associated with stimuli lead to stronger associations. (correct)

Higher intensity stimuli are less likely to form associations.

Intensity is only important for neutral stimuli.

It has no effect on the learning process.

What does classical conditioning primarily involve?

Associations formed solely from counter-conditioning procedures.

Discovering reflexive behavior without stimulus pairing.

Automatic reactions produced by neutral stimuli after pairing. (correct)

Learning completely independent of experience.

What is the primary focus of Ivan Pavlov's studies?

The physiological basis of reflexive behaviors, particularly in digestion. Signup and view all the answers

How does the frequency of experiencing events influence associative learning?

Increased frequency of contiguous events strengthens the association. Signup and view all the answers

What is one method used to measure conditioning?

Magnitude of response Signup and view all the answers

What happens to the conditioned response (CR) after repeated presentations of the conditioned stimulus (CS) alone?

It disappears Signup and view all the answers

What is the result of conducting discrimination training with similar stimuli that do not predict the US?

Discrimination occurs. Signup and view all the answers

How quickly does extinction occur compared to normal forgetting?

Much faster than forgetting Signup and view all the answers

In classical conditioning, what is the role of a conditioned stimulus (CS) when it becomes a conditioned response (CR)?

The CS can become a US in higher-order conditioning. Signup and view all the answers

What is spontaneous recovery in the context of conditioning?

The reappearance of CR after some time post-extinction Signup and view all the answers

What does Pavlov's hypothesis suggest happens during extinction?

Inhibitory connections between CS and UR are created Signup and view all the answers

What is the optimal inter-stimulus interval (ISI) for achieving strong conditioned responses?

450 ms. Signup and view all the answers

Which conditioning technique involves presenting a CS and US simultaneously?

Simultaneous conditioning Signup and view all the answers

Which statement about reconditioning is true according to the content?

Specific CS-US pairs can be reconditioned rapidly. Signup and view all the answers

What does the process of renewal refer to in conditioning?

The occurrence of CR in a different environment after extinction Signup and view all the answers

In the context of classical conditioning, what occurs during extinction?

The CS is presented in isolation. Signup and view all the answers

What are the two pathways created according to Pavlov’s hypothesis?

CS → US → drool and CS → no US Signup and view all the answers

What does generalization in classical conditioning refer to?

Conditioning with one stimulus spreading to similar stimuli. Signup and view all the answers

Which of these statements is true regarding higher-order conditioning?

A CS can become a US for another CS. Signup and view all the answers

What can be inferred from an organism continually experiencing the CS without the US?

Extinction of the CR is likely to occur. Signup and view all the answers

What is the central idea behind Rescorla & Wagner's theory of conditioning?

Conditioning is based on expectation and prediction. Signup and view all the answers

In the blocking experiment, what key condition must be met for conditioning to occur?

The CS must not predict the US redundantly. Signup and view all the answers

According to the concept of blocking, what happens if the CS does not provide new predictive information?

Learning will not occur. Signup and view all the answers

What was a significant finding from Kamin's 1969 study on blocking?

Existing associations can prevent new associations from forming. Signup and view all the answers

What does the 'blocking' phenomenon suggest about the learning process?

CS can be irrelevant if another CS is already associated with the US. Signup and view all the answers

Why is surprise important in the learning process according to the key ideas presented?

Surprise indicates a violation of expectation, facilitating new learning. Signup and view all the answers

What was the main result concerning the strength of conditioned responses (CR) observed in experiments discussing blocking?

Strength of CR is reduced if pre-existing associations are present. Signup and view all the answers

What does the term 'contingency' refer to in the context of learning?

The predictability of the US based on the CS. Signup and view all the answers

What does prediction error refer to in learning?

The difference between actual outcomes and expected predictions Signup and view all the answers

Which principle states that events experienced at the same time are more likely to be associated?

Contiguity Signup and view all the answers

Which factor affects the strength of an association the most according to the principles of stimuli and responses?

The intensity of the unconditioned stimulus Signup and view all the answers

Which statement about latent inhibition is true?

It can cause a decrease in the strength of conditioned responses. Signup and view all the answers

How does past experience influence the conditioning process?

It can modify the intensity of the conditioned stimulus. Signup and view all the answers

Which of the following enhances the likelihood of learning a strong association?

Using frequent pairings of CS and US Signup and view all the answers

Which of the following best describes the relationship between CS and US in terms of conditioning compatibility?

Certain USs are more compatible with specific CSs. Signup and view all the answers

What role does the intensity of the conditioned stimulus play in learning?

More intense CSs lead to faster learning. Signup and view all the answers

Study Notes

Associative Learning

Learning process where linked events, sensations, ideas, or behaviors are associated together in memory.
It involves learning to associate one stimulus with another or with a specific behavior or response.

British Associationist Theory

Contiguity: Events experienced at the same time (temporally contiguous) or in the same place (spatially contiguous) tend to be associated.
Frequency: The more often contiguous events are experienced, the stronger the association between them becomes.
Intensity: The more intense a feeling a stimulus produces, the stronger the association that will be learned.

Classical Conditioning

A neutral stimulus produces an automatic response after being paired (repeatedly) with a stimulus that naturally produces that response.

Ivan Pavlov

Studied physiological processes, particularly reflexes, and their application to digestion in dogs.

Terminology

Unconditioned Stimulus (US): A stimulus that naturally triggers a response.
Unconditioned Response (UR): The natural, unlearned response to the US.
Conditioned Stimulus (CS): A previously neutral stimulus that becomes associated with the US.
Conditioned Response (CR): The learned response to the CS.

Measuring Conditioning

Magnitude of Response: How much of a certain response (e.g., drool).
Probability of Response: Whether or not a response happens (e.g., blinking).
Test Trials: Only the CS is presented to measure the rate of responding.

Extinction

Repeatedly presenting the CS alone leads to a decrease and eventual disappearance of the CR.
The CS no longer predicts the CR when presented without the US.

Is Extinction Forgetting?

No. Extinction is faster than forgetting and often takes only a few trials of the CS alone to eliminate the CR.

Is Extinction "Unlearning"?

No.
- Reconditioning happens more quickly for the specific CS-US pair.
- The CR might reappear after a period of extinction (spontaneous recovery).
- The CR might reappear in a new environment (renewal).

Pavlov's Hypothesis on Extinction

Extinction leads to the creation of additional inhibitory connections between the CS and UR.
During acquisition (CS + US), an excitatory connection develops between the CS and UR because the CS predicts the US.
During extinction (CS alone), a new inhibitory connection develops between the CS and UR because the CS now predicts the absence of the US.
Two pathways are created:
- CS → US → drool
- CS → nothing → inhibit drool

Conditioned Inhibition

New learning can create an inhibitory association with the CS, decreasing the overall response.

Higher-Order Conditioning

A CS becomes a US for a new stimulus.

Generalization

A conditioned response to one stimulus extends to similar stimuli.

Discrimination Training

Training involves similar stimuli that do not predict the US, preventing generalization.

Delay Conditioning

CS is presented before the US, with varying intervals between the two stimuli for different timing conditions.
Inter-stimulus Interval (ISI): Time between the onset of the CS and the onset of the US.
Inter-trial Interval (ITI): Time between the end of one trial and the beginning of the next trial.
Short Delay Conditioning: CS presented right before the US.
Long Delay Conditioning: CS presented longer before the US.
Trace Conditioning: CS ends before the US is presented.
Simultaneous Conditioning: CS and US start at the same time.
Backward Conditioning: US presented before the CS.
Optimal ISI: About 450 milliseconds for maximum conditioning.

Classical Conditioning Summary

US can be pleasant (appetitive) or unpleasant (aversive).
CR can be measured by the magnitude or probability of response.
Extinction occurs by presenting the CS alone.
Extinction creates an inhibitory connection between the CS and UR.
Higher-Order Conditioning: A highly learned CS can act as a US for a new stimulus.

Rescorla-Wagner Model (1972)

Contends that surprise is necessary for learning.
Learning occurs when the CS provides new information about the US.

Blocking

Previous learning of an association A + US prevents the learning of a new association A + B + US.
CS must be both informative and unique to predict the US for conditioning to occur.

Latent Inhibition

Prior exposure to a neutral stimulus (A) makes it harder to associate that stimulus with a US later.
The familiar stimulus is a poorer predictor of the US because it is not surprising.

Principles of Stimuli & Responses

US Intensity: Matters, for example, shock conditioning is faster than eyeblink conditioning.
CS Intensity: Matters, salient cues are easier to learn.
Past Experiences: Influence the intensity of a CS.
Species-Specific Differences: Humans and pigeons are more responsive to visual stimuli, while rats are more responsive to auditory stimuli.
CS-US-CR Compatibility: Different USs are easier to associate with certain CSs.

Learning in Classical Conditioning

Learning occurs due to prediction errors: The difference between what the organism expects and what actually happens.
Error-driven learning: A powerful way the brain learns and modifies connections.

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Description

Explore the key concepts of associative learning, including classical conditioning and British associationist theory. Delve into the principles of contiguity, frequency, and intensity as they relate to the learning process. Understand the impact of Ivan Pavlov's work on our understanding of reflexes and responses.