Associative Learning
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Questions and Answers

What does the term 'acquisition' refer to in classical conditioning?

  • The prolonging of the conditioned response over time
  • The initial learning phase where a neutral stimulus becomes associated with an unconditioned stimulus (correct)
  • The process of a conditioned response diminishing after the withdrawal of the unconditioned stimulus
  • The reinforcement of a learned behavior through repeated exposure

    • In Pavlov's experiment with dogs, which of the following represents the unconditioned stimulus (US)?

  • The bell
  • The tone
  • The salivation
  • The food (correct)

    • Which statement best describes the process of extinction in classical conditioning?

  • The conditioned stimulus begins eliciting a conditioned response more frequently
  • The unconditioned stimulus is presented alone, leading to a decrease in the conditioned response (correct)
  • The unconditioned stimulus and conditioned stimulus are presented simultaneously
  • A new conditioned response is developed through further reinforcement

    • What does the Rescorla-Wagner model explain?

    <p>The degree of surprise an individual experiences during conditioning</p> Signup and view all the answers

    Which of the following is an example of an appetitive stimulus in classical conditioning?

    <p>Food that elicits salivation</p> Signup and view all the answers

    Contiguity in classical conditioning refers to which of the following?

    <p>The temporal relationship and pairing between stimuli</p> Signup and view all the answers

    In eye-blink conditioning, what serves as the conditioned stimulus (CS)?

    <p>The tone</p> Signup and view all the answers

    Which of the following best describes the term 'consolidation' in the context of classical conditioning?

    <p>The memory process that stabilizes a newly acquired memory after learning</p> Signup and view all the answers

    What reaction does a quail exhibit when presented with a light (CS) after conditioning?

    <p>Sexual approach behavior</p> Signup and view all the answers

    Which concept describes the need for cues to be closely paired in time for an association to form?

    <p>Contiguity</p> Signup and view all the answers

    What is an example of a phenomenon where learning does not occur if a cue is considered redundant?

    <p>Overshadowing</p> Signup and view all the answers

    In the Rescorla-Wagner model, what term describes the mismatch between predicted and actual outcomes?

    <p>Prediction Error</p> Signup and view all the answers

    What is likely to happen when an unexpected event occurs during conditioning?

    <p>It promotes new learning to better predict such events.</p> Signup and view all the answers

    What is the primary role of climbing fibers in the learning process?

    <p>To adjust synaptic strength based on prediction errors.</p> Signup and view all the answers

    What happens to the conditioned response after a lesion in the inferior olive?

    <p>The CR cannot be expressed even after conditioning.</p> Signup and view all the answers

    During extinction learning, what causes spontaneous recovery?

    <p>The time interval since extinction occurred.</p> Signup and view all the answers

    How does the Rescorla-Wagner model explain the phenomenon of overshadowing?

    <p>By indicating that competition for associative strength occurs between cues.</p> Signup and view all the answers

    What occurs during the 'post' conditioning phase regarding responses to the conditioned stimulus?

    <p>Responses to the CS become larger than responses to the US.</p> Signup and view all the answers

    Which of the following factors is crucial for cue learning according to the contiguity and contingency principles?

    <p>The predictive value of the cues regarding outcomes.</p> Signup and view all the answers

    In Pavlov's classical conditioning, which phase involves pairing the neutral stimulus with the unconditioned stimulus?

    <p>During-conditioning</p> Signup and view all the answers

    The conditioned response (CR) is always weaker than the unconditioned response (UR).

    <p>False</p> Signup and view all the answers

    What behavior do quails exhibit as a conditioned response to the light after conditioning?

    <p>Approach</p> Signup and view all the answers

    In eye-blink conditioning, the _____ is paired with an air puff to elicit a blink response.

    <p>tone</p> Signup and view all the answers

    Match the following conditioned responses with their corresponding unconditioned stimuli:

    <p>Dog and bell = Salivation from food Quail and light = Approach due to mating Fly and shock = Escape from stick Conditioned emotional response and tone = Freezing from shock</p> Signup and view all the answers

    What phenomenon describes the lack of learning about a cue when it is redundant?

    <p>Blocking effect</p> Signup and view all the answers

    The interpositus nucleus is responsible for expressing the conditioned response in eyeblink conditioning.

    <p>True</p> Signup and view all the answers

    What adjusts the synaptic strength based on prediction error according to the Rescorla-Wagner model?

    <p>Climbing fibers</p> Signup and view all the answers

    The process where conditioned responses to the unconditioned stimulus develop over several days is known as __________.

    <p>conditioning</p> Signup and view all the answers

    Match the following terms to their descriptions:

    <p>Contiguity = Need for close temporal pairing for association Contingency = Need for close spatial pairing for association Spontaneous Recovery = Reappearance of a conditioned response after extinction Prediction Error = Mismatch between predicted and actual outcomes</p> Signup and view all the answers

    Which statement is true about the Kamin study?

    <p>Only control animals learned about the second cue.</p> Signup and view all the answers

    Cues that compete for associative strength do not face overshadowing.

    <p>False</p> Signup and view all the answers

    What role does the inferior olive play in the learning process?

    <p>It is involved in generating error signals for learning.</p> Signup and view all the answers

    During conditioning, a significant increase in the __________ response to the conditioned stimulus indicates successful learning.

    <p>conditioned</p> Signup and view all the answers

    Match the following terms to their functions:

    <p>Cerebellum = Coordinates motor control and learning Pons = Acts as a relay between the cerebellum and the rest of the brain Purkinje Cells = Integrate information about CS and US Error Signals = Adjust synaptic strength in learning processes</p> Signup and view all the answers

    What occurs when a surprising event is experienced during learning?

    <p>Learning is enhanced to better predict future events.</p> Signup and view all the answers

    The Rescorla-Wagner model states that each conditioned stimulus develops its own associative strength with the unconditioned stimulus.

    <p>True</p> Signup and view all the answers

    What condition arises if the interpositus nucleus is lesioned?

    <p>Inability to express the conditioned response.</p> Signup and view all the answers

    The __________ is a form of eye covering that protects the eye from environmental factors.

    <p>nictitating membrane</p> Signup and view all the answers

    What is the primary purpose of prediction errors in learning?

    <p>To prompt changes in synaptic connections</p> Signup and view all the answers

    What happens to the conditioned response when Purkinje cells are lesioned?

    <p>The interpositus nucleus cannot properly regulate the conditioned response.</p> Signup and view all the answers

    What is the primary function of Purkinje cells during conditioning?

    <p>To integrate signals from both climbing fibers and parallel fibers.</p> Signup and view all the answers

    How do Purkinje cells change their activity as learning progresses?

    <p>They reduce inhibition of the interpositus nucleus at the appropriate time.</p> Signup and view all the answers

    What role do climbing fibers play in the learning process of conditioned responses?

    <p>They deliver the unconditioned stimulus signal to Purkinje cells.</p> Signup and view all the answers

    What effect does long-term depression (LTD) have on Purkinje cells during conditioning?

    <p>It weakens their response to parallel fiber input.</p> Signup and view all the answers

    What is the primary function of the interpositus nucleus in conditioned responses?

    <p>To integrate inputs from the conditioned and unconditioned stimuli</p> Signup and view all the answers

    Which structure is crucial for transmitting the unconditioned stimulus signal during conditioning?

    <p>Inferior olive</p> Signup and view all the answers

    What occurs as a result of lesions to the interpositus nucleus?

    <p>Conditioned responses cannot be expressed</p> Signup and view all the answers

    How do climbing fibers contribute to the learning process?

    <p>By diminishing in activity as the conditioned response is learned</p> Signup and view all the answers

    What role does the inferior olive serve in classical conditioning?

    <p>It signals error and aids in modifying cerebellar connections</p> Signup and view all the answers

    Why is the connection between climbing fibers and Purkinje cells considered potent?

    <p>Each Purkinje cell only receives input from one climbing fiber</p> Signup and view all the answers

    What happens to learning if the inferior olive is damaged?

    <p>No learning occurs despite intact interpositus nucleus</p> Signup and view all the answers

    What is indicated by the diminished activity of climbing fibers during conditioning?

    <p>Improved association between CS and US</p> Signup and view all the answers

    What is the main role of Purkinje cells in classical conditioning?

    <p>To modulate the output of cerebellar nuclei</p> Signup and view all the answers

    Lesions in Purkinje cells enhance the expression of conditioned responses.

    <p>False</p> Signup and view all the answers

    What process weakens the response of Purkinje cells to parallel fiber input as conditioning occurs?

    <p>Long-term depression (LTD)</p> Signup and view all the answers

    The interpositus nucleus is involved in generating the __________ response during conditioning.

    <p>conditioned</p> Signup and view all the answers

    Match the following components with their roles in classical conditioning:

    <p>Climbing fibers = Conveying the US signal Purkinje cells = Modulating the output of the cerebellar nuclei Inferior olive = Source of climbing fibers Interpositus nucleus = Expressing the conditioned response</p> Signup and view all the answers

    What is the primary role of the interpositus nucleus in classical conditioning?

    <p>Executing conditioned responses</p> Signup and view all the answers

    Lesions to the inferior olive do not affect the learning of conditioned responses.

    <p>False</p> Signup and view all the answers

    What type of fibers do climbing fibers originate from?

    <p>Inferior olive</p> Signup and view all the answers

    The interpositus nucleus integrates input from the conditioned stimulus (CS) via _____ fibers and the unconditioned stimulus (US) via _____ fibers.

    <p>mossy, climbing</p> Signup and view all the answers

    Match the structures with their functions:

    <p>Interpositus Nucleus = Expression of conditioned responses Inferior Olive = Error signaling Climbing Fibers = Input to Purkinje cells Purkinje Cells = Output from the cerebellum</p> Signup and view all the answers

    What happens to the conditioned response if the interpositus nucleus is lesioned?

    <p>Conditioned responses cannot be expressed</p> Signup and view all the answers

    Climbing fibers can activate multiple Purkinje cells at once.

    <p>False</p> Signup and view all the answers

    What is the primary function of climbing fibers during classical conditioning?

    <p>Provide error signals related to the unconditioned stimulus</p> Signup and view all the answers

    Study Notes

    Extinction Learning

    • Non-reinforced presentations of the conditioned cue can lead to a decrease in the conditioned response.
    • Possible causes of the return of the conditioned response after extinction include spontaneous recovery, renewal, reinstatement, and pathology.

    Contiguity vs Contingency

    • Contiguity: Pairing of a conditioned stimulus (CS) and unconditioned stimulus (US) must be close in time for an association to be made.
    • Contingency: Pairing of a CS and US must be close in space for an association to be made.

    Kamin's Blocking Effect

    • Demonstrated that learning about a cue does not occur if it is redundant.
      • Phase 1: CS-US pairing until association is learned.
      • Phase 2: A second CS (redundant) was added.
      • Results: Animals pre-trained (Phase 1) did not learn about the second cue. Control groups that were not pre-trained did learn that the bell (CS) predicted the food (US).

    Rescorla-Wagner Model

    • Prediction errors: Mismatches between predictions and actual experience.
    • Associative strength (V): The strength of the association/predictive value of the CS to the US.
    • ΔV (Change in Associative Strength): 𝛌 (learning rate of the CS) x 𝛃 (learning rate of the US) x (𝛂 (Max conditioning capable of the US) - 𝚺 (summed associative strengths of all CSs present)).

    Overshadowing

    • Cues compete for associative strength (salience).
    • The associative strength for both stimuli is calculated and summed to determine the overall associative strength (max = 1).

    Mechanisms of Learning (According to the RW Model)

    • Each CS develops its own associative strength with a US.
    • The expectation of the US is based on the pooled/summed associative strength of all CSs present.
    • Learning (changes in associative strength) are proportional to the size of the prediction error.

    Neural Substrates of Reflexive Classical Conditioning

    • Cerebellar Circuit in Eyeblink Conditioning:
      • Tone (US) → Pons → Cerebellum
      • Air Puff (CS) → Inferior Olive
      • Purkinje Cells: Integrate information about the CS and US.
      • Nictitating Membrane (NM): Opaque eye covering to protect from the environment.

    Extracellular Electrophysiology

    • Records voltage signals to identify times of neuron firing.
    • Recording in Interpositus Nucleus (IN) and Purkinje Cells:
      • PRE-CONDITIONING:
        • NM shows no response to the NS (tone).
        • Cells show an increase in response to the US (puff) after presentation.
      • DURING CONDITIONING:
        • Conditioned responses to the air puff develop over several days.
        • Strong responses to the US develop.
      • POST-CONDITIONING:
        • Responses to the CS (tone) are much larger than responses to the US (puff).
        • Responses to the US by itself still occur.
        • NM closes in anticipation of the puff.

    How the Interpositus Nucleus Develops Responses to the CS

    • Purkinje cells become inhibited by the CS.
      • PRE-CONDITIONING: Little response to the CS. Inhibited by the US. Inhibits downstream neurons (Interpositus Nucleus).
      • DURING CONDITIONING: Reduction in firing to the CS (disinhibition) allowing the Interpositus Nucleus to fire more.

    Inferior Olive and Learning

    • Inferior Olive: Neurons associated with learning.
    • Stimulation of neurons in the Inferior Olive (mimicking the air puff) results in learning to the US/CS.
    • Climbing Fibers: Error signal. Neurons in the Inferior Olive are inhibited by the Interpositus Nucleus.
    • Climbing Fibers are Activated by Unexpected US: Inhibited by the expectation of the US.

    Role of Prediction Error

    • Error signal from Climbing Fibers: Adjust synaptic strength on the parallel fibers and the Purkinje cells.
      • When the US is expected, the inhibitory input from the Interpositus Nucleus onto the Inferior Olive prevents the climbing fibers from being activated.
    • PRE-CONDITIONING: No response to the CS. Response to the US.
    • DURING CONDITIONING: No response to the CS. No response to the US.
    • TEST (No CS): Increased response to the US.
      • This pattern suggests that the Inferior Olive neurons only respond when the US is unexpected (e.g., predicted and omitted, not predicted and presented).

    Damage to the Circuit

    • Lesion in Interpositus Nucleus: Inability to express the conditioned response (eye blink).
    • Lesion in Inferior Olive:
      • Before Conditioning: The conditioned response will never be learned because it is blocked from transmission to the Purkinje cells.
      • After Conditioning: Extinction of the conditioned response even when the US is presented because the prediction signal is removed.

    Questions

    • Is it possible to causally distinguish whether the Inferior Olive carries information about the unconditioned stimulus from information related to a prediction error?

    Background of Classical Conditioning

    • Pavlov's Classical Conditioning:
      • Pre-Conditioning: Unconditioned Stimulus (US) > Unconditioned Response (UR).
      • During Conditioning: US + Neutral Stimulus (NS) > UR.
      • Post-Conditioning: Conditioned Stimulus (CS) > Conditioned Response (CR).

    Procedures

    • Appetitive (Positive Stimulus):
      • US: Food, Sexually receptive mate.
      • UR: Salivation, Approach/mounting/copulation.
      • CS: Bell, Light.
      • CR: Salivation, Approach.
    • Aversive (Negative Stimulus):
      • US: Shock, Stick, Shock.
      • UR: Escape, Stick, Activity.
      • CS: Odor, Tone, Tone.
      • CR: Escape, Freezing, Freezing.
    • Tone + air puff pairings over time (slow process).
    • Eye blink: Reflex.
    • Learning can be altered:
      • Conditioning
      • Acquisition
      • Consolidation
      • Extinction

    Classical Conditioning Background

    • Pavlov's classical conditioning is a learning process where a neutral stimulus (NS) becomes associated with an unconditioned stimulus (US) that naturally elicits an unconditioned response (UR).
    • Through repeated pairings of the NS with the US, the NS becomes a conditioned stimulus (CS) that elicits a conditioned response (CR) similar to the UR.
    • Examples of classical conditioning include salivation in dogs after hearing a bell sound, birds approaching a light that signals food, and flies escaping an odor that predicts an electrical shock.

    Procedures

    • Appetitive Conditioning: Pairing a neutral stimulus (CS) with a positive reinforcement (US) to elicit an approach or other desired behavior.
      • Example: A bell (CS) paired with food (US) in dogs elicits salivation (CR).
    • Aversive Conditioning: Pairing a neutral stimulus (CS) with an aversive stimulus (US) to elicit an avoidance response.
      • Example: A tone (CS) paired with an electric shock (US) elicits freezing behavior (CR).
    • A common model for studying classical conditioning.
    • Involves pairing a tone (CS) with an air puff (US) that triggers an eye blink (UR).
    • The tone eventually elicits an eye blink (CR) through repeated pairings.

    Learning Stages

    • Conditioning: The initial pairing of the CS and US to establish the association.
    • Acquisition: The gradual increase in the strength of the conditioned response (CR) over repeated pairings.
    • Consolidation: The process of strengthening the learned association between the CS and US, making it more durable and resistant to forgetting.
    • Retrieval: The reactivation of the learned association after a period of time.

    Extinction Learning

    • The gradual weakening or disappearance of the conditioned response (CR) when the CS is repeatedly presented without the US.
    • Extinction is not forgetting; it is a new learning process.
    • Spontaneous Recovery: The reappearance of the CR after a period of extinction, suggesting that the association is not completely erased.
    • Renewal: The return of the CR when the CS is presented in a different context than where extinction occurred. This implies that extinction is context-specific.
    • Reinstatement: The reappearance of the CR after a single US presentation following extinction. This suggests that the association may not be completely extinguished but rather suppressed.
    • Pathology: Extinction learning can be impaired in conditions like addiction, anxiety disorders, and PTSD, contributing to the persistence of these conditions.

    Contiguity vs. Contingency

    • Contiguity: The temporal contiguity between the CS and US affects learning, where the closer the two stimuli are in time, the more likely an association will be formed.
    • Contingency: The CS must be a reliable predictor of the US for learning to occur. Learning does not occur if the CS is present just as often without the US as with it.

    Kamin's Study

    • A study by Kamin demonstrated the blocking effect.
    • Phase 1: Rats were trained to associate a tone (CS) with food (US).
    • Phase 2: A new light stimulus (CS2) was added together with the tone (CS1).
    • Test: Rats only showed a CR to the tone (CS1) and not the light (CS2), even though the light was always presented alongside the tone.
    • Result: The initial learning about the tone blocked the learning of the light, even though the light was perfectly paired with the food.

    Rescorla-Wagner Model

    • A mathematical model of classical conditioning that explains how associative strengths between CS and US develop.
    • Central idea: learning occurs when there is a prediction error, a mismatch between expected and actual outcomes.
    • Prediction Error: The difference between the expected outcome and the actual outcome.
    • Associative Strength (V): The strength of the association between the CS and the US, representing the predictive value of the CS.
    • Learning rate (𝛂, 𝛃): The speed at which learning occurs, which can vary depending on factors such as the strength of the stimuli.

    Overshadowing

    • Two CSs compete for strength to elicit the CR.
    • This means that the more salient CS overshadows the less salient CS, suppressing its associative strength.
    • Eyeblink conditioning is mediated by a specific brain circuit, particularly the cerebellum.
    • Tone (CS) pathway: Auditory information about the tone reaches the cerebellum through the pontine nuclei.
    • Air puff (US) pathway: Information about the air puff reaches the cerebellum through the inferior olive.
    • Purkinje Cells: Integrate information about the CS and US in the cerebellar cortex. They project to the Interpositus Nucleus, which in turn controls the motor response for the eyeblink.
    • Interpositus Nucleus (IN): A deep cerebellar nucleus involved in motor control. It receives input from the Purkinje cells and projects to the brainstem, initiating the motor response.
    • Inferior Olive (IO): A brainstem nucleus involved in learning and error signals. It receives input from the US pathway and sends climbing fibers to the Purkinje cells.

    How the Interpositus Nucleus Develops Responses to the CS

    • During conditioning, the interpositus nucleus learns to respond to the CS.
    • This happens through disinhibition of Purkinje cells.
    • Pre-Conditioning: Purkinje cells show little activity when the CS is presented and are inhibited by the US. This inhibition prevents the IN from firing.
    • During-Conditioning: Purkinje cells become inhibited by the CS due to the US-driven activity of the inferior olive. This disinhibition of Purkinje cells allows the IN to fire more strongly.
    • Post-Conditioning: The IN has learned to respond to the CS, causing the CR to occur.

    Role of the Inferior Olive

    • The inferior olive is crucial for learning in eyeblink conditioning.
    • Error Signal: Climbing fibers from the inferior olive carry an error signal to the Purkinje cells. This error signal reflects the discrepancy between predicted and actual outcomes.
    • Learning: When the US is unexpected, the inferior olive is active, sending a signal to the Purkinje cells to adjust their synaptic strengths.

    Damage to the Circuit

    • Interpositus Nucleus (IN) Lesion: Results in the inability to express the conditioned eyeblink response (CR).
    • Inferior Olive (IO) Lesion:
      • Pre-Conditioning: Prevents acquisition of the CR because the inferior olive is crucial for receiving the US signal and sending error signals.
      • Post-Conditioning: Leads to extinction of the CR because the prediction signal is removed.

    Questions

    • Can we distinguish between the inferior olive's role as a carrier of US information and its role in signaling prediction errors? This question explores whether the inferior olive carries specific information about the US or whether its role is primarily about signaling prediction errors.

    Cerebellar Structures in Classical Conditioning

    • Interpositus Nucleus
      • Key output structure of the cerebellum in classical conditioning
      • Integrates signals from conditioned stimuli (CS) and unconditioned stimuli (US)
      • Lesions prevent expression of conditioned responses (CRs)
    • Inferior Olive
      • Provides error signals to the cerebellum
      • Sends climbing fibers to Purkinje cells
      • Climbing fiber activity signals the occurrence of a significant event (US)
      • Lesions disrupt learning due to lack of error signal
    • Climbing Fibers
      • Originate from the inferior olive and synapse onto Purkinje cells
      • Carry error signals associated with the US
      • Activity diminishes as the US becomes predictable, indicating successful learning
      • Lesions prevent the cerebellum from receiving the US signal
    • Purkinje Cells
      • Large inhibitory neurons in the cerebellar cortex
      • Integrate inputs from climbing fibers (US) and parallel fibers (CS)
      • Modulate activity of the interpositus nucleus, controlling CR expression
      • Undergo long-term depression (LTD) during learning, reducing inhibition on the interpositus nucleus
      • Lesions disrupt the timing and strength of conditioned responses.

    Interpositus Nucleus

    • Deep cerebellar nucleus
    • Plays a crucial role in expressing conditioned responses (CRs)
    • Serves as the primary output structure from the cerebellum in the classical conditioning circuit
    • Integrates input from the conditioned stimulus (CS) and unconditioned stimulus (US)
    • Becomes more active in response to the CS alone, generating the conditioned response
    • Lesions prevent the expression of conditioned responses, despite learning

    Inferior Olive

    • Provides essential input to the cerebellum
    • Crucial for error signaling in classical conditioning
    • Sends climbing fibers to Purkinje cells, signaling the unconditioned stimulus (US)
    • Climbing fiber activity is a teaching signal, indicating learning should occur
    • Climbing fiber signals modify cerebellar connections, enabling the CS-US association
    • Lesions disrupt learning, preventing the formation of a conditioned response

    Climbing Fibers

    • Originate from the inferior olive
    • Carry powerful input to Purkinje cells
    • Carry error signals related to the US
    • Each Purkinje cell receives input from only one climbing fiber
    • Fire strongly during US presentation, triggering learning
    • Diminish activity as the conditioned response is learned, signaling reduced error
    • Damage impairs the cerebellum's ability to receive the US signal

    Purkinje Cells

    • Large inhibitory neurons in the cerebellar cortex
    • Integrate inputs from climbing fibers and parallel fibers
    • Modulate the output of the cerebellar nuclei, including the interpositus nucleus
    • During conditioning, they are thought to suppress the interpositus nucleus
    • Activity changes as learning progresses, reducing inhibition of the interpositus nucleus at the correct time
    • Learning involves long-term depression (LTD) in Purkinje cells, where their response to parallel fiber input is weakened
    • Lesions disrupt the fine-tuning of conditioned response timing and strength

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    Explore the key concepts of extinction learning, contiguity vs contingency, Kamin's blocking effect, and the Rescorla-Wagner model in this quiz. Test your understanding of how these theories explain conditioned responses and the factors influencing learning. Perfect for psychology students looking to deepen their knowledge in behaviorism.

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