Cognitive Psychology - Lecture 2 Anki Questions PDF

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Classical Conditioning

Cognitive Psychology 1a – Lecture 2 Anki Questions BIG IDEA 1: RECAP – Classical Conditioning Basics 1. 1. 2. 3. 4. 5. 6. 7.

Name the basic principles of Classical Conditioning. Acquisition Extinction Spontaneous Recovery Temporal Ordering Generalisation Discrimination Second Order Conditioning

2. 

Describe ‘AQUISITION’ as a principle of classical conditioning. The magnitude of the CR increases as the amount of times the UCS and CS are paired increases.

3. A. B. C. D.

Describe the features of an acquisition graph. Increases a little bit at first. Larger increase. An asymptotic level is reached at which rate of increase levels off. S-Shaped pattern of initial slow conditioning, rapid and then slow again.

Salivation to CS

C

D

B A

Acquisition Trials

4. 

Describe ‘EXTINCTION’ as a principle of classical conditioning. The magnitude of CR gradually decreases with the number of trials in which no US occurs with the CS.

Salivation to CS

Extinction Trials

Classical Conditioning

5. 

Describe ‘SPONTANEOUS RECOVERY’ as a principle of classical conditioning. If after a series of extinction trials the CS is presented later without the UCS the magnitude of the CR shows some recovery.

6.   

Outline 2 differences between (1) forgetting function for memory and (2) extinction. (1) obtained by waiting without presenting a stimulus. (2) extinction requires presentation of the CS without the UCS. There is rarely ever spontaneous recovery from forgetting.

7.  

Describe ‘TEMPORAL ORDERING’ as a principle of classical conditioning. Conditioning is stronger if the CS precedes the UCS – fails if this order is the opposite way round. Dependent on the response the optimal interval between CS and US varies from 0.5s – 30s.

8.

Define ‘GENERALISATION’ as a principle of classical conditioning.

 

After conditioning with one CS other similar stimuli will also elicit a CR (to a lesser extent). Despite these stimuli never being paired with the UCS.

9.   

Define ‘DISCRIMINATION’ as a principle of classical conditioning. Occurs when there has been a generalisation from the original CS to similar stimuli. If the latter is not followed by the UCS the organism will eventually learn to discriminate. Only response to the original CS but no longer to similar stimuli.

10. Define ‘SECOND ORDER CONDITIONING’ as a principle of classical conditioning.  A CS1 previously used to elicit a CR is paired together with a CS2 until conditioning occurs.  The CS2 takes on the properties of the CS1 and is capable of eliciting the same CR on its own.

11. Give an example of ‘SECOND ORDER CONDITIONING’.   

phase 1: a tone (CS1) is paired with food (US) until conditioning (CR: salivation) takes place. phase 2: a light (CS2) is paired with the tone (CS1) until conditioning takes place. phase 3: the light stimulus (CS2) produces CR (salivation) although it has never been paired with food.

BIG IDEA 2: Contiguity vs Contingency 12. Define ‘CONTIGUITY’. The temporal closeness between the CS and the UCS.

13. 1. 2. 3.

Outline the 3 potential states of the interstimulus interval (ISI) between the UCS and the CS. Positive – the CS before the UCS (forward conditioning). Negative – the UCS before the CS (backwards conditioning). Zero – the CS and the UCS at the same time (simultaneous conditioning).

Classical Conditioning

14. Outline contiguity and contingency as important factors for the effectivity of conditioning.  Contiguity – crucial for classical conditioning as there is evidence of the effect of ISI on conditioning.  Contingency – conditioning only occurs if there is a contingency.

15. Define ‘CONTINGENCY’.  When the presentation of the CS is associated with increased probability of the US.  The CS is a reliable predictor of what follows.

16.    

Describe a study which portrayed the importance of contingency? Rescorla, 1967. Condition A, dogs in which a shock always occurred after a tone. Condition B, dogs whereby a shock would only follow a tone sometimes. Condition A, dogs showed stronger conditioning – tone was a perfect predictor of the shock.

17. Outline the implications of contingency.  Conditioned phobias – knowing when to expect pain reduces anxiety; not knowing increases anxiety.

18. Name 2 other studies that have illustrated the implications of contingency.  Seligman, 1957.  Rescorla, 1968 – the rat bar study.

19. Describe Seligman, 1975.  When rats did not have a reliable predictor before a shock they showed symptoms of stress/anxiety.

20.     

Describe Rescorla, 1968. /Rats were periodically presented a two minute tone when pressing a bar (CS). A shock (UCS) could occur when the tone was on and when the tone was off – pressed bar less (CR). When the probability of a shock was greater when the tone was on there was conditioned excitation. This is because the rats expected the shock – thus their response was reduced. Strength of conditioning decreased as contingency decreased – increasing probability tone off shocks.

BIG IDEA 3: Conditioned Inhibition

21. What happens if tone on intervals have a lower shock probability of shock probability than tone off.  The tone on will signal the (likely) absence of the shock  Conditioned Inhibition.

22. Define ‘CONDITIONED INHIBITION’.  CS- tells us when something will not happen.  The CS becomes associated with the absence of the UCS.

Classical Conditioning

23. Define ‘CONDITIONED EXCITATION’.  CS+ tells us when something is going to happen.  The CS is paired with the UCS – (normal conditioning, the dog knows it will get its food after bell).

24.    

Describe the paradigm of conditioned inhibition using research. Zimmer-Hart and Rescorla (1974). A clicker (CS +) was presented followed by a shock (UCS). A clicker (CS +) was presented simultaneously with a flashing light (CS -), no shock occurred (UCS). This produced no CR from the animal – therefore, the flashing light is a conditioned inhibitor. It can be determined if a stimulus is a CS – using a summation test:

  

The researchers conditioned a 1200Hz tone (CS x) to a shock – then conditioned tone CSx to light CS-. When the tone (CS x) and the flashing light (CS –) were presented together the CR reduced. Thus, the light is a conditioned inhibitor as it lead to the anticipation of no shock.

25. Describe the first Rescorla Wagner principle.  Classical conditioning occurs only to the extent that the occurrence of the UCS is novel.

26. Describe the second Rescorla Wagner principle.  A CS must be able to produce a reliable CR + to the extent the animal can use to predict a US.

27. Describe the third Rescorla Wagner principle.  A CS must be able to produce a reliable CR – to the extent the animal can use to predict the nonoccurrence of a US.

28. Describe the fourth Rescorla Wagner principle.  A CS loses the capacity to produce a CR +/- when it loses its ability to signal the US occurrence.

29. Describe the fifth Rescorla Wagner principle.  The degree to which a CS acquires the capacity to produce a CR depends on: how well it signals its occurrence and how well other stimuli in the environment already serve as signals.

30. What is the Rescorla Wagner model?  Model of classical conditioning, in which learning is conceptualized in terms of associations between conditioned stimulus and unconditioned stimulus – strong CS/US association means CS predicts US.

31. Briefly outline the Rescorla Wagner formula.  V = (  - V).

32. Outline the key features of the Rescorla Wagner formula.  V = the change in the strength between CS and UCS.  V = current strength of association between CS and UCS that controls the amount of conditioning displayed.   = the maximum level this strength can reach.   = the rate of learning, determines how rapidly this maximum level can be reached....