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Lecture Notes
 
Chapter 5
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Chapter 5 (and Related) Lecture Notes
Learning
Adaptive process
Change in behaviour through experience
Distinguish from:
- Fatigue
- Satiation
- Maturation, etc.
Habituation
Simplest form of learning
Decreased response to unimportant stimulus
Short- and long-term habituation
Examples:
- Clock
- Startle reaction in rat

Short-term Habituation
Generalizes to related stimuli type
Doesn't last too long
Evolutionary reason?
Dishabituation
Change the condition
Temporary return of habituated response

Neurological System
In short-term habituation
- Decrease release of neurotransmitters
- At presynaptic axon terminal
- Fewer action sites
- Also fewer neurotransmitter vescicles involved
Sensitization
Increase in response to stimulus
Usually, very short term
Generalizes
Dual-Process Theory
Homeostatic model
Habituation and sensitization processes
In opposition
Net sum of 2 processes determines overall effect
Habituation
Sensitization
Classical Conditioning
Ivan Pavlov
- Trained as physiologist
- Studied digestion
- Role of salivation
Procedure
- Food in mouth
- Saliva in vial
- Experienced dogs salivated before food in mouth
Terms
- Unconditioned stimulus (UCS)
- Unconditioned response (UCR)
- Conditioned stimulus (CS)
- Conditioned response
UCS/UCR
- Innate, automatic
- Like reflex arc
CS/CR
- Learned
- Originally CS neutral and no CR produced
Classical Conditioning Trial

Acquisition of Learning
Takes time to learn a new relationship
Temporal arrangement of stimuli important
Short-delay
- Most used, most effective
- CS is predictive of US

Long-delay
- Not quite as good
- Distractors, other stimuli

Backwards
- Not usually effective
- CS not predictive of UCS

Acquisition, Extinction, and Spontaneous Recovery
Strength of US can affect rate of acquisition
For extinction, after conditioning, give CS alone...decrease in CR

Spontaneous Recovery
- Time dependent
- Temporary return of CR after extinction

Generalization
The ability to respond to stimuli similar to the CS
Evolutionary mechanisms?
Discrimination
Ability to distinguish similar stimuli from the CS
Ability to tell when CS not in effect
CS+ and CS-
Talking about CS+ so far
CS- indicates CS+ not in effect
Conditioning a CS-
CS+ = tone
CS- = light
UCS = food
UCR = salivation
 

What is Learned?
Predictiveness of CS
Memories can play a role k
Phobias
Taste Aversion (Conditioned Flavour Aversion)
Novel food and physical illness
- Novel food = CS; illness = UCS
"One-trial learning"
Hard to eliminate
Biological purpose
Garcia and Koelling (1966)
- Biological predispositions
- Can't condition any CS to any UCS
Operant Conditioning
Law of Effect
- Edward Thorndike
- Cat in puzzle box
- A good outcome strengthens the response that produced it (and a bad outcome weakens the response that produced it)
"Thinking Machines" (Operant Chambers)
- Invented by B.F. Skinner
- Continuous trials
- Cumulative recorder
Three-Term Contingency

Discriminative Stimuli
- Stimulus that sets the occasion for responding
- Can have more than one at the same time
Reinforcement and Punishment
- Reinforcer: increases a behaviour
- Punisher: decreases a behaviour
Positive and Negative
- Positive: a stimulus is presented
- Negative: a stimulus is taken away
Contingencies
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- Extinction
- Forgetting
Shaping
- Successive approximations
- Training new behavioural responses
- Gradual steps
Reinforcement Schedules
- Continuous reinforcement (CRF)
- Fixed ratio (FR)
- Fixed interval (FI)
- Variable ratio (VR)
- Variable interval (VI)
Schedules on Cumulative Record
- Record can only go up or flat

Extinction
- Intermittent schedules
- Continuous schedules
- Extinction burst
Generalization and Discrimination
- Generalization
- Stimuli similar to discriminative stimulus can elicit response
- Discrimination
- Can distinguish similar stimuli from the discriminative stimulus; won't respond
- Herrnstein and Loveland (1964)
- Discrimination training with pigeons
Primary and Conditioned Reinforcers and Punishers
- Primary: biologically significant
- Conditioned (secondary): acquire reinforcing properties through association with primary conditioners
Escape and Avoidance
- Escape: ends an aversive stimulus
- Avoidance: prevents an aversive stimulus from being presented
Shuttle Box
- Solomon and Wynne (1953)
- Dog, chamber with barrier
- Shock, light off as discriminative stimulus

Learned Helplessness
- Behaviour has no effect on situation
- Generalizes
- Shuttle box
- Give unavoidable/inescapable shock
- Won't jump barrier
- Expectation: behaviour has no effect
- Motivational, cognitive, emotional impairment
- Can be reversed!
- Specific/global situation; internal/external attribution; short-/long-term exposure
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