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    Psyc1022 Topic 5

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    Pavlovian (classical) conditioning involves learning the association between a neutral stimulus and an unconditioned stimulus through repeated pairings. This causes the neutral stimulus to elicit the same response as the unconditioned stimulus. For example, Pavlov's dogs learned to associate the experimenter (neutral stimulus) with food (unconditioned stimulus), causing them to salivate when they saw the experimenter alone. Instrumental (operant) conditioning involves learning voluntary behaviors that produce desirable outcomes through reinforcement. Thorndike's cats learned to escape from a puzzle box faster over trials as behaviors preceding reward were strengthened. Skinner further explored operant conditioning using reward schedules to shape animal behavior.

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    Psyc1022 Topic 5

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    Patricia
    38 views6 pages
    Pavlovian (classical) conditioning involves learning the association between a neutral stimulus and an unconditioned stimulus through repeated pairings. This causes the neutral stimulus to elicit the same response as the unconditioned stimulus. For example, Pavlov's dogs learned to associate the experimenter (neutral stimulus) with food (unconditioned stimulus), causing them to salivate when they saw the experimenter alone. Instrumental (operant) conditioning involves learning voluntary behaviors that produce desirable outcomes through reinforcement. Thorndike's cats learned to escape from a puzzle box faster over trials as behaviors preceding reward were strengthened. Skinner further explored operant conditioning using reward schedules to shape animal behavior.

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    Pavlovian (classical) conditioning involves learning the association between a neutral stimulus and an unconditioned stimulus through repeated pairings. This causes the neutral stimulus to elicit the same response as the unconditioned stimulus. For example, Pavlov's dogs learned to associate the experimenter (neutral stimulus) with food (unconditioned stimulus), causing them to salivate when they saw the experimenter alone. Instrumental (operant) conditioning involves learning voluntary behaviors that produce desirable outcomes through reinforcement. Thorndike's cats learned to escape from a puzzle box faster over trials as behaviors preceding reward were strengthened. Skinner further explored operant conditioning using reward schedules to shape animal behavior.

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    38 views6 pages

    Psyc1022 Topic 5

    Uploaded by

    Patricia
    Pavlovian (classical) conditioning involves learning the association between a neutral stimulus and an unconditioned stimulus through repeated pairings. This causes the neutral stimulus to elicit the same response as the unconditioned stimulus. For example, Pavlov's dogs learned to associate the experimenter (neutral stimulus) with food (unconditioned stimulus), causing them to salivate when they saw the experimenter alone. Instrumental (operant) conditioning involves learning voluntary behaviors that produce desirable outcomes through reinforcement. Thorndike's cats learned to escape from a puzzle box faster over trials as behaviors preceding reward were strengthened. Skinner further explored operant conditioning using reward schedules to shape animal behavior.

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    of 6

    TOPIC

    5: ASSOCIATIVE LEARNING

    PAVLOVIAN (CLASSICAL) CONDITIONING


    BACKGROUND
    • Pavlovian conditioning describes a set of principles by which organisms can learn that event
    A predicts event B, and how this knowledge is translated into a change in behaviour that
    helps them prepare for event B
    • Learned preparations can make organisms more adapted to their environment
    • Pavolv was a physiologist studying the reflex by which dogs’ stomach secretions are
    produced when presented with food
    o Discovered Pavlovian conditioning accidentally
    o Over a period of time the dogs would begin to salivate when the experimenter
    approached
    o Appeared that the dog’s salivation reflex had been modified through
    experience/learning to predict food when the experimenter approached
    o Pavolov spent the rest of his career studying this learning process

    EXPERIMENTAL PRODCEDURES
    • Unconditioned stimuli and responses
    o Food (Unconditioned stimulus) = automatically elicits a response in the dog, no
    conditioning required
    o Salivation (unconditioned response) = occurs automatically (involuntary reflex) in
    response to food, no conditioning is required
    • Conditioned stimuli and responses
    o Experimenter (conditioned stimulus) = over time, experimenter comes to elicit a
    response in the dog, conditioning is required
    o Salivation (conditioned response) = occurs in response to the experimenter,
    conditioning is required

    CLASSICAL CONDITIONING – APPETITIVE PROCEDURE

    PAVLOVIAN CONDITIONING – AVERSIVE PROCEDURE


    • Gormezano et al (1962)
    o Air puff (US) was delivered to the eyes of rabbits, which causes and eye-blink (UR)
    o Conditioning
    § Experimental group: Noise (CS) à Air puff (US)
    § Control group: Noise (CS), Air puff (US)
    § 8 days of conditioning - % of times in which the eye blink CR occurred in
    response to the CS was recorded
    o Experimental group: percentage CRs increased from 0 to 100% by the end of training
    o Control group: showed no increase in percentage CRs to the CS
    TOPIC 5: ASSOCIATIVE LEARNING

    • Defensive reflexes can be learned through Pavlovian conditioning


    • Terminology:
    o Unconditioned stimulus (US): anything which automatically elicits a response in an
    organism
    o Unconditioned response (UR): an involuntary, reflexive response that is elicited
    (caused) by an unconditioned stimulus
    o Conditioned stimulus (CS): a previously neutral stimulus which has been repeatedly
    paired with an unconditioned stimulus – does not elicit a response in an organism
    unless conditioning takes places
    o Conditioned response (CR): a response which is elicited by the presence of a
    conditioned stimulus
    • Pavolv argued that the ability of cells encoding USs to activate cells encoding URs was hard
    wired at birth by strong synapses
    o Contrast to cells encoding CSs which only have non-function synapses with UR cells.
    But, these synapses can be modified through learning/conditioning
    o If the CS cell is reliably active close in time to the US cell, then this cellular co-
    activation results in a strengthening of the CS synapse (CS can now elicit the UR)
    • Donald Hebb: Hebb’s rule – “Cells that fire together, wire together”
    o CS comes to elicit the salivary reflex directly – does not evoke any kind of cognitive
    expectancy or belief on the part of the animal
    • Pavlov and Hebb’s idea that CSs come to elicit reflexes directly has been revised to the
    model below
    o Here, CSs come to elicit a representation (idea/expectancy) of the US, which in turn
    elicits UR
    • Robert Rescoria
    o Trained rats on a Pavlovian conditioning schedule until they showed a CR
    o The food US was then devalued by making the rate feel sick after eating it
    o Next, the rat was presented with the CS; it elicited no CR
    § Indicates that the C had retrieved an idea of the food as having low value,
    hence no CR occurred
    § If the CS elicited the CR directly (without retrieving and idea of food) the CR
    should have been unaffected by devaluation
    • Pavlovian conditioning involves learning to anticipate (expect) an important biological event
    (US) from a neutral stimulus (CS) that reliably predicts this event, and anticipation of the US
    evokes a cascade of physiological changes which adapt the organism in preparation for the
    US itself

    INSTRUMENTAL (OPERANT) CONDITIONING


    • Instrumental conditioning is concerned with how new voluntary actions are acquired to
    achieve desired outcomes
    • Edward Thorndike:
    o Established the field of instrumental conditioning
    o Interested in the process of insight in problem soling
    o Believed that learning to solve a problem involved a flash of insight where the
    solution suddenly pops into consciousness
    o Studied how cats learned to escape from a puzzle box: Thorndike would put the cat
    in the box, close the door, then place a piece of food just outside where the ca could
    see it, but not obtain it without first escaping
    o Thorndike recorded how long it took for the cat to pull the string, open the door, and
    get the food
    o Later he would return the cat to the box and repeat the process
    • Performance shows a pattern of trial and error learning – red line on below graph represents
    TOPIC 5: ASSOCIATIVE LEARNING

    insight learning
    • Thorndike theorised that the satisfying consequences of getting the food increased the
    probability of whatever response the cat was making just before it got food
    o When first in the box, the cat did many things with no success
    o On each trial, the behaviours that immediately preceded the food became more and
    more frequent
    o As trials went on, behaviours that occurred just before the consequence of food
    occurred, were carried out more frequently
    • Result: the time needed to get out of the box decreased gradually across trials – only
    behaviours the cat made in the box were those that opened the door and let the cat out to
    eat

    THORNDIKE’S LAW OF EFFECT

    “Of several responses made to the same situation, those which are accompanied or closely followed
    by satisfaction to the animal ... will, other things being equal, be more firmly connected with the
    situation ...; those which are accompanied or closely followed by discomfort will ... have their
    connections with the situations weakened ... The greater the satisfaction or discomfort, the greater
    the strengthening or weakening of the bond.”

    B.F. SKINNER
    • Invented the ‘Skinner box’ (Operant chamber)
    o Allows ‘sophisticated puzzles’ to be arranged
    o Under computer control which enables a variety of reinforcers (e.g. food, water,
    sexual partner) to be administered and responses (lever presses, chain pulls, wheel
    spinning) to be recorded
    • “A hungry rat is placed in a semi-soundproof box. For several days bits of food are
    occasionally delivered into a tray by an automatic dispenser. The rat soon goes to the tray
    immediately upon hearing the sound of the dispenser. A small horizontal section of a lever
    protruding from the wall has been resting in its lowest position, but it is now raised slightly so
    that when the rat touches it, it moves downward. In doing so, it closes an electric circuit and
    operates the food dispenser. Immediately after eating the delivered food, the rat begins to
    press the lever fairly rapidly. The behaviour has been strengthened or reinforced by a single
    consequence.” (Skinner, 1938)
    TOPIC 5: ASSOCIATIVE LEARNING

    SCHEDULES OF REINFORCEMENT
    • Demonstrated when the animal acquires new response/action (i.e. lever pressing) to obtain
    an outcome
    o An outcome may be receiving a reward (food) or avoiding an aversive event (electric
    shock)
    o Outcome reinforce (strengthen) the behaviours that caused them to occur
    • Schedules of reinforcement: refer to the programmed relationship between the response and
    the outcome
    o The outcome can be available upon making a response after a certain period of
    time (interval) or given a particular number of responses (ratio)
    o The value of the interval or ration may be fixed at a single value (1) or variable
    across the range of values (20), e.g. a light switch changes the state of the bulb
    (illumination) on a fixed ration 1 schedule (a single response (flicking the light switch)
    is required to cause the outcome (illumination))

    TYPES OF INSTRUMENTAL CONDITIONING


    • Positive reinforcement
    o Where a response produces a positively valued/appetitive reward/event (e.g. food,
    water, sex) increases in frequency
    § Child receives a piece of chocolate (reward) because they did their
    homework – child increases homework behaviour
    • Negative reinforcement
    o Where a response which avoids/removes/terminates an aversive stimulus/event (e.g.
    shock, air puff) increases in frequency
    § Child is being bullied at school (aversive event) so they ‘skip’ school --- child
    increases skipping/wagging school behaviour
    • Punishment
    o Where a response which produces an aversive stimulus/event (e.g. shock, air puff)
    decreases in frequency
    § Child has a broken window (response), must pay to have it repaired (aversive
    event) --- child will avoid games that will potentially result in the window being
    broken again
    • Negative punishment/omission/response cost
    o Where a response which avoids/removes/terminates and appetitive
    reward/event/stimulus (e.g. food, water, sex) decreases in frequency
    § Child misbehaves at school (response) so their parents confiscate the
    games console (appetitive event/stimulus) --- child is reluctant to misbehave
    again at school
    TOPIC 5: ASSOCIATIVE LEARNING

    EXPERIMENTAL PROCEDURES
    • Does the animal possess knowledge of the causal relationship between the response (lever
    press) and the outcome (food), and undertakes the response voluntarily based upon their
    expectation concerning the current value of the outcome?
    • Tony Dickinson: Outcome devaluation procedure
    o Following the devaluation procedure, rats reduced lever pressing for the devalued,
    they volunteered not to lever press
    o Thus, instrumental action is voluntarily selected based upon animals’ knowledge of
    the causal relationship between the response and the outcome (belief), combined
    with knowledge of the current value of the outcome (desire)

    PAVLOVIAN-INSTRUMENTAL INTERACTIONS
    • Pavlovian conditioning: learning about predictive relationships between CS and US, enabling
    organisms to anticipate the US from the CS
    • Instrumental conditioning: learning about the causal relationship between responses and
    outcomes enabling voluntary action to be undertaken in anticipation of obtaining that
    outcome (US)
    • Pavlovian-Instrumental Transfer (PIT): Pavlovian CSs not only elicit reflexes (URs), but also
    voluntary instrumental responses (R) directed at the same US with which a CS is paired
    o Pavlovian training: the rat learns that a CS (sound) predicts a food US (cheese)
    o Instrumental training: rat learns that an instrumental response (R) produces the same
    food outcome (US)
    o PIT stage: presenting the CS causes the rat to increase the lever pressing response
    (R) for food
    § These data indicate that the CS retrieved an expectation of the food US,
    which in turn activated the voluntary instrumental response (R) directed at
    obtaining that food
    TOPIC 5: ASSOCIATIVE LEARNING

    APPLICATION TO ADDICTION
    • US: drug effect (e.g. ‘high’)
    • CS: drug related cues (e.g. pub/bar, drug-use tools, packaging, injecting rooms)
    • Pavlovian conditioning: the drug cue CS comes to elicit a cascade of physiological reflexes in
    anticipation/expectation of taking the drug
    • “Instrumental” drug-seeking behavior (e.g. walking to the pub or dealers house, ordering and
    handing over money) is regarded as voluntary instrumental behavior and is acquired because
    it ultimately leads to the drug effect (the outcome or US)
    • PIT: drug cues (CS) retrieve an expectation of the drug effect (US) and can not only elicit
    involuntary reflexes (UR), but can also elicit voluntary instrumental responses (R) which lead
    to the drug and ultimately, consumption

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