Learning/Motivation Exam 2
Terms
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- knowledge
- internally stored information about the world and how to do things
- declarative knowledge
- knowing "what"- explicit
- procedural knowledge
- knowing "how"- implicit
- episodic memory
- knowledge of events
- semantic memory
- knowledge of facts
- forgetting
- brain tends to only keep what it needs. good at remembering things that would have been ancestrally important- finding food.
- IGF2
- may enhance human memory. reducing it might help get rid of unwanted memories.
- Pavlov
- Russia, Nobel Prize 1904, studied digestion. experimenter from head to foot, "adaptability of the glands"
- Twitmyer
- classical conditioning with tone and knee jerk- didn't get much attention
- Unconditioned Reflex
- inborn, permanent, varies very little
- Conditioned Reflex
- acquired through experience
- Unconditioned Stimulus
- brings about a response without training
- Unconditioned Response
- response to US, doesn't require learning
- Conditioned Stimulus
- previously neutral stimulus begins to evoke a response
- Conditioned Response
- elicited by CS after pairings of CS and US, requires learning
- Classical Conditioning
- CS & US always presented, behavior is often a reflex response (salivation, startle, etc)
- Sign Tracking
- behavior directed to/from a stimulus that signals occurrence of a significant event. involves voluntary behavior. pigeon will approach light even if it's far from food after several pairings
- Sign Tracking
- CS is localized, can be tracked.
- Acquisition
- process of obtaining a CR through pairings of CS with US
- Asymptote of Conditioning
- maximum amount of conditioning
- Appetitive conditioning
- conditioning using something they like
- Aversive conditioning
- conditioning using something they don't like
- Excitatory Conditioning
- CS signals occurrence of a US
- Inhibitory Conditioning
- CS signals the absence of a US
- Measuring learning
- latency (time), intensity, probability
- Trace Conditioning
- CS begins and ends before US (lightening then thunder)
- Delayed Conditioning
- CS and US overlap (thunder while lightening is still visible)
- Simultaneous Conditioning
- CS and US coincide exactly. (thunder and lightening at same time)
- Backward Conditioning
- CS follows the US
- Strength of Conditioning
- Trace and Delayed are good, Simultaneous is weak, backwards is bad. The first two give animals time to respond to stimulus
- Contiguity
- how close in time/space 2 events happen
- Interstimulus interval
- time period b/w CS and US. generally shorter ISI = faster conditioning
- Temporal conditioning
- US presented at regular intervals- CS is passage of time. IE waking up before your alarm
- Temporal Coding
- know when to expect presentation of US
- Stimulus Intensity
- more intense = more effective
- Compound Stimulus
- 2+ stimuli presented at same time
- Overshadowing
- compound stimulus paired with a US, only one becomes a CS when tested separately.
- Stimulus discrimination
- subject must be able to distinguish CS from other/background stimuli
- Salience
- how significant a stimulus is. How likely an individual would be to pay attention to a stimulus on its own
- CS-US Relevance
- degree to which CS and US naturally belong together
- Evolutionary Significance
- In general visual stimuli liked to positve stimuli, while auditory is linked to aversive
- Contingency
- more likely to react to high positive contingency - i.e. dogs conditioned with tone, then shock, then jump barrier
- Relative Validity
- highest contingency with the US- will lead to most conditioning
- Conditioned Inhibition
- CS followed by absence of US, or CS1 paired with US, then add CS2 and take away US
- Occasion Setting
- stimulus signals that a CS will be followed by the US (child is more severely abused when they've been drinking. alcohol is occasion setter)
- Latent Inhibition
- prior experience with stimulus makes it hard for it to become a CS. also known as CS-preexposure effect
- Blocking
- one stimulus in compound stimulus more likely to come CS because of prior experience
- US preexposure
- prior exposure can lead to problems of acquisition
- External Inhibition
- new stimulus at same time as CS will decrease CR. new stimulus inhibits
- Stress
- more stressed subjects will condition faster
- Higher-Order Conditioning
- pair CS2 with CS1. CS2 will eventually lead to CR1 without ever having been paired with it. CS2 is associated AFTER conditioning
- Sensory Preconditioning
- 2 stimuli that often appear together become associated, similar responses (i.e. cinnamon and vanilla). CS2 is associated BEFORE conditioning
- Extinction
- CS presented without US, responses become weaker. learning of new relationship b/w CS & US
- Spontaneous Recovery
- sudden reappearance of a behavior following its extinction
- Disinhibition
- novel stimulus presented during extinction trials and responding returns
- Stimulus Generalization
- stimulus similar to CS also elicits a CR (being afraid of both bees and wasps)
- Stimulus Substitution Theory
- CS subs for US, CRs tend to resemble UR's, but not always the same. CR is often weaker and less reliable.
- Preparatory Response Model
- CR's purpose is to prepare organism for the US. allows for differences in CR and UR
- Rescorla-Wagner Model
- limit to amount of conditioning with 2 stimuli. first pairing produces most learning, etc. =c(100-Vn-1). Vn-1 = 0 on first trial
- lambda
- total amount of learning that can occur with the US
- c
- represents condition ability of paired stimuli
- Vn-1
- total amount of learning that occurred after previous trial
- Conditioned Suppression
- first trained to perform task for appetitive stimulus, then aversive conditioning introduced. subjects will temporarily stop response
- suppression ratio
- Rate of behavior with CS / (rate of behavior with CS + rate of behavior before CS)
- suppresion ratio and extinction
- lower ratio, greater fear, harder to extinguish a learned fear
- awareness
- don't need to be aware of conditioning for it to happen