Karteikarten
Classical Contignency or some shit
Karten in diesem Stapel (35)
- 1ContiguityThe connectedness in tiem and space
it is necessary but not sufficient for CC to occur - 2Contingencythe predicitability of the occurence of one stimulus from the presense of another
- 3Contingency : Reliability UniquenessCS follows by US
How often does US happen without CS - 4Rescorla Equation for positive correlationUS/CS > US/ No cs ( percentage of time intervals without a CS in which a US occurs)
- 5Negative ContingencyIf CS predicts the absence of the US . Its negatively correlated
CS becomes an inhibitior - 6Zero conNo learning occurs liek 50/50
- 7Rescorla's CC StudyTHey stop when the tone comes in because they get scared of the shock. When the tone gets less reliable as a shock . The tone doesnt supresss bar pressing for the rats .
0 = VERy STRONG CONDITIONING - 8Review summary at the end of first part of lecture 1 .ra
- 9Cog Explanation for Rescorla?CS + with US = CS predicts the PRESENCE OF A US
CS - it predicts the absense of teh US - 10Behaviour explaintionContext associations become excitatory and blocks the condition to the CS
- 11Context FacatsLight is shown sometimes the animal may learn a context association . Expecting the light . Which can lead to it being harder to pair the US with the light . Also if context - US is learned first can interfere with acq of CS - US assocation
- 12Rescorla Wagner Model factslearning depends on stre of subjects expectation
and stre of the US that is actually presented - 13More salient CSs the faster conditioning?True
- 14If stre of actual US is less than the stre of the subjects exp , all CSs that were paired with the US will receive excitatory confalse
- 15US less than stre of subjects expet , it will create inhibtory conTRUE
- 16If stre of US is equal to subjects expectation there will be excit conNo there will be no conditioning
- 17Main ruleThe larger the difference between the stre of the expectation and the stre of the US, the greater the conditioning
- 18What happens when two or more CSs are presented together and hte expect is equalThey will cancel it each other out
- 19What happens with successive conditioning trials?The exp of US --) CS should get stronger
Thus the difference btw the stre of the expectation and the stre of the US gets smaller
fastest excite growth in first trial then gets less - 20What happens when the CS elicits an expectation that is as strong as the uS?The asymptote of learnign is reached and no excitatory conditioning will occur. This is what Wagner thinks (its capped) but this doesn't meaning learning has stopped
- 21BlockinIncreasing the size/streo f the US when with another CS may prevent blocking effects .
- 22Over expectation EffectSo you Combine to CS and u think too much and it doesnt seem to be that big of a deal which leads to a loss of excitatory stre
and gain of inhibitory stre
(over exp of the size of US) - 23CS preexposure effectWagner does not predict the CS preexposure effect
- 24Facts of aboveHarder to pair which reduces their capacity to develop CS - ) US association
When a CS is presented itself , expected US is zero and therefore the US is zero - 25Comparator Theories of ConditioninDont look at individual trial basis - look at overall correlation btw CS and the US
Relationship of CS and US doesnt affect learning of a CR but rather its performance - 26Frequency principal of combing CSwould predict stronger CR to compound
- 27CS preexposure effectAlthough subjects do learn something on CS which redces their ability to later develop a CS - US association
DOESNT EXPLAIN LATENT INHIBITION - 28Blocking is?Its a performance issue rather than a learning one
think of light , light , then metrone . - 29How does comp theory differ?Comp relies on both the CS and contextual stimuli to acquiare equal excite stre
- 30AlsoCS will not elicit a CR unless it has a greater excit stre than the context stimuli
(PERFORMANCE , WHOLE EXP OF LEARNING) not just the CS - US association
Skinenr box the cotext is always there - 31Common themes of all of themPredictiveness or informativeness of the stimulus is cirtical of whether the CR will occur .
- 32Where the comparator comes inIt must be compared to the predictiness of other stimuli also present in the learners environment
- 33US devaluation studysupports the S-S account of learning
CS - US - 34\Why is these theories importantUnderstand of habit formation
Phobia treatment/OCA
Commercials and advertising
Social behaviours - 35theories of attention focus onHow much attention the CS is able to attract as opooste to how much associated stre can a US support
review this
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- Karteikarten am Classical Contignency or some shit , erstellt von Pratik Mehta am 13/10/2017.
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