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Cog. Lecture 2

Elizabeth Shorinmade Psychology Englisch 26 Karten

Karten in diesem Stapel (26)

  1. 1What happens in second-order conditioning?A CS1 that has previously been conditioned is now used to condition another CS2
  2. 2In second-order conditioning what happens in phase 1 for example?Phase 1: a tone (CS1) is paired with food (US) until conditioning (CR: salivation) takes place
  3. 3In second-order conditioning what happens in phase 2 for example?Phase 2: a light (CS2) is paired with the tone (CS1) until conditioning takes place
  4. 4In second-order conditioning what happens in phase 3 for example?Phase 3: the light stimulus (CS2) alone produces the CR (salivation) although it has never been paired with food
  5. 5What does Contiguity refer to?Contiguity refers to the (temporal) closeness of US and CS
  6. 6What is ISI?The interstimulus interval (ISI) between US and CS
  7. 7Give 3 examples of what an ISI can be + what type of conditioning they each are.- positive, i.e. CS before US (forward conditioning)
    - negative, i.e. US before CS (backward conditioning)
    - zero, i.e. US and CS at the same time (simultaneous conditioning)
  8. 8Which type of ISI is generally proven most effective?Generally, forward conditioning proves most effective
  9. 9What does optimal ISI depend on?Optimal ISI depends on response, species and task; typically, it varies between tens of a second and several minutes
  10. 10What is ContingencyContingency means the conditioned stimulus has to be a reliable predictor of what follows
  11. 11Who believed contiguity is essential for Classical Conditioning? + what year?Pavlov, 1927
  12. 12Who in contrast believed contingency is important? + what years?Rescolar, 1927, 1928
  13. 13In what circumstance did Rescolar 1968 show conditioning was strongest? (tones, shock)Rescorla (1968) showed that the conditioning was strongest when shocks were presented only during the tones but never in the no-tone intervals. If additional shocks were presented in the no-tone periods the strength of the conditioning decreased
  14. 14What has been shown to be an important factor to reduce anxiety? + example & yearPredictability has been also shown to be an important factor to reduce anxiety, study of Seligman 1975 is an example
  15. 15What does Condition Inhibition refer to? + who & yearCondition inhibition refers to a type of conditioning where the CS becomes associated with the absence of the US + (see e.g. Zimmer-Hart & Rescorla, 1974)
  16. 16How canthe effects conditioned inhibition be seen?Conditioned inhibition effects can be demonstrated by training the organism with two CS: CS+ (which is paired with US) and a combination “CS+ and CS-” (which is paired with no US)
  17. 17The conditioned inhibition effect of CS- can then be demonstrated using the summation test. What is a summation test?Here the CS- is combined with another conditioned stimulus CSx the animal has been previously trained with. The combination “CS- and CSx “ leads to a decrease in performance relative to CSx alone
  18. 18What are the principles of the Rescolar - Wagner theory? (1972) 1st point - US, surprisingClassical conditioning occurs only to the extent that the occurrence of the US (e.g. food) is novel or surprising
  19. 19What are the principles of the Rescolar - Wagner theory? (1972) 2nd point - CS, capacity, excitatory, extent, predict, reliableA given CS (e.g. tone) acquires the capacity for producing an excitatory CR (e.g. salivation) to the extent that the animal can use it to predict the arrival of the US – it is a reliable signal for the presence of food
  20. 20What are the principles of the Rescolar - Wagner theory? (1972) 3rd point - Alternately, CS, signal, non-occurrence, produce, inhibitoryAlternately, if the CS can be used as a reliable signal for non-occurrence of a US (e.g. nonoccurrence of a shock when one is normally present), then the CS will acquire the capacity to produce an inhibitory CR (e.g. inhibit the normal escape response).
  21. 21What are the principles of the Rescolar - Wagner theory? (1972) 4th point - CS, looses, produce, looses, singal, USA CS looses the capacity to produce a CR (excitatory or inhibitory) when it looses the ability to signal the US occurrence
  22. 22What are the principles of the Rescolar - Wagner theory? (1972) 5th point - degree, CS, capacity, how well, occurrence, also, stimuli, envornment, signalsThe degree to which a CS acquires the capacity to produce a CR depends not only on how well it signals US occurrence, but also on how well other stimuli in the environment already serve as signals
  23. 23What is the key formular of the R - W theory & what does each character mean?Week 2 handout
  24. 24What deos the R - W theory successfully predict?The R.-W. theory successfully predicts the:
    - General shape of the learning curve
    - Contingency effects as demonstrated in Rescorla (1967, 1968)
  25. 25What deos the R - W theory successfully predict? cont.- Flattening of the learning curve of a CS A if another conditioned stimulus is present (i.e., the competition of A and X for associative strength in case of “A and X” compound stimuli)
  26. 26What deos the R - W theory successfully predict? cont. 2- Phenomenon of blocking (i.e. an association is not formed with a CS if another CS is more informative, see Kamin (1968))
    - Phenomenon of conditioned inhibition

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Psychology Karteikarten am Cog. Lecture 2, erstellt von Elizabeth Shorinmade am 22/01/2019.
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