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Marc Viaud
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- 1By ringing a bell whenever he gave food to his lab dogs, Pavlov eventually got the dogs to salivate to the sound of the bell. In this context the salivation elicited by the sound of the bell is called the ____________ response.Unconditioned
- 2Define PunishmentThe decreased probability that a behavior will occur again
- 3Positive punishmentpresenting negative consequences after an undersired behavior:
Kid screams in class. Teacher reprimands him in front of everyone. - 4Negative punishmentTaking something away when someone misbehaved.
I.e. no dessert if you do this.
You come home past curfew? You get grounded for a week. - 5What is operant conditioning?Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. For example, when a lab rat presses a blue button, he receives a food pellet as a reward, but when he presses the red button he receives a mild electric shock. As a result, he learns to press the blue button but avoid the red button.
(SKINNER) - 6What is negative reinforcement?Before heading out for a day at the beach, you slather on sunscreen (the behavior) in order to avoid getting sunburned (removal of the aversive stimulus).
You decide to clean up your mess in the kitchen (the behavior) in order to avoid getting in a fight with - 7John Watson's view of Classical ConditioningEverything from speech to emotional responses were simply patterns of stimulus and response. Watson denied completely the existence of the mind or consciousness.
John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was able to explain all aspects of human psychology. - 8What is Classical ConditioningClassical conditioning theory involves learning a new behavior via the process of association. In simple terms two stimuli are linked together to produce a new learned response in a person or animal. There are three stages of classical conditioning. At each stage the stimuli and responses are given special scientific terms:
- 9Prior to conditioning....In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. In basic terms, this means that a stimulus in the environment has produced a behavior / response which is unlearned (i.e. unconditioned) and therefore is a natural response which has not been taught. In this respect no new behavior has been learned yet.
For example, a stomach virus (UCS) would produce a response of nausea (UCR). In another example a perfume (UCS) could create a response of happiness or desire (UCR). - 10What is a neutral stimulus? What happens when you pair neutral stimulus in classical conditioning with unconditioned stimulus?This stage also involves another stimulus which has no effect on a person and is called the neutral stimulus (NS). The NS could be a person, object, place, etc. The neutral stimulus in classical conditioning does not produce a response until it is paired with the unconditioned stimulus.
- 11Neutral stimulus becoming conditioned stimulusFor example a stomach virus (UCS) might be associated with eating a certain food such as chocolate (CS). Also perfume (UCS) might be associated with a specific person (CS).
- 12Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR). Show examples (Perfume & stomach ache)For example a person (CS) who has been associated with nice perfume (UCS) is now found attractive (CR). Also chocolate (CS) which was eaten before a person was sick with a virus (UCS) is now produces a response of nausea (CR).
- 13is this classical conditioning or operant? For example, if a student is bullied at school they may learn to associate the school with fear. It could also explain why some students show a particular dislike of certain subjects that continue throughout their academic career. This could happen if a student is humiliated or punished in class by a teacher.Classical
- 14Little Albert experiment (by Watson - also a Behaviorist)Mouse: neutral stimulus..
Hammer (US) --> fear reaction (UR)
Hammer + mouse (CS) --> fear reaction (CR)
Mouse only --> fear reaction - 15Generalization:You make the same response to one stimuli with one which resembles the initial one.
When, say, you are embarassed by one situation and therefore embarassed by all situations. (hate math class and therefore hate every class in school) - 16Extinction:The gradual disappearance of an acquired response by the absence of unconditioned stimulus.
- 17Operant conditioninng:Form of learning where response increases by reinforcement.
The more you are reinforced, the more you will act in a certain way. - 18How does operant condition differ from classical^In operant: the response is voluntary
In classical: the individual is passive and the response is involuntary - 19Extinsic reinforcer vs instrinsicExtrinsic: when you get money, presents, praise (work out to be thin)
Instrinsic: reinforcement comes from oneself (work out to feel good) - 20Positive reinforcementPraise or whatever to make you do the thing again.
- 21Negative reinforcementYou leave the house early in order to avoid traffic
you do your homework in order to prevent getting into trouble - 22PunishmentCan involve the presentation of unpleasant stimulus.
OR the removal of pleasant stimulus (they cant watch TV bc they didnt clean the room) - 23in conclusion: operant conditioningOperant conditioning creates reinforcement and the strengthening of behaviors
- 24Punishment is different from reinforcement. Why?It acts to decrease a response.
- 25What is the pairing principle?As the number of pairing increases, learning is reinforced. So:
CS (bell) + US (food)
CS became a predictor that US was going to occur. - 26Rescola and CONTINGENCYHe believed that there was much more than just CS - US pairing.
Positive and negative contingencies.
Zero contigency: CS is ignored. - 27Excitatory conditioning Inhibitory conditioningExcitatory conditioning: the subject learns to perform a certain response, like salivating when the bell is rung.
Inhibitory conditioning: the subject learns to withold a certain response by forming a “conditioned inhibitory response.” - 28Positive contingency vs negative contingencyThe positive contingency produces excitatory conditioning.
The negative contingency produces inhibitory conditioning. - 29Contingency vs classical conditioiningThese findings demonstrate that classical conditioning depends on more than mere continguity between CS and US. Instead, before conditioning will occur, a contingency must exist between CS and US. Another way of saying the same thing is the occurrence of the CS must indicate a change in the liklihood that the US will occur. If the CS signals an increased probability of the US, excitatory conditioning will occur to the CS. If the CS signals a decreased probability of the US, inhibitory conditioning will occur to the CS. And if CS probability of the US is the same whether or not the CS occurs, the CS tells the subject nothing it does not already know about the US. We say that such as CS is uninformative, and with such as CS, no conditioning occurs no matter how many times there is contiguity between CS and US.
- 30Guthire and ContinguityHe believes that the more continguity, the MORE learning.
- 31Contiguité sommativeGuthrie's contiguity theory specifies that "a combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement". According to Guthrie, all learning was a consequence of association between a particular stimulus and response. Stimuli and responses affect specific sensory-motor patterns; what is learned are movements, not behaviors.
- 32Contiguity (Guthire)In contiguity theory, rewards or punishment play no significant role in learning since they occur after the association between stimulus and response has been made. Learning takes place in a single trial. However, since each stimulus pattern is slightly different, many trials may be necessary to produce a general response. One interesting principle that arises from this position is called "postremity" which specifies that we always learn the last thing we do in response to a specific stimulus situation.
- 33Qu'est ce que Rescola dit sur l'apprentissage et continguité?Le principe général de l’effet de la contingence dans le conditionnement est que plus grande la contingence, le plus grand l’apprentissage
- 34La théorie Rescola - WagnerLa théorie propose une équation en trois parties:
V, la quantité d’apprentissage acquise;
, l’importance/salience de SC;
, l’importance/salience de SI, et
l , le maximum d’apprentissage qui peut être obtenu avec le US en question.
Ensemble, V = ( l - V) - 35Are excitation and Inhibition opposite features?Excitation and inhibition are opposite features. One stimulus can only have a positive associative strength (being a conditioned excitor) or a negative associative strength (being a conditioned inhibitor); it cannot have both.
- 36The amount of surprise an organism is assumed to experience when encountering an unconditioned stimulus (US) is assumed to be dependent on the summed associative value of all cues present during that trial. This assumption differs from previous models which considered only the associative value of a particular conditioned stimulus (CS) to be the determining aspect of surprise. PLease explainexplained...
- 37Is the CS a constant?The salience of a CS is a constant. The salience of a CS (alpha) is not supposed to undergo any changes during training and can thus be represented by a constant.
- 38The history of a cue does not have any effects on its current state. It is only the current associative value of a cue which determines the amount of learning. It does not matter whether the CS may have undergone several conditioning-extinction sessions or the like. T of F?T
- 39Learning occurs when...Expectations are violated
- 40Rescola Wagner ModelThe effectiveness of US depends on how different it is from what is expected
The amount of learning on a given trial is a function of the surprise value of the US (more surprise = more conditioning)
Ex: if I ring a bell and you get an electric shock, you'll be significantly more surprised than if someone taps you on the shoulder following a bell. - 41Wagner Rescola ModelL’équation est appliquée pour chaque essai d’apprentissage, afin de déterminer la quantité d’apprentissage qui sera acquise à chaque essai.
pris ensemble détermine la vitesse relative d’apprentissage - 42les stimuli conditionnés ont une importance, a, plus grande que les stimuli neutres; V ou FV
- 43What is the formula for Rescola Wagner?deltaV = a B ( l - V)
- 44What is Le Masquage?Loi de l’intensité des stimuli: un stimulus plus intense est plus efficace
Dans une composition de deux stimuli, surtout en cas de déséquilibre marqué des intensités, le plus intense des deux peut « masquer » l ’autre et tout l ’apprentissage concerne alors le stimulus « masquant » - 45Why is this a problem? La pré-exposition du SC entraîne un conditionnement plus lent du SC par la suite, un phénomène connu sous le nom d’« inhibition latente ». (rescola Wagner)Par exemple, montrer les lettre de l ’alphabet sur les murs d ’une classe avant quelles ne soient apprises est une forme de pré-exposition
Or, l’inhibition latente ne peut pas être expliquée par Rescorla-Wagner, ou alors il faut assumer que la pré-exposition réduit l’importance et le potentiel d’apprentissage du stimulus pré-exposé (). - 46Quel est le S-SSubstitut de Stimulus
Stimulus substitution: In classical conditioning, the idea that the conditional stimulus is associated with the unconditional stimulus and becomes a substitute for it (eliciting the same response). - 47What is latent inhibition?Latent inhibition is a technical term used in classical conditioning to refer to the observation that a familiar stimulus takes longer to acquire meaning (as a signal or conditioned stimulus) than a new stimulus.[1] The term "latent inhibition" dates back to Lubow and Moore.[2] The LI effect is "latent" in that it is not exhibited in the stimulus pre-exposure phase, but rather in the subsequent test phase. "Inhibition", here, simply connotes that the effect is expressed in terms of relatively poor learning. The LI effect is extremely robust, appearing in all mammalian species that have been tested and across many different learning paradigms, thereby suggesting some adaptive advantages, such as protecting the organism from associating irrelevant stimuli with other, more important, events.
- 48What is S-R?Stimulus - Reponse Learning
When a tone and food are presented together, the tone becomes associated with the salivation that occurs to the food. A direct connection is created between the CS (bell) and the UR(salviation) such that the CS elicits the same response as the UR. - 49S-S LearningStimulus-Stimulus Learning
When bell and food are presented together, the bell represents a mental representation of food. Salivation occurs. A direct connection is created between the CS(Bell) and US (food) such that the CS (bell) elicits the same or similar response to the UR (salivation) - 50Stimulus Substitution TheoryCS should elicit same response as UR
Light (CS): Food (US) -- Salivation (UR)
Light (CS): Salivation (CR) - 51C'est quoi l'anxieté?Un état déplaisant caractérisé par un sentiment de peur et des symptômes et cognitions stressant et non-désirés
“Quand je suis dehors, j’ai ce sentiment de couler. Je perd la tête… Tout tourne… Mon cœur bat la chamaille… Tout semble être au ralenti… Je regarde les gens et ils sont comme derrière une vitre… Je les vois mais je ne peux pas les toucher, les rejoindre… C’est comme si j’allai mourir…” - 52What is a phobia?A phobia is an irrational fear of something. Irrational means that either the feared thing is harmless or that the degree of fear felt is totally out of proportion to the potential harm.
- 53What is a specific phobia?The first group are those common phobias which relate to something specific. This group includes fears of spiders, snakes, mice, dentists, lifts, water, clowns, etc. In each case the fear only happens when the feared object is present either in reality or in a photo, film, tv, and so on.
- 54Non-specific phobias?The second group are the non-specific phobias which are characterized by fear of fear itself.
The most common of these are agoraphobia and social phobia. - 55What is Generalized Anxiety Disorder?a psychological disorder characterized by excessive or disproportionate anxiety about several aspects of life, such as work, social relationships, or financial matters.
- 56OCD (TOC)Obsessive-compulsive disorder (OCD) is an anxiety disorder in which people have unwanted and repeated thoughts, feelings, ideas, sensations (obsessions), or behaviors that make them feel driven to do something (compulsions).Often the person carries out the behaviors to get rid of the obsessive thoughts, but this only provides temporary relief. Not performing the obsessive rituals can cause great anxiety. A person's level of OCD can be anywhere from mild to severe, but if severe and left untreated, it can destroy a person's capacity to function at work, at school or even to lead a comfortable existence in the home.
- 57PTSDPost-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event.
- 58What are the five diseases that fall under anxiety?GAD
PTSD
Phobias (specific- non specific)
OCD
Panic Attacks - 59Panic attack definitionA panic attack is a sudden episode of intense fear that triggers severe physical reactions when there is no real danger or apparent cause. Panic attacks can be very frightening. When panic attacks occur, you might think you're losing control, having a heart attack or even dying.
- 60Agoraphobie… Claustrophobie… La phobie sociale…Not being able to leave a place...
Fear of closed spaces
Fear of others - 61La phobie est considérée clinique et diagnostiquée lorsque:La peur est disproportionnée par rapport au danger réel et objectif que l’objet représente pour la personne
La peur est reconnue par la personne comme étant principalement sans cause réelle (sinon la personne souffre peut-être d’un autre trouble, comme, par exemple, la schizophrénie - 62What are the statistics for phobias?6 personnes sur 100 affichent des comportements “phobiques”
2 personnes sur 100 présentent un niveau clinique de phobie
Deux fois plus de femmes que d’hommes - 63Le système “combattre ou s’enfuir”Mécanisme évolutionniste qui implique des régions primitives du cerveau (sous-corticales) et les centres décisionnels conscients (système limbique et cortex frontal
libération d’adrénaline
Augmentation du rythme cardiaque et redistribution du flot sanguin (des muscles lisses vers les muscles striés)
Augmentation du tonus musculaire strié et dilatation des pupilles
Utilisé pour énergiser les comportements de combat ou de fuite (les deux types nécessitant un tonus musculaire strié maximum)
Après une courte période et la libération de noradrénaline, un sentiment d’épuisement s’installe - 64What happens physiologically in the fight or flight?Utilisé pour énergiser les comportements de combat ou de fuite (les deux types nécessitant un tonus musculaire strié maximum)
Après une courte période et la libération de noradrénaline, un sentiment d’épuisement s’installe - 65Agoraphobia: causesIl pourrait y avoir une variation génétique au niveau de la sensibilité à la stimulation
Par exemple, les personnes ayant un parent proche souffrant d’agoraphobie ont un plus grand risque de développer l’agoraphobie ou d’autres phobies
Mais on ne peut pas exclure les facteurs d’apprentissage par imitation - 66How can you extinguish anxiety?Certaines choses, sans pré-exposition préalable, sont effrayantes mais nous pouvons apprendre à avoir peur d’à peu pré n’importe quoi.
Ainsi, un stimulus neutre peut devenir source de peur s’il est parié avec un stimulus naturellement effrayant.
Peut se produire à partir de tout événement traumatisant
p.e. une adolescente qui évite les toilettes publiques parce qu’à 5 ans un instituteur l’avait sanctionné pour avoir quitté la classe pour aller aux toilettes.
Le tout est renforcé par l’évitement de la situation et une diminution de l’activation physiologique (perçue comme anxiété)
C’est ce retrait qui empêcherait l’extinction de la réponse - 67Apprentissage vicariant?effet trans-générationnel ou induit par les pairs
modelage de l’apprentissage de la peur/anxiété d’un parent ou d’un ami
p.e. “peur de voler en avion”
renforcé par les autres
influence des média (p.e. Jaws) - 68How do you treat phobias?Désensibilisation systématique (extinction)
Désapprendre la réponse de peur
construction d’une échelle phobique (de faible à fort)
exposition graduelle aux stimuli phobiques de l’échelle sans permettre l’évitement afin d’induire l’extinction - 692nd way to treat phobiasApprendre et renforcement d’une réponse alternative (contre-conditionnement)
Apprendre une réponse alternative
relaxation
gérer les pensées négatives - 70—
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