Download LCog read ch 3

Lcog read ch 3
1. Key concepts:
 acquisition training: the classical conditioning process by which an organism is trained to
exhibit a conditioned response to a conditioned stimulus.
 anticipatory response: relates to the idea that an organism's conditioned response is really the
US occurring earlier due to conditioning.
 backward conditioning: the type of conditioning schedule where the US is presented before
the CS. This is the most ineffective conditioning schedule; however, some experiments have
demonstrated learning after excessive trials.
 blocking effect: refers to the phenomenon where, when a new CS is introduced after 1st CS
has already elicited a CR, the new CS fails to elicit the CR. Explained by Recorla and Wagner,
this happens because the more trials in which stimulus one is learned, the less ability for learning
is left over for stimulus two.
 classical conditioning: refers to the procedures invented/discovered by Ivan Pavlov and built
upon by learning theorists. At first thought to be very simple in nature, research has shown that
classical conditioning (or the pairing of a CS with a US in order to achieve a CR) is actually
quite complex involving many different levels of learning and neurological functioning.
 conditioned emotional response: CER; it is the procedure that is examined when a CS is
paired with a painful US or fear-producing US such as electrical shock. In these procedures, a
CER is created and measured-the ratio of normal behaviors during the presentation of the CS to
the normal behaviors during the absence of the CS. In other words, an organism that has learned
a bell is a signal for electric shock will, upon the sound of the bell, prepare for the shock by
stopping or slowing down its normal behaviors.
 conditioned response: a response usually elicited only by a US, now elicited by a CS. For
example, salivating upon hearing a bell.
 conditioned stimulus: refers to the stimulus that usually elicited no response from an
organism, but when paired with a US, has come to have similar response-eliciting capabilities as
the US (even without the US present).
 configural learning: refers to the school of thought which believes multiple stimuli are seen
by organisms as a single, complex stimulus. For example, in sensory preconditioning, the two
stimuli are presented together before a US is presented. The two stimuli are associated with one
another as a single stimulus, and when one of the prior stimuli is associated with a (e.g., shock)
US, both stimuli receive the conditional relationship with the US.
 contiguity: refers to the temporal nearness of two stimuli; originally thought to be the
necessary cause of classical conditioning. However, recent research has shown that contingency
alone cannot account for the results of several different classical conditioning procedures (e.g.,
simultaneous conditioning, though maximizing contingency, leads to poor conditioning).
 contingency: is an if-then relationship between two stimuli. One stimuli predicts the
occurrence of the other (e.g., if bell, then shock). This view of conditioning has been proposed
by Rescorla. This makes sense of the fact that when stimuli are paired together 100% of the time,
the learning is best, and if only 50% of the time, learning decreases. However, simple
contingency theory could not account for blocking effects.
 control group: groups in an experiment designed to rule out confounding variables. In
classical conditioning experiments, 3 control groups are needed: repeat US w/ occasional CS (a
pseudoconditioning procedure), CS alone groups (to counter sensitization to a CS), CS randomly
or US randomly.
 counterconditioning: is process by which a CS is paired with a response that is incompatible
to the previous CR, thus extinguishing and replacing the old CR with the new CR (e.g., eating
chocolate in the presence of a stimulus that would normally produce fear).
 delayed conditioning: the timing procedure where a CS is presented slightly before and
continues during the presentation of the US. (The most effective form of conditioning.)
 dependent variables: variables that are measured by researches-presumably the outcomes of
effects of the independent variable.
 excitatory conditioning: conditioning where an organism learns to make the response in the
presence of the CS (as opposed to inhibitory conditioning where an organism learns that the CS
has no value and this information inhibits the organism's speed at excitatory conditioning).
 extinction:
 higher-order conditioning:
 indepdendent variables:
 inhibitory conditioning:
 interstimulus interval:
 latency:
 overshadowing:
 preexposure effect:
 preparartory response:
 reflex arc:
 salience:
 sensory preconditioning:
 simultaneous conditioning:
 stimulus substitution:
 systematic desensitization:
 temporal coding hypothesis:
 trace conditioning:
 unconditioned response:
 unconditioned stimulus: