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S-S vs S-R learning (theoretical concern)
the underlying processes of classical conditioning
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S-R model
the NS becomes directly associated with the UR and therefore come to elicit the same response as the UR
conditioning is viewed as a process of directly attaching a reflex response to a new stimulus
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Stimulus-Stimulus model
the NS becomes directly associated with the US and, because of this association, comes to elicit a response that is related to the US
Conditioning involves establishing a direct connection between a NS and a US
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Stimulus-substitution theory
S-S theory; the CS acts as a substitute for the US
the CR and the UR should always be the same or at least highly similar
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evidence to support the Stimulus-substitution theory?
the presentation of food (US) activates food center in the cortex, which activates salivation center in cortex, which elicits salivation
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evidence appears to present problems for the stimulus-substitution theory?
the CR isn't always the same as the UR
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Prepatory-response theory
S-S theory; the purpose of the CR (an adaptive response) is to prepare the organism for presentation of the US
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what does the Preparatory-response model allow for?
allows for situations situations in which the CR and the UR can be the same or different
conditioning can result in a CR that appears to be the opposite of the original UR
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Compensatory-response model
preparatory-response theory; a CS that has been repeatedly associated with the primary response (a-process) to a US will eventually come to elicit a compensatory response (b-process)
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classical conditioning in compensatory-response model
certain cues will lead to an elicited response that says that you need the drug
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Accidental overdose explanations in compensatory-response model
A change in the environment from what you are normally accustomed to when you are taking the drug can lead to an accidental overdose
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Rescorla-Wagner theory
A given US can support only so much conditioning, and this amount of conditioning must be distributed among the various CS's available
Assumptions
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What are the basic assumptions of the
Rescorla-Wagner theory?
stronger US's support more conditioning than do weaker US's
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How is the Rescorla-Wagner theory explained in mathematical terms?
Change in associative strength in any particular trial = constant C(the maximum amount of conditioning Vmax - the amount of conditioning on any given trial Vn)
the amount of learning on each trial is a fixed proportion of that remains to be learned
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How can the Rescorla-Wagner theory also be described in cognitive terms?
learning occurs when the US is surprising, a stimulus that could have helped predict the US will gain associative strength, and when the US is expected (not surprising), no more learning occurs
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How does the Rescorla-Wagner theory explain
overshadowing and blocking effects?
Overshadowing: if the tone was even more salient than the light
the more salient CS picks up most of the associative value available in that setting
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What is the overexpectation effect?
the decrease in the CR that occurs when two separately conditioned CS's are combined into a compound stimulus for further pairings with the US
Presenting the two CS's together leads to an "overexpectation" about what will follow
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How was the overexpectation effect experiment set up, and what were the results?
A tone and a light are each conditioned with food to a maximum associative value of 8 units. If the tone and light are combined into a compound stimulus for future conditioning trials, the associative value of each stimulus must necessarily dcrease
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