Habituation and Respondent Learning

Dr. Kelley KlineDr. Kelley Kline

FSU-PCFSU-PC

Developmental PsychologyDevelopmental Psychology

What is learning?

LearningLearning—a relatively permanent change —a relatively permanent change in behavior brought about by experience or in behavior brought about by experience or knowledge.knowledge.

Three components of learning A. A. Learning is a change in the behavior-environment Learning is a change in the behavior-environment

relationshiprelationship. Behavior changes in relation to other events in . Behavior changes in relation to other events in the world.the world.

B. B. The change is “relatively” permanentThe change is “relatively” permanent. So changes may . So changes may last longer than a few moments, but not necessarily a last longer than a few moments, but not necessarily a lifetime. Hence, we use percentage of time things change to lifetime. Hence, we use percentage of time things change to describe learning that has taken place.describe learning that has taken place.

C. C. Learning is due to experience with the environmentLearning is due to experience with the environment. . Physical growthPhysical growth and and maturationmaturation do cause changes in do cause changes in development that we do not infer are due to “learning” per se.development that we do not infer are due to “learning” per se.

What role does learning play in human development? Learning is a process in development!!!Learning is a process in development!!!

We are hard-wired to acquire knowledge We are hard-wired to acquire knowledge and skills through our interactions with the and skills through our interactions with the environment. This is the biology.environment. This is the biology.

Learning serves as the Learning serves as the mechanismmechanism by by which we acquire information and act on which we acquire information and act on our environment. our environment.

Types of learning 1. 1. Classical conditioningClassical conditioning– referred to here – referred to here

as reflexive or respondent learning. Here as reflexive or respondent learning. Here reflexive actions are strengthened in reflexive actions are strengthened in relation to stimuli from the environment.relation to stimuli from the environment.

2.2. Operant conditioningOperant conditioning- also called - also called Instrumental conditioning, in which largely Instrumental conditioning, in which largely volitional behaviors are strengthened volitional behaviors are strengthened through reinforcers.through reinforcers.

I. Habituation A basic form of respondent learning, in which there is a A basic form of respondent learning, in which there is a

decrease in the strength of a given action after repeated decrease in the strength of a given action after repeated presentation of a stimulus that elicits the response.presentation of a stimulus that elicits the response.

E.g., Imagine you are on vacation in October, staying in an E.g., Imagine you are on vacation in October, staying in an idyllic little cottage near a lake. Its largely quite with the idyllic little cottage near a lake. Its largely quite with the exception of the sounds of birdsexception of the sounds of birds and crickets. However, you and crickets. However, you are advised that it is duck hunting season and you may hear are advised that it is duck hunting season and you may hear gun shots go off. The first gun shot scares you half to death gun shots go off. The first gun shot scares you half to death & you are sure you are on the movie set of a teen slasher & you are sure you are on the movie set of a teen slasher flick. However, after hearing several gunshot sounds, by flick. However, after hearing several gunshot sounds, by the 3rd day, you barely observe the gunshots as you & your the 3rd day, you barely observe the gunshots as you & your family share a nice picnic lunch.family share a nice picnic lunch.

Components of Habituation

1. 1. In principle, any elicited response can In principle, any elicited response can habituate, but in habituate, but in practicepractice it most often it most often occurs to autonomic physiological occurs to autonomic physiological responses.responses.

E.g., startle responses, sympathetic arousal, E.g., startle responses, sympathetic arousal, orienting response, etc.orienting response, etc.

Habituation may explain some of our thrill-seeking behaviors.

How many people here, enjoy roller coaster rides, horror How many people here, enjoy roller coaster rides, horror movies, & the like???movies, & the like???

As a society, we keep “upping the ante” on the thrills we seek As a society, we keep “upping the ante” on the thrills we seek from rides, movies, etc., possibly because we habituate to the from rides, movies, etc., possibly because we habituate to the ones we have already experienced.ones we have already experienced.

For example, we release dopamine each time we experience For example, we release dopamine each time we experience something pleasurable. This is the rush we feel when we fall in something pleasurable. This is the rush we feel when we fall in love, ride a coaster, or see a new scary horror movie. However, love, ride a coaster, or see a new scary horror movie. However, with time, less dopamine is released during these activities & we with time, less dopamine is released during these activities & we look for new ways to get the same dopamine (feeling) release. look for new ways to get the same dopamine (feeling) release.

Habituation is also a positive process in treating some forms of psychopathology. Phobias, a type of anxiety disorder, involves the Phobias, a type of anxiety disorder, involves the

irrational fear of an object, event, or situation.(e.g., fear irrational fear of an object, event, or situation.(e.g., fear of snakes, spiders, public speaking).of snakes, spiders, public speaking).

Flooding therapyFlooding therapy—which involves full blown exposure —which involves full blown exposure to the feared stimulus, relies on the principle that our to the feared stimulus, relies on the principle that our sympathetic nervous system will habituate over time, sympathetic nervous system will habituate over time, thereby allowing us to “experience” less autonomic thereby allowing us to “experience” less autonomic arousal to the feared stimulus. Thus, we behaviorally arousal to the feared stimulus. Thus, we behaviorally treat the disorder using the principle of habituation.treat the disorder using the principle of habituation.

2. Habituation is Stimulus specific If we habituate to gunfire shots, we should still show a startle If we habituate to gunfire shots, we should still show a startle

response to a door slam. response to a door slam.

An infant that stops turning its head towards a speaker playing An infant that stops turning its head towards a speaker playing the same word (ball), should moves its head when a new word is the same word (ball), should moves its head when a new word is presented. presented.

Since we are constantly exposed to a variety of stimuli in our Since we are constantly exposed to a variety of stimuli in our environments, some of these dangerous, others benign. environments, some of these dangerous, others benign. We need We need to distinguish which stimuli are dangerous from others that are to distinguish which stimuli are dangerous from others that are insignificant.insignificant. Being continually startled or distracted by the Being continually startled or distracted by the same stimulus would same stimulus would deplete our energy and make it difficult for deplete our energy and make it difficult for us to attend to the “important” stimuli in our environmentsus to attend to the “important” stimuli in our environments..

Evidence that habituation is important for normal development:

Rate of habituation in babies is correlated with Rate of habituation in babies is correlated with mental abilities in later development. mental abilities in later development. Laucht, Esser, & Laucht, Esser, & Schmidt (1994) reported that infants who displayed faster Schmidt (1994) reported that infants who displayed faster habituation to repetitive stimuli at 3 months of age, tended to habituation to repetitive stimuli at 3 months of age, tended to score slightly higher on IQ tests when they were almost 5 score slightly higher on IQ tests when they were almost 5 years old. years old.

Other evidence to support significance of habituation in Other evidence to support significance of habituation in development comes from the work of Hollister, Mednick, development comes from the work of Hollister, Mednick, Brennan, & Cannon (1994) in which adolescents with slow Brennan, & Cannon (1994) in which adolescents with slow habituation rates were at a higher risk for developing habituation rates were at a higher risk for developing schizophrenia later in adulthood.schizophrenia later in adulthood.

Classic studies on infant Habituation:

Bronstein & Petrova (1967) reported that infant sucking Bronstein & Petrova (1967) reported that infant sucking habituated to repeated presentations of several auditory habituated to repeated presentations of several auditory stimuli (whistle, harmonica) in neonates & older infants.stimuli (whistle, harmonica) in neonates & older infants.

Bridger (1961) showed habituated accelerated heart rate Bridger (1961) showed habituated accelerated heart rate & the startle response to repetitive auditory stimuli in & the startle response to repetitive auditory stimuli in neonates.neonates.

Adubato (1986) found habituated fetal movements in Adubato (1986) found habituated fetal movements in response to repetitive vibratory stimuli applied to the response to repetitive vibratory stimuli applied to the abdomens of pregnant women between 28 and 37 weeks. abdomens of pregnant women between 28 and 37 weeks.

Why is habituation important in development? 1. Habituation is an early form of learning that is 1. Habituation is an early form of learning that is

adaptive for children to acquire for normal adaptive for children to acquire for normal development. We need to learn to selectively development. We need to learn to selectively attend to information that is important and to attend to information that is important and to ignore information that isn’t.ignore information that isn’t.

2. Habituation serves as a useful paradigm for 2. Habituation serves as a useful paradigm for understanding early infant development.understanding early infant development.

II. Respondent Learning-Classical conditioning A more sophisticated form of learning, respondent A more sophisticated form of learning, respondent

learning, involves stimulus-response relations with learning, involves stimulus-response relations with reflexive stimuli.reflexive stimuli.

Here, Here, reflexive responsesreflexive responses (salivation, eye blink, (salivation, eye blink, startle, hunger pangs, sweating, etc.) are elicited in startle, hunger pangs, sweating, etc.) are elicited in response to stimuli that previously produced no response to stimuli that previously produced no influence on such events.influence on such events.

General terms—overview Unconditioned stimulus (UCS)—Unconditioned stimulus (UCS)—stimulus that normally stimulus that normally

will elicit a reflexive response (air puff normally elicits an will elicit a reflexive response (air puff normally elicits an eye blink).eye blink).

Unconditioned response (UCR)—Unconditioned response (UCR)—reflexive response that reflexive response that normally occurs (startle in response to loud noise).normally occurs (startle in response to loud noise).

Conditioned Stimulus (CS)-Conditioned Stimulus (CS)-previously neutral stimulus previously neutral stimulus that by being repeatedly paired with a UCS, elicits a CR.that by being repeatedly paired with a UCS, elicits a CR.

Conditioned Response (CR)-Conditioned Response (CR)-the conditioned reflexive the conditioned reflexive response. response. Note: CR is usually weaker than UCRNote: CR is usually weaker than UCR..

Non-human studies of respondent conditioning: Does the name Pavlov ring a Does the name Pavlov ring a

bell????bell????

Pavlov’s best known for discovering classical Pavlov’s best known for discovering classical conditioning. He was a Russian physiologist conditioning. He was a Russian physiologist interested in gastric responses in dogs. Classical interested in gastric responses in dogs. Classical conditioning finding was conditioning finding was serendipitousserendipitous!!!!!!!!!!

Here’s the basic paradigm:

Pavlov’s classic dog salivation study Pavlov’s classic dog salivation study

Step 1: Meat Powder (UCS)---------Salivation (UCR)Step 1: Meat Powder (UCS)---------Salivation (UCR) Step 2: Bell (Neutral stimulus) --------Step 2: Bell (Neutral stimulus) -------- ---Meat Powder (UCS)--Salivation ---Meat Powder (UCS)--Salivation

(UCR)(UCR)

(pair bell with meat)(pair bell with meat)

Step 3: Bell (CS)--------------------Salivation (CR)Step 3: Bell (CS)--------------------Salivation (CR)

Infant Studies of Respondent Learning:

The best documented work on infant respondent learning comes from The best documented work on infant respondent learning comes from the classic work of Watson and Raynor (1920). the classic work of Watson and Raynor (1920).

These researchers conditioned emotional responses in an 11-month These researchers conditioned emotional responses in an 11-month old infant (“Little Albert”).old infant (“Little Albert”).

As with most infants, Albert was curious about a white rat. The infant As with most infants, Albert was curious about a white rat. The infant crawled over to the rat and played with it. crawled over to the rat and played with it.

On subsequent trials, Watson & Raynor, presented a loud On subsequent trials, Watson & Raynor, presented a loud obnoxious obnoxious noise (UCS) pronoise (UCS) produced by striking a metal rod with a hammer duced by striking a metal rod with a hammer whenever “Albert” showed an interest in the white furry rat (CS). whenever “Albert” showed an interest in the white furry rat (CS).

Watson & Rayner (1920) Albert produced a reAlbert produced a reflexive startle response (including flexive startle response (including

crying) with each pairing of the noise and the rat.crying) with each pairing of the noise and the rat.

Following several trials of this experiment, “Albert” Following several trials of this experiment, “Albert” recoiled and cried in response to the mere sight of a white recoiled and cried in response to the mere sight of a white rat.rat.

Learning generalized to other white furry objects (Santa’s Learning generalized to other white furry objects (Santa’s beard, fur coat, cat, cotton balls, etc.).beard, fur coat, cat, cotton balls, etc.).

Hence, Watson & Raynor successfully conditioned fear Hence, Watson & Raynor successfully conditioned fear responses in the little infant.responses in the little infant.

Other infant studies

Lipsitt & Kaye (1963) paired the presentation of a Lipsitt & Kaye (1963) paired the presentation of a tone with the insertion of a nipple in the mouths of tone with the insertion of a nipple in the mouths of newborns three or four days old. Eventually, the newborns three or four days old. Eventually, the tone itself elicited sucking.tone itself elicited sucking.

Spelt (1948) paired a loud clapper (UCS) with Spelt (1948) paired a loud clapper (UCS) with vibrotactile stimuli (NS) in fetuses between 7 & 9 vibrotactile stimuli (NS) in fetuses between 7 & 9 months gestation. Eventually, the vibrotactile months gestation. Eventually, the vibrotactile stimuli alone elicited fetal movements.stimuli alone elicited fetal movements.

Conditions necessary for respondent learning: 1. The initial S-R relation must be unlearned and 1. The initial S-R relation must be unlearned and

automatic (reflexive).automatic (reflexive).

2. The UCS must be paired with the NS.2. The UCS must be paired with the NS.

3. Presentations of the CS alone must elicit the 3. Presentations of the CS alone must elicit the response.response.

4. The CR must not be the product of sensitization 4. The CR must not be the product of sensitization (presenting UCS alone may get responding). (presenting UCS alone may get responding).

Other terms:

Stimulus generalization-When conditioning Stimulus generalization-When conditioning is established, CR may be elicited by is established, CR may be elicited by similar stimuli.similar stimuli.

Stimulus Discrimination—Lack of Stimulus Discrimination—Lack of conditioning to other stimuli. In Watson & conditioning to other stimuli. In Watson & Raynor’s study, the CR was not elicited in Raynor’s study, the CR was not elicited in response to wooden blocks. response to wooden blocks.

Extinction-

If CS is never again paired with UCS, then If CS is never again paired with UCS, then CS no longer elicits the CR. Thus, the CR CS no longer elicits the CR. Thus, the CR is extinguished.is extinguished.

Spontaneous recovery—CS may Spontaneous recovery—CS may occasionally elicit the CR on new sessions, occasionally elicit the CR on new sessions, but only for a short number of responses.but only for a short number of responses.