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8/18/2019 ⚡Presentation "Lecture 3: Non-associative Learning Learning, Psychology 3510 Spring, 2015 Professor Delamater."

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Presentation on theme: "Lecture 3: Non-associative Learning Learning, Psychology 3510 Spring,

2015 Professor Delamater." — Presentation transcript:

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Lecture 3: Non-associative Learning Learning, Psychology 3510 Spring, 2015

Professor Delamater

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Lecture 3: Non-associative Learning Learning, Psychology 3510

Spring, 2015 Professor Delamater.

Published by Barbra Stevens, Modified 6 months ago

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Página 2ttp://slideplayer.com/slide/8100210/#

STIMULATION: HABITUATION

HABITUATION LEARNING NO

TO RESPOND TO A

Last class Definition of

learning Distinction between

learning and performance

Habituation and Sensitizatio

- -

Elicited behavior,

Habituation, and

Sensitization.

PSY 402 Theories of Learning

Chapter 3 – Nuts and Bolts o

Conditioning (Mechanisms o

Classical Conditioning)


Chapter 4 – Theories of

Conditioning.






Chapter 4 – Theories of

Conditioning.

Psychology 2250 Last Class

Characteristics of Habituatio

Slide 2

Non-associative Learning Three Types 1.Habituation 2.Dishabituation 3.Sensitization Or, for the most part, changes in

responsiveness to a single stimulus

Slide 3

Non-associative Learning: Habituation Habituation – Decline in responsiveness to a stimulus with repeated exposures,

but arising from “central” changes. Learning to “tune” out the radio, or the siren, etc Used to study sensory capacities in

human infants, and, more generally, Simple learning processes in other organisms. Major headway in understanding the

neural mechanisms in memory.

Slide 4


but arising from “central” changes. Learning to “tune” out the radio, or the siren, or background noise, etc Used to study

sensory capacities in human infants, and, more generally, Simple learning processes in other organisms. Major headway

in understanding the neural mechanisms in memory.

Slide 5


but arising from “central” changes. Learning to “tune” out the radio, or the siren, or background noise, etc Used to study

sensory capacities in human infants, and, more generally, Simple learning processes in other organisms. Major headway

in understanding the neural mechanisms in memory. Women asked to rate the Pleasantness of a specific Taste stimulus.

Also, the amount of Salivation was measured. Steady decreases with repeated exposures suggests habituation.

Slide 6


but arising from “central” changes. How do we know this is due to a “central” change?

Slide 7


but arising from “central” changes. Need to rule out sensory adaptation and motor fatigue (two “peripheral” change

mechanisms).

Slide 8


but arising from “central” changes. Need to rule out sensory adaptation and motor fatigue (two “peripheral” change

mechanisms). But notice that Habituation is Stimulus-Specific!!! This rules out Motor Fatigue as an explanation of the

decrease in responding. But what about Sensory Adaptation???

Slide 9

Non-associative Learning: Dishabituation Dishabituation – Recovery in responsiveness to an already habituated stimulus.

Presenting a Tone stimulus causes the rat to startle. But repeated presentations of this Tone results in progressively less

startle responding. Michael Davis: Studied Startle responding in the rat

Slide 10

http://slideplayer.com/slide/7596038/http://slideplayer.com/slide/5176220/http://slideplayer.com/slide/4918684/http://slideplayer.com/slide/4174788/http://slideplayer.com/slide/5375999/http://slideplayer.com/slide/4300879/http://slideplayer.com/slide/6397354/http://slideplayer.com/slide/3066705/


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and Sensitization -time

course -stimulus-specificity

Lecture 20: Extinction

(Pavlovian & Instrumental)

Learning, Psychology 5310

Spring, 2015 Professor

PSY402 Theories of Learning

Monday January 13, 2003.

Learning Part I Learning

Classical Conditioning. Study

of learning Learning: –

process by which long-

1 Learning. 2 “A relatively

permanent change in

behavior due to experience”

This definition has three





Eric Kandel Irving

Kupfermann Susan Iversen.

Learning is the process by

which we acquire knowledge

Non-associative Learning: Dishabituation Dishabituation – Recovery in responsiveness to an already habituated stimulus.

Is this due to Habituation, Sensory Adaptation, or Motor Fatigue? The Startle response recovers on a test trial when Light

is presented just before the Tone. The Light stimulus dishabituates the rats startle response to Tone. This rules out

sensory adaptation, as well as motor fatigue. Michael Davis: Studied Startle responding in the rat

Slide 11

Non-associative Learning: Short vs Long- Term Habituation Dishabituation – Recovery in responsiveness to an already

habituated stimulus. Tones presented once a day produces lasting long term habituation. Tones presented every 3 s

produces deeper habituation. But this does not last until the next day – short term habituation (shows spontaneous

recovery). Short ISI leads to good short term habituation, but long ISI leads to good long term habituation. Leaton (1976)

Experiment: Studied Startle responding in the rat FIGURE 2.10 Startle response of rats to a tone presented once a day in

Phase 1, every 3 seconds in Phase 2, and once a day in Phase 3. (Based on “Long-Term Retention of the Habituation of

Lick Suppression and Startle Response Produced by a Single Auditory Stimulus,” by R.N. Leaton, 1976, Journal of

Experimental Psychology: Animal Behavior Processes, 2, pp. 248– 259.)

Slide 12

Non-associative Learning: Sensitization Sensitization – Increase in responsiveness to a stimulus when the stimulus is

presented in an “arousing” context. Tones presented in a relatively quite environment undergo habituation. Tones

presented in a noisy environment undergoes sensitization. Davis (1974) Experiment: Studied Startle responding in therat FIGURE 2.11 Magnitude of the startle response of rats to successive presentations of a tone with a background noise

of 60 or 80 dB. (Based on “Sensitization of the Rat Startle Response by Noise,” by M. Davis, 1974, Journal of Comparative

and Physiological Psychology, 87, pp. 571–581.)

Slide 13

Non-associative Learning: Sensitization Sensitization – Increase in responsiveness to a stimulus when the stimulus is

presented in an “arousing” context. The Tone produces more startle responding when it follows a Shock than when

presented alone. The shock “potentiates” the startle response to the Tone probably because it “arouses” the rat. Davis:

Studied Potentiated Startle responding in the rat Experimental Procedure: Present Tone and measure startle responding

Present Foot Shock, then Tone and measure startle responding

Slide 14

Non-associative Learning: Sensitization Habituation & Sensitization processes both can a! ect responding at the same

time. Habituation in the human infant Experimental Procedure: Present visual stimuli that vary in complexity and

measure Looking time.

Slide 15

Non-associative Learning: Sensitization Habituation & Sensitization processes both can a! ect responding at the same

time. Looking time steadily decreases over trials as the infant habituates to the visual stimulus. Looking time first

increases to the complex stimulus (sensitization) before it decreases (habituation). Habituation in the human infant

(Bashinski, Werner, & Rudy, 1985) Experimental Procedure: Present visual stimuli that vary in complexity and measure

Looking time.

Slide 16

Non-associative Learning: Dual Process Theory (Groves & Thompson, 1970) Habituation & Sensitization processes both

can a! ect responding at the same time. S-R System:Habituation (processing of information from sensory to motor

neurons) State System:Sensitization (general process that can influence many neural pathways) Habituation should be

stimulus specific Sensitization should be stimulus general because it relies on a general “state” system

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Siegel, 1976 Demonstration

of addiction, tolerance and

withdrawal or Cues are

EVERYWHERE!

Chapter 4 Classical

Conditioning: Mechanisms –

What makes e! ective

conditioned and

INNATE BEHAVIOR AND

LEARNING Have to start here

Chapter 2: Elicited behavior,

Habituation, and

sensitization Elicited Behavio

–behavior is a reaction to a

Dr. Steven I. Dworkin Elicited

Behavior and Classical

Conditioning Chapter 3.

6.1 What are the three ways

we learn? 6.2 How do we

learn by classical

conditioning? 6.3 How do we

GENERAL PSYCHOLOGY

Lecture 6 LEARNING Visiting

Assistant PROFESSOR YEE-

SAN TEOH Department of

Slide 17

Non-associative Learning: Sensitization and Dishabituation Compared Dishabituation & Sensitization both increase

responding. Do they have a common underlying substrate, e.g., arousal? Hypothesis: If they have a common underlying

substrate, then whenever one occurs the other should also occur. Marcus, Nolen, Rankin, & Carew (1988) Aplysia Study

Gill Withdrawal Response habituates, Dishabituates, and sensitizes But they have di! erent developmental onsets That

means dishabituation can occur without sensitization, so they must rely on di! erent underlying substrates.

Slide 18



substrate, then whenever one occurs the other should also occur. Whitlow (1975) Rabbit Study Vasoconstriction

measured in response to di! erent tone stimuli Less responding to Event 2 on Same than Di! erent trials indicates

habituation Trial TypeEvent 1Event 2 A – ATone 1Tone 1 B – BTone 2Tone 2 A – BTone 1Tone 2 B – ATone 2Tone 1 }

Same Trials } Di! erent Trials

Slide 19


responding. Do they have a common underlying substrate, e.g., arousal? Hypothesis: If they have a common underlyingsubstrate, then whenever one occurs the other should also occur. Whitlow (1975) Rabbit Study Vasoconstriction

measured in response to di! erent tone stimuli Less responding to Event 2 on Same than Di! erent trials indicates

habituation More responding to Event 2 on Same + distractor than Same trials indicates dishabituation Equal responding

to Event 2 on Di! + distractor and Di! trials shows NO sensitization Trial TypeEvent 1Event 2 A – ATone 1Tone 1 B –

BTone 2Tone 2 A – BTone 1Tone 2 B – ATone 2Tone 1 A-x-ATone 1xTone 1 B-x-BTone 2xTone 2 A-x-BTone 1xTone 2

B-x-ATone 2xTone 1 } Same Trials } Di! erent Trials } Same Trials + distractor } Di! erent Trials + distractor

Slide 20



substrate, then whenever one occurs the other should also occur. Whitlow (1975) Rabbit Study Results: Dishabituation

can occur without Sensitization, indicating that These two processes must rely on di!

erent underlying substrates TrialTypeEvent 1Event 2 A – ATone 1Tone 1 B – BTone 2Tone 2 A – BTone 1Tone 2 B – ATone 2Tone 1 A-x-ATone 1xTone 1

B-x-BTone 2xTone 2 A-x-BTone 1xTone 2 B-x-ATone 2xTone 1 } Same Trials } Di! erent Trials } Same Trials +

distractor } Di! erent Trials + distractor

Slide 21

Non-associative Learning Involving Complex “Emotional” Stimuli Solomon and Corbit (1974): Opponent Process Theory

Two opposing processes combine to produce an overall emotional e! ect, but one of these processes (the opponent “b”

process) change over time and the other (“a” process) does not. This leads to a decreased emotional response when

stimulus occurs, but a lasting opponent response when the stimulus is removed. Initial Exposure to DrugAfter Repeated

Exposures to Drug

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Lecture 18&19: Stimulus

Control (Pavlovian &

Instrumental) Learning,

Psychology 5310 Spring,

Learning A relatively

permanent change in

knowledge or behavior that

results from experience.

Chapter 6 Non-Associative

Learning: Learning about

Repeated Events.

The Modification of

Instinctive Behavior Chapter

3.


Chapter 9 – Motivation.

Lectures 5&6: Pavlovian

Conditioning (Basic Concept

& Generality) Learning,

Psychology 5310 Spring,

Chapter 6 Learning © 2014

W. W. Norton & Company,

Inc. Sarah Grison Todd

Heatherton Michael

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