Question Sheet 9

Question Sheet 9 - Questions 9 Thursday 1:30 PM 830:311H...

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Questions 9 Thursday, May 03, 2007 1:30 PM 830:311H CONDITIONING AND LEARNING Terms : reinforcement contrast effects positive contrast (elation/joy) negative contrast (depression) Crespi-Zeaman paradigm behavioral contrast PRF (partial reinforcement) CRF (continuous reinforcement) PREE paradoxical effects of X on extinction two-process theory of avoidance classical aversive conditioning warning signal (CS) shuttle box escape avoidance fear reduction discriminative avoidance (CS is warning signal) nondiscriminative avoidance (no explicit warning signal) Sidman avoidance S-S interval R-R interval two-process theory of avoidance Essay : **NOTE: You might be given the figure from your text or handouts instead of having to draw it. Otherwise, the question would be the same. ------------------------------------------------------------------------------------------------------------ 1. **Draw the phenomenon of Crespi-Zeaman (reinforcement) contrast effects, and verbally  describe each of the elements in your diagram. (Be sure to label all parts  of the diagram, includin the x- and y-axes, experimental and control groups, the pre- and postshift phases, and the  stabilization of responding before the shift, positive and negative contrast, and the overshoot and  undershoot--give names.) (SEE CLASS HANDOUT) control Group C1: 5mg pre-; 5mg post- control Group C2: 25mg pre-; 25mg post- experimental Group I: 5mg pre-; 25mg post- experimental Group D: 25mg pre-; 5mg post- Trials measured on x-axis, running speed measured on y-axis; as reward for learning a maze, each group of rats given certain amount of reinforcing drug in a solution which was later shifted to either more, less, or equally concentrated; shift occurs once running speed stabilizes (indicating optimal learning)
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Groups' C1 and C2 responsiveness remains stable pre- and post- shift, continuing to approach asymptote of learning Group I showed positive contrast (elation) as responsiveness overshot the previous asymptote; Group D showed negative contrast (depression) as responsiveness undershot the previous asymptote Group I and Group D responsiveness re-stabilized at the prior asymptote of learning several trials later Suggests emotional aspect to motivation Applying R-W model to it… contrast reflects change in possible associative strength, given magnitude of US (larger/smaller US = greater/lesser optimal learning); over/under- shooting reflects change in speed of association, given perceived CS intensity relative to expected intensity (greater/lesser perceived CS = greater/lesser rate of learning). 2.
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Question Sheet 9 - Questions 9 Thursday 1:30 PM 830:311H...

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