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Class notes on Classical conditioning
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Full lecture notes on part 2 of classical conditioning, week 4
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Introduction to LearningClassical Conditioning
Extensions to classical conditioning: Higher order conditioning
Classical conditioning of a CS can also
result in the development of a
conditioned response of a stimulus that
will be associated with the CS.
A second neutral stimulus will become
associated with the second one. So there
is a fear response to both neutral
stimuli.
The neutral stimulus of the wasp is paired with the unconditioned
stimulus of the sting which leads to an unconditioned response of
fear.
The wasp then becomes the CS as it becomes associated with the
fear.
There is then a second neutral stimulus of the bin which will also
become associated with the conditioned response of fear.
Classical conditioning of the CS will also
result in the development of a
conditioned response of a stimulus that
will be associated with the CS.
The neuronal responses become
associated together. They become
connected to each other.
Extensions to classical conditioning: Sensory pre-conditioning
Classical conditioning of a CS can also
result in the development of a conditioned
response of a stimulus that has been
associated with the CS.
The wasp and the tree are already
associated together before the fear is
associated with the wasp.
First you have the wasp and the tree that is associated.
Then the wasp becomes paired with the sting which leads to the
fear response.
Due to the tree and wasp already being paired up, the tree also
becomes associated with the sting and so will lead to the fear
response.
, Classical conditioning of a CS can also
result in the development of a
conditioned response of a stimulus has
been associated with the CS.
The neuronal responses become
associated. In step 3 a holistic
connections is formed as all of the
neurons involved become linked
together.
This indicates the presence of latent learning (e.g. Tolman’s rats):
o 3 groups of rats trained on a complex maze task
o 1 reward group found food when they reached the goal box
o The other two groups of rats were not rewarded
o On the 11th day of training, the rats of the non-rewarded group
received food when they reached the goal box
o The next day the non-reward group slightly outperformed the
reward group. This suggests that learning may not be purely
down to the rewards.
o It suggested that there was a form of learning that sat outside
the reward pattern.
o Learning existed without any reward. This only became
apparent once the reward had been given.
Learning occurs despite the absence of any observable
demonstration of learning and only becomes apparent under a
different set of conditions.
Limitations of classical conditioning
Overshadowing
The more salient member of a compound
is more readily conditioned as a CS. This
then interferes with conditioning of the
less salient stimulus.
There are two neutral stimuli introduce.
In this case light is the stronger stimuli so will overshadow the
metronome. The light has a more influential response so will lead to
salivation by itself as it has been associated with the food. With the
faint metronome, there is no salivation when produced by itself as it
has been unable to form an association with the food.
In overshadowing, the two stimuli are introduced at the same time.
Blocking (Kamin, 1969)
The presence of an established CS
interferes with conditioning a new
stimulus.
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