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Classical Conditioning: S-R vs. S-S Learning and Preparatory Response Theory, Slides of Classical Literature

California State University (CSU) - San BernardinoClassical Literature

The underlying processes of Pavlovian conditioning, specifically focusing on S-R vs. S-S learning and the practical applications of Pavlovian conditioning in understanding and treating phobias through aversion therapy. The document also introduces the theories of stimulus-substitution and preparatory response.

What you will learn

  • How can Pavlovian conditioning be used to treat phobias?
  • What is the difference between S-R and S-S learning in Pavlovian conditioning?
  • How does stimulus-substitution theory explain the relationship between CS and US?
  • What is the role of preparatory response theory in Pavlovian conditioning?
  • What is the evidence for S-S learning in Pavlovian conditioning?

Typology: Slides

2021/2022

Uploaded on 03/31/2022

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bg1
1
Chapter 5
Finishing up Cl
assi
cal Condit
ioning
Underlying Proces
ses &
Pract
ical
Appl
icat
ions
Chapter 5 Lectures
Outline
• Underlying processes in Pavlovian condi
tioning
– S-R vs. S-S learning
– Stimulus-substi
tuti
on vs. Preparatory-response theory
– Compensatory response model
– Rescorla-Wagner model
• Practical appl
icat
ions of Pavlovian conditioning
– Understanding the nature of phobias
– Treating phobias
– Aversion therapy
pf3
pf4
pf5
pf8
pf9
pfa

Partial preview of the text

Download Classical Conditioning: S-R vs. S-S Learning and Preparatory Response Theory and more Slides Classical Literature in PDF only on Docsity!

Chapter 5

Finishing up Classical Conditioning

Underlying Processes & Practical Applications

Chapter 5 Lectures Outline

  • Underlying processes in Pavlovian conditioning
    • S-R vs. S-S learning
    • Stimulus-substitution vs. Preparatory-response theory
    • Compensatory response model
    • Rescorla-Wagner model
  • Practical applications of Pavlovian conditioning
    • Understanding the nature of phobias
    • Treating phobias
    • Aversion therapy

S-R vs S-S Learning

• S-R (stimulus-response learning)

Example

When a tone and food are presented together, the tone

becomes associated with the salivation that occurs to

the food. A direct connection is created between the CS

and UR such that the CS elicits the same response as

the UR

Tone:

CS

Food

UCS

Salivation

UR

S-R vs S-S Learning cont.

• S-S (stimulus-stimulus learning)

  • CS comes to activate a mental representation of the US

which in turn generates the UR

Example

When a tone and food are presented together, the tone

generates a mental representation of the food and, as

result of this representation, salivation occurs. A direct

connection is created between the CS and US such that

the CS elicits (same) similar response to the UR

Tone:

CS

Food

US

Salivation

UR

Conclusions: S-R vs. S-S theory

• Some evidence f or both theories

• Majority of evidence is for S-S theory,

particularly simple Pavlovian processes

That brings us to WHY does

Classical Conditioning exist?

• Perhaps it is there to help get us ready for things

that are going to happen!

  • Stimulus-substitution theory - Pavlov (1927)
  • Preparatory-Response theory - Kimble (1961)

Stimulus-substitution theory

• Stimulus-substitution theory - Pavlov (1927)

  • S-S theory of conditioning
  • CS should elicit the same response as the US
    • Light (CS) : Food (US) → Salivation (UR)
    • Light (CS) → Salivation (CR)
  • But…shouldn’t the dog try to eat the light???

Stimulus-substitution theory

  • Jenkins & Moore (1973)
    • Food - pigeons peck with open beak, closed eyes
    • Water - pigeons peck with closed beak, open eyes
      • Light (CS) : Food (US) → Peck (UR)
      • Light (CS) : Water (US) → Peck (UR)
    • According to Stimulus-Substitution hypotheses
      • Pigeons should peck at the lighted key paired with

food with

  • Pigeons should peck at the lighted key paired with

water with

Preparatory Response Theory

• Faneslow (1989)

  • Rats placed in cage and administered foot shocks
    • Phase 1
      • Foot-Shock (US) → Jump (UR)
      • Tone (NS) : Foot-Shock (US) → Jump (UR)
    • Test Phase
      • Tone (CS) →
  • Suggests CS has not become the US – different

responses

  • Perhaps evolutionary explanation
    • Jump to actual bite; freeze (hide) in anticipation

Preparatory Response Theory

• Preparatory Response Theory

  • The purpose of the CR is to prepare the organism for

the arrival of the US

  • Can explain topographical similarity of some CS to US
    • Metronome : Food → Salivate
    • Metronome → Salivate
  • Can explain topographical dissimilarities
    • Foot Shock → Jump
    • Tone : Foot Shock
    • Tone → Freeze

Compensatory Response Model

• The compensatory after-reactions to the US are

elicited by the CS

  • Pre-conditioning phase
    • Shock (US) → Increased Heart Rate (UR)
  • Conditioning phase
    • Tone(NS) : Shock (US) → Increased Heart Rate (UR)
    • Tone (CS) → Increased Heart Rate (CR)
  • Extended conditioning trials
    • Tone(NS) : Shock (US) → Increased Heart Rate (UR)
    • Tone (CS) →

• Can be explained by

Compensatory Response Model

• Compensatory after-reactions to a US may

come to be elicited by a CS

• Purpose of this is probably to maintain

homeostasis in the body

– If compensatory processes came before the US

–more effective in minimising effects of US

• Because CS elicits compensatory responses

to counter effects of US – strong evidence

against Stimulus-Substitution theory

Drug Overdose - Results

  • Context cues where the same room group normally received drug offset effects
  • When large heroin dose administered in new context – no compensatory response = mortality
  • Opponent-process theory
    • a-process direct effect of the drug
    • b-process conditioned to the contextual cues (room) (^) Control Different Room

Same Room

Percent Mortality

Group

More Evidence for this theory

• McCusker and Brown 1990

– Alcohol-expected vs. alcohol-unexpected

environments (e.g. drinking at the office vs.

drinking in a bar)

  • Implications for drinking and driving
  • Implications for drug overdose fatalities

Compensatory Response Model

  • Drug tolerance
    • Repeated use of drug in specific context → b-process becomes stronger → reduced net effect of drug → need increased quantity of drug for same effect
    • Repeated experience with drug results in less of a ‘high’ (a- process)
  • Drug withdrawal
    • With repeated exposure to the drug in specific context, the b- process increases in strength & duration
    • a-process ceases immediately but b-process declines slowly
    • Negative effects of b-process become extreme → withdrawal

Compensatory Response Model

Effects of drug After-effects of drug

Homeostasis

Increased High

Increased Low

Net effect of drug

a-process effects of drug

b-process conditioned to context