Hello again.
In this section we begin discussing principles, materials
and aspects that are related to classical conditioning. Let’s begin by
starting with slide two.
As remember from last section, the classical conditioning
paradigm goes something like this. We have some kind of unconditioned
stimulus which causes an unconditioned response. We then pair that with a
conditioned stimulus, so the conditioned stimulus is presented, then the
unconditioned stimulus and then we get an unconditioned response. And over a
period of time, the conditioned stimulus alone causes the conditioned
response.
As we see on slide three, we can graph this process.
Generally, we can look at the amount of salivation the organism makes during
aspects of conditioning. As we see in the first section, our unconditioned
stimulus is basically causing an unconditioned response. Then pairing the
UCS with a conditioned stimulus. So, once we put the food in the mouth of
the organism the response goes up real high. That is, we’re making some
maximum amount of salivation, and that’s going to continue as we present the
CS.
Then the conditioned stimulus causes the conditioned
response, and the organism salivates for a particular period of time.
However, there is a concept that occurs after this conditioned stimulus
alone is causing the conditioned response. This concept is referred to as
extinction. As we see in slide four, extinction is defined as a decrease in
a conditioned response due to repeated exposures. This occurs when the
unconditioned stimulus is not present. As we see in the graph on slide five,
we started off the same as we did before. Our conditioned stimulus caused a
conditioned response. But as we continue to present the conditioned
response, the amount of salivation continues to decreases and it goes lower
and lower until ultimately it reaches zero.
The next concept we will talk about is what we call
spontaneous recovery. This occurs after extinction has occurred. Basically
what we do is give the animal a rest period. So we take the animal out of
its cage, we put it into its home cage and let it play around with other
rats or whatever it does. Then, in a day or so , we come back, put it back
into the chamber and we present the conditioned stimulus again. What you see
is a conditioned response, but it is lower than the original conditioned
response. We can also do that several times and we see that in slide seven
and in slide eight. So let’s look at slide seven first.
What began was an unconditioned stimulus causing an
unconditioned response and on and on. Then we had our conditioned stimulus
causing our conditioned response. The amount of salivation was high
initially, then the organism went on extinction and salivation reduced to
zero. We then had the rest period of 24 hours. We then bring the animal
back, put it back in the system, ring the bell, and lo and behold, the
response occurs again.
Now again note that the amount of responding in
spontaneous recovery is much lower than the amount of salivation when we had
the CS, UCS paired together. This process continues on in slide eight. So
after we get the first spontaneous recovery, we take it out of the cage,
give it another rest period and bring it back the second day. So in day two,
what do we see when we ring the bell again? The organism responds again, and
it is also lower than what we found on the day one of spontaneous recovery.
We again give it a rest period, come back, and ring the bell again on day
three. And lo and behold, again the organism makes a response but note that
it is much smaller than on day two.
Now there are a couple of points to note within
spontaneous recovery and we see them on slide nine. Number one, there must
be a rest period. If you don’t have a rest period, no spontaneous recovery
occurs. Number two, the height of the spontaneous recovery conditioned
response is lower than the height of the original conditioned response. And
again, as we continue on during the other days, the amount continues to
decrease and decrease over time.
Until you come to the concept of slide 10. That is what we
call total extinction. That is, when you present a conditioned stimulus
after spontaneous recovery and you get no conditioned response. That is, you
ring the bell and nothing happens. That is what we call total extinction.
In addition to that, we also have some other concepts that
also occur as well. The first of these concepts is generalization.
Generalization is defined as “When a response is acquired to a conditioned
stimulus, other conditioned stimuli will also evoke the same conditioned
response.” In addition, the closer the new stimulus is to the original
conditioned stimulus, the higher the probability that it will occur. This is
demonstrated on slide 12. Let’s say that we’re going to use a conditioned
stimulus such as a red light. So we’re going to pair a red light with a
chocolate chip cookie and you get salivation. So you present the red light,
you present the cookie. and you get salivation. You do it a few times and
pretty soon the light causes salivation.
Now what would happen if you changed the color of the
light. For example, instead of using a red light, you use an orange-red
light. Lo and behold, when you present the orange-red light, you get the
same conditioned response. When you change that light and you make it a
little bit different, so for example we use a yellow-red light, we get less
of a conditioned response. That is, we get less salivation that’s out there.
Until finally, if we just give a yellow light, we get no conditioned
response.
This relates to a concept that we see in slide 13. That
is, the concept of discrimination. Here the organism differentiates or
discriminates between the original stimulus and the new conditioned
stimulus. So with the yellow light, the organism discriminates in contrast
to the red light. So the organism is presented with the original conditioned
stimulus and a new one. When the organism responds to the original
conditioned stimulus and not to the new conditioned stimulus, that is called
generalization.
Now the next concept that I want to discuss that relates
to classical conditioning is what we call higher order conditioning. It is
also called secondary conditioning
So let’s go to slide 15 and look at what happens here. In
this example, we begin with the traditional classical conditioning paradigm.
So we have our UCS causing the UCR, our CS is then paired with the UCS, and
over a period of time, the CS alone causes the conditioned response. The
question then became, what would happen if we paired a second conditioned
stimulus (CS2) with the original conditioned stimulus, (CS1). Lo and behold,
Pavlov found that after we present conditioned stimulus two, you would also
get a conditioned response. Now the response may be a little bit lower than
the original, but it was still there.
Let’s take it one step further. So we take conditioned
stimulus three. We now pair it with conditioned stimulus two and you get a
conditioned response. Lo and behold over time, conditioned stimulus three
causes the conditioned response.
And here’s a classic example of higher order conditioning
and it’s related to the classroom. Let’s say that class discipline causes
pain, fear, embarrassment, etc. Take a teacher. The teacher gives
discipline, you get pain and fear, and lo and behold, the teacher alone
begins to become associated with pain and fear. This is the traditional
classical conditioning paradigm that we’ve talked about.
But, things also associated with the teacher also become
problematic. For example, the classroom is paired with the teacher, so the
classroom becomes conditioned stimulus two. We pair it with the teacher,
conditioned stimulus one. You get pain and fear. And lo and behold, the
classroom alone begins to be associated with pain and fear. Now, again, it’s
not the original level, but as a result, a kid doesn’t want to be in the
classroom. So the kid will say, “I don’t like going to school,” or something
to that extent. You can also take the example out further if you wish.
The point with is these variables influence classical
conditioning. They can all have major impacts. And note that through higher
order conditioning a totally unrelated stimulus can ultimately end up
causing a conditioned response.
In the next section, we’re going to talk about some
variables that influence classical conditioning and how those begin to work.
So until that time, you have yourself a good day.
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