1 learning i and ii chemotherapy patient has anticipatory nausea, so cannot keep up her strength....
TRANSCRIPT
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Learning I and II
• Chemotherapy patient has anticipatory nausea, so cannot keep up her strength. How does this happen and what can be done to help it?
• Dealing with parent/children problems: Child acts up at a store. Parent ignores, then responds by yelling and grabbing child. What are consequences and how might it be handled?
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Learning UnitOverview of Class
(I) Definition of learning
(II) Biological constraints on learning
(III) Varieties of learning
(A) Habituation
(B) Classical conditioning
(C) Instrumental conditioning
(D) Classical & Instrumental conditioning
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(I) Definition of Learning
Learning - storage of information in memory as a consequence of experience
* Learning is inferred from performance
* But . . . . Learning is not equivalent to performance
** Fatigue, Motivation, Specific performance measures
Challenge of learning -- what goes with what?
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(II) Biological Constraints on Learning
(A) Fixed action patterns - innate behaviors
(B) Critical periods
(C) Stimulus/response specificity
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(II) Biological Constraints on Learning
(A) Fixed action patterns - innate behaviors
Characteristics:
* Initiated by specific stimuli
* Progress automatically once initiated
Examples:
* Grasping, sucking & head turning, respiration occlusion reflex
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(II) Biological Constraints on Learning
(A) Fixed action patterns - innate behaviors
(B) Critical periods
* Imprinting - basis for child/parent attachment
* Bird song, Language learning
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Figure 6-2 Apparatus used for the imprinting of ducklings. A duckling was givenSystematic exposure to the decoy as it moved around the runway.
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In a choice discrimination test, percent of time that ducklings chose the imprinted decoy as a function of time between birth and the imprinting experience.
Age (hours)
Hess, E. H. Imprinting. Science, 1959, 130, 133-141.Reprinted by permission of the American Associationfor the Advancement of Science.
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(C) Stimulus/Response Specificity
Early view; All stimuli have an equal chance of being associated with responses
Present view: Some S-R pairs have precedence in learning
Intervention Shock Nausea/X-rays
Conclusions: External punishment -- > external stimulus
Internal punishment -- > internal stimulus
Example: Odors & tastes associated with chemotherapy are strong cues for anticipatory vomiting
Bright/noisy waterTraining Sweet water
low
lowHIGH
HIGH
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Evidence that the consequences of responding determine the stimuli that come to control the response.
X-ray ShockRevusky, S., & Garcia, J. Learned associations over long delays. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 4). New York: Academic Press,1970, pp. 1-84. Reprinted by permission of Academic Press, Inc.
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(III) Varieties of Learning
(A) Habituation - decreased responding to repetitive stimulus
* From single cell organism to human ………………..
* Example: Finch study
** Alternative explanations for “habituation”:
(a) Fatigue - No - “dishabituation”
Response returns if stimulus changes a little
(b) Extinction of conditioned response ….. No
Response will come back with delay
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Decline in “chink” calls emitted by chaffinches on successivedaily tests with a live owl. Each chaffinch was exposed tothe owl for 20 min. a day. The number of calls emitted byeach day was expressed as a percentage of the number on Day 1.
Daily Tests
Rel
ativ
e F
requ
ency
of
Cal
ls (
perc
ent)
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(B) Classical Conditioning Pavlov and his famous dogs ……………………..
Critical observation: Dog salivates when Pavlov enters room
Experiment: Before conditioning
UCSMeat powder
CSBuzzer
OrientingResponse
UCRSalivation
During conditioning After conditioning
CS ….. UCS UCR CSBuzzer
CRSalivation
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(a) Does the temporal relationship between the CS & UCS matter?
Forward Delayed Backward
CS CS CS UCS UCS UCS
Best Learning Worst
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(b) Is conditioning permanent?
Assumes:
CS without UCS after conditioning
* Process of Extinction
* Process of Spontaneous Recovery
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(c) Is conditioning automatic & unselective?
Animal “A” - tone conditioned
Conditioning
UCSShock
CRFear
CSTone
CSTone
Orienting
UCRFear
Test
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Animal “B” - tone and light conditioned
Conditioning
UCSShock
CRFear
CSTone
CSTone & Light Orienting
UCRFear
Test
CRFear
CSLight
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Animal “C” - tone, then tone & light -- Blocking Initial Conditioning
UCSShock
CSTone
Orienting
UCRFear
Then with same animal… second conditioning phase.
UCSShock
CSTone & Light
UCRFear
Orienting
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Animal “C” - what has the animal learned?
CRFear
CSTone
Test -- tone still conditioned to fear, but light is NOT -Initial conditioning of tone has BLOCKED it from being learned in second conditioning phase
OrientingCS
Light
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(d) Does CR become equivalent to UCR?
Early view: (Pavlov) - Yes
Recent view: CR takes whatever form is most adaptive
--- can be compensatory or opponent to UCR
An Example: Drug tolerance …… and overdose
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UCSHeroin
UCRDecreasedrespiration
An Example: Drug tolerance …… and overdose
Drug has UCR but also a rebound
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Opponent Process Theory
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Predicted Effects of Conditioning on Opponent Processes
• As can see in Panel B, as conditioning continues, the opponent process b (CR) increases in size and counteracts the UR, a
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*Drug has UCR (component a) and then rebound of increased respiration (component b -- withdrawl)*Component b malleable, gets conditioned to familiar environment, and occurs earlier so counteracting UCR.*Need higher dose to get same effect
BUT ….. When in an unfamiliar environment there is no counteracting effect and therefore possible overdose
UCSHeroin
CSFamiliar
environment
UCRDecreasedrespiration
CRIncreased
respiration
An Example: Drug tolerance …… and overdose
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Overdosing
• Two groups of mice injected with ethanol for four days in same environment
• Day 5 - given 1.5 times usual dose– Familiar environment -- 0% fatalities– New environment -- 60% fatalities
• Newer findings (Siegel, 2004)-- may also be true of internal cues to drugs
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(e) Real-world effects & applications of Classical Learning
* Phobia - unrealistic fear which develops from a frightening experience (claustrophobia)* Anxiety
* Situational Hypertension
* Systematic Desensitization - method for reducing intense anxiety by having patients visualize a graduated series of anxiety- provoking stimuli while maintaining a relaxation
CS CR
Aircraft, airport, etc. Anxiety
??????? extinction or new (calmer) response
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Here are the first fifteen scenes from a hierarchy used with a clientwho feared flying.1. You are reading the paper and notice an ad for an airline.2. You are watching a television program that shows a groups of people boarding
a plane.3. Your boss tells you that you need to make a business trip by air.4. It is two weeks before your trip, and you ask your secretary to make airline
reservations.5. You are in your bedroom, packing a suitcase for your trip.6. You are in the shower on the morning of your trip.7. You are in a tax on the way to the airport.8. You are checking in for your flight and the agent says, “Would you like a
window or aisle seat?9. You are in the waiting lounge and hear an announcement that your flight is
now ready for boarding.10. You are in line, just about to board the airplane.11. You are in your seat and hear the plane’s engines start.12. The plane begins to move as you hear the flight attendant say, “Be sure your
seatbelts are securely fastened.”13. You look at the runway as the plan waits to take off.14. You look out the window as the plane begins to roll down the runway.15. You look out the window as the plane leaves the ground.
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Chemotherapy and classical conditioning
• Become associated with tastes and odors
• Foods eaten before therapy may lead to taste-aversion, a problem for nutrition
• Distinctive food before chemotherapy can be “scapegoat” so aversion tied to that.– Children given unusual candy (coconut-flavor) with
meal before therapy
– Other foods in meal more likely to be eaten later than for group with no unusual candy
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Final remark on classical conditioning
• Many organisms show classical conditioning
• Neural bases are very different, but form is very similar
• Why? Adaptive way of responding– To survive, we have systems to anticipate and
react to common, important stimuli
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Instrumental (operant) Conditioning
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(C) Instrumental (Operant) Conditioning
Operant Behavior Reinforcer
Child eats vegetables “Barney” video
(a)Shaping - reinforcing approximations of desired behavior
* dramatically speeds-up conditioning (especially)
when behavior occurs infrequently
(b)Superstitious behavior
Operant behaviors Reinforcer
carry rabbit’s foot desired outcome consult palm reader
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(C) Instrumental (Operant) Conditioning
(c) Schedules of Reinforcement
* Fixed ratio - each n responses
- paid for each piece --> fast responses
* Variable ratio - each variable # responses
- slot machines --> hard to extinguish
* Fixed interval - after t time
-emergency room admissions in N.Y.
--> scalloped curve
* Variable interval - after variable time
- unannounced examinations --> hard to
extinguish
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Partial reinforcement
• Harder to condition behavior (since many unreinforced desired actions)
• Longer to extinguish behavior (since extinction not so different from learning -- many unreinforced desired actions)
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(d) Types of Behavior-Reinforcer Contingencies
* Positive reinforcer - something positive following behavior
* Negative reinforcer- removal of something aversive
** escape conditioning
* Punishment - administration of something aversive
Disadvantages: ** doesn’t tell you what to do
** elicits aggression & hostility To be effective:
immediate, severe, consistent, offer alternative behaviors
Learned helplessness (Seligman) - organism punished in an unpredictable manner will show impaired learning
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Learned helplessness
Group APhase 1: Shock -- escaped by pressing nose padPhase 2: Shock -- escaped by jumping over
barrier
Group BPhase 1: Shock -- same as Group A - no control
over escaping (pressing nose pad did not help)Phase 2: Shock -- could escape by jumping over
barrier, but do not -- learned helplessness
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Learned helplessness - repairing
Some evidence that if can show organism that behavior WILL influence environment, that they can get over learned helplessness.
If animals forced over barrier repeatedly, will begin to jump over it to avoid shocks.
Real-world applications
Math anxieties; clinical depressions
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What is reinforcement reinforcing?
• Learning or Performance?
• Evidence is Performance -- important to realize that organisms (people) can be learning much more than they are showing by performance – Example: Rats -- cognitive maps of routes
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(e) Applications of Instrumental Conditioning
* Programmed instruction - small units of behavior are reinforced. Gradually increase unit size.
* Behavior Modification
** Smoking cessation programs
** Weight loss programs
** Token economies in psychiatric hospitals
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(D) Classical & Instrumental Learning
Have examined separately, but
1. Many similarities in effects of practice, extinction, recovery, blocking -- classical between stimulus and stimulus, instrumental between stimulus and response (leading to reinforcer)
2. often there are mixtures of Classical & Instrumental learning
Classical conditioning - anticipatory vomiting with chemotherapy
CS / medical office CR / vomiting
IF ….. patient is distracted from CS vomiting should cease
Instrumental conditioning
Operant behavior Reinforcer
imagery/relaxation Decreased vomiting
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Concluding remarks
• Wide variety of very different events arise from conditioning
• Be aware that behaviors you see may come about in unintended ways -- useful when you are considering how to repair harmful behaviors
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Readings and key termsFadem - Ch. 7
• Fixed action patterns Habituation Critical periods, imprinting
• Classical conditioning Extinction UCR, CR, UCS, CS • Systematic desensitization Spontaneous recovery
• Operant conditioning Shaping Partial reinforcement• Fixed ratio, variable ratio, fixed interval, variable interval• Positive and negative reinforcers Punishment• Learned helplessness Behavior modification