Download - Associative Learning
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Associative Learning
Psychology 3906
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Introduction
• Every species tested seems to show some form of associative learning
• There are many possible responses• Are they all served by some
overarching ‘associative learning system?’
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Constraints
• Early on (meaning the 1960s….) people looked at so called constraints
• Taste aversions• “Misbeahviour”• The whole notion of adaptive
specializations of learning• Not really a clear research program
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More recently..
• The modular view has helped out here• Intelligence is modular• Memory, for example, has many
subsystems, we accept that easily• Same with perception• So learning may as well
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What is learning?
• Some event at time 1 affects behaviour at time 2
• Probably the best definition out there, though there are others
• Bob Rescorla
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What are we interested in?
• Conditions for learning• Contents of learning• Effects on behaviour
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Conditions for learning
• Contingency• The “Rescorla control” vs conditioned
inhibition• Compounding• Features and blocking• Surprisingness
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The Model:
• ΔVi – Si(Aj-Vsum)• i = CS• j = US• S = Salience• A = Value of the US• V = amount of conditioning• These quantities are, of course, hypothetical
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An example
• OK, say a food pellet = 100• Say salience of a light CS = .2• Vsum = 0 (at the start of the experiment,
there is no conditioning yet
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OK, now for the numbers
• Trial 1• ΔVi – Si(Aj-Vsum)
=.2(100 – 0)=20
• Trial 2ΔVi = .2(100-20)
=16
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Continued….
• Trial 3ΔVi = Si(Aj-Vsum)ΔVi = .2(100-36)12.8
• And so on….• Less and less conditioning as time goes
by• Cool eh
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More on conditions
• Gallistel’s model is more to do with duration of events and number of pairings
• Events have to “go together”– Preparedness– Belongingness– No model deals with that well at all
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I just want to belong to something….
• Spatial and temporal contiguity can be considered types of belongingness
• Think about backwards conditioning, it never works
• When you look at these two types of contiguity from a functional viewpoint it makes a great deal fo sense
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Prior learning affects new learning
Group Phase 1
Phase 2
Test Result
Control Nothing LT+ T CR
Blocking L+ LT+ T No CR
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The contents of learning
• Is it an association between stimuli?• Is it an association between a stimulus
and a response?• It seems to depend on the preparation• How in the hell could you tell?• As usual, Bob Rescorla figured this
out…
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S-S and S-R
US
CS
UR
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If we could just get rid of that US – UR bond…..
US
CS
UR
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Rescrola (1973)
• So, how do you get rid of a response that is hard wired to a stimulus?
• Well, if you use CER, then your response is startle right?
• How do you get rid of a startle reflex?• Habituation!!• (Bob is a smart man)
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Design
Group Phase 1 Phase 2 Test
Habituation
L -> N Noise Light
Control L -> N Nothing Light
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Results
• Less suppression in Habituation group• (In other words, more responding)• Therefore, the connection MUST be S –
S• WOW!
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But, after all of that….
• Need it be a connection?• Gallistel says that it is contingency itself
that is learned• Different features of the CS and US are
learned• Holland’s experiment
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Effects on Behaviour
• Learning vs. performance• The Behaviour system approach• Are Pavlovian and Instrumental learning
different?• Operationally of course yes• But, what about occasion setting and
within event learning
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In sum
• It may simply be that most types of what we call associative learning use many of the same modules
• Cause effect realationships• Patterns• Predicting the future is pretty adaptive