Lernen & Gedächtnis at Universität Konstanz

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Why didn’t Rescorla and Wagner try to determine the real values of the parameters c and Vmax? What approach did they use instead?

- till then in the history of learning the only effort to estimate parameters failed

-> it is too long/ complex/ complicated

-> instead they used arbitrary values for the constants in the equation

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

The Rescorla-Wagner model shows how a few simple assumptions can be used to account for seemingly complex behavior. How does the model’s explanation of contingency illustrates this?

contingent A -> US………………….A -> US…………………

-> the US isn’t presented by itself (no stimulus occurs in a vacuum, there are always other stimuli)

-> better deception of contingent: AB -> US……….B -> US………..AB -> US………B -> US

(B = background cues)

-> B will elicit more than stimulus A

-> as the strength of the background cues increase, they begin to absorb a greater and greater share of the available strength (Vmax) until all is conditioned to B, none to A

-> the model predicts that although fear will be conditioned to stimulus A initially, after extended training the nominal CS, stimulus A, will elicit no fear

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

How could the Pavlovian concepts of generalisation and counterconditioning be used to account for the success of systematic desensitisation?

counterconditioning

-> when you pair the CS (phobic symbols) with the US that elicits a different response (relaxation): less likely that old response will occur the more strong the new connection is

-> suppress the fear

generalisation

- is not only for one feared stimuli but for all of the feared stimuli (?)

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Learning-Assistant with spaced repetition algorithm

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How is Kamin’s concept of surprise incorporated within the Rescorla-Wagner model?

Kamin showed with the blocking experiment that learning depends on some extent on the discrepancy between what happens to us and what we expected to happen

where Kamin has assumed that surprise determined whether conditioning occurs, Rescorla and Wagner extended this assumption -> the surprise would also determine how much conditioning occurs -> the more unexpected the US, the stronger the conditioning

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

How does the model account for blocking?

blocking: if two conditioned stimuli (a and b) were presented together, the subject would take both stimuli into account in estimating the likelihood of the US

-> the association at the beginning of a trial: Vab = Va + Vb

-> the amount of conditioning on a compound trial :

ΔVa = ΔVb = c (Vmax - Vab)

- experiment: noise was paired with shock, then a noise-light compound was paired with shock

V(noise) = 1.0

Vnl = V(noise) + V(light) = 1.0 + 0 = 1.0

the amount of conditioning to the light would be -> ΔV(light) = c (Vmax - Vnl) = 0.3 (1.0-1.0) = 0

-> no conditioning would occur

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

There are two crucial tests of any theoretical model: Can it account for known phenomena and can it accurately predict new ones? What is an example of the Rescorla-Wagner model’s new predictions?

over expectation effect: result of cues predicting US more strongly than it is justified

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

How did Garcia and Knelling show that the conditioning of a stronger aversion to a taste than to a light wasn’t simply the result of greater salience of the taste as a conditioned stimulus?

-> they repeated their experiment with the same compound CS (taste-noise-light), but with electro shocks as the US instead of X rays -> the audiovisual stimulus produces suppression of drinking and the taste stimulus had no effect

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Learning-Assistant with spaced repetition algorithm

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Is contiguity necessary of sufficient for conditioning? What is the relevant evidence?

-> it is necessary but not sufficient

evidence:

- Rescorla -> contingeny

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

What assumptions did Hull and Tolman share in common? Where did they disagree?

- acceptance of unobservable behavior/ mental states

-> similar position

- disagree about the nature of the internal states

Hull: simple associations

Tolman: more complex forms (expectations)

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

What is the equation used by Rescorla and Wagner to predict learning? What does each symbol represent?

ΔVn = c (Vmax - Vn)

Vn = the strength of the association at the beginning of trial n

ΔVn = the change in the strength of the association produces by trial n

Vmax: asymptotic value of V

c -> determines the speed of conditioning

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

How can the same equation be used to predict both conditioning and extinction?

in conditioning: ΔVn is positive because Vmax is 1

- Vmax = 1.0, c = 0.3, the associative strength at the beginning of trial 1 is assumed to be zero

ΔV1 = c (Vmax - V1) = 0.30 (1.0-0) = 0.30

ΔV2 = c (Vmax - V2) = 0.30 (1.0-0.30) = 0.21

Extinction: ΔVn is negative because Vmax is 0

example: on the first extinction trial, V would have an initial value of 0.66

- result of nonreinforcement: ΔV1 = c (Vmax - V1) = 0.30 (0-0.66) = -0.198

-> V2 = 0.66-0.2 = 0.46

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Learning-Assistant with spaced repetition algorithm

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Can you figure out how the model could be used to account for the phenomenon of conditioned inhibition?

maybe the stimulus inhibiting the normally elicited CS is conditioned in a new way and owns the full associative strength -> blocking

Your peers in the course Lernen & Gedächtnis at the Universität Konstanz create and share summaries, flashcards, study plans and other learning materials with the intelligent StudySmarter learning app.

Exemplary flashcards for Lernen & Gedächtnis at the Universität Konstanz on StudySmarter:

Lernen & Gedächtnis

Why didn’t Rescorla and Wagner try to determine the real values of the parameters c and Vmax? What approach did they use instead?

- till then in the history of learning the only effort to estimate parameters failed

-> it is too long/ complex/ complicated

-> instead they used arbitrary values for the constants in the equation

Lernen & Gedächtnis

The Rescorla-Wagner model shows how a few simple assumptions can be used to account for seemingly complex behavior. How does the model’s explanation of contingency illustrates this?

contingent A -> US………………….A -> US…………………

-> the US isn’t presented by itself (no stimulus occurs in a vacuum, there are always other stimuli)

-> better deception of contingent: AB -> US……….B -> US………..AB -> US………B -> US

(B = background cues)

-> B will elicit more than stimulus A

-> as the strength of the background cues increase, they begin to absorb a greater and greater share of the available strength (Vmax) until all is conditioned to B, none to A

-> the model predicts that although fear will be conditioned to stimulus A initially, after extended training the nominal CS, stimulus A, will elicit no fear

Lernen & Gedächtnis

How could the Pavlovian concepts of generalisation and counterconditioning be used to account for the success of systematic desensitisation?

counterconditioning

-> when you pair the CS (phobic symbols) with the US that elicits a different response (relaxation): less likely that old response will occur the more strong the new connection is

-> suppress the fear

generalisation

- is not only for one feared stimuli but for all of the feared stimuli (?)

Lernen & Gedächtnis

How is Kamin’s concept of surprise incorporated within the Rescorla-Wagner model?

Kamin showed with the blocking experiment that learning depends on some extent on the discrepancy between what happens to us and what we expected to happen

where Kamin has assumed that surprise determined whether conditioning occurs, Rescorla and Wagner extended this assumption -> the surprise would also determine how much conditioning occurs -> the more unexpected the US, the stronger the conditioning

Lernen & Gedächtnis

How does the model account for blocking?

blocking: if two conditioned stimuli (a and b) were presented together, the subject would take both stimuli into account in estimating the likelihood of the US

-> the association at the beginning of a trial: Vab = Va + Vb

-> the amount of conditioning on a compound trial :

ΔVa = ΔVb = c (Vmax - Vab)

- experiment: noise was paired with shock, then a noise-light compound was paired with shock

V(noise) = 1.0

Vnl = V(noise) + V(light) = 1.0 + 0 = 1.0

the amount of conditioning to the light would be -> ΔV(light) = c (Vmax - Vnl) = 0.3 (1.0-1.0) = 0

-> no conditioning would occur

Lernen & Gedächtnis

There are two crucial tests of any theoretical model: Can it account for known phenomena and can it accurately predict new ones? What is an example of the Rescorla-Wagner model’s new predictions?

over expectation effect: result of cues predicting US more strongly than it is justified

Lernen & Gedächtnis

How did Garcia and Knelling show that the conditioning of a stronger aversion to a taste than to a light wasn’t simply the result of greater salience of the taste as a conditioned stimulus?

Lernen & Gedächtnis

Is contiguity necessary of sufficient for conditioning? What is the relevant evidence?

-> it is necessary but not sufficient

evidence:

- Rescorla -> contingeny

Lernen & Gedächtnis

What assumptions did Hull and Tolman share in common? Where did they disagree?

- acceptance of unobservable behavior/ mental states

-> similar position

- disagree about the nature of the internal states

Hull: simple associations

Tolman: more complex forms (expectations)

Lernen & Gedächtnis

What is the equation used by Rescorla and Wagner to predict learning? What does each symbol represent?

ΔVn = c (Vmax - Vn)

Vn = the strength of the association at the beginning of trial n

ΔVn = the change in the strength of the association produces by trial n

Vmax: asymptotic value of V

c -> determines the speed of conditioning

Lernen & Gedächtnis

How can the same equation be used to predict both conditioning and extinction?

in conditioning: ΔVn is positive because Vmax is 1

- Vmax = 1.0, c = 0.3, the associative strength at the beginning of trial 1 is assumed to be zero

ΔV1 = c (Vmax - V1) = 0.30 (1.0-0) = 0.30

ΔV2 = c (Vmax - V2) = 0.30 (1.0-0.30) = 0.21

Extinction: ΔVn is negative because Vmax is 0

example: on the first extinction trial, V would have an initial value of 0.66

- result of nonreinforcement: ΔV1 = c (Vmax - V1) = 0.30 (0-0.66) = -0.198

-> V2 = 0.66-0.2 = 0.46

Lernen & Gedächtnis

Can you figure out how the model could be used to account for the phenomenon of conditioned inhibition?

maybe the stimulus inhibiting the normally elicited CS is conditioned in a new way and owns the full associative strength -> blocking

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Lernen & Gedächtnis at Universität Konstanz

Flashcards and summaries for Lernen & Gedächtnis at the Universität Konstanz

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