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Amy Morales, Alena Raya, Kenzie Zahradnik 

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Amy Morales, Alena Raya, Kenzie Zahradnik 

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Definition: Interference with the conditioning of a novel (new) stimulus because of the presence of a previously conditioned stimulus.

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The model states being surprised salience a response during the trial.

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The model states that if the UC stimulus is different that is expected, this is likely to be a stronger conditional stimulus.

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Example: It's your birthday and you expect to receive a car but instead you get a small box of chocolate. (This is excited conditioning)
If the roles were reversed, then this would be considered inhibitory condition.

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- 2 conditioned stimulus
- repeated exposure to conditioned stimulus (1) results in conditioned response
- conditioned stimulus (1) paired with unconditioned stimulus
- conditioned stimulus (2) paired with unconditioned stimulus
- conditioned stimulus (1) and unconditioned stimulus association blocks conditioned stimulus (2) and unconditioned stimulus association
- conditioned stimulus (2) does not elicit conditioned response

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The Rescorla-Wagner Model relates to the Blocking Effect in the sense that learning is happening within the same trial. However, these models do not explain variables such as spontaneous recovery.

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Attentional theories differ in their assumptions about what determines how much attention a CS commands. The outcome of a trial changes the degree of attention commanded by the CS on future trials.

The Three Types of Attention Models

The Mackintosh method is “looking for action” and is the attention to stimulus commands after it has become a good predictor of the US and causes the CR with minimal effort. It's the behavioral control of well trained cues.

The Pearce and Hall method is the “Looking for learning” and is the attention involved in processing cues that are not yet good predictors of the US since they are still being learned about. An US being surprised will cause the stimuli to respond in a proactive or prospective approach.

The Holland & Maddux method is “looking for liking” ; it's the attention that stimulus commands because of their emotional value. The amount of attention will affect how they respond in their next trial.

Own example

The amount an animal devotes to a CS is determined by how surprising the US was on the preceding trial .Animals have a lot to learn If the US was surprising that increases attention to CS on the next trial. The looking for action method would be when the animal knows the CR is a bad predictor of the US they will no longer pay attention to it. The Looking for learning would be when the animal already knows the outcome to the US uncertain predictors will increase attention while known predictors will decrease. Lastly, the looking for liking method. If an animal is really hungry when they find food this emotional response when finding food will stick with them in the future when they are looking for food again even if they aren't as hungry.

Book example

A CS engagement in a conditioning trial will be based on the level of learning that stimuli undergoes. So, if a lot of learning is required from a CS during their training they will be engaged and more active in their next trial. However, if a CS is not learning during a trial then they will lose interest.  There are three types of attentional models of conditioning, looking for action, looking for learning, and looking for liking.

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Example: Suppose that every Saturday night someone goes out with their friends (CS1). While they are out they consume alcohol (US) and the following morning they experience a hangover (CR). Then in one of these nights they eat a burrito (CS2) in addition to the consumption of alcohol (US). The person still experiences a hangover the following morning (CR). They will continue to associate the hangover (CR) to the alcohol (US) and night out (CS1), not the burrito (CS2).

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In Simpler Terms:

Night out (CS1) + Alcohol (US) → Hangover (CR)

Night out (CS1) + Burrito (CS2) + Alcohol (US) → Hangover (CR)

Burrito (CS2) →  No Hangover (CR)

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Focuses on how long it takes to grasp and understand a CS between each session where the US is presented

Not only do participants know that CS is paired with the US, but they learn when the US will occur
Information theory focuses on the amount of time or trials needed to establish a learned behavior, another factor that comes into play is the amount of time given between running each trial. Or how long the subject waits after the US is given to receive the reinforcement.

Time is a critical factor

Temporal Coding- Participants learn about the point in time when the US occurs

Temporal Coding Hypothesis- Participants learn when the US occurs in relation to a CS and use this information in which what is learned in one phase of training influences what is learned in a subsequent phase

Relative-waiting-time hypothesis- Comparison between how long one waits for the US during CS versus how long one waits for the US during the intertrial interval

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Conditioning trials consisted of an auditory cue (white noise) presented just before delivery of food into a cup. The conditioned response that developed to the CS was the nosing of the food cup (goal tracking). Each group was conditioned with one of two CS durations, either 10 seconds or 20 seconds, and one of six intertrial intervals. In this study the groups that received the 10- second CS responded similarly to those that received the 20-second CS. In this case, the timing interval did not matter because they yielded the same results or learning.

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An inter-trial interval (ITI) is the time between separate trials (conditioning by presentation of stimuli) in behaviorist learning research. The ITI is usually measured at the beginning of a trial and lasts until the beginning of the following trial.