FINAL EXAM

• An individual with prior success in obtaining a reinforcer by performing a target behavior (more practice) will have a greater resistance to extinction.
• The more similar extinction is to the training procedure, the greater the resistance to extinction.
• A FR-1 schedule will experience extinction quicker than a FR-100 schedule.
• Partial reinforcement extinction effect (PREE) is increase in resistance to extinction following partial reinforcement vs continuous reinforcement.
• Individuals on partial reinforcement schedules learn to continue behavior when frustrated.
• Individuals on continuous reinforcement schedules perform competing behaviors when frustrated.
• S^D is the discriminative stimulus.
• Response (R) = Behavior (B)
• Reinforcer (S^R) = Outcome (O)
• Procedural knowledge is an (S-R) association, outcome strengthens what is learned
• Declarative knowledge is an (R-S^R) association, outcome is critically part of what is learned.
• Devaluation of reinforcer results in less behavior to achieve it. This shows that subjects learn an association between response and outcome (R-O declarative).
• Operant behavior is first encoded as declarative knowledge and can be reorganized as procedural knowledge. Reorganization tends to occur after extensive experience with an unchanged contingency.
• After extensive experience, devaluation does not affect the associated behavior (S-R) which shows reorganization as procedural knowledge.
• Devaluing during reacquisition eventually results in decline of behavior. Both operant and declarative knowledge play a role, but it is dependent on experience.
• Discriminative stimuli (S^D) are occasion setters that predict the impending reinforcer S^R. They can activate behaviors that produced the reinforcing event in the past.
• Pavlovian instrumental transfer: associations between a CS and a US can influence instrumental response when the CS is present during the instrumental session and the US is also used as the reinforcer for the instrumental behavior.
• Addiction is characterized by a loss of flexibility (R-O) over drug use despite negative consequences. Continued/automatic use of the drug is thought to result in a shift into habitual behavior (S-R).
• Devaluation of alcohol reduced responding for alcohol after 1 or 2 weeks of training (goal-directed, R-O) > declarative.
• Devaluation of alcohol did not reduce responding for alcohol with 4 weeks or more of training (habitual, S-R learning) > procedural
• Devaluation reduced operant responding for sucrose even up to 8 weeks of training. Devaluation failed to reduce responding if rats were allowed to drink alcohol in their home cage suggesting that alcohol promotes habitual learning.
• After short period, alcohol seeking is declarative/goal-oriented for alcohol but after a while it turns into procedural or habitual behavior for alcohol.
• After limited operant training with alcohol as the reward, responses are flexible and sensitive to devaluation of outcome (ex. R-O, goal-directed, declarative). Following extensive operant training with alcohol as the reward, responses are no longer sensitive to changes in the outcome (S-R, procedural).
• DMS is important for goal-directed or flexible learning as inactivation of this area after limited training essentially blocked goal-directed behavior.
• DLS is important for habitual learning because inactivation of this area results in restoration of goal-directed behavior after extensive training.
• DMS is involved in R-O learning and DLS is involved in S-R learning.
• Social Learning is obtaining knowledge about events and the relationships between events through interactions with other.
• Social learning is advantageous because individuals can short-cut the discovery process and acquire knowledge from other members of their own species.
• Inadvertent social learning occurs through observation. Examples of this are conditioned food preferences and conditioned fears.
• Intentional social learning occurs through some sort of instruction. An example of this is flower location learning by bees.
• Level of social learning can be impacted by how social the individual is.
• Fear conditioning in monkeys is innately-guided.
• Genetic, environmental, and behavioral factors all contribute to addiction in the brain.
• Addiction is a disease that results in changes in the brain.
• The "GO" system or nucleus accumbens results in the release of dopamine which promotes rewarding behaviors. Drug overuse can over-stimulate this system and brain compensates with hypo activity.
• The "STOP" system is the frontal lobe which stops impulsive behaviors. This system is weakened with repeated drug use.
• Factors that trigger relapse: exposure to drug-associated cues, stress, anhedonia, and slips.
• Differential responding to stimuli: when presented with 2 different stimuli at the same time and then separately, the response may vary among individuals.
• Differential responding to stimuli is a method of measuring stimulus control.
• An example of differential responding to stimuli is a bird choosing to respond to shape over color.