More Experiments on Event-Event Learning (Classical or Pavlovian Conditioning)

PURPOSE: Question 1

What are the necessary conditions for Event-Event learning?

Hypotheses (tentative explanations)
Contiguity theory (an S-R theory)- temporal contiguity is necessary AND sufficient for event-event learning to occur e.g., Pavlov's Stimulus Substitution model of classical conditioning. (S-R learning)    
Cognitive theory - temporal contiguity is necessary but NOT sufficient for event-event learning to occur.  Predictability and informativeness is also needed. (event-event learning as declarative memory? (S-S learning)

Which of these explanations are correct?

Experiments

Classical Conditioning (CC) procedures are used. Any of the several paradigms we covered in class can be utilized.

The experimental procedures that provided evidence consistent with cognitive theory :

    1. Rescorla's Correlation experiments
    1. Contiguity was made constant but the correlation between the CS and UCS (predictability or informativeness) was manipulated as an independent variable.
    2. Excitatory conditioning vs. inhibitory conditioning

b. Blocking and Unblocking experiments- the conditioned strength of a CS in a compound trial was manipulated to provide evidence of the blocking and unblocking of conditioned responding).

These experiments were interpreted as providing evidence that predictability (informativeness) is needed (in addition to temporal contiguity) for classical conditioning to occur.

PURPOSE: Question 2

What is conditioned inhibition, how is it measured , and when is it learned?

A cognitive theory describes conditioned inhibition as learning that an event (e.g., CS) predicts the ABSENCE of another event (e.g., UCS). The term inhibition is used because this type of associative learning is inferred from the active suppression of an otherwise expected behavior.

Experiments

Tests of Conditioned Inhibition include

  1. Summation test
  2. Retardation test

Classical Conditioning Procedures the produce conditioned inhibition include:

  1. Differential conditioning procedures
  2. Standard Conditioned Inhibition training
  3. Negative correlation training
  4. Backward conditioning procedures

Classical conditioning procedures that do not produce conditioned inhibition include

  1. Extinction
  2. CS pre-exposure

URPOSE: Question 3

What associations are formed during classical conditioning procedures?

Radical behaviorist theory – the associations are between Stimuli (S) & Responses (R). For example, in classical conditioning procedures it is between the CS and the UCR: the CS elicits a response.

Cognitive theory – the associations are between two stimuli (S-S). For example, in classical conditioning procedures it is between the CS and the UCS; the CS sets up an expectation of the UCS which in turn causes a response.

EXPERIMENTS

    1. Sensory Preconditioning (provides evidence for S-S associations)
    2. Second-Order Conditioning (provides evidence for  S-R associations.)

Further Questions

  1. Which theoretical approach to explaining event-event learning is correct, the S-R or cognitive approach? Most likely- both. Sometimes S-R theory is the best explanation (Higher-Order Conditioning)) and sometimes cognitive theory is the best explanation (sensory Preconditioning).
  2. What is the adaptive value of the kind of associative learning investigated with classical conditioning procedures?