‘Instrumental operant conditioning, Associative Mechanisms in Instrumental Conditioning Instrumental /operant conditioning Assodative Mechanisms Instrumental Conditioning Diseriminatvelesening imulus ($)~ Outcome (0) association. "(a Ojasocaton Generatsation-cRiseersdnet —“Yyescasiow rinse TheR Osean en 2 onbbyonespeaie cS utakoby ASO . ‘similar still | ‘Support for the two:pracess model (example): -lmetfec Sis ‘Anectotic support Watson nd FL STL. preset Sonar ieAber ad EP Pavlovian-instrumental transfer: j-naiaumeauel ot Soe Ztrainingphases: lever-press food reinforcer, seine Suppor conationederi Bol 2) tone (C5) + food (US) teuenterdecwmeg gL trquengrtecnpronbity — Ot cay ‘test: the presentation of the tone increases lever decreases with tome Frequency eee “Transfer test: thep o dean oN Lssoomeia seinen (Palin coming) i—/* at rine Instramentanerantconioing Inaromenepentnaining "parasitoid" Marcin tnartrsthpgan Anacthe Mechanism ilartrmental Conditioning Help Cosas sn lsum Gndtnng lp Carano renal Conde ‘Serf el nee Wahi ofasocatons may be formed in stmental ‘coining? ‘orm rum at old opereby es esi want heen ne) ein a seznam Sci (hac eae Pete Zi —— ee Stora mene Sp oom a ae real Peer en Sn aoe ee Theorsofrenorcemen Fe ateiesea | (MMet ce neste uaccsrhasental "| ak Diiesremucton teary precict whether someting willbe an eect Feinforcer “Thorndike: » postive eeinorcor isa stimu that Produces asaiying state offs” Howe da you knoe edit wheter something wl bean eetve Natnenance ot homeostasis sto phyla) ‘cars nt reo rng ory ooh Food, water, heat, . are primary reinforcers ‘Through Pavlovian conditioning, stimuli paired with the trac satying? Temperate. ayn 2 ows reinforcer produces it elfects? What are the ‘mechanisms responsible foran increase Inthe probability Devore fom the homewstasindces adie primary reinforcers may become secondary reinforcers, ‘es and similarly, stimuli associated witha primary drive are ‘assumed to elicit conditioned or acquired drive. tisk ers response? Iiatesot mid ng, Wie “Thorn: Lw ofc Ostanps the SR fenton we ae reners Socntoe ‘Nema otoeg, eos of ates a wean tedcunga die sate Neti ender ‘he food Sar rarer) Inte of ashing 485. monessecenemes . [an Sameera nent Cnn Tneonronine coerce Learnings the acqstion of novel sponses. = “Thats the gollstolnerense te Metncod OCW Ip Paoin conning (Si preset won he US obs rsponses prove acts: ths gh probaly esponse onl The stodnt rs prorms the lwer probably ber Dire om fring Fortin oars wih me ‘scone aaron Spomancons over ‘he men poder resented ote cung (Gey tuibe anna dos ntact coer te maa ‘er no). "What makes fod a einfrcingstials™ “What ala eating energy oo teen bt the ct of eating xcineton of conditioned behavior “Eames heyaolonger works tinction procedures en aspose variability increases eg wenry tow the ley Responding docs: wo stop ‘eingto open the dor wah out wey ‘sino ent theses of sequisiton Frctinction of conditioned behavior ‘herenewel fect jena wey in econ ‘unto ae change, The change my bes etwrnto the contest farina sequsitan ora stn "pea content Va age raps- tearing Soman sa Hoa B12) i> i ‘een ——- IK \ Of GoCognitive maps - latent learning ‘Tolman and Honske (1930) Blodget (1929) 3 groups of rats; very day put in amaze fr one tal (Group 1:No food in the maze {Group 2 Always food in the box Group 3:n0 food inthe boxfor the st 10 ieee ‘there food inthe box al Copitive maps Iatent learning “oman and Horak (1920) Rest YX A in. WR ent HON ! a Peterman s raced by | “Tt many times does therat turn inehe ron anecton? Cognitive maps - latent learning ‘Toman aimed tha ding roaming in the maz, the animals cgured spatial wedge “These experiments show the difrence between the actual bahvir (performance) and pote to engage ina behavior learning) ‘Toinvesigate learning often two-phase experiments are ertormed: ~ Istphase: no ear spontancous exploration, ~ 2nd phase: the aequred knowledges associated with postive or negative meaning which lows one to check ‘flearning occured Cognitive maps vearius tea and error Taman (199) Vrows rst tical ‘umtlons ith dors tater clrsyenne paths or ear: ‘by choses pact alrghthand dors hen -lnsght learning ‘Wagan Ker (1887-1967) time Inthe Jood always present rou ‘Cognitive maps Vicarious tril and error stating, boking back-and-forth Talore scully ping one way arth thee Paradigm: discrimination ask: Thera standing onthe patio limpet te door Correct hace doar opensand hind it there fod. wrong choc: tera alin the net (Cognitive maps -Viearious trial and error ‘Tolman (1939) Various discrimination difiulty uations with doors of diferent clors/shades: Tolmas's interpretations that VTE Behavior nthe etal phase oflearning demoastrates that ‘the animal doesnot passively react to te stimulation, but performs ative stim section and-comparison Cognitive maps spatial orientation Lashley (1929 rat scaping from the mane rn straight To he foodbox on the opeave ofthe maze Cognitive maps ‘Tolman sesumed thatthe rats acquired pti knowledge ardrun? ‘estate yaa» are angry —> selsrbe™ Jameds pothesis this ordrafsoqueces incorrect: the ‘diy antetatons must ret be nterpoed between ‘weloseourfortune, + and woep —e ar sory ‘wemeetabear + andran —e ae fhened Insulted by aia, + andsrke —> are angry Event 4 ri (Cognition/Appraisal) Physiological Changes & Behavior Feelingodity Changes and Emtions-Jamer-Langs theory Bolly Changes and Emotions ~James-Lange theory Wiliam James (1880): The Principles of Prycholgy ss Thre sport er te merge theory: Bodily Changes and Emotions ~Cannon-tard theory Critique ofthe James-Lange theory: eas thee aes: 1 Ansonia sew tobe stunk there ace over dozen suret aronmc paths tt atte 1. tethers eatin speci actintoninbodiystame_ llerentapons ofthe bodys dierent enotios 4. changes in eat rate, resting sweat responses ec ‘ul ptestiaty be involved et distinct pathays ‘These components ofthe azonomie stem could be (g Dshing) sweating production of ters, stomach are too difse to account forthe varieties of emotional ‘experienc, For example, heart rate can inerease or ‘decrease by smal amounts in response to event. These ‘changes do not carry enough information to account or 2, Towtatenetisthe experience of emotion based on 2. Hivaton ofthe body ytens? 4 Towten nie ny espmesotenoion Seinen Frptermetconpnes _edtinciens nents epnnc atin, ‘espouse or? icpnwtbp acount fie desy orem! Teverence, compassion, lve devotion, dese, Sertnce ‘The spec and mance of dierent emotions natin ‘ody Changes and Emotions ~Cannon‘ard theory eet arco ee Critique ofthe James-Lange theory: Sadiy Changes and Emotion -Cannonard theory 2. Autonomic responses are to slow (~ 15030 safter Critique ofthe James-Lange theory: ee eer eee the perceived stimulus) to account for the rapidity with Critique of the James-Lange theory: ‘which we experience emotion or move from one emotion 3, The main actions the autonomic nervous tem. {o another. The autonomic nervous system typically gccurina variety efnoemotinal states swe such 4, Our sensitivity to change inthe autonomic nervous produces measurable responses within 15.030 seconds fevers cl exposure or epi, system is probably not refined enough to distinguish the ter the perceived stimulus ‘Those actions might hae the ame atonamicpatern as many ematonal states We experience, ee, | = Srnectereeaessinatae a ected ‘The experience of emotion arises more quickly than the body activity: ‘Bolly Changes and Emotions ~Cannon-Bard theory Tweeter Theory af Rion ‘Two Factor Theory of mation Conchston: cogaive appraisal fling and See eueen re Schachter and Singer (962) Emotional enperonces aise asthe preduc of two physilogical/behaviorlaspecis ofan emotionarise Erato Independently in response ta some elicting event. Experiment ‘4 roups: all (wsnmed tht hey are nected witha "amitcompound (Suprise is = 1 Yaeomdsnononcarml ita See Stn scbecsiscngsnf rs cut» cues rn a“ 1 adcenain correct infomed about eet (heart 2 ‘Theiiterpretation of undifferentiated arousal by the soeeailcataeatt cesrtelet fet wil feel Fa. Paysological]) Chtatamyoncomormrcmaionstnate 3, Mn ames etd cereal) |e 1b elubavmaeeacaeeobama Appraisal Behavior ‘Two-Factor Theory of Emotion ‘TwFactor Theory offmation “Two Factor Theory of Emotion ‘Sdhachter and Singer (1962 Are icin ater wart beflade MeN ype: enn ae epee the To ating tens (eonedeateofatheeerinent) {adrenaline injected and 2) misinformed or ignorant 1 Research interestn appraisal ‘The soge could be stp eee hye an oul change oe 1 Euphontc pied basa, throws paper planes ‘an explanation ingthathas been replicate pie wit aso ain ‘tbe stl arousal ran ane stat does nat 2 Angry runthing about he stuaton andthe Results: fave aebrou source, popletend ta abel experiment The misinformed and ingorant roup reported greater ‘perience ther aro cording whats euphoria ranger than those correct informed. te current ttn ‘They measured emotion state by sbreratin fhe arpa trough 2 one-way mor, Seltseporcon various sales oa ate eee eae significant diferences, The ole ofthe physiological ‘component was not supported.