Unit 1 Overview

1
Unit 1 Overview

• Main emphasis Respondent behavioral relations
  and respondent conditioning
• Many think respondent conditioning is not very
  important in everyday human affairs, but Chance
  argues that point
• Respondent conditioning Pavlovian conditioning
  classical conditioning
• Review of basic concepts (Carr, Malott)
• Start with basic definitions, abbreviations,
• diagramming conventions

2
Respondent and Operant Relations

• Respondent Operant
• S ---gt R R---gtSc
• US ---gt UR SDR---gtSc
• 2. CS ---gt CR MOSDR---gtSc

SO2 Diagramming Conventions

• Respondent S ----gt R
• Operant R ----gt Sc
• Operant with SD SDR ----gt Sc
• Operant with S? S?R ----gt Sc

Note NOT SD ---gt R ---gt Sc, but SDR ---gtSc
(Malott, box diagrams, arrow denotes temporal
relations, but conventionally, contingent
relation, If-then)
3
SO 3 Stimulus/Stimuli

• Definition (note bold face in SOs!)
• An energy change that affects the organism
  through its receptors
• Examples of stimuli
• Respondent USs and CSs
• Operant SDs, S?s, all consequences
• Some types of stimuli for humans (not for the
  exam)
• Visual electromagnetic wavelengths, photons
  (photo)
• Auditory (hearing) vibration of molecules
  (phono)
• Gustatory (taste) chemical changes molecules
  (chemo)
• Olfactory (smell) - chemical changes (chemo)
• Tactile (touch) - surface and deep nerve endings

(hear, taste, touch, see physical energy
change/receptors)
4
SO4A.

• When analyzing the behavior of a particular
  individual, environmental events are always
  classified from the perspective of the behaver.

(often mix up stimuli and responses 2 important
points about stimuli)
5
Stimulus vs. Behavior

• In the following examples of operant relations,
  should we classify the consequence for the R as a
  behavior or a stimulus?
• R (answers lecture question correctly)--gt
  Praise
• R (answers lecture question correctly)--gtOK
  gesture
• R (drink hot liquid)--gtPain (burn tongue)
• R (rat presses lever)--gtLight comes on
• R (baby coos)--gtParent strokes babys arm

6
SO4B

• If an energy change does not affect the receptors
  of an
• organism, then the energy change cannot be called
  
• stimulus for that particular organism, even
  though it may
• be a stimulus for another organism or person.
• A. Dog whistles
• Phonoreceptors of dogs can detect faster
  vibrations of
• molecules than can the phonorecptors of
  humans
• High tones can be stimuli for dogs but not for
• humans.
• Hunters phonoreceptors damaged due to firing
  rifles
• close to his/her ear so low tones do not
  affect his/her
• receptors (problem for veterans)
• Low tones can be a stimulus for others, but not
  for this hunter.

(important to stress energy change that affects
the receptors/color blind)
7
SO4B Another Example

• The Mosquito Kalamazoo Gazette 4/30/08
• Box that emits a shrill piercing noise
• Used to prevent loitering by teens
• The sound is audible to teens and young adults,
  but not adults (older than early 20s)
• Its horrible, loud, and irritating. Its this
  screeching sound that you have to get away from
  or it will drive you crazy.
• Heard by teens and young adults who still have
  sensitive hair cells in their inner ears
• Can be heard by animals and babies, but is only
  aversive to children older than 12
  teen-repellent
• Also a popular cell phone ring download parents
  cant hear it

8
SO 5 Behavior/Response(Dead mans - persons -
rule)

• Movement of the skeletal muscles (striped,
  striated)
• Muscles attached to bones and move bones when
  they contract fingers, arms, legs, back, vocal
  app.

• Movement of the smooth muscles
• Located in blood vessels - face flushes or
  blanches
• Around hair follicles - hair stands up on end
• In eye - pupils constrict or dilate
• Digestive, reproductive, respiratory system,
• cardiac muscle

• Secretion of the glands
• Sweat glands, salivary glands, lachrimal glands,
  adrenal gland

4. Galvanic skin response - electrical
activity/skin
9
SO 6 Types of Behaviors and Relationship to Type
of Conditioning

• Relationship to operant and respondent relations
• and conditioning (typically)
• Operant movement of skeletal muscles
• Respondent (a) movement of the smooth
• muscles, (b) secretion of the glands, and (c)
• electrical activity of the skin
• Commonality? Behaviors controlled by autonomic
• nervous system

(clearly exceptions - next slide)
10
SO 7 Exception
US (pain to hand/foot) ---gt UR (hand/foot
withdrawal)
Why is this an exception?
The relationship is a respondent relationship,
but the response consists of movement of the
skeletal muscles rather than movement of the
smooth muscles, glandular secretion, or
electrical activity of the skin.
11
SO 8 Behavior vs. Behavioral RelationsWhat is
the Difference?

• Behavior
• Movement of the skeletal muscles, movement of the
  smooth muscles, glandular secretion, electrical
  activity of the skin
• Behavioral Relations
• Behavior plus causal stimuli, e.g.,
• US--gtUR, CS--gtCR, MOSDR--gtSR
• Why is the distinction important?
• As psychologists, our job is to understand,
  predict and alter behavior. We must know the
  variables that cause behavior to do that.
• A behavior, such as crying, can be caused by very
  different variables - it can also have multiple
  causes. (onions, operant crying, both - pain,
  Sr)

12
SO9 Three Common Misconceptions, Operant vs.
Respondent Relations

• Respondent behavior is inherited while operant
  behavior is learned
• Respondent behavior is physiological while
  operant behavior is not
• Respondent behavior is involuntary while operant
  behavior is voluntary

(whats wrong with these statements and why? No
answer on slide)
13
SO10 Unconditioned Respondent Relations

• Examples in study objectives for the exam
• learn the ones numbered 1, 2, 3, 5, 6, 7, 11
• US (light increase) --gt UR (pupil of eye
  constricts)
• US (light decrease) --gt UR (pupil of eye dilates)
• US (touch to eye/chemical irritant) --gt UR
  (lachrimal gland secretion)
• US (irritation to nasal mucosa) --gt UR (sneezing)
• US (irritation to throat) --gt UR (cough)
• US (low temperature) --gt UR (shivering, surface
  vasoconstriction)
• US (high temperature) --gt UR (sweating, surface
  vasodilation)
• US (cold/fright) --gt UR (hair stands on end)
• US (food in mouth) --gt UR (salivation)
• US (bad food in stomach) --gt UR (vomiting)
• (NEXT SLIDE - EMOTIONS)

(focus on respondent this unit. On exam, if US,
give UR if UR, give US,or whole relation)
14
SOs 10 11 Emotions
ALL emotions (joy, anger, sadness) consist
of A collection of respondent behaviors
elicited by a stimulus that is (1) painful, (2)
very intense, or (3) very unusual and together
is called the activation syndrome.
US UR Activation Syndrome Pain Heart rate
increase Very intense stimulus Adrenaline
secretion Very unusual/surprising Release of
sugar into blood stream Blood vessel
constriction Galvanic skin response
(pain is always a stimulus, never a response!
note respondent - leave this out of the
definition - it is a critical part - emotions are
not operant behavior)
15
SO 12 Lower-order and Higher-order Respondent
Conditioning
Definition Respondent Conditioning (not for the
exam) A neutral stimulus (one that does not
elicit the response to be conditioned) is
repeatedly paired with a stimulus that does
elicit the response (either a US or a CS), and
the NS becomes a CS that elicits the same
response (or a response that is the same but
varies in intensity or magnitude).
(Conditioning, making new CS-gtCR relations)
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SO12 Lower-order Respondent Conditioning Diagram
Four parts to the diagram! NS does NOT elicit R
(either as a UR or CR) US ----------gt UR NS/US
-----gt UR (NS and US paired several
times) CS ----------gt CR

• Critical Features
• US always elicits a UR (never an R or CR)
• NS always precedes US to insure conditioning
• Pairing is symbolized with / (Not an arrow)
• NS becomes a CS when it elicits the response
• CS always elicits a CR (never an R or UR)
• CS must occasionally be paired with US

(exam not ask critical features)
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SO 12A Pavlovs Original StudyExample of
Lower-order Conditioning
NS (tone) does not elicit R (salivation)

• Review of Critical Features
• US always elicits a UR (never an R or CR)
• NS always precedes US to insure conditioning
• Pairing is symbolized with /
• NS becomes a CS when it elicits the response
• CS always elicits a CR (never an R or UR)
• CS must occasionally be paired with US

(Russian Physiologist)
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Skip to SO 16 Respondent Extinction
NS (tone) does not elicit R (salivation) US (meat
powder in mouth) ---gt UR (salivation) NS/US (meat
powder in mouth ---gt UR (salivation) CS (tone)
---gt CR (salivation)
How would you respondently extinguish the CR (the
salivation response) to the CS (the tone)?
Repeatedly present the CS (the tone) without the
US (meat powder in the mouth)
Why not present the CS? (without repeatedly)
(Problem with pair instead of present
Extinguish vs. extinct, next slide)
19
Extinguish vs. extinct
20
SO 12C Higher-order Respondent Conditioning
Lower-Order NS does not elicit R US ---gt UR NS/US
---gt UR CS ---gt CR
Higher-Order NS does not elicit R CS1 ---gt
CR1 NS/CS1 ---gt CR1 CS2 ---gt CR2
SO 12D Difference in Words
In lower-order conditioning, the NS is
repeatedly paired with a US while in higher-order
conditioning the NS is repeatedly paired with a
CS.
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SO 12C Example of Higher-Order Respondent
Conditioning
Pavlovs Lower-Order Conditioning Study NS
(tone) does not elicit R (salivation) US (meat
powder in mouth) ---gt UR (salivation) NS/US (meat
powder in mouth ---gt UR (salivation) CS (tone)
---gt CR (salivation)
Higher-order Respondent Conditioning NS (bright
orange light) does not elicit R (salivation)
CS1 (tone) ---gt CR1 (salivation)
NS (bright orange light)/CS1 (tone) ---gt CR1
(salivation)
CS2 (orange light) ---gt CR2 (salivation)
(on exam, CS1 - second diagram)
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SO 12E Watson Raynor, Little AlbertRespondent
Conditioning of Emotions
NS (white rat) does not elicit R (fear, startle)
REVIEW SO 16 Extinction of CR
How would you extinguish the fear, startle
response?
(emotions vs. simple reflexes, all emotions were
genetic, 11th, question, not answer)
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SO 17
Assume, as actually happened, that Watson and
Raynor did not extinguish the fear, startle
response. Also, assume Little Albert has not had
any contact with white rats for 1 year after he
left Watson and Raynor. If you showed him a rat,
would he exhibit a fear, startle response?
(Drug addict, GW Bridge, withdrawal symptoms,
Viet vets, low recidivism)
24
SO 18 Counterconditioning(skipping SOs 14-15 on
Garcia)
Counterconditioning is NOT the same thing as
extinction. Extinction The CR is eliminated
by repeatedly presenting the CS without pairing
it again with the US or CS1 Counterconditioning
Not only is the CR eliminated, but it is
replaced with an incompatible response. The CS
that elicits the CR is repeatedly paired with a
stimulus that elicits an incompatible
response.
(Extinction is not the same as elimination,
specific process, counterconditioning usually
faster)
25
Counterconditioning Little Alberts Fear, Startle
Response
NS (white rat) does not elicit R (pleasant
emotions, salivation)
US (milk, cookies)
---gt
UR (pleasant emotions, salivation)
NS (white rat)
/
US (milk, cookies)
---gt
UR (pl. emtns, sal.)
CS (white rat)
---gt
CR (pleasant emotions, salivation)
Note again first line of the diagram. Important!!
(SO18A, diagram SO18B, stress NS first line,
extinction embedded)
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SO 19 Pavlovs StudyCounterconditioning Dogs
and Martyrs
NS (shock) does not elicit R (salivation)
(Martyrs vs. masochists, dogs acted as if they
liked the shock, shock did not elicit normal
Rs after conditioning, Chance - not refer to this
as counterconditioning, not always going to
happen - factors??)
27
SOs 20-21 Staats Staats

• To date Respondent conditioning can account for
  emotions to stimuli that are paired with a US or
  CS1, e.g., Little Alberts fear/startle response
• Series of three studies showing how emotions to
  things/people/ethnic groups that we have never
  had contact with can be respondently conditioned
• Nonsense syllables
• Names of males (e.g., Tom, Bill)
• Nationalities (e.g., German, Dutch, Swedish)

(higher order conditioning, increasing applied
relevance and implications)
28
Staats Staats Study

• Participants were college students
• Slides with names of nationalities shown on a
  screen
• Words said to participants, which they repeated
  while slides were shown
• Purpose? How visual learning affected auditory
  learning
• Ps told they would be asked to recall as many of
  the words as possible.

29
Slides saying German, Italian, French were paired
with words that did not elicit emotional
reactions NS (German) did not elicit R
(emotions)
Slides saying Dutch were paired with words that
elicited pleasant emotional reactions NS
(Dutch) did not elicit R (emotions)
Slides saying Swedish were paired with words that
elicited negative emotional reactions NS
(Swedish) did not elicit R (emotions)
(SO 21 - diagrams, first part of the diagrams
here - later slide with Complete diagrams)
30
Staats Staats Dependent Variable

• College students rated the extent to which the
  nationalities were pleasant or unpleasant on a
  7-point rating scale.
• They rated
• Dutch as very positive/pleasant
• Swedish as very negative/unpleasant
• German as neutral.
• When asked why they rated them that way, the
  students could not tell the experimenters. That
  is, the conditioning occurred completely without
  their awareness.

31
SO 21 Final Diagrams for Staats and Staats
NS (German) does not elicit R (any emotions) NS
(table, chair) ---gt No R (no emotions) NS
(German)/NS (table, chair) ---gt No R (no
emotions) NS (German) ---gt No R (no emotions)
NS (Dutch) does not elicit R (pleasant
emotions) CS1 (joy, gift) ---gt CR1 (pleasant
emotions) NS (Dutch)/CS1 (joy,gift) ---gt CR1
(pleasant emotions) CS2 (Dutch) ---gt CR2
(pleasant emotions)
NS (Swedish) does not elicit R (neg.
emotions) CS1 (death, pain) ---gt CR1 (neg.
emotions) NS (Swedish)/CS1 (death, pain) ---gt CR1
(neg. emotions) CS2 (Swedish) ---gt CR2 (neg.
emotions)
(must begin with nationalities that are NS, not
Dutch here)
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SO 20 Staats Staats Wrap-up

• The DV consisted of the extent to which students
  rated the nationalities as pleasant/unpleasant on
  a 7-point rating scale.
• Was this the CR? Why or why not?
• Chance called the words neutral words,
  positive words, and negative words. This is
  NOT good behavioral terminology.
• What is wrong with this way of describing the
  words?

(not in study objectives, but fair game for the
exam)
(Stimulus vs. response)
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Staats Staats Implications
If you grow up in a social environment where
international or minority groups are always
described in negative terms, you are going to
develop negative emotional reactions to those
groups, even if you have not had any contact with
them. If Italians are always paired with
gangsters, mafia, Sopranos, if females are
described as inferior, if Jews are described as
sly and shrewd, if Arabs or Muslims are
always described as terrorists, if homosexuals
are always described as immoral, etc., you can
develop negative reactions to those groups.
34
Sos 14-15 GarciasTaste Aversion Study
Taste Aversion (the definition will not be on the
exam) In taste aversion a food substance, which
is the NS, becomes paired with a US or CS1 that
elicits nausea, and then the food becomes a CS
that elicits nausea.

• Conceptual complexities in Garcias study
• What is the actual US?
• What is the actual UR?
• What is the actual CS?
• What is the actual CR?

35
Garcias Study

• How Garcia became interested in taste aversion --
  Licorice and the flu
• Rats were subjects
• Paired sweetened water with gamma radiation
• Gamma radiation caused rats to drink less
  sweetened water (rats developed a taste aversion
  to sweetened water)
• The stronger the radiation, the less water they
  drank
• Conclusion Sweetened water had become a CS that
  elicited the CR of nausea

36
SO 15 Taste Aversion Respondent Conditioning vs
Other Respondent Cond.

• The NS (the food substance) only needs to be
  paired once with the US for conditioning to
  occur.
• The interval between the presentation of the NS
  and the US can be much longer in taste aversion.
  
• Note carefully its the interval between
• the NS/US, NOT US ---gt UR
• (confusing, if NS sweet water, US gamma
  radiation???)

37
Whats the US?

• Gamma radiation cannot be the US
• Why? (x-rays)
• Why cant gamma radiation be the US according to
  the technical definition of a stimulus? (SO13B)
• What is the actual US?

Stimuli associated with nausea Sour taste, bile
in stomach
38
SO 14A Diagram Garcias Study
NS (sweet water) does not elicit R
(responses/nausea)
US (stimuli/nausea) ---gt UR (responses/nausea)
NS (sweet water)/US (stimuli/nausea)---gtUR (resp.
nausea)
CS (sweet water) ---gt CR (responses/nausea)
Above explains Chances statement that The
interval between the NS and US is several minutes
in the Garcia study.
(Note carefully separate nausea into two parts)
39
SO14C Garcia, UR/CR?
Garcias DV was the amount of sweet water that
the rats drank. This is NOT the actual UR and
CR, however. Drinking water from a water bottle
is an operant, not a respondent behavior. The
actual UR and CR as I diagrammed it, were the
responses associated with nausea. But, he used
an operant response as the DV, just like Staats
Staats. WHY?
40
SO 13 Elicit

• Simple Rule
• USs elicit URs, CSs elicit CRs
• _________________________________
• Elicit is only used in respondent relations
• ONLY USs and CSs elicit responses Organisms do
  NOT
• Only responses can be elicited

41
SO13 Examples Is elicit used correctly?

• When the temperature is cold, a person elicits a
  shivering response.
• The SD (a tone) elicited the behavior of turning
  in a circle by the pigeon.
• The CS (a tone) elicited the CR (salivation).
• In lower order conditioning, the NS elicits the
  US.

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Unit 2 Announcement

• I will be away Wednesday, 9/17 through Saturday,
  9/21
• Change in order of study objectives
• Tuesday, I will be covering 13-26
• Thursday, Erika will cover 1-12

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The End

• Questions?
• Instructional Assistance Hours
• Wednesday, Sept. 10, 500-630 PM
• Wood Hall Lounge, First Floor
• Beth is in charge!
• Email addresses for TAs are in the syllabus
• PPT presentation is posted on my web page