2. Simple and primitive form of learning involving only glandular and visceral responses like salivation CS-US associations occur automatically through the pairing of a CS and US, such as ring bell before giving food. Has no relevance in explaining the complexity and richness of animal and human experience Traditional View of Classical Conditioning

3. Involves numerous complex processes that control a wide variety of responses including locomotor movements and emotional behavior It does not occur automatically with the pairing of a CS and US. It depends on: the prior experience with these stimuli the presence of other stimuli during conditioning the relevance of the CS and US to each other Classical conditioning is not limited to CS-US pairings, it can occur: Between two biologically weak stimuli (sensory preconditioning) Modern View of Classical Conditioning

4. Historical Background of Classical Conditioning Based on the concept of reflex –Recall that Descartes introduced the idea of the reflex –Russian physiologist, I. M. Sechenov (1863) "Reflexes of the Brain" applied the idea of the reflex to the activities of the cerebral hemispheres –based on the knowledge available in his day of the physiology of the central nervous system. Russian physiologist Ivan P. Pavlov –influenced by Sechenov's view that the brain activity was organized by reflexes –Had a dim view of Psychology as a science "In fact it is still open to discussion whether psychology is a natural science, or whether it can be regarded as a science at all."

5. Historical Background of Classical Conditioning Preferred to follow Descartes idea of the reflex as the basis for explaining everything –""playfulness," "fear," "anger," and so forth, will soon be demonstrated as reflex activities of the subcortical parts of the brain." –"Reflexes are the elemental units in the mechanism of perpetual equilibration." –"Physiologists have studied and are studying at the present time these numerous machine-like, inevitable reactions of the organism-reflexes existing from the very birth of the animal, and due therefore to the inherent organization of the nervous system." –Reflexes can be of two kinds: positive or negative, excitatory or inhibitory –A connection or continuation between simplest reflex and instinct for example: building of a nest regard it as a chain-reflex where one reflex initiates the next material is gathered and carried to the site chosen there it is built up and strengthened –All forms of behavior and cognition could be explained by reflexes such as the "Freedom Reflex" or "Investigatory Reflex"

6. He was studying the physiology of digestion when his students/assistants noticed a funny thing –Dogs would salivate when he put the food powder in their mouths. –But experienced dogs would salivate when the experimenter walked in the room or at the sight of food –They called this "psychic secretions" which are responses that occur in advance of getting the food Experiments of Vul'fson and Snarskii natural stimuli such as food, sour water or sand would elicit a salivary reflex –sight of natural stimuli or experimenter would also elicit salivary reflex –use black sour water to elicit salivary reflex –just black water would also elicit the reflex –now called object learning, association of black and sour characteristics of the water Historical Background of Classical Conditioning

7. Classical Conditioning Paradigm Four major terms apply to Pavlovian Conditioning experiments Unconditioned stimulus (US): Biologically potent stimulus (i.e., food) that reliably evokes reflexive reaction Unconditioned response (UR): The unlearned response triggered by the US (i.e., salivation to food) Conditioned stimulus (CS): Biologically weak stimulus (i.e. clicking of a metronome) that may evoke an orienting response, but will not elicit an UR such as salivation Conditioned response (CR): The learned response which is elicited by the CS in absence of the US (i.e. no food just salivation to the clicking sound)

8. Stimuli Four major terms apply to Pavlovian Conditioning experiments Responses US Unconditioned stimulus Biologically potent stimulus that reliably evokes an unlearned or reflexive reaction (i.e., food) CS Conditioned stimulus Biologically weak stimulus The CS may evoke an orienting response, but not the strong response evoked by the US (i.e., metronome) UR Unconditioned response The unlearned response triggered by the US Powerful and reflexive (i.e., salivation to food) CR Conditioned response It is elicited by the CS and represents the learned behavior The behavioral manifestation of the underlying association between the CS and the US (i.e., salivation to the Metronome) Terminology

9. Salivary Conditioning Salivary Conditioning Apparatus see also: Figure 3.1 During conditioning various stimuli can be paired with a dish of food placed in front of the dog The device pictured here is more elaborate than the one Pavlov used in his early experiments Pavlov paired the clicking of a metronome with food Dogs normally salivate to food (US) but not with the clicking sound (CS) After a few pairings of CS [clicking] with US [food] dogs began to salivate to just the clicking sound

10. Similar to Figure 3.1 in the textbook. An apparatus for Pavlovian conditioning. A tube carries saliva from the dog’s mouth to a lever that activates a recording device (far left). During conditioning, various stimuli can be paired with a dish of food placed in front of the dog. The device pictured here is more elaborate than the one Pavlov used in his early experiments. Salivary Conditioning Apparatus

11. Pavlov studied the salivary reflex Stimulus “food” elicits Response “salivation” Dogs normally salivate with food but not with the metronome Pavlov paired the clicking of a metronome with food metronome followed by food repeatedly produces an association Pavlov’s Classical Conditioning Procedure

12. After a few of these pairings, dogs began to salivate when the only the metronome came on. Conditioned Salivation

13. Using an aversive (US) such as brief shock delivered to the feet through a metal grid produces a defensive response such as jumping, vocalizing or freezing The CS may be a light or tone so CS tone followed by US shock After repeated pairings the CS tone only will produce CR freezing Fear Conditioning Procedure

14. Fear Conditioning

15. The Principles of Learning and Behavior, 7e by Michael Domjan Copyright © 2015 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. FIGURE 3.2 Acquisition of conditioned freezing to an auditory CS (white noise) in laboratory rats during noise- shock conditioning trials. Each data point shows the percentage of time the rats were observed freezing during each CS presentation (based on Reger et al., 2012).

16. Although the typical response of rats is to become motionless, freezing is not always measure directly. Often measure conditioned fear by observing how the CS disrupts the animal’s ongoing behavior A popular technique is the Conditioned Emotional Response (CER) procedure –Also called Conditioned Suppression Fear Conditioning Procedure

17. First train rats to bar press for food until they reach stable baseline of responding Then give Pavlovian pairings of Tone ---- shock The shock will normally stop the rats from making the bar press response After a few Tone --- shock pairings, look at suppression of bar press when only the Tone comes on. Conditioned Emotional Response (CER) note: this is still fear conditioning

18. Watson’s Little Albert case study At 9 months of age Tested him for fear of certain objects and live animals No fear Found that he was startled by the sound of hammer striking steel bar behind his back At 11 months of age Condition Albert to fear the white rat Present rat and make loud noise After 2 pairings Albert cried and tried to crawl away when rat was presented

19. After 7 days- tested fear response Showed some fear response to rat After 5 more pairings Albert cried and tried to crawl away when rat was presented After 5 days- tested generalization Showed strong fear response to rat, dog, rabbit, and sealskin coat Negative response to Santa mask and Watson’s (white) hair Played with familiar blocks and Watson’s assistants’ hair Watson’s Little Albert case study

20. The procedure for classical conditioning of the eye-blink response. Conditioned Eyeblink

21. The Principles of Learning and Behavior, 7e by Michael Domjan Copyright © 2015 Wadsworth Publishing, a division of Cengage Learning. All rights reserved.

22. Taste Aversion Learning (Poison avoidance learning) Procedures –CS is a novel-flavored food or drink such Saccharin or Peppermint Schnapps –US can be a drug such as LiCl, radiation toxins which makes them sick –UR is the illness (nausea) –CR is nausea, feeling ill when the CS flavor is presented alone animals do not consume as much as on the original trial Difficult to measure sickness directly so decrease in drinking or eating is used to infer illness Special features of conditioned taste aversions (CTA) –One-trial learning –Long-delay between CS and US Common occurrence humans from toxins in food, too many alcoholic drinks or cancer treatments

23. The Principles of Learning and Behavior, 7e by Michael Domjan Copyright © 2015 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. FIGURE 3.7 Mean percent preference for the saccharin CS flavor during a test session conducted after the CS flavor was paired with X irradiation (the US) or sham exposure. Percent preference is the percentage of the participant’s total fluid intake (saccharin solution plus water) that consisted of the saccharin solution. During conditioning, the interval between exposure to the CS and the US ranged from 0 to 24 hours for different groups of rats. (Based on “Trace Conditioning with X-rays as an Aversive Stimulus,” by J. C. Smith and D. L. Roll, Psychonomic Science, 1967, 9 pp. 11–12.)

24. Sign Tracking (Autoshaping) Functional background Birds come into the world biologically prepared to peck at objects in the environment –Young birds very quickly learn to direct their pecking more at edible items such as seeds and less toward non-edible items such as pebbles –birds learn what food looks like and approach and peck those items that have the appearance of food –Literally means tracking (following) signals for food The sign tracking procedure with Pigeonssign tracking procedure Much of the research has been done using pigeons as subjects –US food (grain) will elicit UR pecking at the grain –CS Key light: a light comes on behind a translucent disk called a key –CS Key light presented before food (grain) is given –Important: Food is given whether the pigeons peck at the key light or not –CR pecking at the Key light –Works best when CS "sign" is spatially separated from the US "goal"

25. Procedure with Quail(males) CS – block of wood presented on one end of the chamber US – female quail at other end of the chamber UR – approaching and copulating with the female note this is a type of appetitive behavior also called goal tracking CR – approaching block of wood Sign Tracking (Autoshaping)

26. Sign stimuli as a conditioned stimulus (CS) In the natural environment the cues (stimuli) associated with food are usually part of the food itself. But in the laboratory the CS "sign" and US food are artificially separated so that responding to the CS can be observed independent of responding to the food The CS need not look like the real thing It simply needs to be within the same sensory modality The CS "sign" is physically separated from the US food to a distance that allows the experimenter to clearly distinguish between sign-directed responding and food-directed responding. Form of the CR in Sign Tracking The type of response "CR" an animal makes matches the characteristics of the US being delivered. Different type of pecking for grain vs water Sign Tracking (Autoshaping)

27. The Principles of Learning and Behavior, 7e by Michael Domjan Copyright © 2015 Wadsworth Publishing, a division of Cengage Learning. All rights reserved.

28. Goal Tracking Presentation of Lever CS Food delivered to the cup US 1/3 of the rats approach touch and chew the lever –These rats are sign tracking –Show more response to drugs of abuse –Related to genetics for exploration “seeking” behavior 1/3 of the rats approach and poke their head into the cup –These rats are goal tracking 1/3 of the rats do some of both behavior

29. The Principles of Learning and Behavior, 7e by Michael Domjan Copyright © 2015 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Sign TrackingGoal Tracking

30. Are there examples of sign tracking with humans? sign stimuli such as....??? Are there examples of goal tracking with humans? goal stimuli such as....??? Other examples with humans?