Definition
Packard and McGaugh
WHEN THE MAZE IS TURNED AROUND, DO THEY USE SPATIAL MAP OR HABIT?
1) rats in a t-maze aways rewarded with food in LEFT arm
2) after 1 week of training, tmaze was turned 180 in room, rats recognized the switch and turned RIGHT, not habit but COGNITIVE, based on spatial map
3) after 2 weeks of training, same test yielded a LEFT turn, indicating habit
4) both habit and cognitive learning occur, habit especially with overtraining
5) habit depends upon the striatum and spatial depends upon hippocampus |
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384 BCE
memory vs. reminiscence
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1909
Functionalism
Habits |
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1913
Behaviorist Manifesto |
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| when the maze is turned around, do they use spatial map or habit? |
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John B Watson (1913)
1) psychology should be the study of the relationship between environmental stimuli and the behavior of the organism
2) STUDY: little albert: fear can be conditioned
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-Watson & Raynor
-9mo old boy
-UCS: loud noise
-CS: white rat
-initially, boy wasn't afraid of rat
-then, they sounded loud gong everytime albert went to touch it
-eventually, albert showed a fear response for rat alone
-fear can be learned |
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| What arose from little albert study |
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ethical treatment of research subjects was taken into consideration:
1) IRB- human subjects, institutional review board
2) IACUC: animal subjects, institutional animal care and use committee |
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-phobia can be unlearned
-peter and the rabbit
-She brought the rabbit in when peter was at ease and eating (positive emotional state)
-comfortable distance but gradually brought it closer
-COUNTERCONDITIONING, desensitization in behavior modification |
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1) reward is necessary for learning (Crespi, Spence, Skinner)
2) the only necessity for learning is that the response and stimulus occur in the same context (tolman, guthrie) |
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1) deprivation in terms of biological homeostasis produces "drive"
2) stimuli that reduce drive produce "drive reduction"
3) drive reduction leads to S>R associative learning |
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D: drive (deprivation, hormones, homeostasis
K: cues (reward Sr and cues Sd+)
H: habit (strength -U:innate or H:conditioned)
I: inhibition (Caused by ineffective responses
sEr: excitatory potential |
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| drive produced by deprivation |
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| internal state produced by reward Sr or stimuliassociated with reward Sd+ that has been termed incentive motivation |
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| the habit strength produced by the extenet of drive reduction; it can be innate or conditioned |
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the inhibition caused by an R that does not produce drive reduction
temporary I is called reactive inhibition
permenant I is called conditioned inhibition |
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| is the likelihood that a specific event S will cause the occurrence of a specific response R- the strength or reliability of S>R |
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-reward from ICSS, saccharin, cocaine is inconsistent with "'drive reduction"
-Hull did not specify a mechanism for drive reduction(though he alluded to hormones and homeostasis) |
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ICSS=BSR
What was the original reward pathway thought to have been? |
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intracranial self-stimulation=brain stimulation reward
-originally thought to be due to stimulation of LH (lat.hypo)
-also fit with LH syndrome (lesions of LH cause animal to stop eating, drinking, exploring)
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| What did further research show to be the actual reward pathway? |
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BUT, turned out to be FALSE.
-not due to the cells(grey) of LH, but due to the axons (white) of LH (Median forebrain bundle, MFB)
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-MFB carries nerve impulses from primitve midbrain to evolutionary recent forebrain, releasing DA, NE, SE, in forebrain.
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| What is the most critical NT for reward (ICSS and cocaine) |
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How did Spence modify Hill's concept?
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-modified K and D
-Rg>Sg
-Rg: rewarding stimulus obtained in a goal environment (K,cues)
-Sg: response due to reward obtained (D, drive produced by deprivation)
-the internal stimlus state motivates behavior
--> the greater the Rg (rewarding stimulus) the more intense
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-major learning theorist 1930-1960
-APA President 1936 |
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APA president 1945
-challenged Thorndike's Law of Effect. Guthrie was wrong
1) Believed learning is a process governed entirely by coniguity
- CE Noble showed in the 1960s that reward predicted response more than either frequency or recency.
- ONLY RIGHT ABOUT THIS
2) believed punishment eliminates the unwanted behavior only if the response elicited by the punishment is incompatible with the unwanted behavior.
3) proposed that learning is not gradual, but occurs in a single trial.
- Voeks (1954) tried to prove this. Spence argued that what Voeks observed was a threshold effect
- WRONG
4) Believed old habits couldn't be forgotten, but could only be replaced with a new habit.
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