U1%20Schedule

1
U1 Schedule

• Thursday, 1/15 and Tuesday, 1/20 Lecture
• Wednesday, 1/21 Instructional Assistance
  630-800 p.m., Wood Hall, 1st Floor Lounge
• Thursday, 1/22 Exam 1

Just a reminder This and future ppts can be
downloaded from alycedickinson.com
2
Unit Corrections

• Study objectives 20 21
• These are still fair game for the exam if I
  cover them, however,
• The pages referenced for these two study
  objectives are not in the course pack
• If I cover them, all the material you will need
  will be in the lecture and ppt

3
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 (Pietras, Malott)
• Start with basic definitions, abbreviations,
• diagramming conventions

4
Respondent and Operant Relations

• Respondent Operant
• S ---gt R R---gtSc
• US ---gt UR SD or S?R---gtSc
• 2. CS ---gt CR MOSD or S?R---gtSc

SO2 Diagramming Conventions

1. Respondent S ----gt R
2. Operant R ----gt Sc
3. Operant with SD SDR ----gt Sc (SR/Sr)
4. Operant with S? S?R ----gt Sc (Ext)

Note NOT SD ---gt R ---gt Sc, but SDR ---gtSc
(Malott, box diagrams, arrow denotes temporal
relations, but conventionally, contingent
relation, If-then)
5
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 stimuli for humans (not for the exam see
  study objectives for additional examples)
• Visual
• Energy change electromagnetic wavelengths,
  photons
• Receptor photoreceptors in eyes
• Auditory
• Energy change vibration of molecules
• Receptor phonoreceptors in ears

(hear, taste, touch, see, feel examples -
physical energy change/receptors)
6
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)
7
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 (drink hot liquid)--gtPain (burn tongue)
• R (answers lecture question correctly)--gt
  Praise
• R (answers lecture question correctly)--gtOK
  gesture
• R (rat presses lever)--gtLight comes on
• R (baby coos)--gtParent strokes babys arm

8
SO4B

• An energy change cannot be a stimulus for an
  organism if
• The organism does not have a receptor that can
  detect it (across species differences)
• The organisms receptor is damaged and thus
  cannot detect it (within species differences)
• In 2, the energy change can be a stimulus for
  one person or organism of the same species, but
  not for the organism with the damaged receptor

(important to stress energy change that affects
the receptors, cont)
9
SO4B

• A. Dog whistles Across species example
• Phonoreceptors of dogs can detect faster
  vibrations of
• molecules than can the phonoreceptors of
  humans.
• High tones, while energy changes, can be stimuli
  for dogs but not for humans because humans do not
  have receptors that can detect them.
• X-rays Across species example
• X-rays are energy changes, but they cannot be
  stimuli for humans because humans do not have
  receptors that can detect them.
• Damaged phonoreceptors Within species example
• Hunters phonoreceptors damaged due to
  firing rifles
• close to his/her ear so high tones do not
  affect his/her
• receptors (problem for veterans as well)
• high tones can be stimuli for others, but not
  for this hunter.

(Dolphins, bats, whales biosonar murky water,
dark Note, all are energy changes! Refer to def
of stimulus)
10
SO4B Another Example

• The Mosquito Box that emits a shrill piercing
  noise
• Used to prevent loitering by teens
• The sound is audible to teens and young adults,
  but typically not adults (older than early 20s)
• Can be heard by animals and babies, but is only
  aversive to children older than 12
  teen-repellent
• Teens say Its horrible, loud, and irritating.
  Its this screeching sound that you have to get
  away from or it will drive you crazy.
• Why? Heard by teens and young adults who still
  have sensitive hair cells in their inner ears,
  hair cells that dont develop until teen years
• Energy change is the same but differences are due
  to the receptors (not yet developed,
  deterioration due to age)

11
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

(also electrical conductivity/activity of skin,
gsr, but not requiring this)
12
SO 6 Types of Behaviors and Relationship to Type
of Conditioning

• Relationship to operant and respondent relations
• and conditioning (typically)
• Movement of skeletal muscles Operant
• (a) Movement of the smooth muscles
• (b) Secretion of the glands Respondent
• Commonality? Behaviors controlled by
  autonomic
• nervous system

(also GSR, but not requiring this clearly
exceptions - next slide)
13
SO 7 Exception
US (pain to hand/foot) ---gt UR (hand/foot
withdrawal)
Why is this an exception?
The relation is a respondent relation, but
the response is movement of the skeletal muscles
(rather than movement of the smooth muscles or
glandular secretion).
It is incorrect to say that the hand/foot
withdrawal is operant behavior? Why?
14
SO 8 Behavior vs. Behavioral RelationsWhat is
the Difference?

• Behavior
• Movement of the skeletal muscles, movement of the
  smooth muscles, and glandular secretion
• Behavioral Relations
• Behavior plus causal stimuli, e.g.,
• Respondent US ?UR
• CS ? CR
• Operant R ? SR or Sr
• SD R ? SR or Sr
• MOSDR?SR or Sr

(examples next)
15
SO 8 Behavior vs. Behavioral RelationsExamples

• Respondent
• Behavior salivation
• Relation US (food in mouth) ? UR (salivation)
• Relation CS (tone) ? CR (salivation)
• Operant
• Behavior Press power button on TV remote
• Relation R (press button) ? Sr (TV comes on)
• Behavior rat presses a lever
• Relation
• MO (food dep) SD (light on) R (press lever) ?
  SR (food)

(not NS does not elicit a response)
16
SO 8 Behavior vs. Behavioral RelationsWhy is
the distinction important?

• A behavior, such as crying, can be caused by very
  different variables - it can also have multiple
  causes. (onions, operant crying, both - pain,
  Sr)
• US (fumes from peeling onions) ? UR (crying)
• R (woman crying) ? Sr (please dont cry, I didnt
  mean it)
• US (pain) ? UR (crying)
• R (crying) ? Sr (poor baby, hug)
• Respondent relations tendency to call a behavior
  rather than a relation inherited
• US (food in mouth) ? UR (salivation)
• CS (tone) ? CR (salivation)
• In order to understand and change behavior we
  must know what is causing it

(this slide, NFE)
17
SO11 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)

(Skipping to SO11 focus on respondent this unit.
On exam, if US, give UR if UR, give US, or
whole relation)
18
SOs 11 12 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 do not leave this out of the
definition - it is a critical part - emotions are
not operant behavior)
19
SO 13 Lower-order and Higher-order Respondent
Conditioning
Definition Respondent Conditioning (not for the
exam) A neutral stimulus is repeatedly paired
with a US or CS that elicits a response, and the
NS becomes a CS that elicits the same response.
Qualifier The response is the same in the
sense that it involves the same muscle movement
or glandular secretion but may differ in
intensity.
(Conditioning, making new CS-gtCR relations)
20
SO13 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 ensure 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)
• CR must be the same response as the UR
• CS must occasionally be paired with US

(exam not ask critical features)
21
SO 13A 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)
• CR must be the same response as the UR
• CS must occasionally be paired with US

(Russian Physiologist)
22
Skip to SO 14 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 is present the CS wrong? (without
repeatedly)
Skipping 13C-E for now
(Problem with pair instead of present
Extinguish vs. extinct, next slide)
23
Extinguish vs. extinct
24
SO 13C 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 13D 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.
25
SO 13C 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)
(cool examples in text related to advertising
George Clooney, Jack Sparrow/Johnny Depp,
lovable Geico gecco beer commercials cars with
models on exam, CS1 - second diagram)
26
SO 13E Watson Raynor, Little AlbertRespondent
Conditioning of Emotions
NS (white rat) does not elicit R (fear, startle)
REVIEW SO 14 Extinction of CR
How would you extinguish the fear, startle
response?
(emotions vs. simple reflexes, all emotions were
genetic, 11th, diagram this study, question, not
answer, process of extinction often forms the
basis for treatment of most phobias article 4
yrs ago who Was little Albert and what
happened to him? American Psychologist)
27
SO 15
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?
28
SO 16 Counterconditioning
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 also used to treat phobias)
29
SO 16 Peters Original Conditioning Same as
Little Alberts
NS (rabbit) does not elicit R (fear, startle)
(NFE, but important so that you understand the
counterconditioning, same except rabbit)
30
SO16 Counterconditioning Peters Fear, Startle
Response
NS (rabbit) does not elicit R (pleasant emotions,
salivation)
US (milk, cookies)
---gt
UR (pleasant emotions, salivation)
NS (rabbit)
/
US (milk, cookies)
---gt
UR (pl. emtns, sal.)
CS (rabbit)
---gt
CR (pleasant emotions, salivation)
Note the first line of the diagram. Important!!
(SO16A, diagram SO16B, conditioned rabbit to
elicit unpleasant emotions stress NS first line,
extinction embedded)
31
SOs 17-18 Staats Staats

• To date Respondent conditioning can account for
  emotions to stimuli that are paired with a US,
  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)
32
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.

33
Staats and Staats Study, cont.

1. Slides saying Dutch were paired with words
that elicited pleasant emotional reactions NS
(Dutch)/CS1 (joy, happiness) ? CR1 (plsnt
emotions)
2. Slides saying Swedish were paired with words
that elicited negative emotional reactions NS
(Swedish)/CS1 (death, pain) ? CR1 (unplsnt
emotions 3. (Control) Slides saying German,
Italian, French were paired with words that
did not elicit emotional reactions NS
(German)/NS (words) ? No emotional reaction
NS nationalities (German, Dutch, Swedish) CS1
words that elicited emotional reactions (joy,
happiness) NS words that did not elicit
emotional reactions (book, table)
(SO17 full diagrams later)
34
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, Italian, and French 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.

35
SO 17 Diagrams for Staats and Staats
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)
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)
(note last is not really respondent conding
must begin with nationalities that are NS, not
Dutch here)
36
SO 18 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)
37
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, Jersey Shore, if females
are described as inferior, if Jews are
described as sly and shrewd, if Arabs and
Muslims are always described as terrorists, if
homosexuals are always described as immoral,
etc., you can develop negative reactions to
those groups.
38
SO 19 Pavlovs StudyCounterconditioning Dogs
and Masochists
NS (shock) does not elicit R (salivation)
(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??)
39
SO 20 Respondent Conditioning of Allergic
Reactions
NS (shape, color, smell of rose) does not elicit
R (allergic reaction)
US (allergen) ? UR (allergic reaction)
NS (shape, color, smell of rose)/US (allergen) ?
UR (allergies)
CS (shape, color, smell of rose) ? CR (allergic
reaction)
Thus
CS (artificial rose, scented rose candle) ? CR
(allergic reaction)
NFE, unless I add it in lecture
(How could an artificial rose come to cause an
allergic reaction? Is the person really suffering
or just being psychosomatic? and a
hypochondriac?) No different than how the sight
and smell of food come to elicit salivation
40
SO 21 Respondent Conditioning and Drug Overdoses

• Shepard Siegals work on respondent conditioning
  can help explain why
• People develop drug tolerances over time and have
  to take more drugs to get the same high
• Drug addicts who get clean at a rehab facility
  often have such a high relapse rate
• Some people die from overdoses when they take the
  same amount of drugs in a different place/setting

NFE unless I add it in lecture
41
SO 21, cont.
US (addictive drugs) ? 1. Physiological effects
due to the drug 2.
Physiological compensatory responses to
offset the effects of the drugs
When an NS is paired with the US (dope) the
responses that become conditioned are the 2nd
set of responses, not the first.
42
SO 21, cont.
NS (drug paraphernalia) do not elicit R
(compensatory Rs) (stimuli in apt.,
friends) US (drug) ? UR (compensatory Rs after
initial drug effects) NS/US (drug) ? UR
(compensatory Rs) CS (drug stuff, apt., friends)
? CR (compensatory Rs)
43
SO 21 Drug Tolerance

• CS (drug stuff, apt., friends) ? CR (compensatory
  Rs)
• Now, US (dope) ? UR (drug effects)
• But, the compensatory Rs have already been
  elicited by the CSs in the environment, thus the
  effects of the drug are not as great
• So, a person needs more and more of the drug to
  get the same high
• And, remember, respondent conditioning doesnt
  happen all at once, so the tolerance develops
  gradually as the CSs come to elicit the CRs

(gathered at the typical place with the usual
suspects to do some dope)
44
SO 21, cont Drug Overdoses

• Now, what is going to happen if a person shoots
  up in a completely new place/setting?
• CSs (drug stuff) ? CRs (compensatory Rs)
• But, there are not as many CSs so the
  compensatory Rs will be a lot weaker, not as
  strong counteraction
• Take dope, same amount

45
SO 21, cont Drug Relapse

• Why did returning Vietnam vets who got clean at
  rehab have such a low recidivism rate in
  comparison to the average recidivism rate?
• Why is there such a high recidivism rate when
  individuals get clean then return home?
• Siegels story of a drug addict who got clean and
  then experienced full-fledged withdrawal symptoms
  when he crossed the GW Bridge, returning to NYC

46
SO 21, cont Drug Relapse

• The compensatory responses are also what is
  commonly referred to as withdrawal symptoms
• They create cravings for the drugs if elicited
  in the drugs absence
• So, if CSs elicit the compensatory responses then
  individuals will have a strong tendency to do
  drugs to relieve those compensatory responses
  (withdrawal symptoms)

47
SO 21, cont Drug Relapse

• Former drug addict returning to NYC
• CSs (GW Bridge, NYC skyline, etc.) ? CRs (comp
  Rs)
• People who get clean and return home
• CSs (streets, home, friends, etc.) ? CRs (comp
  Rs)
• In contrast to
• Clean Vietnam vets who returned to their home
• No or few CSs (all related to Vietnam and fellow
  soldiers)
• Therefore, no or only mild withdrawal symptoms

What important point about CSs?CRs and respondent
extinction do the first two illustrate?
(last slide on this next slide, term elicit)
48
The End

• Questions?
• Instructional Assistance Hours
• Wednesday, 1/21, 630-800 p.m.
• Wood Hall Lounge, First Floor
• Jessica is in charge!
• Email addresses for TAs are in the syllabus
• ppt is posted on my web page
• alycedickinson.com

ppt slides testing elicit, evoke, and emit follow
49
SO22 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).
• Pressing the lever elicited the reinforcer of
  food.
• In lower order conditioning, the NS elicits the
  US.

50
SO22 Examples Is evoke used correctly?

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

51
SO22 Examples Is emit used correctly?

• The rat emitted a lever press when the SD (a
  light) came on.
• When the temperature is cold, a person emits a
  shivering response as a UR.
• The SD (a tone) emitted the behavior of turning
  in a circle by the pigeon.
• The CS (a tone) emitted the CR (salivation).
• In lower order conditioning, the NS emitted the
  US.

52
Answers for slides 48-50See SO22 for reasons

• Slide 48
• A. No B. No C. Yes D. No E. No
• Slide 49
• A. No B. Yes C. Yes D. No E. No
• Slide 50
• A. Yes B. No C. No D. No E. No

Note neither I nor my TAs will simply give you
the answers. We will ask you for your answers
and your reasons.