U1 Schedule
• Thursday, 1/14 and Tuesday, 1/19: Lecture
• Wednesday,1/20: Instructional Assistance
7:00-8:30 pm Wood Hall, 1st Floor Lounge
• Thursday, 1/21: Exam 1
Just a reminder: This and future ppts can be
downloaded from alycedickinson.com
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 (Malott, Pietras)
Start with basic definitions, abbreviations,
diagramming conventions
2
Respondent and Operant Relations
Respondent
S ---> R
1. US ---> UR
2. CS ---> CR
Operant
R--->Sc
SD or S∆:R--->Sc
MO:SD or S∆:R--->Sc
SO2: Diagramming Conventions
A.
B.
C.
D.
Respondent:
Operant:
Operant with SD:
Operant with S∆:
S ----> R
R ----> Sc
SD:R ----> Sc (SR/Sr)
S∆:R ----> Sc (Ext)
Note: NOT SD ---> R ---> Sc, but SD:R --->Sc
(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 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)
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?
A. R (drink hot liquid)-->Pain (burn tongue)
A. R (answers lecture question correctly)--> Praise
A. R (answers lecture question correctly)-->OK gesture
A. R (rat presses lever)-->Light comes on
B.
R (baby coos)-->Parent strokes baby’s arm
6
SO4B
An energy change cannot be a stimulus for an organism if:
1. The organism does not have a receptor that can detect it
(across species differences)
1. The organism’s receptor is damaged and thus cannot
detect it (within species differences)
(important to stress energy change that affects the receptors, cont, look at examples)
7
SO4B
An energy change cannot be a stimulus for an organism if:
1. The organism does not have a receptor that can detect it
(across species differences)
A. Dog whistles
Phonoreceptors of dogs can detect faster vibrations of
molecules than can the phonoreceptors of humans.
Faster vibrations (high tones), are energy changes, and can be
stimuli for dogs but not for humans because humans do not
have receptors that can detect them.
B. X-rays
X-rays are energy changes, but they cannot be stimuli for
humans because humans do not have receptors that can
detect them.
(bats, sharks, echolocate, etc. – radar/sonar -important to stress energy change that affects the receptors, cont)
8
SO4B
An energy change cannot be a stimulus for an organism if:
2. The organism’s receptor is damaged and thus cannot
detect it (within species differences)
In this case, 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
A. Damaged phonoreceptors
Hunter’s phonoreceptors are 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, which are energy changes, can be stimuli for others,
but not for this hunter.
9
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 mid 20s)
• Can be heard by animals and babies, but is only
aversive to children older than 12 – “teen-repellent”
• Teens say: “It’s horrible, loud, and irritating. It’s 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
don’t develop until teen years
– Energy change is the same but differences are due to the
receptors (not yet developed, deterioration due to age)
10
SO 5: Behavior/Response
(Dead man’s - person’s - rule)
1. Movement of the skeletal muscles (striped, striated)
Muscles attached to bones and move bones when they
contract: fingers, arms, legs, back, vocal app.
2. 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
3. Secretion of the glands
Sweat glands, salivary glands, lachrimal glands,
adrenal gland
(also electrical conductivity/activity of skin, gsr, but not requiring this)
11
SO 6: Response vs. Response Product
• Response
Movement of the skeletal muscles, movement of the
smooth muscles, and secretion of the glands
• Response Product (response-produced stimuli)
Stimuli that are produced or result from the response
(often said that the behavior of someone serves as an SD or reinforcer for the behavior of another;
That is not true; it’s the response product, the stimuli that result from the behavior that serves as the SD/reinforcer –
as we just wen over in SO4. I am hoping this distinction between r and rp will help you understand this better; cont.)
12
SO6: Response vs. Response product, cont.
When a person makes a thumbs up gesture:
• Response:
movement of the
skeletal muscles
• Response product:
visual stimulus of the
thumbs up
When a person claps his hands together:
• Response:
movement of the
skeletal muscles
• Response product:
visual and auditory
stimulus of the “clap”
When a person cries:
• Response:
secretion of the gland
(lachrymal)
• Response product:
visual stimulus of the
“tears”
(Again, the take-home point here is that it is the response product – the response-produced stimuli that serve
as SDs, reinforcers, punishers for the behavior of others: not the response/behavior of the person)
13
SO 7: 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)
14
SO8 Exception
US (pain to hand/foot) ---> 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?
15
SO 9 Behavior vs. Behavioral Relations:
What 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:
(examples next)
R  SR or Sr
SD: R  SR or Sr
MO:SD:RSR or Sr
16
SO 9 Behavior vs. Behavioral Relations:
Examples
• 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)
17
SO 9 Behavior vs. Behavioral Relations:
Why 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 don’t cry, I didn’t 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)
18
SO12 Unconditioned Respondent Relations
Examples in study objectives; for the exam
learn the ones numbered 1, 2, 3, 5, 6, 7, & 11
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
US (light increase) --> UR (pupil of eye constricts)
US (light decrease) --> UR (pupil of eye dilates)
US (touch to eye/chemical irritant) --> UR (lachrimal gland secretion)
US (irritation to nasal mucosa) --> UR (sneezing)
US (irritation to throat) --> UR (cough)
US (low temperature) --> UR (shivering, surface vasoconstriction)
US (high temperature) --> UR (sweating, surface vasodilation)
US (cold/fright) --> UR (hair stands on end)
US (food in mouth) --> UR (salivation)
US (bad food in stomach) --> UR (vomiting)
(NEXT SLIDE - EMOTIONS)
(Skipping to SO12: focus on respondent this unit.
On exam, if US, give UR; if UR, give US, or whole relation)
19
SOs 12 &13: 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
Pain
Very intense stimulus
Very unusual/surprising
UR: Activation Syndrome
Heart rate increase
Adrenaline secretion
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 20
of the definition - it is a critical part - emotions are not operant behavior)
SO 14: Lower-order and Higherorder 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->CR relations)
21
SO14: Lower-order Respondent
Conditioning Diagram
Four parts to the diagram!
NS does NOT elicit R (either as a UR or CR)
US ----------> UR
NS/US -----> UR
(NS and US paired several times)
CS ----------> 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)
22
SO 14A: Pavlov’s Original Study
Example of Lower-order Conditioning
NS (tone) does not elicit R (salivation)
US (meat powder in mouth) -----> UR (salivation)
NS (tone) / US (meat powder in mouth) -----> UR (salivation)
CS (tone) ----> CR (salivation)
(Russian
Physiologist)
Review of Critical Features:
• US always elicits a UR (never an “R” or “CR”)
• NS always precedes US to ensure 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
23
Skip to SO 15: Respondent Extinction
NS (tone) does not elicit R (salivation)
US (meat powder in mouth) ---> UR (salivation)
NS/US (meat powder in mouth ---> UR (salivation)
CS (tone) ---> 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 14C-E for now
(Problem with “pair” instead of “present”; Extinguish vs. extinct, next slide)
24
Extinguish vs. extinct
25
SO 14C: Higher-order
Respondent Conditioning
Lower-Order
NS does not elicit R
US ---> UR
NS/US ---> UR
CS ---> CR
Higher-Order
NS does not elicit R
CS1 ---> CR1
NS/CS1 ---> CR1
CS2 ---> CR2
SO 14D: 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.
26
SO 14C: Example of Higher-Order
Respondent Conditioning
Pavlov’s Lower-Order Conditioning Study
NS (tone) does not elicit R (salivation)
US (meat powder in mouth) ---> UR (salivation)
NS/US (meat powder in mouth ---> UR (salivation)
CS (tone) ---> CR (salivation)
Higher-order Respondent Conditioning
NS (bright orange light) does not elicit R (salivation)
CS1 (tone) ---> CR1 (salivation)
NS (bright orange light)/CS1 (tone) ---> CR1 (salivation)
CS2 (orange light) ---> CR2 (salivation)
(cool examples in text related to advertising; George Clooney, Jack Sparrow/Johnny Depp/Riker,
27
beer commercials; cars with models; on exam, CS1 - second diagram)
SO 14E: Watson & Raynor, Little Albert
Respondent Conditioning of Emotions
NS (white rat) does not elicit R (fear, startle)
US (loud noise) ---> UR (fear, startle)
NS (white rat) / US (loud noise) ---> UR (fear, startle)
CS (white rat) ---> CR (fear, startle)
REVIEW SO 15: 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
28
Was little Albert and what happened to him? American Psychologist)
SO 16
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?
29
SO 17: 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)
30
SO 17: Peter’s Original Conditioning:
Same as Little Albert’s
NS (rabbit) does not elicit R (fear, startle)
US (loud noise) ---> UR (fear, startle)
NS (rabbit) / US (loud noise) ---> UR (fear, startle)
CS (rabbit) ---> CR (fear, startle)
(NFE, but important so that you understand the counterconditioning, same except rabbit)
31
SO17: Counterconditioning Peter’s
Fear, Startle Response
NS (rabbit) does not elicit R (pleasant emotions, salivation)
US (milk, cookies) ---> UR (pleasant emotions, salivation)
NS (rabbit) / US (milk, cookies) ---> UR (pl. emtns, sal.)
CS (rabbit) ---> CR (pleasant emotions, salivation)
Note the first line of the diagram. Important!!
(SO17A, diagram; SO17B, conditioned rabbit to elicit unpleasant emotions;
stress NS first line, extinction embedded)
32
SOs 18-19: Staats & Staats
• To date: Respondent conditioning can
account for emotions to stimuli that are paired
with a US, e.g., Little Albert’s 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)
33
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.
34
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)
(SO18: full diagrams later)
35
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.
36
SO 18: Diagrams for Staats and Staats
NS (Dutch) does not elicit R (pleasant emotions)
CS1 (joy, gift) ---> CR1 (pleasant emotions)
NS (Dutch)/CS1 (joy, gift) ---> CR1 (pleasant emotions)
CS2 (Dutch) ---> CR2 (pleasant emotions)
NS (Swedish) does not elicit R (neg. emotions)
CS1 (death, pain) ---> CR1 (neg. emotions)
NS (Swedish)/CS1 (death, pain) ---> CR1 (neg. emotions)
CS2 (Swedish) ---> CR2 (neg. emotions)
NS (German) does not elicit R (any emotions)
NS (table, chair) ---> No R (no emotions)
NS (German)/NS (table, chair) ---> No R (no emotions)
NS (German) ---> No R (no emotions)
(note: last is not really respondent conding; must begin with nationalities that are NS, not Dutch here)
37
SO 19: Staats & Staats Wrap-up
• The DV consisted of the extent to which students
rated the nationalities as pleasant/unpleasant on a 7point 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)
38
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.
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 Siegal’s 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
1.CS (drug stuff, apt., friends)  CR (compensatory Rs)
1. 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 doesn’t 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?
1.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
2.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?
• Siegel’s 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 drug’s 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
But don’t forget to study the SOs that I have asked you
to learn but did not cover in lecture!!
• Questions?
• Instructional Assistance Hours:
Wednesday, 1/20, 7:00-8:30p.m.
Wood Hall Lounge, First Floor
Haley 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 50-52
See SO22 for reasons
• Slide 50
A. No B. No C. Yes D. No E. No
• Slide 51
A. No B. Yes C. Yes D. No E. No
• Slide 52
A. Yes B. No C. No
D. No E. No
53