The pavlovian analysis of instrumental conditioning

Gormezano, I.; Tait, Robert W.

doi:10.1007/bf03000536

Cited by 33 publications

(28 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Acquired motivational effects are implicated by the retarded acquisition observed with the hedonically opposing US (e.g., Scavio, 1974). Acquired cuing effects are implicated by: (1) the savings observed during the reacquisition of the original CR using the initial US (Bromage & Scavio, 1978); (2) the ability of a US to function as a CS when directly paired with a hedonically opposite US (see Gormezano & Tait, 1976); and (3) the simultaneous occurrence of hedonically opposite responses to a CS following an acquisition sequence in which the CS is paired with a US, which is subsequently paired with a hedonically opposite US (Tait, Quesnel, & Ten Have, 1986). Furthermore, it has been asserted (e.g., Soltysik, 1971) that the two associative consequences may be differentially sensitive to the effects of classical conditioning variables.…”

Section: Resultsmentioning

confidence: 99%

Concurrent development of excitatory and inhibitory associations during backward conditioning

Tait

Saladin

1986

Animal Learning & Behavior

Self Cite

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Concurrent development of excitatory and inhibitory associations during backward conditioning

Tait

Saladin

1986

Animal Learning & Behavior

Self Cite

View full text Add to dashboard Cite

“…It is possible that in Phase 1, independent forward and backward associations were established between representations of the tone CS and water US (Asratyan, 1965(Asratyan, , 1980Gormezano & Tait, 1976;Wagner, 1981). Since backward associations in classical conditioning appear to be inhibitory (Hall, 1984), the retarded Phase 2 acquisition would reflect the inhibitory backward watertone association's interfering with the establishment of the excitatory forward water-shock association.…”

Section: Resultsmentioning

confidence: 99%

“…Dearing & Dickinson, 1979;Gormezano & Tait, 1976; This research was supported by Grant A0312 from the Natural Sciences and Engineering Research Council of Canada to R. W. Tait. Requests for reprints should be addressed to R. W. Tait, Psychology Department, University of Manitoba, Winnipeg, Manitoba, Canada R3T 2N2.…”

mentioning

confidence: 99%

Classical-classical transfer: Excitatory associations between “competing” motivational stimuli during classical conditioning of the rabbit

Tait

Quesnel

Have

1986

Animal Learning & Behavior

Self Cite

View full text Add to dashboard Cite

A sensory preconditioning analogue was employed to separate signaling effects from motivational effects observed in appetitive-to-aversive transfer of training. Rabbits received appetitive conditioning (tone-water pairings) of the jaw-movement response, followed by aversive conditioning of the nictitating membrane response, during which water delivery served as the CS for paraorbital shock. When the tone was subsequently presented, only subjects exposed to both sets of pairings demonstrated conditioned jaw movement and nictitating membrane responses. The occurrence of both responses to the tone is inconsistent with the action of reciprocal inhibition between motivational states. The results are interpreted in terms of multiple mediators for transferof-training paradigms.Many influential theories of instrumental behavior as-. sume that there exist aversive and appetitive motivational states in the central nervous system which act reciprocally to inhibit one another (e.g., Konorski, 1967; Rescorla & Solomon, 1967). Each motivational state is thought to be activated directly by an unconditioned stimulus (US) or indirectly by a conditioned stimulus (CS) that has been paired with the US. The most conclusive evidence for competing motivational states (see Dickinson & Pearce, 1977) comes from classical-classical transfer paradigms in which a CS is initially paired with a US from one motivational state and subsequently paired with a US from the other motivational state (Bromage & Scavio, 1978;Krank, 1985; Scavio, 1974Scavio, , 1975Scavio & Gormezano, 1980). For example, Scavio (1974Scavio ( , 1975 has shown that conditioning the rabbit's nictitating membrane response to a tone CS by pairing the CS with a shock US will retard the development of a jaw-movement response to that CS when it is subsequently paired with an oral injection of a water US. Since Scavio also showed that nictitating membrane and jaw-movement conditioned responses (CRs) were statistically independent, the retarded acquisition of the jaw-movement conditioned response could not be attributed to peripheral incompatibility of responses. Hence, Scavio's results support a theory in which central motivational states inhibit one another.In contrast, when USs from opposing motivational states are directly paired with one another, conditioning appears to occur rapidly (Asratyan, 1965(Asratyan, , 1980Beritoff, 1965;. Dearing & Dickinson, 1979;Gormezano & Tait, 1976; This research was supported by Grant A0312 from the Natural Sciences and Engineering Research Council of Canada to R. W. Tait. Requests for reprints should be addressed to R. W. Tait, Psychology Department, University of Manitoba, Winnipeg, Manitoba, Canada R3T 2N2. Tait, 1974). For example, Tait (1974) showed that when a water US is followed by a paraorbital shock US, the water becomes an effective CS for the aversively motivated nictitating membrane response. When the temporal order of the stimuli was reversed in a separate group of rabbits, forward conditioning of the appetitively motivated ja...

show abstract

“…Unfortunately, prior empirical work on US -US learning does not help us better understand the observed difference between conditioning with arbitrary and ecologically relevant CSs. In much of the literature on US-US learning, the antecedent and consequent events were different USs, rather than different magnitudes of the same US (e.g., Asratyan, 1965;Gormezano & Tait, 1976;Pavlov, 1927). A brief shock, for example, was used as a cue for the presentation of food.…”

Section: Us-us Versus Cs-us Learningmentioning

confidence: 99%

Learning with arbitrary versus ecological conditioned stimuli: Evidence from sexual conditioning

Domjan

Cusato

Krause

2004

Psychonomic Bulletin & Review

View full text Add to dashboard Cite

Laboratory investigations of Pavlovian conditioning typically involve the association of an arbitrary conditioned stimulus (CS) with an unconditioned stimulus (US) that has no inherent relation to the CS. However, arbitrary CSs are unlikely to become conditioned outside the laboratory, because they do not occur often enough with the US to result in an association. Learning under natural circumstances is likely only if the CS has a preexisting relation to the US. Recent studies of sexual conditioning have shown that in contrast to an arbitrary CS, an ecologically relevant CS is resistant to blocking, extinction, and increases in the CS-US interval and results in sensitized responding and stronger secondorder conditioning. Although the mechanisms of these effects are not fully understood, these findings have shown that signature learning phenomena are significantly altered when the kinds of stimuli that are likely to become conditioned under natural circumstances are used. The implications of these findings for an ecological approach to the study of learning are discussed.

show abstract

The pavlovian analysis of instrumental conditioning

Cited by 33 publications

References 20 publications

Concurrent development of excitatory and inhibitory associations during backward conditioning

Concurrent development of excitatory and inhibitory associations during backward conditioning

Classical-classical transfer: Excitatory associations between “competing” motivational stimuli during classical conditioning of the rabbit

Learning with arbitrary versus ecological conditioned stimuli: Evidence from sexual conditioning

Contact Info

Product

Resources

About