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C82MPR – Practical Methods 2 Dr Mark Haselgrove

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C82MPR – Practical Methods 2 Dr Mark Haselgrove. PLEASE LOG IN WITH WINDOWS 7. Recapitulation. Blocking (Kamin, 1968). - Surprise is necessary for learning to take place. - Quantified by Rescorla & Wagner (1972): what you get – what you expect.

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slide1

C82MPR – Practical Methods 2

Dr Mark Haselgrove

PLEASE LOG IN WITH WINDOWS 7

slide2

Recapitulation

Blocking (Kamin, 1968)

- Surprise is necessary for learning to take place.

- Quantified by Rescorla & Wagner (1972): what you get – what you expect

- Unblocking: Increase/decrease in US strength after AX trials

But,

- Unblocking is Sometimes seen with a qualitative change in US after AX

slide3

Blocking or no blocking.....WHY ?

Betts Brandon & Wagner (1996)

Associations

entered into by A

Will be weak

upon testing X

A

U1

R1

C

RC

X

U2

R2

Association

entered into by X

Will be STRONG

upon testing X

slide4

This Practical…

The effect of changing the US on blocking in human participants

Literature Search: Use Google Scholar

In Google scholar, conduct a search:

Search terms: blocking

unblocking

blocking OR unblocking AND Learning

blocking OR unblocking AND Conditioning

blocking unblocking AND human AND conditioning

Poor search terms alone:

too general

slide5

This Practical…

The effect of changing the US on blocking in human participants

Getting the paper:

slide6

This Practical…

The effect of changing the US on blocking in human participants

slide7

This Practical…

The effect of changing the US on blocking in human participants

slide8

This Practical…

Goto:

http://www.psychology.nottingham.ac.uk/staff/mxh/C82MPR/Week2

and download a file called Task.exe

Ensure that :

You are running either Windows XP or 7 (not Mac OS)

You have a folder on the C: drive called temp

If you don’t do either of these the task will not work

slide9

The Task

  • Participants adopt the role of a Health and Safety Inspector
  • Presented with (fictitious) hospital patients who have become ill

after eating certain meals.

Meals = CSs

Illness = US

  • Participants have to rate how dangerous the meals are on a 1-9 scale
slide10

The Task: Design

Trials in italics are filler trials

slide11

The Task: Details

  • Food types (e.g. chicken, apple) randomised as A, B, C for each participant
  • Vomiting and Diarrhoea randomised as US1 and US2 for each participant
  • 10 trials with each type in Stage 1

5 trials with each type in Stage 2

1 presentation of each stimulus during the Test

  • Trial order randomised in each stage
  • Location (top/bottom) of food type randomised on each trial
slide12

The Task: Data

  • Stored automatically to C:\temp
  • File called “participant number ”.csv (e.g.: 31.csv)
  • Double click to open in Microsoft Excel

Homework

  • Get into groups of about 5 or 6 and run a total of about 30 participants
  • Discuss how you will run the experiment (at home, laptop, in dept?)
  • Consider debriefing Participants (give feedback on goals of experiment)
  • Be wary of overwriting data if using same PC
slide13

General References

  • Bouton (2007) Good background to learning.

Hardback, so expensive

Pearce (2008) Excellent general introduction to

learning theory and blocking

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