Is the avoiding of operant theory a Pavlovian conditioned response?

2000 ◽  
Vol 23 (2) ◽  
pp. 252-253
Author(s):  
Claudia D. Cardinal ◽  
Matthew E. Andrzejewski ◽  
Philip N. Hineline
Keyword(s):  
Social Behavior ◽  
Pavlovian Conditioning ◽  
Learning Theory ◽  
Conditioned Response ◽  
Cost Benefit ◽  
Behavior Patterns ◽  
Selection By Consequences

The proposed heavy dependence on Pavlovian conditioning to account for social behavior confounds phylogenically and ontogenically selected behavior patterns and ignores the extension of the principle of selection by consequences from biological to learning theory. Instead of acknowledging operant relations, Domjan et al. construct vaguely specified mechanisms based upon anticipatory cost-benefit considerations that are not supported by the Pavlovian conditioning literature.

Learning theory, feed-forward mechanisms, and the adaptiveness of conditioned responding

2004 ◽  
Vol 27 (5) ◽  
pp. 698-698
Author(s):  
Peter D. Balsam ◽  
Michael R. Drew
Keyword(s):  
Social Behavior ◽  
Feedback Control ◽  
Pavlovian Conditioning ◽  
Learning Theory ◽  
Adaptive Behavior ◽  
Time Lags ◽  
Feed Forward ◽  
Adaptive Value ◽  
Conditioned Responding

The specific mechanisms whereby Pavlovian conditioning leads to adaptive behavior need to be elaborated. There is no evidence that it is via reduction in the “destabilizing effect that time lags have on feedback control” (Domjan et al. 2000, sect. 3.3). The adaptive value of Pavlovian conditioning goes well beyond the regulation of social behavior.

Pavlovian feed-forward mechanisms in the control of social behavior

2000 ◽  
Vol 23 (2) ◽  
pp. 235-249 ◽  
Author(s):  
Michael Domjan ◽  
Brian Cusato ◽  
Ronald Villarreal
Keyword(s):  
Social Behavior ◽  
Systems Theory ◽  
Control Systems ◽  
Pavlovian Conditioning ◽  
Biological Theory ◽  
Cost Benefit ◽  
Natural Environments ◽  
Feed Forward ◽  
Cost Benefit Ratio ◽  
Control Systems Theory

The conceptual and investigative tools for the analysis of social behavior can be expanded by integrating biological theory, control systems theory, and Pavlovian conditioning. Biological theory has focused on the costs and benefits of social behavior from ecological and evolutionary perspectives. In contrast, control systems theory is concerned with how machines achieve a particular goal or purpose. The accurate operation of a system often requires feed-forward mechanisms that adjust system performance in anticipation of future inputs. Pavlovian conditioning is ideally suited to subserve this function in behavioral systems. Pavlovian mechanisms have been demonstrated in various aspects of sexual behavior, maternal lactation, and infant suckling. Pavlovian conditioning of agonistic behavior has been also reported, and Pavlovian processes may likewise be involved in social play and social grooming. Several further lines of evidence indicate that Pavlovian conditioning can increase the efficiency and effectiveness of social interactions, thereby improving their cost/benefit ratio. We extend Pavlovian concepts beyond the traditional domain of discrete secretory and other physiological reflexes to complex real-world behavioral interactions and apply abstract laboratory analyses of the mechanisms of associative learning to the daily challenges animals face as they interact with one another in their natural environments.

scholarly journals On the role of responses in Pavlovian acquisition

2018 ◽  
Author(s):  
Stefano Ghirlanda ◽  
Magnus Enquist
Keyword(s):  
Unconditioned Stimulus ◽  
Pavlovian Conditioning ◽  
Conditioned Response ◽  
Quantitative Methods ◽  
Eyeblink Conditioning ◽  
Key Pecking ◽  
Lever Pressing

A defining feature of Pavlovian conditioning is that the unconditioned stimulus (US) is delivered whether or not the animal performs a conditioned response (CR). This has lead to the question: Does CR performance play any role in learning? Between the 1930's and 1970's, a consensus emerged that CR acquisition is driven by CS-US experiences, and that CRs play a minimal role, if any. Here we revisit the question and present two new quantitative methods to evaluate whether CRs influence the course of learning. Our results suggest that CRs play an important role in Pavlovian acquisition, in such paradigms as rabbit eyeblink conditioning, pigeon autoshaped key pecking, and rat autoshaped lever pressing and magazine entry.

scholarly journals Development of behavioural automaticity by extended Pavlovian training in an insect

2019 ◽  
Vol 286 (1894) ◽  
pp. 20182132 ◽  
Author(s):  
Makoto Mizunami ◽  
Sho Hirohata ◽  
Ai Sato ◽  
Ryoichi Arai ◽  
Kanta Terao ◽  
...  
Keyword(s):  
Unconditioned Stimulus ◽  
Pavlovian Conditioning ◽  
Conditioned Response ◽  
Instrumental Conditioning ◽  
Outcome Expectancy ◽  
Gryllus Bimaculatus ◽  
Sensory Experiences ◽  
Extended Training ◽  
Major Subject ◽  
And Control

The effect of repetitive training on learned actions has been a major subject in behavioural neuroscience. Many studies of instrumental conditioning in mammals, including humans, suggested that learned actions early in training are goal-driven and controlled by outcome expectancy, but they become more automatic and insensitive to reduction in the value of the outcome after extended training. It was unknown, however, whether the development of value-insensitive behaviour also occurs by extended training of Pavlovian conditioning in any animals. Here we show that crickets Gryllus bimaculatus that had received minimal training to associate an odour with water (unconditioned stimulus, US) did not exhibit conditioned response (CR) to the odour when they were given water until satiation before the test, but those that had received extended training exhibited CR even when they were satiated with water. Further pharmacological experiments suggested that octopamine neurons, the invertebrate counterparts of noradrenaline neurons, mediate US value signals and control execution of CR after minimal training, but the control diminishes with the progress of training and hence the CR becomes insensitive to US devaluation. The results suggest that repetitive sensory experiences can lead to a change from a goal-driven response to a more automatic one in crickets.

The Development of Social Behavior Patterns in the Mouse, in Relation To Natural Periods 1)

Behaviour ◽  
1954 ◽  
Vol 6 (1) ◽  
pp. 35-64 ◽  
Author(s):  
Elizabeth Williams ◽  
J.P. Scott
Keyword(s):  
Social Behavior ◽  
Behavior Patterns

Extensions, elaborations, and explanations of the role of evolution and learning in the control of social behavior

2000 ◽  
Vol 23 (2) ◽  
pp. 269-276
Author(s):  
Michael Domjan ◽  
Brian Cusato ◽  
Ronald Villarreal
Keyword(s):  
Social Behavior ◽  
Social Interactions ◽  
Pavlovian Conditioning ◽  
Maladaptive Behavior ◽  
Costs And Benefits ◽  
Target Article ◽  
Homeostatic Model ◽  
Conditioned Responses ◽  
Reproductive Consequences

Reactions to the target article included requests for extensions and elaborations of the schema we proposed and discussions of apparent shortcomings of our approach. In general, we welcome suggestions for extension of the schema to additional kinds of social behavior and to forms of learning other than Pavlovian conditioning. Many of the requested elaborations of the schema are consistent with our approach, but some may limit its generality. Many of the apparent shortcomings that commentators discussed do not seem problematic. Our schema encourages a broad view of the behavioral consequences of Pavlovian conditioning – including learned modifications of responding to the unconditioned stimulus. Costs and benefits addressed by our schema are the long-range reproductive consequences of learning – not the immediate reinforcing consequences of particular conditioned responses. Our approach allows the evolution of learning to yield maladaptive behavior and can be extended to characterize dynamic social interactions. We clarify that ours is not a homeostatic model involving ideal set points, and we clarify and defend our application of Pavlovian concepts to the analysis of social play.

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