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A systematic analysis of extinction at 3 months of age
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Text
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Title
A systematic analysis of extinction at 3 months of age
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17564
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ETD_1269
Language
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English
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theses
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Topic
Psychology
Subject
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(authority = ETD-LCSH)
Topic
Extinction (Psychology)
Abstract
In operant conditioning, "extinction" refers to a procedure in which reinforcement is consistently withheld after conditioned responding. The "extinction effect" is observed when learned responding declines to its baserate, or extinguishes. Evidence suggests that the original association is preserved through extinction because conditioned responding can be restored. A hallmark of extinction is that it dissipates with time, and as subjects again exhibit the conditioned response. This phenomenon, spontaneous recovery, led Pavlov (1927) to conclude that learning is permanent. Extinction manipulations have been used in research with infants to eliminate undesirable behavior, to study emotion, and as test periods in instrumental learning preparations. However, it is unknown whether the properties of extinction are the same for human infants as for human adults and nonhuman animals.
In order to systematically characterize the extinction process early in ontogeny, 3-month-olds were first trained using the mobile conjugate reinforcement paradigm to kick to move an overhead mobile. Once the response was acquired, the extinction was presented and spontaneous recovery was assessed over the course of the normal retention interval for the task. The duration and temporal placement of the extinction phase were manipulated.
Infants did not reduce ongoing responding during the extinction manipulation, but the extinction effect was evident during subsequent testing. More than three minutes of nonreinforcement immediately following acquisition was effective at decreasing conditioned responding during subsequent long-term retention test. Paradoxically, when the extinction session was separated from acquisition by at least one day, 3 min was sufficient to cause a reduction in conditioned responding, while 6 min enhanced retention. No evidence of spontaneous recovery was observed in this study.
In order to systematically characterize the extinction process early in ontogeny, 3-month-olds were first trained using the mobile conjugate reinforcement paradigm to kick to move an overhead mobile. Once the response was acquired, the extinction was presented and spontaneous recovery was assessed over the course of the normal retention interval for the task. The duration and temporal placement of the extinction phase were manipulated.
Infants did not reduce ongoing responding during the extinction manipulation, but the extinction effect was evident during subsequent testing. More than three minutes of nonreinforcement immediately following acquisition was effective at decreasing conditioned responding during subsequent long-term retention test. Paradoxically, when the extinction session was separated from acquisition by at least one day, 3 min was sufficient to cause a reduction in conditioned responding, while 6 min enhanced retention. No evidence of spontaneous recovery was observed in this study.
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vii, 142 pages
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M.S.
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Includes bibliographical references (p. 44-52).
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Shafer
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Christiana Kimberly
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Christiana Kimberly Shafer
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Rovee-Collier
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Carolyn
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Carolyn Rovee-Collier
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Otto
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Timothy
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Timothy Otto
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Tomie
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Arthur
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Advisory Committee
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Arthur Tomie
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Rutgers University
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Graduate School - New Brunswick
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2008
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2008-10
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NjNbRU
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
Identifier
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doi:10.7282/T3PZ593X
Genre
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ETD graduate
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Christiana Shafer
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Rutgers University. Graduate School - New Brunswick
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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