Annotated Bibliography PSYC 365

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1 Annotated Bibliography: Classical and Operant Conditioning Department of Psychology, Liberty University PSYC 365 Psychological Foundations of Learning Annotated Bibliography: Classical and Operant Conditioning Bajcar, E. A., Wiercioch-Kuzianik, K., Farley, D., Buglewicz, E., Paulewicz, B., & Bąbel, P. (2021). Order does matter. the combined effects of classical conditioning and verbal suggestions on Placebo Hypoalgesia and Nocebo Hyperalgesia. Pain , Publish Ahead of Print , 2237–2245. https://doi.org/10.1097/j.pain.0000000000002211 The purpose of this article was to investigate the effects of verbal suggestion, conditioning, and combined manipulations and how they can potentially induce placebo effects.

2 The participants included a total of 419 healthy volunteers, half of them women, aged between 23 and 26 years of age. One factor that this study used to check manipulation the participants by asking their opinion on the purpose of this study and if there was any association of pain intensity and colors. The participants who correctly figured out the aim of the study were excluded from the main analysis. The main analysis was testing the introduction of the placebo or nocebo and performed separately on pain intensity during the testing phase of the study. The results of the study had three different controls groups which had complications and lowered the estimate of possible null effects in said control groups (Bajcar, E. A., et al. 2021). To solve the problem of three control groups was solved by combining all three control groups into one which would improve the precision of the study. This study found that with the experiment groups there were significant effects with conditioning alone as well as placebo suggestion alone. However, with the obtained findings the result did not confirm that verbal suggestion had been more effective by reinforced previous experience. On the other hand there was strong evidence that shown classical conditioning depends on more than the stimuli rather classical conditioning may be influenced by various learning outcomes and traits, or the conditioning schedule(Bajcar, E. A., et al. 2021). Selection for Summative Final The above article could be selected for a summative final research because it demonstrates that classical conditioning can be influenced by various factors other than the stimuli. For instance, in the above study there was verbal suggestion, manipulation, and induction of placebo effects. The findings were that for the induction of placebo effects to work is for there to be order of procedures that is crucial to induction of the placebo effect. Moreover, the results of the study concluded that from a theoretical perspective classical conditioning

3 depends not on simplicity of the selected stimuli rather it’s the strength of learning outcome and traits or the conditioning schedule. Balea, P., Sanjuan, M. del, & Nelson, J. B. (2018). Learning to learn in conditioning and extinction in humans. Behavioural Processes , 157 , 148–160. https://doi.org/10.1016/j.beproc.2018.09.005 This research article discusses learning to learn (LTL) which is the transfer of learning separate from stimuli generalization that appears across tasks that share similar structure. In this study three experiments examined both conditioning and extension learning in humans (Balea, P., et al. 2018). The first experiment was designed to determine whether previous training would facilitate acquisition and extinction procedures. There were four phases in this experiment where participants were divided into two groups. The result of experiment one was that prior extinction learning with a conditioned stimulus amplified extinction of a different conditioned stimulus. Additionally the effect did not appear in the first five phases of training with a second stimulus thus this study was unable to obtain secondary extinction. Rather the transfer effect appeared once the participants had the opportunity to experience new extinction learning. The second experiment of this study was to intermix conditioning trials to enhance the transfer of extinction learning presuming that this training would be more effective at establishing associations between stimuli (Balea, P., et al. 2018). During the four phases the groups were exposed to conditioning and extinction and the participants had two phases of each. The results of experiment two was that there was no transfer in extinction despite stimuli being intermixed with conditioning. Experiment three was designed to eliminate sources of transfer with a before

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4 conditioning and extinction. While the second group viewed LTL effect in conditioning. The results for experiment three lead to two important findings. First, that it is possible to obtain a LTL-C effects after the first stimuli had been extinguished. The second finding was the LTL effects observed under conditions of mediation-based processes (Balea, P., et al. 2018). Selection for Summative Final The above article could be selected for a summative final research because while the experiments did not show LTL effect until the final experiment there were two important findings that resulted from this research article. First, LTL-C does have an effect meaning that the conditioning stimuli was still effective even after the stimuli had been extinguished. The second find was that conditioning was found to be effective under conditions of mediation. These findings are important because it shows that conditioning can still have an effect after removing the stimuli. Bouton, M. E. (2018). Extinction of instrumental (operant) learning: Interference, varieties of context, and mechanisms of contextual control. Psychopharmacology , 236 (1), 7–19. https://doi.org/10.1007/s00213-018-5076-4 The purpose of this article is to discuss extinction in instrumental or operant learning from the perspective of retroactive interference. The key phenomenon that was the demonstrator for this study is the renewal effect. According to this study ABA renewal appears as easily produced in instrumental learning whereas ABC and AAB renewal are doubted because of early failures to produce the AAB effect (Bouton, M. E. 2018). There were additional

5 contexts that were also mentioned in the renewal effect. Some of the contexts that were mentioned in this study are stress state, deprivation state, reinforcers, and prior behavior. Each of the contexts mentioned potentially plays a role in influencing interference. The summary of the research results was that the studies suggested that extinction in instrumental learning can inform understanding of general retroactive interference process (Bouton, M. E. 2018). There was one important not that this article mentions which is direct context response associated in instrumental learning such as an extinction of a response stimuli and impact the response. Whereas in Pavlovian response is less effected by context change and almost always transfers across other contexts. In short, this study shown that renewal effect is affected by contexts and has a role in influencing interference. Selection for Summative Final The above article could be selected for a summative final research because the study bases extinction in operant learning based on the renewal effect. However the renewal effect of ABC and AAB were in doubt because of earlier failures in research. For the renewal effect to work there would need to be varied contexts that could be effective. Additionally, this research article had shown context of how renewal effect and Pavolovian response differ. There was one note worthy information that came from this article and that is direct context response played in instrumental learning and relative to instrumental/operant learning situations. Braat, M., Engelen, J., van Gemert, T., & Verhaegh, S. (2020). The rise and fall of behaviorism: The narrative and the numbers. History of Psychology , 23 (3), 252–280. https://doi.org/10.1037/hop0000146

6 This research article view American psychology history and the development of the 20 th - century in two ways. The first way is to use analysis tools to analyze 119,278 articles that have been published in American psychology between the years of 1920 and 1970 (Braat, M., et al. 2020) Additionally, with there being varied “behaviorists” who have made a mark on psychology it is difficult to prove when American psychology is rooted. However, historians have agreed that psychologists in the 1950’s hardly identified as behaviorist. Then the second argument is if behaviorism was the “dominant” for school of American psychology is historically misleading (Braat, M., et al. 2020). In this article there are arguments of where psychology is rooted and how behaviorism in psychology can have two types one methodological and second radical behaviorism. Methodological behaviorists believe that psychologists should not speak on mental states, images, or processes (Braat, M., et al. 2020). Whereas Radical behaviorism deny that mental entities exist and have an argument for private events to be included in the analysis of behavior. The results of this article showed that during the time of the 20 th century that many psychologists that were analyzed that the portion of behaviorist were less than third of most cited authors. There were also graphs in this article that show clusters of what psychologists believed in the 20 th century and how it relates to the rise and fall of behaviorism. Selection for Summative Final The above article would be difficult to use for the final research paper because it speaks on the analytical side of how psychologist in the 20 th century studied psychology but have much foundational research on behaviorism that went under the umbrella of American

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7 psychology. On the other hand, if one was to use this research paper then it could be done by noting that many of the foundational psychologists can also be noteworthy behaviorist. This would be helpful because operant and classical conditioning also have thousands of articles that have been written and could go through the analytical process of how each article plays in the rise of behaviorism.

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