Are there two classes of classically-conditioned responses?

Economic and biological influences on key pecking and treadle pressing in pigeons

Pigeons were studied on a two-component multiple schedule in which the required operant was, in different conditions, biologically relevant (i.e., key pecking) or nonbiologically relevant (i.e., treadle pressing). Responding was reinforced on a variable-interval (VI) 2-min schedule in both components. In separate phases, additional food was delivered on a variable-time (VT) 15-s schedule (response independent) or a VI 15-s schedule (response dependent) in one of the components. The addition of response-independent food had different effects on responding depending on the operant response and on the frequency with which the components alternated. When components alternated frequently (every 10 s), all pigeons keypecked at a much higher rate during the component with the additional food deliveries, whether response dependent or independent. In comparison, treadle pressing was elevated only when the additional food was response dependent; rate of treadling was lower when the additional food was response independent. When components alternated infrequently (every 20 min), pigeons key pecked at high rates at points of transition into the component with the additional food deliveries. Rate of key pecking decreased with time spent in the 20-min component when the additional food was response independent, whereas rate of pecking remained elevated in that component when the additional food was response dependent. Under otherwise identical test conditions, rate of treadle pressing varied only as a function of its relative rate of response-dependent reinforcement. Delivery of response-independent food thus had different, but predictable, effects on responding depending on which operant was being studied, suggesting that animal-learning procedures can be integrated with biological considerations without the need to propose constraints that limit general laws of learning.

Species-specific defense reactions and avoidance learning. An evaluative review

Bolles (1970) proposed a theory of avoidance learning, the species-specific defense reaction (SSDR) hypothesis, which emphasized innate constraints on the response repertoire of rats in aversive situations and minimized the role of reinforcement in avoidance learning. The present paper describes Bolles' (1970, 1971, 1972, 1975, 1978) development of SSDR theory and reviews the empirical tests of its assumptions and predictions. It is concluded that the SSDRs described by Bolles, along with some others, are highly probable in aversive situations but that the response repertoire is not limited to them. Further, there is strong evidence for reinforcement effects in the establishment and maintenance of at least some avoidance responses.

The "where is it?" reflex: autoshaping the orienting response

The goal of this review is to compare two divergent lines of research on signal-centered behavior: the orienting reflex (OR) and autoshaping. A review of conditioning experiments in animals and humans suggests that the novelty hypothesis of the OR is no longer tenable. Only stimuli that represent biological "relevance" elicit ORs. A stimulus may be relevant a priori (i.e., unconditioned) or as a result of conditioning. Exposure to a conditioned stimulus (CS) that predicts a positive reinforcer causes the animal to orient to it throughout conditioning. Within the CS-US interval, the initial CS-directed orienting response is followed by US-directed tendencies. Experimental evidence is shown that the development and maintenance of the conditioned OR occur in a similar fashion both in response-independent (classical) and response-dependent (instrumental) paradigms. It is proposed that the conditioned OR and the signal-directed autoshaped response are identical. Signals predicting aversive events repel the subject from the source of the CS. It is suggested that the function of the CS is not only to signal the probability of US occurrence, but also to serve as a spatial cue to guide the animal in the environment.