Indeed, the so-called conditioned inhibition paradigm consists of little more than intermixing reinforced and nonreinforced presentations of a stimulus while signaling the nonreinforced presentations by a second stimulus. They found see also, Brooks that if an explicit stimulus is present during extinction of an excitor, then that stimulus has the ability to diminish spontaneous recovery if it is presented at the time of the test.
Although few theories of extinction are challenged by the observation that whatever is occurring in extinction can be brought under the control of a stimulus, retrieval theories seem like the most natural account. For instance, Bouton has argued that a stimulus present during extinction is especially good at retrieving a memory for a CS-US association.
There is now substantial evidence that one stimulus can be learned as a signal of the relation between another stimulus and the US see Schmajuk and Holland In addition to these four well-established findings, there are a variety of other manipulations that have been claimed to affect spontaneous recovery but for which there is substantially less or even contradictory evidence. This is unfortunate because the effects of many of these manipulations might be informative in identifying the contributions of particular mechanisms of recovery.
Accounts of spontaneous recovery differ in the degree to which they treat extinction as engaging a special learning process with distinctive properties, such as the likelihood of its memory fading in time.
Beginning with Pavlov's, the various proposals of inhibitory processes have tended to see them as different from excitatory process precisely in their greater instability with the passage of time.
This is clearly true for the fatigue-like processes mentioned by Pavlov, Robbins, and Hull, but it also seems true of some associative inhibition accounts, such as those described by Rescorla and Bouton. By contrast, the stimulus sampling theory of Estes and accounts that appeal to retrieval or relative weighting seem to make little distinction between acquisition and extinction processes in their inherent vulnerability to time.
They see the animal as integrating two experiences that it receives sequentially in time in a similar way regardless of the identity of those processes. This means that the latter accounts anticipate that one should observe a companion phenomenon to spontaneous recovery from extinction if one were to interchange the order in which extinction and acquisition were administered.
That is, they expect to see regression of responding after acquisition if that acquisition were preceded by some sort of nonrein-forced training. The evidence for such regression is highly mixed. Notice that the simple deterioration of performance from day to day during acquisition is not sufficient to identify regression that is the opposite of spontaneous recovery.
The critical observation is that there is a deterioration in performance that is attributable to a prior history of nonreinforcement, just as the critical observation for spontaneous recovery is that there is an improvement with time that is specific to stimuli that have a history of reinforcement. When animals are given in sequence two reinforcement experiences that differ in reinforcer valence or frequency, there is evidence that regression in the direction of the first performance can be observed with time see Bouton and Peck ; Mazur But the results are less clear when nonreinforcement of a stimulus precedes reinforcement prior to the waiting period.
Some early experiments reported positive results see Spear et al. But some more recent studies have found no evidence for regression or the opposite results see Kraemer et al.
Clearly it would be valuable to understand the circumstances under which one obtains either regression or its opposite if one is to evaluate the contributions of various mechanisms to spontaneous recovery. It will surely be important to distinguish among different kinds of nonreinforcement experience that might precede reinforcement. The simple exposure to a stimulus prior to any reinforcement is certain to endow it with properties different from those of a stimulus that signals nonreinforcement explicitly, as in the case of conditioned inhibition training or even extinction.
But there are not sufficient data to indicate whether or not this distinction matters for the production of regression. There is reason to anticipate that conducting extinction with short intertrial intervals may encourage more rapid response decrement followed by more substantial recovery. Certainly this is the expectation of accounts such as that of Hull, which emphasizes short-term fatigue-like effects, and of Estes, which emphasizes that massing of trials would yield repeated sampling of the same stimulus elements but neglect of others.
Indeed, one might argue that there is a logical sense in which spaced trials should lead to slower decrement and less recovery. Presumably widely spaced trials would allow for any recovery between individual trials, resulting in slower behavioral loss over the course of an extinction procedure but more substantial change by the time that a test for recovery is imposed.
Despite the appeal of these arguments, the evidence on the impact of massing or spacing extinction trials is quite mixed.
A number of investigators see Rescorla and Durlach ; Cain et al. However, Rescorla and Durlach reported no difference in the magnitude of responding in a subsequent test for spontaneous recovery and Cain et al. To complicate matters further, Stanley reported that for an instrumental training task, massing slowed extinction on one measure and speeded it on another in an instrumental choice situation.
Although most attention has focused on the interval between extinction and the recovery test, it is also of interest to ask about the impact of the interval between the original training and extinction, as a determinant of spontaneous recovery. The retrieval theory proposed by Spear and the weighting rule described by Devenport both suggest that spontaneous recovery should be maximal when the interval between acquisition and extinction is minimized.
In both cases, the intuition is that when training and extinction are close in time, it should be more difficult for the animal to recall which is the more recent. Immediately after extinction, the relative temporal recency of the nonreinforced experience should be maximal.
However, as time passes, and the two experiences are more equally distant in time, they should become more equivalent in their likelihood of being retrieved. The increase in the relative likelihood of retrieving the original acquisition experience would then produce spontaneous recovery. A similar reasoning would lead to the relatively greater impact of the acquisition experience according to the weighting rule.
Mechanisms of recovery that appeal to the loss of the extinction experience have no natural way to predict that the interval between training and extinction should matter.
Unfortunately, there are very few attempts to examine this possibility. There is some supportive evidence from studies of proactive inhibition in humans Underwood and Freund and from counter-conditioning in rats Gordon and Spear , but little for the case of extinction. Recently, Rescorla has reported that a longer time interval between training and test diminishes spontaneous recovery in magazine approach and instrumental responding in rats and in sign-tracking in pigeons.
One illustration is shown in Figure 4. That figure displays the results of extinction and testing with two stimuli given acquisition, extinction, and a test for spontaneous recovery in a magazine-approach procedure using rat subjects.
The stimuli shared the same h recovery interval after extinction but differed in that a greater interval 8 d versus 1 d intervened between training and extinction for S1 than for S2. The two stimuli showed virtually identical behavior over the course of extinction. Evidence for greater spontaneous recovery with a greater interval between training and extinction. Rat subjects were given Pavlovian magazine-approach training, extinction, and a common test for spontaneous recovery with two stimuli, S1 and S2.
The stimuli differed in the interval between their original training and extinction. But clearly more work needs to be done on this potentially informative parameter. The picture that emerges from this discussion of spontaneous recovery is one of a process that is greatly in need of further empirical investigation.
The available evidence fails to identify any one proposed process as the sole basis for spontaneous recovery. However, there is also evidence in support of all of the suggestions so far offered. This, together with the ubiquity of spontaneous recovery, encourages the belief that it is a result that is multiply determined.
Perhaps this is not surprising because it seems almost certain that the response decrement that is observed in extinction itself has multiple contributors. The fact that spontaneous recovery is likely to have multiple sources limits our ability to use it to identify the learning underlying extinction. The inference that extinction does not fully remove all of original acquisition seems secure.
Spontaneous recovery is joined by a variety of other phenomena, such as disinhibition, renewal, reinstatement, and augmented summation see Reberg as a basis for that inference. But the simple observation of spontaneous recovery does not force the inference that all of original learning remains nor even that the learning that occurred during extinction fades in time.
In the light of this conclusion, it is unfortunate that we do not have a clearer picture of how some of the parameters of most potential interest affect spontaneous recovery. But it suggests that if one is to use spontaneous recovery as a tool to understand the nature of the processes occurring in extinction, one cannot simply celebrate its occurrence or its failure to occur.
We will have to do much more analytic experiments determining the circumstances under which it occurs in the particular extinction situation under study. Spontaneous Recovery Robert A. Previous Section Next Section. Figure 1 Experimental designs for the study of extinction and spontaneous recovery.
Figure 2 An illustration of spontaneous recovery using the design shown in Figure 1D. Figure 3 The decline in the magnitude of spontaneous recovery with repeated extinction. Figure 4 Evidence for greater spontaneous recovery with a greater interval between training and extinction. Previous Section. Amsel, A. The role of frustrative nonreward in noncontinuous reward situations.
Bouton, M. Differential control by context in the inflation and reinstatement paradigms. Processes 10 : 56 CrossRef Google Scholar. Context and retrieval in extinction and in other examples of interference in simple associative learning. In Current topics in animal learning: Brain, emotion, and cognition eds. Dachowski and F. Flaherty , pp. Lawrence Erlbaum, Hillsdale, NJ. Google Scholar. Context, time, and memory retrieval in the interference paradigms of Pavlovian learning.
Spontaneous recovery in cross-modal transfer counterconditioning. Brooks, D. Recent and remote extinction cues reduce spontaneous recovery. A retrieval cue for extinction attenuates spontaneous recovery. Processes 19 : 77 CrossRef Medline Google Scholar. Burstein, K. The informational value of a distinctive stimulus associated with the initiation of acquisition trials. Cain, C. Processes 29 : Colwill, R. Negative discriminative stimuli provide information about the identity of omitted response-contingent outcomes.
Delamater, A. Experimental extinction in Pavlovian conditioning: Behavioural and neuroscience perspectives. Devenport, L. Spontaneous recovery without interference: Why remembering is adaptive. Estes, W. Statistical theory of spontaneous recovery and regression. Medline Google Scholar. Gordon, W. Effect of reactivation of a previously acquired memory on the interaction between memories in the rat.
Haberlandt, K. Spontaneous recovery in rabbit eyelid conditioning. Henderson, R. Forgetting of conditioned fear inhibition. Holland, P. In Quantitative analyses of behavior: Discrimination processes , Vol. Commons et al. Ballinger, Cambridge, MA.
Hull, C. Principles of behavior. Appleton-Century-Crofts, New York. Kehoe, E. Extinction revisited: Similarities between extinction and reductions in US intensity in classical conditioning of the rabbit's nictitating membrane response.
Konorski, J. Conditioned reflexes and neuron organization. Integrative activity of the brain. University of Chicago Press, Chicago. Kraemer, P. Release from latent inhibition with delayed testing. Mackintosh, N. The psychology of animal learning. Academic Press, New York. Mazur, J. Past experience, recency, and spontaneous recovery in choice behavior. McSweeney, F. General-process theories of motivation revisited: The role of habituation.
Myers, K. Behavioral and neural analysis of extinction. Neuron 36 : Quirk, G. Memory for extinction of conditioned fear is long-lasting and persists following spontaneous recovery. Memory 9 : Pavlov, I.
Conditioned reflexes. Oxford University Press, Oxford. Reberg, D. Compound tests for excitation in early acquisition and after prolonged extinction of conditioned suppression. Rescorla, R. Pavlovian conditioned inhibition. Conditioned inhibition and extinction. In Associative mechanisms in conditioning: A memorial volume for Jerzy Konorski eds. Boakaes and A. Dickinson , pp. One day the cat starts to going to the window when it wakes instead of going to the food bowl. Then, a few weeks later, the cat returns to its original response of going to the food bowl after it wakes.
Spontaneous recovery is a behavioral mechanism often associated with Russian psychologist, Ivan Pavlov. Spontaneous recovery refers to the unexpected re-emergence of a previously extinct conditioned response. Spontaneous recovery is closely linked with two types of conditioning, and these are classical conditioning and operant conditioning. Classical conditioning is an involuntary learning procedure that employs the use of a neutral stimulus to produces an unconditioned response.
Operant conditioning is a voluntary learning procedure that employs the use of reward and punishment to strengthen a particular behavior. Extinction is used to describe the disappearance of an unconditioned or conditioned response, while spontaneous recovery refers to the reappearance of an unconditioned or conditioned response after a period of extinction.
In other words, without the occurrence of extinction, there can't be a spontaneous recovery. Spontaneous recovery is a type of classical conditioning, whereby a subject produces a particular behavior following the extinction of that behavior. This targeted behavior is known as a learned response, and can occur even without reinforcement. Spontaneous recovery happens either as a result of a traumatic memory or retroactive inhibition even when the subject has not been exposed to the conditioned stimulus.
Sometimes a spontaneous recovery occurs due to the intensity of the memory of the learned condition, to the point where the behavior becomes an innate habit or instinctive reaction to the organism.
When spontaneous recovery occurs, the subject responds to a stimulus that had been previously extinguished during a break period. This response can happen after only a few days, and in some instances, it may also occur after a period of months. It is generally recommended that extinction procedures should not be used as the only way to stop or reduce the occurrence of targeted behavior.
In instances when an extinction procedure will cause harm or negatively affect the well-being of the subject and those within the environment, other forms of reinforcements are recommended that would lead to an adaptive response from the subject Instead.
Since behaviors happen for a reason, it is best to understand the function of the behavior before extinguishing its reinforcement. Spontaneous recovery can occur when the subject is exposed to reminder cues that relate to its previous behavior. Spontaneous recovery can also be triggered as a result of the subject acquiring new experiences, behaviors, and information, which overrides the previous conditioning.
This is known as retroactive inhibition. Memory is also considered as a catalyst for spontaneous recovery, with the severity and impact of a memory leading to recollections that can facilitate the re-emergence of a previously forgotten or abandoned behavior. This can be caused by objects, words, events, and situations that remind the subject of past experience. The spontaneous recovery that leads to the reappearance of a traumatic experience can be particularly problematic, and it is important that individuals dealing with the effect of an unresolved trauma speak with a therapist.
Positive punishment is the use of an unpleasant consequence to decrease and discourage the reoccurrence of the undesired behavior.
An example of positive punishment is when a child throws a tantrum in class, and the teacher scolds him in front of his classmates to prevent the child or any other child from repeating the act. Through a combination of Cognitive Behavioral Therapy CBT , Mindfulness, and various other intentional routines, it is possible for an individual to condition themselves towards a particular behavior.
For example, if you want to condition yourself to wake early for work, you would have to start going to bed early and ensuring you set an alarm that would wake you up at a specific time. This may involve taking out distractions and behaviors that keep you up late, and addressing circumstances that prevent you from having a good night of sleep.
The exact duration of an extinction burst largely depends on the nature of the subject, the intensity of the stimulus, and the peculiarity of the situation. In some cases, an extinction burst can occur during the first week and may last between three to five days. An extinction burst can be defined as 'a temporary increase in the frequency, duration, or magnitude of the target response. ABA is an acronym for Applied Behavior Analysis, a therapy-based method used to improve learning and change behaviors.
Spontaneous recovery in ABA involves the sudden reoccurrence of a condition that had previously been extinguished.
The renewal effect is a phenomenon that refers to when a conditioned response reappears due to a change of context after extinction has occurred. A change of environment can also be used to prompt a renewal effect.
Each renewal method deals with the relationship between context and conditioning. Negative punishment is the removal of a reinforcing stimulus to decrease and discourage the reoccurrence of undesired behavior. Consider the situation of a child hitting a classmate in school. The teacher could either scold the child in a bid to make the child understand his action is unacceptable, or the teacher could prevent the child from taking part in a fun game as a consequence of his action.
Scolding the child is a form of positive punishment while taking away the child's eligibility to participate in a favorite activity is an example of negative punishment. Psychology, Definition, And Examples. What Is Spontaneous Recovery? By: Gabrielle Seunagal Updated July 22, Medically Reviewed By: Lauren Guilbeault In psychology, spontaneous recovery deals with the emergence of a behavior which was previously regarded as no more.
The Role Of Classical Conditioning Put simply; classical conditioning takes place when someone begins to associate a certain response with exposure to a particular element. What Causes Spontaneous Recovery? Traumatic Memories Source: rawpixel. Retroactive Inhibition Retroactive inhibition takes place when someone learns new information or behavior patterns which override previous conditioning.
Source: rawpixel. Should Spontaneous Recovery Be Expected? In Cases Of Trauma Since traumatic memories are one of the catalysts of spontaneous recovery, it's not uncommon to expect changes in behaviors following trauma. Spontaneous recovery is a theory of learning and memory associated with two types of conditioning: classical and operant. Now you can see different examples of spontaneous recovery. This will help you to better understand how this type of behavior is exhibited.
With spontaneous recovery under your belt, you can check out examples of positive punishment. All rights reserved. Spontaneous Recovery: Operant and Classical Conditioning Spontaneous recovery is a theory of learning and memory associated with two types of conditioning: classical and operant.
It includes either positive or negative conditioning. Everyday Examples of Spontaneous Recovery Explore spontaneous recovery examples seen in the world every day. A rat is taught to push a lever when a light is flashed. Later, he is taught to push the lever when the bell is rung. He stops pushing the lever when the light is flashed. Months later, when the light is flashed he begins to push the lever again. A child is taught to go to sleep when the light is turned off.
However, for many months the child no longer falls asleep when the light is turned off. Then, the child begins to fall asleep when the light is turned off again. A dog responds to the command "lay down.
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