Partial reinforcement and context switch effects in human predictive learning

Abad, María J. F.; Ramos‐Álvarez, Manuel M.; Rosas, Juan M.

doi:10.1080/17470210701855561

Cited by 22 publications

(43 citation statements)

References 32 publications

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“…That is, the overall uncertainty associated with the AB compound is lower than that associated with the CD compound, and so²on the basis of the idea (raised earlier) that overall uncertainty may be the crucial determinant of attention (Pearce & Hall, 1980)²the uncertainty principle anticipates a reduction in attention to cues belonging to a low-uncertainty compound (A and B) relative to cues in a highuncertainty compound (C and D). 3 Other studies that are consistent with both the predictiveness and uncertainty principles have examined how attention to contexts varies as a function of the information learned in them (Abad, Ramos-Alvarez & Rosas, 2009;Callejas-Aguilera & Rosas, 2010;Gawronski, Rydell, Vervliet & De Houwer, 2010;Leon, Abad & Rosas, 2011;Nelson, Lamoureux & Leon, 2013;Rosas & Callejas-Aguilera, 2006). In essence, in these studies people initially learn that whenever Mr X eats a particular food (say steak) in restaurant R he suffers illness, but other foods eaten in this restaurant do not cause illness.…”

Section: Summary: Predictiveness Versus Uncertaintymentioning

confidence: 99%

Attention and associative learning in humans: An integrative review.

Pelley¹,

Mitchell²,

Beesley³

et al. 2016

Psychological Bulletin

289

322

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This article presents a comprehensive survey of research concerning interactions between associative learning and attention in humans. Four main findings are described. First, attention is biased toward stimuli that predict their consequences reliably (). This finding is consistent with the approach taken by Mackintosh (1975) in his attentional model of associative learning in nonhuman animals. Second, the strength of this attentional bias is modulated by the value of the outcome (). That is, predictors of high-value outcomes receive especially high levels of attention. Third, the related but opposing idea that may result in increased attention to stimuli (Pearce & Hall, 1980), receives less support. This suggests that hybrid models of associative learning, incorporating the mechanisms of both the Mackintosh and Pearce-Hall theories, may not be required to explain data from human participants. Rather, a simpler model, in which attention to stimuli is determined by how strongly they are associated with significant outcomes, goes a long way to account for the data on human attentional learning. The last main finding, and an exciting area for future research and theorizing, is that and modulate both deliberate attentional focus, and more automatic attentional capture. The automatic influence of learning on attention does not appear to fit the traditional view of attention as being either or. Rather, it suggests a new kind of “derived” attention.

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Section: Summary: Predictiveness Versus Uncertaintymentioning

confidence: 99%

Attention and associative learning in humans: An integrative review.

Pelley¹,

Mitchell²,

Beesley³

et al. 2016

Psychological Bulletin

289

322

View full text Add to dashboard Cite

show abstract

“…Following other studies of predictive learning in humans (e.g., Abad, Ramos-Álvarez, & Rosas, 2009;Rosas & Callejas-Aguilera, 2006), participants in the experiment were asked to predict whether a particular food (the cue) eaten in a particular restaurant (the context) would produce sickness (the outcome). Each cue was shown in each context an equal number of times; the only difference across conditions was the reinforcement contingencies (Table 1), which were designed to promote particular structural interpretations (Fig.…”

Section: An Experimental Test Of the Modelmentioning

confidence: 99%

Context-dependent learning and causal structure

Gershman

2016

Psychon Bull Rev

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The notion of "context" has played an important but complicated role in animal learning theory. Some studies have found that contextual stimuli (e.g., conditioning chamber) act much like punctate stimuli, entering into competition with other cues as would be predicted by standard associative learning theories. Other studies have found that contextual stimuli act more like "occasion setters," modulating the associative strength of punctate stimuli without themselves acquiring associative strength. Yet other studies have found that context is often largely ignored, resulting in transfer of performance across context changes. This article argues that these diverse functions of context arise in part from different causal interpretations of the environment. A Bayesian theory is presented that infers which causal interpretation best explains an animal's training history, and hence which function of context is appropriate. The theory coherently accounts for a number of disparate experimental results, and quantitatively predicts the results of a new experiment designed to directly test the theory.

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“…La saliencia del contexto es otro factor capaz de controlar el papel que desempeña el contexto sobre la codificación de la información. Abad, Ramos-Álvarez y Rosas (2009) en una tarea de aprendizaje predictivo humano utilizaron un procedimiento de reforzamiento parcial en el que una clave fue seguida de la consecuencia en la mitad de las ocasiones en las que se presentó. Este tipo de entrenamiento podría generar en los participantes un estado interno "N" relacionado con la frustración (Amsel, 1992) o con la huella en la memoria de los ensayos que no van seguidos de la consecuencia (Bouton y Sunsay, 2001;Capaldi, 1967;Pearce, Redhead y Aydin, 1997), que se sumaría al contexto en el que aparece haciéndolo más saliente.…”

Section: 2-efectos De Cambio De Contextounclassified

“…Este tipo de entrenamiento podría generar en los participantes un estado interno "N" relacionado con la frustración (Amsel, 1992) o con la huella en la memoria de los ensayos que no van seguidos de la consecuencia (Bouton y Sunsay, 2001;Capaldi, 1967;Pearce, Redhead y Aydin, 1997), que se sumaría al contexto en el que aparece haciéndolo más saliente. En esta línea argumental, Abad et al (2009) encontraron un efecto de cambio de contexto sobre una clave entrenada de manera consistente (X) cuando otra clave (P) recibió entrenamiento parcial en el mismo contexto.…”

Section: 2-efectos De Cambio De Contextounclassified

“…Veamos a continuación algunos ejemplos en los que se han contrastado estos factores. Para evaluar la saliencia del contexto, Abad et al (2009), utilizaron un procedimiento de reforzamiento parcial en el que una clave fue seguida de la consecuencia de manera aleatoriamente en la mitad de los ensayos en los que se presentó. Según la literatura, este tipo de entrenamiento puede generar en el individuo un estado interno llamado "N", que vendría a representar la frustración (Amsel, 1992) o la huella en la memoria de los ensayos que no reforzados (Bouton y Sunsay, 2001;Capaldi, 1967;Pearce et al, 1997 El presente trabajo de investigación trata de analizar el quinto factor al que se refiere la TAPC, el papel modulador de las instrucciones en participantes humanos.…”

Section: -Explicaciones Del Efecto De Cambio De Contextounclassified

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El papel modulador de las instrucciones sobre el efecto de cambio de contexto después de la adquisición simple en aprendizaje predictivo humano.

Cubillas¹

2018

Preprint

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El presente trabajo trata de analizar uno de los factores propuestos desde la Teoría Atencional del Procesamiento Contextual, acerca de qué manipulaciones hacen que la información se codifique como dependiente del contexto. Concretamente se estudia el efecto que tienen las instrucciones atencionales en una tarea de aprendizaje predictivo humano después de una adquisición simple con un entrenamiento largo o corto. Los resultados obtenidos muestran que las instrucciones pueden anular el efecto de cambio de contexto existente en la adquisición con entrenamiento corto y facilitar su aparición en la de entrenamiento largo.

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Partial reinforcement and context switch effects in human predictive learning

Cited by 22 publications

References 32 publications

Attention and associative learning in humans: An integrative review.

Attention and associative learning in humans: An integrative review.

Context-dependent learning and causal structure

El papel modulador de las instrucciones sobre el efecto de cambio de contexto después de la adquisición simple en aprendizaje predictivo humano.

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