The influence of an irrelevant stimulus on two discriminations.

Pearce, John M.; Redhead, Edward S.

doi:10.1037/0097-7403.19.2.180

Cited by 76 publications

(112 citation statements)

References 28 publications

(45 reference statements)

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“…As shown in Figure 6, the model proposed here correctly predicts that a redundant cue will impede learning of a feature negative discrimination (Pearce & Redhead, 1993). The prediction can be understood by considering the proportion of stimulus weights that are active in the attention buffer during reinforced and non-reinforced trials.…”

Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 61%

“…The disruptive effect of an added cue on negative patterning (Pearce & Redhead, 1993;Rescorla, 1972) constitutes a crucial challenge for elemental models since each of the other elemental models reviewed here failed to predict that the AX+ BX+ ABX− discrimination is harder than the A+ B+ AB− discrimination. Unlike those other models, the current model does correctly predict this result, as confirmed by the simulation shown in Figure 7.…”

Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 92%

“…This generalized responding will be substantial because the x elements will take up much of the excitatory associative strength on AX+ and BX+ trials, being reinforced twice as often as the a and b elements. Pearce & Redhead (1993) comparing the rates of responding between two groups of pigeons trained on different feature negative discriminations: one group (broken lines) was trained with a standard A+ AB− discrimination, the other group (solid lines) was trained on an equivalent discrimination that included a redundant cue (i.e., AX+ ABX−). Right: Response strength on the same two discriminations, simulated using the model proposed here.…”

Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 99%

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Elemental representations of stimuli in associative learning.

Harris

2006

Psychological Review

156

255

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This paper reviews evidence and theories concerning the nature of stimulus representations in Pavlovian conditioning. It focuses on the elemental approach developed in Stimulus Sampling Theory (Atkinson & Estes, 1963;Bush & Mosteller, 1951b) and extended by McLaren and Mackintosh (2000;2002), and contrasts this with models that that invoke notions of configural representations that uniquely code for different patterns of stimulus inputs (e.g., Pearce, 1987Pearce, , 1994Wagner & Brandon, 2001). The paper then presents a new elemental model that emphasizes interactions between stimulus elements. This model is shown to explain a range of behavioral findings, including those (e.g., negative patterning and biconditional discriminations) traditionally thought beyond the explanatory capabilities of elemental models. Moreover, the model offers a ready explanation for recent findings reported by Rescorla (2000;2001;2002b) concerning the way that stimuli with different conditioning histories acquire associative strength when conditioned in compound.

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Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 61%

Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 92%

Section: The Effects Of Redundant Cues On Feature Negative and Negatimentioning

confidence: 99%

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Elemental representations of stimuli in associative learning.

Harris

2006

Psychological Review

156

255

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“…Pearce and Redhead (1993) reported an experiment that compared the performance of two groups of pigeons, one trained on a standard negative-patterning discrimination (A B vs. AB ) and the second trained on a discrimination that included a third (redundant) stimulus that was present on every trial (i.e., AX BX vs. ABX ). They found that the inclusion of the redundant stimulus retarded mastery of the discrimination, in that the first group of pigeons learned the A B versus AB discrimination more quickly than the second group learned AX BX versus ABX .…”

Section: Complex Negative-patterning Designsmentioning

confidence: 99%

An attention-modulated associative network

Harris

Livesey

2010

Learning & Behavior

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We present an elemental model of associative learning that describes interactions between stimulus elements as a process of competitive normalization. Building on the assumptions laid out in Harris (2006), stimuli are represented as an array of elements that compete for attention according to the strength of their input. Elements form associations among each other according to temporal correlations in their activation but restricted by their connectivity. The model moves beyond its predecessor by specifying excitatory, inhibitory, and attention processes for each element in real time and describing their interaction as a form of suppressive gain control. Attention is formalized in this model as a network of mutually inhibitory units that moderate the activation of stimulus elements by controlling the level to which the elements are suppressed by their own inhibitory processes. The model is applied to a range of complex discriminations and related phenomena that have been taken as evidence for configural-learning processes.

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“…One possibility is that the tactile feature common to the administration of the two chemosensory stimuli increased generalization between them. Evidence from the vertebrate literature suggests that such incidental stimuli may retard discrimination learning (Pearce & Redhead, 1993; see also Mackintosh, 1983). The other possibility is that a subject's efforts to withdraw from the CS-in Experiment 1 were rendered futile because the experimenter maneuvered the CS so that it remained in contact with the animal's lips.…”

Section: Results and Discussion Us Pretrainingmentioning

confidence: 99%

Pavlovian appetitive discriminative conditioning inAplysia californica

Colwill

Goodrum

Martin

1997

Animal Learning & Behavior

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Three experiments demonstrated Pavlovian appetitive discrimination learning in the marine mollusc, Aplysia californica. In each experiment, subjects were exposed to two conditioned stimuli; one stimulus (CS+) was paired with food presentations and the other stimulus (CS-) was never followed by food. In Experiments 1 and 3 different chemosensory stimuli were used, and in Experiment 2 different tactile stimuli were used. For both types of conditioned stimuli, bite responses occurred significantly more often to the CS+ than to the CS-. Experiment 2 also showed that Aplysia could learn a reversal of this discrimination. Experiment 3 showed that nonreinforced presentations of CS+ resulted in a decline in the frequency of conditioned biting. The implications of these results for neurobiological analyses of learning are discussed.In a typical Pavlovian discriminative conditioning procedure, subjects are exposed to two conditioned stimuli (CSs) that differ in their temporal relation to an unconditioned stimulus (US). One of these stimuli (CS+) immediately precedes presentations of the US; the other stimulus (CS-) is never paired with that US. Differential responding to the CS+ and CS-is found to emerge over the course of discrimination training in various vertebrate (e.g., Hammond, 1967;Hoffman & Fitzgerald, 1982;Moore, 1972;Pavlov, 1927;Rescorla, 1980;Schneiderman, 1972) and invertebrate subjects (e.g., Bitterman, Menzel, Fietz, & Schafer, 1983;Block & McConnell, 1967;Fukushi, 1979;Nelson, 1971;Ricker, Brzorad, & Hirsch, 1986).Of particular interest are reports of Pavlovian discriminative conditioning in those invertebrates especially suited to a neurophysiological analysis of plasticity. Behavioral sensitivity to the differential treatments ofa CS+ and CS -has been found in several experiments using aversive USs with the marine mollusc Aplysia califomica , the leech Haemopis marmorata (Karrer & Sahley, 1988), and the terrestrial mollusc Limax maximus (Sahley, Gelperin, & Rudy, 1981). For example, in the leech, Karrer and Sahley (1988) paired one food (e.g., raw chicken) but not This research was supported by National Science Foundation Grant BNS-8922551 to R.M.C. and by funds from the Howard Hughes Medical Institute. K.G. and A.M. were supported by research fellowships awarded by Brown University's Early Identification Program. We thank Robin Absher and Emily Whitcomb for assistance with data collection. Experiment 1 was presented at the 65th Annual Meeting ofthe Eastern Psychological Association in Providence and at the Second Annual Summer Research Symposium at Brown University in August 1993. A brief description of Experiment 1 also appears in Colwill (1996). Reprint requests should be addressed to R. M. Colwill, Department of Psychology, Brown University, Box 1853, Providence, RI 02912 (e-mail: ruth_colwill@brown.edu).another food (e.g., raw liver) with a quinidine sulfate solution. On test trials, subjects were given a choice between raw beefand either the CS+ or the CS-foods. The preference for the CS+ relative ...

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The influence of an irrelevant stimulus on two discriminations.

Cited by 76 publications

References 28 publications

Elemental representations of stimuli in associative learning.

Elemental representations of stimuli in associative learning.

An attention-modulated associative network

Pavlovian appetitive discriminative conditioning inAplysia californica

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