Toward a Unified Model of Attention in Associative Learning

Kruschke, John K.

doi:10.1006/jmps.2000.1354

Cited by 284 publications

(461 citation statements)

References 53 publications

(98 reference statements)

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“…a relatively good predictor of an outcome) will be attended to more than a CS with no or less signal validity (Kruschke, 2001;Mackintosh, 1975). They are also generally consistent with stimulus associability changes observed in intentional human learning tasks, where attentional change is gauged by variations in the rate of learning about stimuli presented in compound (e.g.…”

Section: Attentional Change Learning and Associabilitysupporting

confidence: 73%

Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink.

Livesey¹,

Harris²,

Harris³

2009

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Participants in two experiments performed two simultaneous tasks: one, a dual-target detection task within a rapid sequence of target and distractor letters; the other, a cued reaction time task requiring participants to make a cued left/right response immediately after each letter sequence. Under these rapid visual presentation conditions, it is usually difficult to identify the second target when it is presented in close temporal proximity of the first target, a phenomenon known as the attentional blink. However, here, participants showed an advantage for detecting a target presented during the attentional blink if that target predicted which response cue would appear at the end of the trial. Participants also showed faster reaction times on trials with a predictive target. Both of these effects were independent of conscious knowledge of the target-response contingencies assessed by post-experiment questionnaires. The results suggest that implicit learning of the association between a predictive target and its outcome can automatically facilitate target recognition during the attentional blink, and therefore shed new light on the relationship between associative learning and attentional mechanisms.

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Section: Attentional Change Learning and Associabilitysupporting

confidence: 73%

Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink.

Livesey¹,

Harris²,

Harris³

2009

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Several theories have emphasized that the representation of the CS (and its lack of significant consequence) acquired during the pre-exposure phase is directly responsible for the emergence of the LI effect, although the theories differ in the characterization of this psychological process involved, which ranges from selective attention (Mackintosh, 1975a;Pearce and Hall, 1980;Lubow, 1989), mnemonic proactive interference (Bouton, 1993;Kraemer and Spear, 1992), the selective expression of learned behavior (Weiner, 1990;Gray et al, 1991), or the formation of associative links between the preexposed CS and contextual cues (Kruschke, 2001;Escobar et al, 2002;Schmajuk et al, 1996Schmajuk et al, , 1998. Recent evidence derived from lesion studies in rats has further emphasized the view that LI reflects a weakened expression of conditioned responding in the pre-exposed subjects (Jeanblanc et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Associative learning is known to be influenced by the associative history of the stimuli, including the contextual cues that featured in the conditioning episode (Rescorla and Wagner, 1972;Kruschke, 2001). Prior pre-exposure to either the to-be-conditioned stimulus (CS) or unconditioned stimulus (US) can impede the development and/or expression of the conditioned response (CR) following subsequent pairing between the CS and the US.…”

Section: Introductionmentioning

confidence: 99%

Expression of the CS- and US-Pre-Exposure Effects in the Conditioned Taste Aversion Paradigm and Their Abolition Following Systemic Amphetamine Treatment in C57BL6/J Mice

Meyer

Chang

Feldon

et al. 2004

Neuropsychopharmacol

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In classical conditioning, pre-exposures to either the to-be-conditioned stimulus (CS) or unconditioned stimulus (US) can retard subsequent conditioning between the CS and US. The present experiment evaluated the expression of these two pre-exposure effects in mice of the C57BL6/J strain, one of the most common background strains for genetically altered mice. We tested whether their expression would be disrupted by amphetamine treatment (2.5 mg/kg, i.p.) in a conditioned taste aversion paradigm with sucrose as the CS and lithium chloride-induced gastric malaise as the US. We found that one pre-exposure (PE) to either the CS or the US reduced aversion to sucrose solution in the controls following conditioning, but no such tendency was evident in the amphetamine-treated mice. The present study represents the first report of amphetamine-induced disruption of the CS-PE effect (ie latent inhibition) in mice, and the first attempt to compare it directly with the US-PE effect in any species. It extended previous reports in rats and humans, suggesting that the sensitivity of latent inhibition to amphetamine is largely comparable across species, thereby lending credence to the use of the latent inhibition effect as a behavioral assay for psychotic-like phenotype in transgenic mice. The parallel observation in the US-PE effect further indicates that its expression, at least in the present conditioned taste aversion paradigm, may also be under similar influence of the dopaminergic system.

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“…Such demonstrations have been critical for attentional theories of associative learning (e.g., Kruschke, 2001;Pearce & Mackintosh, 2010). Given that there is no unitary understanding of attention, a valuable extension of current work would include characterising the relationship between additional learning mechanisms and specific stimulus selection processes.…”

Section: Learning To Attend: Effects Of Predictiveness On Perception mentioning

confidence: 99%

Automaticity and cognitive control in the learned predictiveness effect.

Shone¹,

Harris²,

Livesey³

2015

Journal of Experimental Psychology: Animal Learning and Cogniti

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In novel contexts, learning is biased toward cues previously experienced as predictive compared with cues previously experienced as nonpredictive. This is known as learned predictiveness. A recent finding has shown that instructions issued about the causal status of cues influences the expression of learned predictiveness, suggesting that controlled, volitional processes play a role in this effect. Three experiments are reported further investigating the effects of instructional manipulations on learned predictiveness. Experiment 1 confirms the influence of inferential processes, extending previous work to suggest that instructions affect associative memory as well as causal reasoning. Experiments 2 and 3 used a procedure designed to tease apart inferential and automatic contributions to the bias by presenting instructed causes that were previously predictive and previously nonpredictive. The results demonstrate that the prior predictiveness of cues influences subsequent learning over and above the effect of explicit instruction. However, it appears that the relationship between explicit instruction and predictive history is interactive rather than additive. Potential explanations for this interactivity are discussed.

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Toward a Unified Model of Attention in Associative Learning

Cited by 284 publications

References 53 publications

Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink.

Attentional changes during implicit learning: Signal validity protects a target stimulus from the attentional blink.

Expression of the CS- and US-Pre-Exposure Effects in the Conditioned Taste Aversion Paradigm and Their Abolition Following Systemic Amphetamine Treatment in C57BL6/J Mice

Automaticity and cognitive control in the learned predictiveness effect.

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