Journal
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION B-COMPARATIVE AND PHYSIOLOGICAL PSYCHOLOGY
Volume 57, Issue 3, Pages 193-243Publisher
PSYCHOLOGY PRESS
DOI: 10.1080/02724990344000141
Keywords
-
Ask authors/readers for more resources
Associative learning theories strive to capture the processes underlying and driving the change in strength of the associations between representations of stimuli that develop as a result of experience of the predictive relationships between those stimuli. Historically, formal models of associative learning have focused on two potential factors underlying associative change, namely processing of the conditioned stimulus (in terms of changes in associability) and processing of the unconditioned stimulus (in terms of changes in error). This review constitutes an analysis of the proper role of these two factors, specifically with regard to the way in which they are influenced by associative history (the prior training undergone by cues). A novel hybrid model of associative learning is proposed and is shown to provide a more satisfactory account of the effects of associative history on subsequent learning than any previous single-process theory.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available