A comparison between elemental and compound training of cues in retrospective revaluation

Escobar, Martha; Pineño, Oskar; Matute, Helena

doi:10.3758/bf03192832

Cited by 21 publications

(19 citation statements)

References 52 publications

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“…There was not even a significant difference between ratings of Cue W and Cue Y [F(1,79) ϭ 2.03, MS e ϭ 5.18, in the informed condition, and F(1,79) ϭ 0.41, MS e ϭ 5.18, in the uninformed condition]. These results are consistent with the notion that the formation and retention of within-compound associations in this task is necessary to produce retrospective revaluation effects (see also Aitken et al, 2001;Dickinson & Burke, 1996;Melchers et al, 2004;Wasserman & Berglan, 1998; but see Matute & Pineño, 1998a, 1998b, and Escobar, Pineño, & Matute, 2002.…”

Section: Resultssupporting

confidence: 79%

Surprise and change: Variations in the strength of present and absent cues in causal learning

Wasserman

Castro

2005

Learning & Behavior

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It is said that "absence makes the heart grow fonder." But, when and why does an absent event become salient to the heart or to the brain? An absent event may become salient when its nonoccurrence is surprising. Van Hamme and Wasserman (1994) found that a nonpresented but expected stimulus can actually change its associative status-and in the opposite direction from a presented stimulus. Associative models like that of Rescorla and Wagner (1972) focus only on presented cues; so, they cannot explain this result. However, absent cues can be permitted to change their value by assigning different learning parameters to present and absent cues. Van Hamme and Wasserman revised the RescorlaWagner model so that the α parameter is positive for present cues, but negative for absent cues; now, changes in the associative strength of absent cues move in the opposite direction as presented ones. This revised Rescorla-Wagner model can thus explain such otherwise vexing empirical findings as backward blocking, recovery from overshadowing, and backward conditioned inhibition. Moreover, the revised model predicts new effects. For example, explicit information about the absence of nonpresented cues should increase their salience (that is, their negative α value should be larger), leading to stronger associative changes than when no explicit mention is made of cue absence. Support for this prediction is detailed in a new causal judgment experiment in which participants rated the effectiveness of different foods' triggering a patient's allergic reaction. Overall, these and other findings encourage us to view human causal learning from an associative perspective.

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Section: Resultssupporting

confidence: 79%

Surprise and change: Variations in the strength of present and absent cues in causal learning

Wasserman

Castro

2005

Learning & Behavior

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“…These experiments were performed using a behavioral preparation for the study of predictive learning by humans that had previously been used by Pineño and his colleagues (Escobar, Pineño, & Matute, 2002;Pineño, Ortega, & Matute, 2000). In our first experiment, we attempted to replicate the basic finding of Gunther et al (1998), which had been observed in a classical conditioning preparation with rats, that ABC renewal was attenuated by performing extinction in three different contexts.…”

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confidence: 91%

Signaling a change in cue-outcome relations in human associative learning

Pineño

Miller

2004

Learning & Behavior

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In three experiments, we assessed the role of signals for changes in the consequences of cues as a potential account of the renewal effect. Experiment 1 showed recovery of responding following extinction when acquisition, extinction, and test phases occurred in different contexts. In addition, extinction treatment in multiple contexts attenuated context-induced response recovery. In Experiment 2, we used presentations of an extraneous stimulus (ES), instead of context shifts, and found that responding recovered from extinction only when the ES was presented both between acquisition and extinction and between extinction and test. In Experiment 3, we used a reversal learning design in which, during training, two cues were first paired with different outcomes, then paired with the alternative outcomes, and finally paired again with the original outcomes. In this experiment, presentation, just prior to testing, of an ES that had previously been presented between the different phases produced an expectation of reversal in the meaning of the cues.

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“…Using this task we have investigated phenomena related to overshadowing (Vadillo, et al, 2006), blocking (Escobar, Pineño, & Matute, 2002), retroactive interference (Ortega & Matute, 2000;Pineño & Matute, 2000), and proactive interference (Castro, Ortega, & Matute, 2002). Other research teams have also used this task to study reasoning processes (Dieussaert, Schaeken, & d'Ydewalle, 2002).…”

Section: Spy Radiomentioning

confidence: 99%

Web-based experiment control software for research and teaching on human learning

Matute

Vadillo

Bárcena

2007

Behavior Research Methods

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A comparison between elemental and compound training of cues in retrospective revaluation

Cited by 21 publications

References 52 publications

Surprise and change: Variations in the strength of present and absent cues in causal learning

Surprise and change: Variations in the strength of present and absent cues in causal learning

Signaling a change in cue-outcome relations in human associative learning

Web-based experiment control software for research and teaching on human learning

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