Acquisition of correct choices and value judgments in binary choice learning with differential rewards

Allen, Gordon A.; Estes, W. K.

doi:10.3758/bf03328891

Cited by 8 publications

(12 citation statements)

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“…Participants who initially found the value-learning task more challenging may have been oriented more toward value during the free-recall test, thus producing a positive relationship between trials-to-criterion and the effect of value free recall, opposite to what was observed with the effect of value on lexical decision. This indirect evidence of two distinct value-learning mechanisms may be related to similar dissociations in probabilistic value-learning strategies reported by others (Humphreys et al, 1968 ; Allen and Estes, 1972 ; Estes, 1972 ; Medin, 1972a ).…”

Section: Discussionsupporting

confidence: 80%

“…Participants were first presented with words in a two-alternative choice value-learning task, in which they learned, by trial-and-error with feedback, that half of the words led to a high-value reward and half of the words led to a low-value reward (also used by Madan and Spetch, 2012 ). This value-learning task is similar to previous reward-learning procedures used by Estes and others (e.g., Pubols, 1960 ; Estes, 1962 , 1966 , 1972 ; Humphreys et al, 1968 ; Allen and Estes, 1972 ; Medin, 1972a , b ) as well several more recent reward-learning studies (e.g., Johnsrude et al, 1999 , 2000 ; Frank et al, 2004 , 2006 ; Bayley et al, 2005 ; Pessiglione et al, 2006 ; Valentin and O’Doherty, 2009 ; Voon et al, 2010 ; Gradin et al, 2011 ). Participants were then presented with an unrewarded lexical decision task, in which words from the value-learning task were shown again.…”

Section: Introductionmentioning

confidence: 82%

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High Reward Makes Items Easier to Remember, but Harder to Bind to a New Temporal Context

Madan¹,

Fujiwara²,

Gerson³

et al. 2012

Front. Integr. Neurosci.

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Learning through reward is central to adaptive behavior. Indeed, items are remembered better if they are experienced while participants expect a reward, and people can deliberately prioritize memory for high- over low-valued items. Do memory advantages for high-valued items only emerge after deliberate prioritization in encoding? Or, do reward-based memory enhancements also apply to unrewarded memory tests and to implicit memory? First, we tested for a high-value memory advantage in unrewarded implicit- and explicit-tests (Experiment 1). Participants first learned high or low-reward values of 36 words, followed by unrewarded lexical decision and free-recall tests. High-value words were judged faster in lexical decision, and more often recalled in free recall. These two memory advantages for high-value words were negatively correlated suggesting at least two mechanisms by which reward value can influence later item-memorability. The ease with which the values were originally acquired explained the negative correlation: people who learned values earlier showed reward effects in implicit memory whereas people who learned values later showed reward effects in explicit memory. We then asked whether a high-value advantage would persist if trained items were linked to a new context (Experiments 2a and 2b). Following the same value training as in Experiment 1, participants learned lists composed of previously trained words mixed with new words, each followed by free recall. Thus, participants had to retrieve words only from the most recent list, irrespective of their values. High- and low-value words were recalled equally, but low-value words were recalled earlier than high-value words and high-value words were more often intruded (proactive interference). Thus, the high-value advantage holds for implicit- and explicit-memory, but comes with a side effect: High-value items are more difficult to relearn in a new context. Similar to emotional arousal, reward value can both enhance and impair memory.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 82%

High Reward Makes Items Easier to Remember, but Harder to Bind to a New Temporal Context

Madan¹,

Fujiwara²,

Gerson³

et al. 2012

Front. Integr. Neurosci.

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“…In aseparate attempt to obtain direct observations of the states of learning assumed by the reward magnitude model, Allen & Estes (1972) required Ss to estimate the value of the stimulus alternative they chose during reward magnitude learning. Allen and Estes found that, contrary to the assumptions of the general model, the rate of acquisition of correet value estimates was systematieally related to reward value and , further, that there was a signifieant improvement in choosing the higher valued alternative of a stimulus pair before the first evidence appeared that a S had learned either of the reward values.…”

Section: Stimulus and Reward Combinationsmentioning

confidence: 99%

Partial information and choice behavior in differential reward magnitude learning

Medin

1972

Psychon Sci

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Ss were first trained on a word-number paired-associate list and then given testing on a two-choice differential reward learning paradigm. One of the two words in each pair had been used in the paired-associate training, and the number of points associated with the word was the same as during paired-associate learning. The other member of each pair was new and could have either more or fewer points than the known member of the pair. Speed of learning to choose the higher valued member in these pairs was directly related to amount of reward.

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“…Conditioning studies have presented neutral pictures with aversive outcomes, particularly sounds or electric shocks, and tested for subsequent changes in memory due to these associations (Mather & Knight, 2008;Sakaki et al, 2014;Dunsmoor et al, 2015). Convergently, studies of rewardmemory effects that have used procedures where rewards are conditioned to be associated with reward values have found reward-related subsequent memory effects (Estes, 1966;Allen & Estes, 1972;Madan & Spetch, 2012;Chakravarty et al, 2019).…”

Section: Affective Bleedmentioning

confidence: 99%

Exploring the generalisation of affect across related experiences: A study of affective bleed and memory precision

Madan¹,

Kensinger²

2021

Preprint

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When positive or negative events occur in a context, memory can be reflected in how positively or negatively we judge that context, and also by whether, upon later remembering that emotional event, we can bring to mind the specific context in which it occurred. We examined each of these forms of associative memory, comparing performance when positive, negative, or neutral stimuli were paired with a context. By doing so, we could contribute to debates about how emotion affects associative binding. Participants intentionally formed associations between famous places and positive, negative, or neutral pictures. In Experiment 1, we observed shifts in judgments for places as a function of associated valence; effects summated over accumulated experiences. In Experiment 2, memory precision was examined by manipulating whether lures on a five-alternative forced-choice recognition, included different places or alternate views of the target. Results revealed emotional impairments in associative memory and a selective decrease in precision for negative pairs. Eye-tracking showed more saccades between pictures for remembered pairs, but less of these inter-item saccades when pictures were emotional. Overall findings suggest that positive and negative affect are transferred similarly through episodic associations, although the specificity of context transfer may be lessened for negative content.

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Acquisition of correct choices and value judgments in binary choice learning with differential rewards

Cited by 8 publications

References 5 publications

High Reward Makes Items Easier to Remember, but Harder to Bind to a New Temporal Context

High Reward Makes Items Easier to Remember, but Harder to Bind to a New Temporal Context

Partial information and choice behavior in differential reward magnitude learning

Exploring the generalisation of affect across related experiences: A study of affective bleed and memory precision

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