Cue competition between elementary trained stimuli: US miscuing, interference, and US omission

Previously acquired cue–outcome structural knowledge guides new learning: Evidence from the retroactive-interference-between-cues effect

“…In other words, tests with multiple response options should be more sensitive to RIBC effects than one-response-option tests. This idea is consistent with the fact that, to the best of our knowledge, all previous studies reporting null RIBC effects (Cobos et al, 2007;Lipp & Dal Santo, 2002;Luque et al, 2008) are based on the use of one response option. Conversely, experiments using multiple response options have always reported RIBC effects (e.g., Keppel et al, 1971;Luque et al, 2009;Vadillo et al, 2008).…”

The effects of physical context changes and multiple extinction contexts on two forms of renewal in a conditioned suppression task with humans

“…This replicates the pattern found for the first extinction trial and suggests that responding to the CS-was influenced by prior learning about the CS+ in a novel context. The effects of the omission of expected US presentations on elementary and compound trained stimuli has received attention in prior research with humans (e.g., Lipp & Dal Santo, 2002;Matute & Pineño, 1998;Ortega & Matute, 2000;Pineño & Matute, 2000). Indeed, Lipp and Dal Santo (2002, Experiment 4) used the same conditioned suppression task as used in the present research and presented acquisition trials of CS+ and US pairings and CS-alone presentations.…”

A free software package for a human onlineconditioned suppression preparation

“…In fact, the preparation has already proven its worth for investigating a diverse array of learning phenomena. So far, Martians has been successfully used to investigate blocking (Arcediano, Matute, & Miller, 1997) and other forms of cue competition (Matute & Pineño, 1998), simultaneous and sequential feature positive discriminations (Baeyens et al, 2001), simultaneous and sequential feature negative discriminations (Baeyens et al, 2004), extinction, renewal, and reinstatement of modulation (Baeyens et al, 2005;Fonteyne & Baeyens, 2009;Franssen, Gillard, Dirikx, van Vooren, & Baeyens, 2009), contextual modulation and extinction (Havermans, Keuker, Lataster, & Jansen, 2005), the influence of unpredictability-induced context conditioning on subsequent learning to a discrete cue (Meulders, Vervliet, Vansteenwegen, Hermans, & Baeyens, 2009), cue competition effects after elementary training (Lipp & Dal Santo, 2002), and consolidation of the CS-US association through mental rehearsal (Joos, Vansteenwegen, & Hermans, 2008). Outside learning psychology, the preparation could also be used, for example, to investigate hypotheses concerning avoidance mechanisms, such as a simple game-oriented filler task; or it could simply be used as a means of presenting electrical shocks.…”