Evaluating conditioning of related and unrelated stimuli using a compound test

Rescorla, Robert A.

doi:10.3758/lb.36.2.67

Cited by 8 publications

(5 citation statements)

References 15 publications

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“…Nevertheless those earlier studies raise similar issues of measuring the success of conditioning for stimuli with potentially different starting points before conditioning. For this reason, Rescorla (2007) recently explored several of those situations using the present compound test procedure. He found evidence that the interactions conventionally observed for these earlier cases persisted even when assessed using that compound test.…”

Section: Discussionmentioning

confidence: 99%

Conditioning of stimuli with nonzero initial value.

Rescorla¹

2008

Journal of Experimental Psychology: Animal Behavior Processes

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In five experiments, rats received conditioning of either moderately attractive or moderately aversive flavors using either a strongly negative lithium chloride (LiCl) or a strongly positive Polycose as the reinforcer. In each case, testing was done with a compound of the two moderately valued stimuli to determine the amount of associative change produced by the pairing. In both within-subject and between-subjects designs, the amount of associative change was greater for a signal whose moderate value was opposite in valence from that of the reinforcer. This suggests that, like learned stimulus value, inherent stimulus value can modulate further associative learning.

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Section: Discussionmentioning

confidence: 99%

Conditioning of stimuli with nonzero initial value.

Rescorla¹

2008

Journal of Experimental Psychology: Animal Behavior Processes

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“…However, the intradimensional dependencies related two vowels, whereas the interdimensional dependencies related a vowel and a consonant. Experiments with non-phonological stimuli, and even with non-human subjects, have repeatedly shown that perceptual similarity facilitates association between the elements of a compound stimulus (Köhler, 1941;Prentice and Asch, 1958;Arnold and Bower, 1972;Rescorla and Gillan, 1980;Rescorla, 1986;Creel et al, 2004;Rescorla, 2008). To test whether this effect is sufficient to explain the results of Experiments 1 and 3, Experiment 4 compared two interdimensional patterns, one relating vowels and the other relating a vowel and a consonant.…”

Section: Methodsmentioning

confidence: 99%

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Moreton

2012

Journal of Memory and Language

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Is phonological learning subject to the same inductive biases as learning in other domains? Previous studies of non-linguistic learning found that intradimensional dependencies (between two instances of the same feature) were learned more easily than inter-dimensional ones. This study compares implicit learning of intra-and inter-dimensional phonotactic dependencies. A series of six unsupervised implicit-learning experiments shows that a pattern based on agreement between two instances of the same feature is easier to learn than one based on correlation between instances of two different features. The results are interpreted as evidence for domain-general restrictions on the form of domainspecific learning primitives.

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“…As with the other formal complexitybiases reviewed above, there are parallels in non‐linguistic learning: Two stimuli, or two elements of a compound stimulus, are more likely to cohere in perception and become associated in memory if they are contiguous in time or space, or are perceptually similar (Asch 1969; Arnold and Bower 1972; Creel et al. 2004; Köhler 1941; Prentice and Asch 1958; Rescorla 1980; Rescorla and Gillan 1980; Rescorla 2008; but see Pacton and Perruchet 2008). It would therefore be surprising if contiguity and similarity did not facilitate acquisition of within‐stimulus dependencies in the lab.…”

Section: Relations Between Featuresmentioning

confidence: 96%

Structure and Substance in Artificial‐phonology Learning, Part I: Structure

Moreton

Pater

2012

Language and Linguist. Compass

108

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Artificial analogues of natural-language phonological patterns can often be learned in the lab from small amounts of training or exposure. The difficulty of a featurallydefined pattern has been hypothesized to be affected by two main factors, its formal structure (the abstract logical configuration of the defining features) and its phonetic substance (the concrete phonetic interpretation of the pattern). This paper, the first of a two-part series, reviews the experimental literature on structural effects. The principal finding is a robust complexity effect: Patterns which depend on more features are reliably harder to learn.

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Evaluating conditioning of related and unrelated stimuli using a compound test

Cited by 8 publications

References 15 publications

Conditioning of stimuli with nonzero initial value.

Conditioning of stimuli with nonzero initial value.

Inter- and intra-dimensional dependencies in implicit phonotactic learning

Structure and Substance in Artificial‐phonology Learning, Part I: Structure

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