Extinction makes conditioning time-dependent.

Bernal-Gamboa, Rodolfo; Callejas-Aguilera, José E.; Nieto, Javier; Rosas, Juan M.

doi:10.1037/a0032181

Cited by 14 publications

(14 citation statements)

References 42 publications

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“…The findings previously mentioned are consistent with the ATCP because they suggest that after extinction of Flavor X rats attended to the context producing a contextual specificity in the learning of Y. Similar results were obtained using temporal contexts with rats (Bernal-Gamboa, Callejas-Aguilera, Nieto & Rosas, 2013) and fictional contexts with human participants ; see also, Nelson & Callejas-Aguilera, 2007;Nelson, Lamoureux, & Leon, 2013).…”

Section: Attentional Theory Of Context Processingsupporting

confidence: 82%

The Role of Attention in the Renewal Effect

Nieto¹,

Bernal-Gamboa²

2015

RMAC

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Section: Attentional Theory Of Context Processingsupporting

confidence: 82%

The Role of Attention in the Renewal Effect

Nieto¹,

Bernal-Gamboa²

2015

RMAC

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“…In rats, the EMACS effect has also been found in conditioned taste aversion (Bernal-Gamboa et al, 2015;Bernal-Gamboa et al, 2018;. Moreover, the EMACS effect has been found to persist across different tasks in both human and nonhuman animals (Bernal-Gamboa et al, 2013;Bernal-Gamboa et al, 2014;; but see Nelson & Lamoureux, 2015;Nelson, Lombas, & León, 2011 for results that qualify these findings).…”

mentioning

confidence: 88%

Concurrent evidence of extinction making acquisition context specific and ABA and ABC renewal effects in human predictive learning.

Ogallar¹,

Callejas-Aguilera²,

Rosas³

et al. 2021

Journal of Experimental Psychology: Animal Learning and Cogniti

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Two experiments evaluated whether the experience of extinction makes acquisition context specific (EMACS) while the extinction learning itself also becomes context dependent under ABA and ABC renewal designs in a human predictive learning situation. Two groups of participants received X-Outcome pairings in context A followed by P-Outcome pairings in context B. For participants in group E, cue X was then extinguished in context B while cue P was trained. Participants in group NE were trained with P, but they did not have the extinction experience. Testing target cues outside the context B (i.e. the context in which P was trained and X was extinguished) in group E led to an increase in responding to cue X (Renewal effect) and a decrease in responding to cue P (EMACS effect) regardless of whether the test was conducted in context A (Experiment 1) or in an alternative context C (Experiment 2). Combined results suggest that Renewal and EMACS effects may be based on the same underlying mechanism.

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“…52 ). More recently, Bernal-Gamboa, Callejas-Aguilera, Nieto, and Rosas 54 found that CS-US and response-outcome associations are more “forgettable” over time if there has been previous exposure to extinction of a different association, even within a different task. That result suggests that changes in the temporal context may play a role that is similar to the one played by changes in physical contexts.…”

Section: Conditions That Allow Contextual Controlmentioning

confidence: 99%

Context change and associative learning

Rosas

Todd

Bouton

2013

WIRES Cognitive Science

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The present article reviews the effects of changing the background context on performance in associative learning tasks in humans and animals. The findings are complementary and consistent over animal conditioning (Pavlovian and instrumental learning) and human predictive learning and memory paradigms. In many cases, a context change after learning can have surprisingly little disruptive influence on performance. Extinction, or retroactive interference treatments more generally, are more context-specific than the initial learning. Contexts become important if the participant is exposed to any of several treatments that involve prediction error, which may serve to increase attention to the context. Contexts also become important if they are given predictive or informational value. Studies of instrumental (operant) learning are further consistent with the idea that the context might also influence affordances that support voluntary actions. Context switch effects are not universal, but mainly occur when certain attention and perception processes can come into play.The present article provides a brief review of the role of context that has emerged in recent studies of associative learning. "Associative learning" is a term that is broadly used to refer to a range of learning phenomena that are studied in humans and other animals. Throughout the past century and the beginning of the present one, classical and instrumental conditioning became essential tools for the study of how organisms learn about their environment, as well as to understand some of the neurobiological mechanisms that underlie it 1 . In classical (or Pavlovian) conditioning, animals learn about events that occur in their environment. For example, in Pavlovian fear conditioning, rats might learn that the presentation of an auditory cue (e.g., a tone) predicts the occurrence of an aversive stimulus, such as a mild foot shock. In instrumental (or operant) conditioning, the rat's own behavior produces the reinforcer. For example, rats might be trained to press a lever to obtain a food pellet reinforcer. As we will illustrate in this paper, similar procedures have recently been used in the human experimental psychology laboratory to study human predictive, diagnostic, and instrumental learning 2, 3, 4 . Associative learning can also be used as a tool to understand how memory works in both human and nonhuman animals. Traditional list learning has been complemented by learning about the correlation between cues or responses and outcomes, akin to nonhuman animal classical and instrumental conditioning 5 . Most of the research has uncovered striking similarities between basic learning processes in human and nonhuman animals (for instance, compare 6 with 7 ).One insight about associative learning is that it never takes place in a vacuum--it always takes place in the presence of background stimuli or contextual cues. A goal of many studies of human and nonhuman associative learning has therefore been to understand what role, ifCorrespondence concerning...

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Extinction makes conditioning time-dependent.

Cited by 14 publications

References 42 publications

The Role of Attention in the Renewal Effect

The Role of Attention in the Renewal Effect

Concurrent evidence of extinction making acquisition context specific and ABA and ABC renewal effects in human predictive learning.

Context change and associative learning

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