On the role of responses in Pavlovian acquisition.

Ghirlanda, Stefano; Enquist, Magnus

doi:10.1037/xan0000194

Cited by 7 publications

(7 citation statements)

References 85 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Psychological Thought South-West University "Neofit Rilski" 2022, Vol. 15(1), 285-311 https://doi.org/10.37708/psyct.v15i1.622 Dozier (2015b) proposed that misophonia develops as a Pavlovian conditioned muscle reflex through stimulus-response conditioning, as explained by Donahoe and Vegas (2004;Ghirlanda & Enquist, 2019). This conditioning theory proposes that a muscle response that consistently follows a stimulus becomes a conditioned reflex elicited by that stimulus.…”

Section: Psychological Thoughtmentioning

confidence: 99%

Case Study of Relaxation and Counterconditioning Therapy for Misophonia: A Conditioned Aversive Reflex Disorder

Dozier¹

2022

PSYCT

View full text Add to dashboard Cite

This article presents a case study of conceptualization of misophonia as a conditioned aversive reflex disorder consisting of a physical (e.g., muscle) reflex elicited by the misophonic trigger stimulus and subsequent emotional, physiological, and behavioral responses. This case describes a successful behavioral treatment of a middle-aged woman who was disabled by severe misophonia. The treatment included identifying the initial physical reflex, progressive muscle relaxation, and counterconditioning the initial physical reflex. Counterconditioning was accomplished by relaxing the initial physical reflex muscle during exposure to in vivo trigger stimuli, while using ambient sound as needed to reduce the severity of the misophonic response. The overall severity of misophonia reduced over the course of the 13-week treatment, based on client self-report. Data were analyzed using recovery percentage formula. The recovery percentage average of 3 scales was 82.1% at end of treatment and 93.1% at 1-year follow-up. In this case, when the initial physical reflex’s muscle was held relaxed by the patient when exposed to trigger stimuli, the initial physical reflex and the emotional reflex diminished and extinguished.

show abstract

Section: Psychological Thoughtmentioning

confidence: 99%

Case Study of Relaxation and Counterconditioning Therapy for Misophonia: A Conditioned Aversive Reflex Disorder

Dozier¹

2022

PSYCT

View full text Add to dashboard Cite

show abstract

“…A-learning explores the hypothesis that both arise from the same principles, S-R value learning and stimulus value learning, with the only difference that Pavlovian learning is more strongly determined by genetic influences on learning and decisionmaking. This departure from current thinking has been motivated in part by a reanalysis of Pavlovian conditioning data by Ghirlanda and Enquist (2019), which we summarize in Pavlovian Acquisition below (see also Gallistel et al 2004).…”

Section: Acquisition Of Responsesmentioning

confidence: 99%

“…As a consequence, A-learning predicts larger gaps between CRs early in learning, when CR probability is low, compared to a theory in which CR probability increases with every trial. In Ghirlanda and Enquist (2019), we developed quantitative methods to distinguish between these two scenarios and applied them to acquisition data from pigeons, rabbits, and rats. The data were most compatible with the hypothesis that CR probability increases only when a CR is performed, rather than on every trial.…”

Section: Pavlovian Acquisitionmentioning

confidence: 99%

A-learning: A new formulation of associative learning theory

2020

Self Cite

View full text Add to dashboard Cite

We present a new mathematical formulation of associative learning focused on non-human animals, which we call Alearning. Building on current animal learning theory and machine learning, A-learning is composed of two learning equations, one for stimulus-response values and one for stimulus values (conditioned reinforcement). A third equation implements decision-making by mapping stimulus-response values to response probabilities. We show that A-learning can reproduce the main features of: instrumental acquisition, including the effects of signaled and unsignaled non-contingent reinforcement; Pavlovian acquisition, including higher-order conditioning, omission training, autoshaping, and differences in form between conditioned and unconditioned responses; acquisition of avoidance responses; acquisition and extinction of instrumental chains and Pavlovian higher-order conditioning; Pavlovian-to-instrumental transfer; Pavlovian and instrumental outcome revaluation effects, including insight into why these effects vary greatly with training procedures and with the proximity of a response to the reinforcer. We discuss the differences between current theory and A-learning, such as its lack of stimulus-stimulus and response-stimulus associations, and compare A-learning with other temporal-difference models from machine learning, such as Q-learning, SARSA, and the actor-critic model. We conclude that A-learning may offer a more convenient view of associative learning than current mathematical models, and point out areas that need further development.

show abstract

“…There are multiple factors that could account for trial-to-trial (or even within-trial) variations in inhibitory performance that have not yet been explored but can be inferred from available models of associative learning. Some of these are intertrial intervals (see Urcelay & Miller, 2006), memory decay (Pineño, 2007), and whether a response has been performed in the last trial (Ghirlanda & Enquist, 2019). Moreover, perhaps a greater share of variation can be accounted for if the assumption of path independence (featured by the majority of classic models) is dropped (e.g., Ritz et al, 2018).…”

Section: Concluding Remarks and Future Directionsmentioning

confidence: 99%

Conditioned inhibition, inhibitory learning, response inhibition, and inhibitory control: Outlining a conceptual clarification.

Sosa¹

2024

Psychological Review

View full text Add to dashboard Cite

Inhibition can be defined as a phenomenon in which an agent prevents or suppresses a behavioral state that would otherwise occur. Associative learning studies have extensively examined how experiences shape the acquisition of inhibitory behavioral tendencies across many species and situations. Associative inhibitory phenomena can be studied at various levels of analysis. One could focus on the trajectory of behavioral change involved in learning from negative statistical associations between discrete events (inhibitory learning). Alternatively, one could be interested in the effects of accumulated experience with those negative associations (conditioned inhibition). One could rather be interested in how organisms implement what they learn through experiences involving negative associations (response inhibition). Yet one could inquire into how the capacity of learning negative associations and performing accordingly varies between individuals and along time for the same individual (inhibitory control). This paper presents a tentative taxonomy addressing different levels of analysis of associative inhibitory phenomena by using different terms for each. In addition, recent evidence and certain unresolved issues at each level are thoroughly scrutinized and contrasted with prior findings. The empirical and theoretical advances made by modeling inhibition as an associative learning phenomenon have provided scaffolds for the current knowledge and emerging accounts of the topic. Some of those emerging accounts have the potential to bridge different levels of analysis and foster "cross-pollination" of ideas among broad fields beyond associative learning.

show abstract

On the role of responses in Pavlovian acquisition.

Cited by 7 publications

References 85 publications

Case Study of Relaxation and Counterconditioning Therapy for Misophonia: A Conditioned Aversive Reflex Disorder

Case Study of Relaxation and Counterconditioning Therapy for Misophonia: A Conditioned Aversive Reflex Disorder

A-learning: A new formulation of associative learning theory

Conditioned inhibition, inhibitory learning, response inhibition, and inhibitory control: Outlining a conceptual clarification.

Contact Info

Product

Resources

About