Retroactive revaluation of an odor-taste association

Harris, Justin A.; Westbrook, R. Frederick

doi:10.3758/bf03199225

Cited by 20 publications

(17 citation statements)

References 25 publications

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“…At the same time, many other studies have indeed found the kinds of effects that are predicted by performance-deficit theories (Blaisdell et aI., 1999;Cole et aI., 1995;Harris & Westbrook, 1998;Kaufman & Bolles, 1981;Matzel et aI., 1985Matzel et aI., , 1987Yin et aI., 1993). Still other studies have found the opposite effects (Couvillon & Bitterman, 1982;Holland & Ross, 1981;Rescorla & Colwill, 1983;Schachtman et aI., 1992, Experiments 4 and 5;Schweitzer & Green, 1982;Speers et aI., 1980).…”

Section: Why the Discrepant Results Regarding Recovery From Cue Compementioning

confidence: 81%

“…Evidence for both retrieval-interference theory and comparator theory has come from experiments that subjected CS A to extinction following training of the AX compound (e.g., Blaisdell et aI., 1999;Cole, Barnet, & Miller, 1995;Harris & Westbrook, 1998;Kaufman & Bolles, 1981;Matzel, Schachtman, & Miller, 1985;Matzel, Shuster, & Miller, 1987;Yin, Grahame, & Miller, 1993). Such extinction should weaken X's comparator, A-US, association according to comparator theory and should weaken the source of retrieval interference according to retrieval-interference theory.…”

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confidence: 99%

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Conditioned inhibition training of the competing cue after compound conditioning does not reduce cue competition

Rauhut

McPhee

Dipietro

et al. 2000

Animal Learning & Behavior

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In each of two experiments, we studied Pavlovian fear conditioning (as assessed by barpress conditioned suppression) in 32 albino rats. Following a two-stage cue-competition procedure (A+ then AX+), we subjected the competing cue (A) to conditioned inhibition training (B+, BA-) before testing the target cue (X). Conditioned inhibition training was designed to weaken the putative A-unconditioned stimulus (US) association, perhaps changing it to an A-no-US association. Performance-deficit theories of cue competition, such as comparator theory and retrieval-interference theory, predict that such procedures should weaken cue competition, causing Conditioned Stimulus X (CS X) to evoke strong responding. The same prediction can be deduced from recent acquisition-focused models (Dickinson & Burke, 1996;Van Hamme & Wasserman, 1994). In opposition to this prediction, however, we found in both experiments that conditioned inhibition training had no detectable effect on cue competition even though it successfully abolished conditioned responding to CS A. In Experiment 2, moreover, we found evidence against the hypothesis that the weak response to CS Xwas due to generalization decrement rather than to cue competition. Results favor early learning-deficit theories of cue competition over performance-deficit theories and over the recent acquisition-focused models.

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Section: Why the Discrepant Results Regarding Recovery From Cue Compementioning

confidence: 81%

mentioning

confidence: 99%

Conditioned inhibition training of the competing cue after compound conditioning does not reduce cue competition

Rauhut

McPhee

Dipietro

et al. 2000

Animal Learning & Behavior

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“…This account of mediated extinction contrasts with Dwyer et al's observation of excitatory learning between two associatively-activated stimulus representations. Holland & Forbes's view is also inconsistent with studies of retrospective revaluation that show an effect that is opposite to mediated extinction (e.g., Harris & Westbrook, 1998). Thus, the question of whether learning that occurs between two associatively-activated representations is excitatory or inhibitory remains open.…”

Section: Introductionmentioning

confidence: 95%

Excitatory and inhibitory learning with absent stimuli.

Wheeler¹,

Sherwood²,

Holland³

2008

Journal of Experimental Psychology: Animal Behavior Processes

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Three experiments show that two associatively-activated stimulus representations may engage in excitatory or inhibitory learning, depending on their temporal relationship. Experiment 1a suggested that simultaneously-activated stimulus representations show evidence of inhibitory learning in an acquisition test. Experiment 1b showed similar evidence of inhibition in a summation test. Experiment 2 found that activation of two stimulus representations in a serial compound resulted in excitatory learning between the antecedent and the subsequent (forward), and inhibitory learning between the subsequent and the antecedent (backward). The results show the dynamic influence of temporal contiguity on mediated learning.In a Pavlovian conditioning situation, a stimulus that is repeatedly paired with an unconditioned stimulus (US) comes to elicit a conditioned response. Learning theorists often assume that this learning involves the formation of associations between this stimulus (the conditioned stimulus, CS) and the US, such that subsequent presentations of the CS alone activate the representation of the US. It is this associatively-activated representation that produces much of the conditioned responding that is attributed to the CS. Although this concept is popular among theories of learning, and throughout associative models in psychology, there is some dispute concerning the properties possessed by associatively-activated stimulus representations. They are often assumed to represent at least a portion of the directlyexperienced stimulus, but some theories suggest that an associatively-activated stimulus representation may differ from its directly-activated counterpart in many ways.Investigations conducted by Holland and colleagues elucidated some of the associative properties possessed by associatively-activated stimulus representations. In a conditioned taste aversion preparation with rats, Holland (1981) showed that a taste aversion can be learned in a situation in which the taste CS and the illness-inducing US are never directly paired with each other. Holland (1981, Exp. 1) first paired a tone with a flavored food, and later paired that tone with an illness-inducing injection of LiCl. Rats that received this treatment showed an aversion to the flavored food, compared to rats that received a similar treatment, but with unpaired presentations of the tone and flavor or of the tone and LiCl. Holland (1981) asserted that learning of the food aversion was mediated by the pairing of an associatively-activated representation of that food with illness. There was no evidence of a directly-learned tone-LiCl association, which might otherwise have mediated the expression of the food aversion by a chain of food→tone and tone→illness associations. A related series of experiments conducted by Holland and Forbes (1982) showed that a previously-established flavor aversion could be extinguished if the flavor representation was associatively activated repeatedly in the absence of the illness US. In their experiments, a flavo...

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“…In accordance with predictions made by the ECH, one observes either retrospective revaluation or mediated extinction depending on the parameters and the underlying associative structure of the situation. However, there are other examples of retrospective revaluation and mediated extinction that do not appear to have this structure (e.g., Harris and Westbrook, 1998;Holland and Forbes, 1982).…”

Section: Recovery From a Counteraction Effectmentioning

confidence: 99%

Determinants of cue interactions

Wheeler

Miller

2008

Behavioural Processes

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In a Pavlovian conditioning situation, there are many training variables that may affect responding to a conditioned stimulus (CS), such as contiguity, contingency, and the presence of other CSs. This review describes recent experiments that show that some manipulations that usually decrease responding to a CS may have the opposite effect when they are combined with other normally pernicious manipulations. A theoretical framework that explains these so-called counteraction effects is provided. The apparent boundary conditions on the effects and limitations of the theory are discussed.

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Retroactive revaluation of an odor-taste association

Cited by 20 publications

References 25 publications

Conditioned inhibition training of the competing cue after compound conditioning does not reduce cue competition

Conditioned inhibition training of the competing cue after compound conditioning does not reduce cue competition

Excitatory and inhibitory learning with absent stimuli.

Determinants of cue interactions

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