Testing a cue outside the training context increases attention to the contexts and impairs performance in human predictive learning

Aristizabal, José A.; Ramos‐Álvarez, Manuel M.; Callejas-Aguilera, José E.; Rosas, Juan M.

doi:10.1016/j.beproc.2017.10.001

Cited by 6 publications

(7 citation statements)

References 30 publications

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“…Although it is clear from these experiments that different types of instructions modulate context-switch effects, this study does not show independent evidence of instructions differentially modulating attention to contexts and cues. Further studies should include independent measures of attention, such as the ones provided by an eye-tracker (e.g., Aristizabal et al, 2016, 2017). At any rate, these interpretations do not compromise the conclusion of this experimental series that the role of contexts in retrieval of the information by human beings may be modulated by the instructions.…”

Section: Discussionmentioning

confidence: 99%

“…The control group, Group Task, was requested to pay attention to the task, whereas the experimental group, Group Context, was requested to pay attention to the context. Placing the instructions four trials before testing was decided based on the results of León et al, who found that context-switch effects on performance in this specific task can be found after four training trials, suggesting that attention to redundant contexts is kept high at least up to the fourth training trial in this type of task (see also Aristizabal, Ramos-Álvarez, Callejas-Aguilera, & Rosas, 2016, 2017).…”

Section: Methodsmentioning

confidence: 99%

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Attentional instructions modulate differential context-switch effects after short and long training in human predictive learning.

Callejas-Aguilera¹,

Cubillas

Rosas³

2019

Journal of Experimental Psychology: Animal Learning and Cogniti

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Three experiments in human predictive learning assessed the modulating role of instructions on context-switch effects on performance after different levels of training. Cue X (a food name) was paired with an outcome (gastric malaise) in Context A (a specific restaurant), whereas another cue, Y, was presented in the absence of outcome in Context B. The series manipulated the testing context (same or different from the acquisition context), the length of training (short vs. long), and the instructions participants received before testing (attentional or neutral). Attentional instructions intended to either focusing participants’ attention on the context (Experiments 1 and 2) or to take attention away from the context (Experiment 3). In agreement with the predictions of the attentional theory of context processing, instructions that focused participants’ attention on the context made retrieval of information after long training context specific, something that did not occur in the absence of attentional instructions. Conversely, instructions that took participants’ attention away from the context (by focusing their attention on the cue) attenuated context-switch effects that otherwise appear after short training.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Attentional instructions modulate differential context-switch effects after short and long training in human predictive learning.

Callejas-Aguilera¹,

Cubillas

Rosas³

2019

Journal of Experimental Psychology: Animal Learning and Cogniti

Self Cite

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“…Estas estimaciones se apoyaron adicionalmente en estudios previos de aprendizaje predictivo con diseños intrasujeto que han mostrado que, incluso una muestra inferior a la presentada es adecuada para identificar los efectos principales de cambio de contexto (Aristizabal et al, 2016(Aristizabal et al, , 2017León et al, 2011;Ogallar et al, 2019;Pearson & Le Pelley, 2020;Rosas & Callejas-Aguilera, 2006).…”

Section: Participantesunclassified

“…Siguiendo este razonamiento, el efecto de cambio de contexto no depende de las características de la información, sino de las características de la situación, la cual llevará a los participantes a prestar o no atención al contexto mientras se aprende la información (Aristizabal et al, 2016(Aristizabal et al, , 2017Bouton, 1997;Jiang & Leung, 2005;Larrauri & Schmajuk, 2008). Esta teoría considera dos factores moduladores de la atención al contexto; en primer lugar, la relevancia subjetiva del contexto determinada por su valor informativo (León et al, 2008(León et al, , 2010a(León et al, , 2010bLeón et al, 2011;Lucke et al, 2014;Uengoer et al, 2018), las instrucciones dadas a los participantes humanos (Callejas-Aguilera et al, 2019) y la saliencia del contexto respecto a las claves (Abad et al, 2009).…”

Section: Introductionunclassified

Effect of the differential discount value on the purchase prediction: an approach from associative learning

González¹,

Cuéllar²,

Tejada³

2022

RIP/IJP

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The purpose of this study was to explore the effect of changing the context in which a product with different discount values has been associated with purchase prediction. Participants were trained in a learning task where they had to predict the probability of a result (purchase of a product) based on different images (products), presented in different contexts (stores). In store A, product X associated with different discount values (50%, 30%, 0%) and the product Z associated with a constant discount (30%) were presented. In store B, product Y was presented without discount (0%). Control products without discount were presented in each context (F1 and F2). The results indicate that the differential discount value is context dependent, which means that the probability of purchase is greater when the product with a variable discount is presented in the same store where the association with multiple discounts was previously learned. This effect was less with the product with constant discount and was not observed in the product without discount. The implications of these findings are discussed considering the effectiveness of discount promotional strategies in stores.

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“…Context is present everywhere, and unquestionably influences the way information is processed in every situation [29][30][31]. While context is critical to information processing in all kinds of situations, it is almost fully absent from the modern information technology infrastructure.…”

Section: Context Awarenessmentioning

confidence: 99%

Context aware Q-Learning-based model for decision support in the negotiation of energy contracts

Rodriguez-Fernandez

Pinto

Silva

et al. 2019

International Journal of Electrical Power & Energy Systems

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Automated negotiation plays a crucial role in the decision support for bilateral energy transactions. In fact, an adequate analysis of past actions of opposing negotiators can improve the decision-making process of market players, allowing them to choose the most appropriate parties to negotiate with in order to increase their outcomes. This paper proposes a new model to estimate the expected prices that can be achieved in bilateral contracts under a specific context, enabling adequate risk management in the negotiation process. The proposed approach is based on an adaptation of the Q-Learning reinforcement learning algorithm to choose the best scenario (set of forecast contract prices) from a set of possible scenarios that are determined using several forecasting and estimation methods. The learning process assesses the probability of occurrence of each scenario, by comparing each expected scenario with the real scenario. The final chosen scenario is the one that presents the higher expected utility value. Besides, the learning method can determine which is the best scenario for each context, since the behaviour of players can change according to the negotiation environment. Consequently, these conditions influence the final contract price of negotiations. This approach allows the supported player to be prepared for the negotiation scenario that is the most probable to represent a reliable approximation of the actual negotiation environment.

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Testing a cue outside the training context increases attention to the contexts and impairs performance in human predictive learning

Cited by 6 publications

References 30 publications

Attentional instructions modulate differential context-switch effects after short and long training in human predictive learning.

Attentional instructions modulate differential context-switch effects after short and long training in human predictive learning.

Effect of the differential discount value on the purchase prediction: an approach from associative learning

Context aware Q-Learning-based model for decision support in the negotiation of energy contracts

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