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Literature DB >> 22926999

A configural theory of attention and associative learning.

Abstract

A formal account of the relationship between attention and associative learning is presented within the framework of a configural theory of discrimination learning. The account is based on a connectionist network in which the entire pattern of stimulation presented on a trial activates a configural unit that then enters into an association with the trial outcome. Attention is assumed to have two roles within this network. First, the salience of the stimuli at the input to the network can be increased if they are relevant to the occurrence of reinforcement and decreased if they are irrelevant. Second, the associability of configural units can increase on trials when the outcome is surprising and decrease when the outcome is not surprising.

Mesh：

Year: 2012 PMID： 22926999 DOI： 10.3758/s13420-012-0078-2

Source DB: PubMed Journal: Learn Behav ISSN： 1543-4494 Impact factor: 1.986

20 in total

A configural theory of attention and associative learning.

1. Associative changes in excitors and inhibitors differ when they are conditioned in compound.

2. Evaluation and development of a connectionist theory of configural learning.

3. Latent inhibition: the effect of nonreinforced pre-exposure to the conditional stimulus.

4. Conditions favoring superconditioning of irrelevant conditioned stimuli.

5. Two kinds of attention in Pavlovian conditioning: evidence for a hybrid model of learning.

6. Stimuli that signal the absence of reinforcement are paid more attention than are irrelevant stimuli.

7. Changes in attention to an irrelevant cue that accompanies a negative patterning [corrected] discrimination.

8. The orienting response as an index of stimulus associability in rats.

9. Similarity and discrimination: a selective review and a connectionist model.

10. Similarity and discrimination in human Pavlovian conditioning.

1. Testing analogical rule transfer in pigeons (Columba livia).

2. The role of category density in pigeons' tracking of relevant information.

3. Feature predictiveness and selective attention in pigeons' categorization learning.

4. Transfer of absolute and relative predictiveness in human contingency learning.

5. Assessing Attention in Category Learning by Animals.

6. Focusing and shifting attention in pigeon category learning.

7. Asymmetrical generalization of conditioning and extinction from compound to element and element to compound.

8. Pigeons process actor-action configurations more readily than bystander-action configurations.

9. Modeling attention in associative learning: two processes or one?

10. An exploration of the feature-positive effect in adult humans.