Tolman seems convinced that maze learning is outside the scope of pavlovian conditioning. In a pa... more Tolman seems convinced that maze learning is outside the scope of pavlovian conditioning. In a paper addressed to this idea, Tolman (1933) surprisingly acknowledges that one observation of maze learning he made (Tolman, 1932) is a form of conditioning but emphasizes more on a further observation (Tolman & Honzik, 1930) which he regards as problematic for a conditioning account. We do not think that Tolman had any good evidence that maze learning is outside the scope of pavlovian conditioning. The goal of this article is to show that Tolman’s results appeal to the pavlovian conditioning of an approach response to stimuli associated with an unconditioned stimulus through: (1) occasion setting for Tolman’s (1932) results and (2) sensory preconditioning for Tolman and Honzik’s (1930) results. Key-words: Tolman, rats, maze learning, pavlovian conditioning
People can form opinions of other individuals based on information about their good or bad behavi... more People can form opinions of other individuals based on information about their good or bad behavior. The present study investigated whether this affective learning might depend on memory links formed between initially neutral people and valenced information. First, participants viewed neutral faces paired with sentences describing prosocial or antisocial behaviors. Second, memory suppression manipulations with the potential to aid in the forgetting of valenced information were administered. Using the Think/No think paradigm, the effectiveness of four different suppression instructions was compared: Unguided Suppression, Guided Suppression, Distraction, and Thought Substitution. Overall, all the tasks appreciably reduced affective learning based on prosocial information, but only the Guided Suppression and Thought Substitution tasks reduced affective learning based on antisocial information. These results suggest that weakening the putative memory link between initially neutral people and valenced information can decrease the effect of learned associations on the evaluation of other people. We interpreted this as indicative that social affective learning may rely on declarative memories.
The first part of this paper aims at discussing on the impact of different factors in early activ... more The first part of this paper aims at discussing on the impact of different factors in early activation of attention. The orienting response (O.R.), presented as a mechanism that activates attention results, not only from the novelty factor but also from the stimulus significance and intensity, and from its unexpected nature. The second part of the paper introduces an interpretation of what maintains attention refering to a physiological process called sensitization. This interpretation is proposed as an alternative to Cohen’model, (1973).
Resumen Si on demande à un psychologue français de parler de Pavlov, la réponse la plus probable ... more Resumen Si on demande à un psychologue français de parler de Pavlov, la réponse la plus probable qui puisse être donnée, c'est que Pavlova montré qu'après avoir associé plusieurs fois un son de cloche avec de la nourriture, il suffit ensuite de faire sonner la cloche pour ...
This article introduces a new model of Pavlovian conditioning, attention as an acquisition and pe... more This article introduces a new model of Pavlovian conditioning, attention as an acquisition and performance variable (AAPV), which, like several other so-called attentional models, emphasizes the role of variation of cue salience, together with associative strength, in accounting for conditioning phenomena. AAPV is primarily (but not exclusively) a performance-focused model in that it assumes not only that both the saliences and associative strengths of cue representations change during acquisition, but also that they are both influential at the time of test in determining responding. Different weights are given to the representations' associative strengths according to the representations' respective saliences at test. The model also treats the representation of a stimulus that is directly activated by presentation of that stimulus as distinct from the representation of the same stimulus that is activated by presenting a companion of the stimulus. Additionally, extinction is viewed as resulting from a decrease in the salience of the cue's representation, rather than a decrease in associative strength. Simulations of several Pavlovian phenomena are presented in order to illustrate the model and assess its robustness.
Résumé Dans les trente dernières années, les études de conditionnement classique ont été envisagé... more Résumé Dans les trente dernières années, les études de conditionnement classique ont été envisagées sous une perspective cognitive. Cet article passe en revue les principaux travaux qui ont emprunté des notions et une terminologie propres à cette perspective. Après un bref rappel sur les premiers modèles de conditionnement classique (ex. Rescorla-Wagner, 1972), nous présentons les modèles plus récents qui se basent sur les concepts de mémoire et de représentation (ex. Miller et Matzel, 1988). Ces modèles plus récents, qui ...
Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, Dec 10, 2011
Resumen Dans un article de 1933 intitulé Sign-gestalt or conditioned reflex? Tolman défend l'... more Resumen Dans un article de 1933 intitulé Sign-gestalt or conditioned reflex? Tolman défend l'idée que l'apprentissage spatial est hors de la portée explicative du conditionnement pavlovien. En effet, il soutient que les résultats d'une expérience qu'il a réalisé avec Honzik en 1930 sont inabordables en termes pavloviens, malgré la compatibilité d'une telle explication avec les résultats d'une expérience qu'il a mené en 1932. Nous pensons que Tolman a trop hâtivement conclu que l'apprentissage spatial en labyrinthe est hors de la ...
Tolman seems convinced that maze learning is outside the scope of pavlovian conditioning. In a pa... more Tolman seems convinced that maze learning is outside the scope of pavlovian conditioning. In a paper addressed to this idea, Tolman (1933) surprisingly acknowledges that one observation of maze learning he made (Tolman, 1932) is a form of conditioning but emphasizes more on a further observation (Tolman & Honzik, 1930) which he regards as problematic for a conditioning account. We do not think that Tolman had any good evidence that maze learning is outside the scope of pavlovian conditioning. The goal of this article is to show that Tolman’s results appeal to the pavlovian conditioning of an approach response to stimuli associated with an unconditioned stimulus through: (1) occasion setting for Tolman’s (1932) results and (2) sensory preconditioning for Tolman and Honzik’s (1930) results. Key-words: Tolman, rats, maze learning, pavlovian conditioning
People can form opinions of other individuals based on information about their good or bad behavi... more People can form opinions of other individuals based on information about their good or bad behavior. The present study investigated whether this affective learning might depend on memory links formed between initially neutral people and valenced information. First, participants viewed neutral faces paired with sentences describing prosocial or antisocial behaviors. Second, memory suppression manipulations with the potential to aid in the forgetting of valenced information were administered. Using the Think/No think paradigm, the effectiveness of four different suppression instructions was compared: Unguided Suppression, Guided Suppression, Distraction, and Thought Substitution. Overall, all the tasks appreciably reduced affective learning based on prosocial information, but only the Guided Suppression and Thought Substitution tasks reduced affective learning based on antisocial information. These results suggest that weakening the putative memory link between initially neutral people and valenced information can decrease the effect of learned associations on the evaluation of other people. We interpreted this as indicative that social affective learning may rely on declarative memories.
The first part of this paper aims at discussing on the impact of different factors in early activ... more The first part of this paper aims at discussing on the impact of different factors in early activation of attention. The orienting response (O.R.), presented as a mechanism that activates attention results, not only from the novelty factor but also from the stimulus significance and intensity, and from its unexpected nature. The second part of the paper introduces an interpretation of what maintains attention refering to a physiological process called sensitization. This interpretation is proposed as an alternative to Cohen’model, (1973).
Resumen Si on demande à un psychologue français de parler de Pavlov, la réponse la plus probable ... more Resumen Si on demande à un psychologue français de parler de Pavlov, la réponse la plus probable qui puisse être donnée, c'est que Pavlova montré qu'après avoir associé plusieurs fois un son de cloche avec de la nourriture, il suffit ensuite de faire sonner la cloche pour ...
This article introduces a new model of Pavlovian conditioning, attention as an acquisition and pe... more This article introduces a new model of Pavlovian conditioning, attention as an acquisition and performance variable (AAPV), which, like several other so-called attentional models, emphasizes the role of variation of cue salience, together with associative strength, in accounting for conditioning phenomena. AAPV is primarily (but not exclusively) a performance-focused model in that it assumes not only that both the saliences and associative strengths of cue representations change during acquisition, but also that they are both influential at the time of test in determining responding. Different weights are given to the representations' associative strengths according to the representations' respective saliences at test. The model also treats the representation of a stimulus that is directly activated by presentation of that stimulus as distinct from the representation of the same stimulus that is activated by presenting a companion of the stimulus. Additionally, extinction is viewed as resulting from a decrease in the salience of the cue's representation, rather than a decrease in associative strength. Simulations of several Pavlovian phenomena are presented in order to illustrate the model and assess its robustness.
Résumé Dans les trente dernières années, les études de conditionnement classique ont été envisagé... more Résumé Dans les trente dernières années, les études de conditionnement classique ont été envisagées sous une perspective cognitive. Cet article passe en revue les principaux travaux qui ont emprunté des notions et une terminologie propres à cette perspective. Après un bref rappel sur les premiers modèles de conditionnement classique (ex. Rescorla-Wagner, 1972), nous présentons les modèles plus récents qui se basent sur les concepts de mémoire et de représentation (ex. Miller et Matzel, 1988). Ces modèles plus récents, qui ...
Acta Comportamentalia: Revista Latina de Análisis del Comportamiento, Dec 10, 2011
Resumen Dans un article de 1933 intitulé Sign-gestalt or conditioned reflex? Tolman défend l'... more Resumen Dans un article de 1933 intitulé Sign-gestalt or conditioned reflex? Tolman défend l'idée que l'apprentissage spatial est hors de la portée explicative du conditionnement pavlovien. En effet, il soutient que les résultats d'une expérience qu'il a réalisé avec Honzik en 1930 sont inabordables en termes pavloviens, malgré la compatibilité d'une telle explication avec les résultats d'une expérience qu'il a mené en 1932. Nous pensons que Tolman a trop hâtivement conclu que l'apprentissage spatial en labyrinthe est hors de la ...
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