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      Reduced Summation with Common Features in Causal Judgments

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          Abstract

          In three experiments human participants received training in a causal judgment task. After learning which patterns were associated with an outcome, participants rated the likelihood of the outcome in the presence of a novel combination of the patterns. The first two experiments used two conditions in which two visual patterns were associated with the outcome. In one condition these patterns shared a common feature. The third experiment only used the common feature condition. According to an elemental theory ( Rescorla & Wagner, 1972) the response to the novel test pattern should have exceeded that made to the individual training patterns, a summation effect, and this effect should have been reduced by the addition of a common feature. Summation was observed but since the common feature condition abolished, rather than merely reduced, summation the results were not consistent with the Rescorla-Wagner Model (RWM) nor with a configural alternative ( Pearce, 1994). Instead, it is necessary to consider models which allow the possibility of both elemental and configural strategies in causal learning. The Replaced Elements Model ( Wagner, 2003) is a development of the RWM which can best predict the patterns of summation and summation failure in these experiments.

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

          The 1st part of this article evaluates the extent to which 2 elemental theories of conditioning, stimulus sampling theory and the Rescorla-Wagner (1972) theory, are able to account for the influence of similarity on discrimination learning. A number of findings are reviewed that are inconsistent with predictions derived from these theories, either in their present form or in various modified forms. The 2nd part of the article is concerned with developing an alternative, configural account for discrimination learning. In contrast to previous configural theories, the present version is set within the framework of a connectionist network.
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            Assessment of the Rescorla-Wagner model.

            The Rescorla-Wagner model has been the most influential theory of associative learning to emerge from the study of animal behavior over the last 25 years. Recently, equivalence to this model has become a benchmark in assessing connectionist models, with such equivalence often achieved by incorporating the Widrow-Hoff delta rule. This article presents the Rescorla-Wagner model's basic assumptions, reviews some of the model's predictive successes and failures, relates the failures to the model's assumptions, and discusses the model's heuristic value. It is concluded that the model has had a positive influence on the study of simple associative learning by stimulating research and contributing to new model development. However, this benefit should neither lead to the model being regarded as inherently "correct" nor imply that its predictions can be profitably used to assess other models.
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              Stimulus coding in human associative learning: flexible representations of parts and wholes.

              An enduring theme for theories of associative learning is the problem of explaining how configural discriminations--ones in which the significance of combinations of cues is inconsistent with the significance of the individual cues themselves-are learned. One approach has been to assume that configurations are the basic representational form on which associative processes operate, another has tried in contrast to retain elementalism. We review evidence that human learning is representationally flexible in a way that challenges both configural and elemental theories. We describe research showing that task demands, prior experience, instructions, and stimulus properties all influence whether a particular problem is solved configurally or elementally. Lines of possible future theory development are discussed.
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                Author and article information

                Journal
                zea
                Experimental Psychology
                Hogrefe Publishing
                1618-3169
                November 2009
                2009
                : 57
                : 4
                : 252-259
                Affiliations
                [ 1 ] Southampton University, UK
                [ 2 ] Philipps-Universität Marburg, Germany
                Author notes
                Steven Glautier, School of Psychology, Southampton University, Southampton, SO17 1BJ, UK, +44 023-8059-2589, spg@ 123456soton.ac.uk
                Article
                10.1027/1618-3169/a000030
                20178934
                68c5689f-54ab-483d-b5a2-7a44aaf85976
                Copyright @ 2009
                History
                : September 15, 2008
                : May 8, 2009
                : May 8, 2009
                Categories
                Research Article

                Psychology,General behavioral science
                associative learning,causal learning,summation,negation,elemental,configural

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