The Wiley Handbook on the Cognitive Neuroscience of Learning
The Wiley Handbook on the Cognitive Neuroscience of Learning
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威利学习认知神经科学手册
DOI：
10.1002/9781118650813.ch13
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
McGregor A
中科院分区：
文献类型：
--
作者：
McGregor A
本章回顾了空间学习的内容和空间学习发生的条件。有证据表明S-R和S-S关联，S-S关联使学习基于刺激之间的关系和动物行为结果的表征。本章认为，复杂的空间行为并不一定需要一个认知地图，服从独特的非联想规则，在其形成。事实上，对空间学习进展的条件的考察揭示了无论在何处寻求的联想过程。空间行为最不为人所知的方面是空间学习的内容如何转化为表现。回顾模型似乎无法捕捉所有的行为研究所揭示的过程，和一个重要的未来的奋进是提供帐户的性能，可以匹配的知识，研究空间学习的性质提供了。
This chapter reviews the contents of spatial learning and the conditions under which spatial learning occurs. There is evidence for both S‐R and S‐S associations, with S‐S associations enabling learning based on the relations among stimuli and a representation of the outcome of an animal's behavior. The chapter argues that complex spatial behavior does not necessarily require a cognitive map that obeys unique nonassociative rules in its formation. In fact, an examination of the conditions under which spatial learning progresses reveals associative processes wherever they have been sought. The least well‐understood aspect of spatial behavior is how the contents of spatial learning translate into performance. The reviewed models seem unable to capture all of the processes revealed by behavioral studies, and an important future endeavor is to provide accounts of performance that can match the knowledge that research into the nature of spatial learning has provided.