Representational blending in human conditional learning: Implications for associative theory

Representational blending in human conditional learning: Implications for associative theory
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DOI:
10.1080/02724990244000269
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发表时间:
2003-05-01
期刊:
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION B-COMPARATIVE AND PHYSIOLOGICAL PSYCHOLOGY
影响因子:
--
通讯作者:
Honey, RC
Honey, RC
中科院分区:
其他
文献类型:
--
作者:
Hodder, KI;George, DN;Honey, RC

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在两个实验中,参与者看到不同食物的图片(A,B,C,D,X,Y),并了解哪些组合会导致虚构的患者X先生过敏反应。在问题1中,当A或B(而不是C或D)与食物X结合时,发生过敏反应,当C或D(而不是A或B)与Y结合时,发生过敏反应。在实验1中,参与者还收到了问题2,其中A,B,C和D分别以与X和Y相同的方式或以不同的方式与食物V和W相互作用。参与者在前一种情况下比在后一种情况下表现得更熟练。在实验2中,在对问题1进行培训后,参与者判断是否有新的食物组合(例如,AB、CD、AD、CB)会引起X先生的过敏反应。他们不太可能表明AB或CD会比AD或CB引起过敏反应,但他们的判断更迅速,更有信心在AB和CD试验比AD和CB试验。这些结果(1)表明,共享的表征可以通过相似化合物的组分来解决(例如,AX和BX)预测了相同的结果(过敏反应),(2)与标准的联想学习理论不一致,但(3)与非人类动物的发现一致,并与这些发现的联结主义解释一致。
In two experiments, participants were presented with pictures of different foods (A, B, C, D, X, Y) and learned which combinations resulted in an allergic reaction in a fictitious patient, Mr X. In Problem 1, when A or B (but not C or D) was combined with food X an allergic reaction occurred, and when C or D (but not A or B) was combined with Y an allergic reaction occurred. In Experiment 1, participants also received Problem 2 in which A, B, C, and D interacted with foods V and W either in the same way as X and Y, respectively, or in a different way. Participants performed more proficiently in the former than in the latter condition. In Experiment 2, after training on Problem 1, participants judged whether or not novel combinations of foods (e.g., AB, CD, AD, CB) would cause an allergic reaction in Mr X. They were no more likely to indicate that AB or CD would cause an allergic reaction than AD or CB, but made their judgements more rapidly and with greater confidence on AB and CD trials than on AD and CB trials. These results (1) indicate that shared representations come to be addressed by the components of similar compounds (e.g., AX and BX) that have predicted the same outcome (an allergic reaction), and (2) are inconsistent with standard, associative theories of learning, but (3) are consistent with findings from nonhuman animals and with a connectionist interpretation of these findings.