Associative learning and elemental representation: II. Generalization and discrimination
Associative learning and elemental representation: II. Generalization and discrimination
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DOI：
10.3758/bf03192828
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发表时间：
2002-08-01
期刊：
影响因子：
--
通讯作者：
Mackintosh, NJ
中科院分区：
文献类型：
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作者：
McLaren, IPL;Mackintosh, NJ
本文是在McLaren & Macknut（2000）的基础上进一步发展了McLaren，Kaye，and Macknut（1989）提出的基本联想理论。在这里，我们开始解释的想法，刺激可以表示为激活模式分布在一组单位，不同的刺激激活部分重叠的集合（重叠的程度是成比例的刺激的相似性）。这种观点的一个结果是，代表刺激的一些单位的整体活动水平可能取决于同时存在的其他刺激的性质。这允许进行元素分析，其中提供刺激的配置的表示。概括和辨别学习的研究，包括峰移，沿沿着一个连续的转移，图形辨别，和总结，表明这类理论中体现的原则值得仔细考虑，并将形成任何成功的模型的一部分，在人类或动物的联想学习。有一些现象需要一个基本的/联想的解释。
This paper follows on from an earlier companion paper (McLaren & Mackintosh, 2000), in which we further developed the elemental associative theory put forward in McLaren, Kaye, and Mackintosh (1989). Here, we begin by explicating the idea that stimuli can be represented as patterns of activation distributed across a set of units and that different stimuli activate partially overlapping sets (the degree of overlap being proportional to the similarity of the stimuli). A consequence of this view is that the overall level of activity of some of the units representing a stimulus may be dependent on the nature of the other stimuli present at the same time. This allows an elemental analysis in which provision for the representation of configurations of stimuli is made. A selective review of studies of generalization and discrimination learning, including peak shift, transfer along a continuum, configural discrimination, and summation, suggests that the principles embodied in this class of theory deserve careful consideration and will form part of any successful model of associative learning in humans or animals. There are some phenomena that require an elemental/associative explanation.