How common is a common error term? The rules that govern associative learning in sensory preconditioning and second-order conditioning.
How common is a common error term? The rules that govern associative learning in sensory preconditioning and second-order conditioning.
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DOI：
10.3389/fnbeh.2022.954646
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发表时间：
2022
影响因子：
3
通讯作者：
中科院分区：
文献类型：
--
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在标准的（一阶）巴甫洛夫条件反射协议，配对的最初中性条件刺激（CS）和生物学显着的非条件刺激（US）的结果在CS-US协会的形成。这种关联的强度在理论上受到预测误差的调节：具体来说，由US支持的条件反射的总水平与由所有存在的刺激预测的程度之间的差异（即，常见的错误项）。在高阶调节协议（例如，感觉预处理和二阶条件反射），巴甫洛夫CS用于调节对与其配对的其他刺激的反应。目前，尚不清楚错误纠正过程是否调节高阶条件反射中的联想学习，如果是这样，这些过程是否与调节一阶条件反射中CS-US联想形成的过程相同。在这里，我们回顾研究，提供了相关的发现这个问题：特别是，研究已经检查了阻塞和/或抑制性学习的感觉预处理和二阶条件反射。这些研究表明：（1）动物可以在相对中性的感觉刺激之间形成抑制性联系;（2）在感觉预适应和二级条件反射中发生的学习可以被阻断;最后，（3）一级CS可以阻断二级CS的条件反射，反之亦然。研究结果表明，一个共同的错误项调节联想学习高阶条件，就像它调节联想学习一阶条件。他们讨论的性质的错误信号的基础条件和未来的工作，需要推进我们的理解的规则，管理不同类型的学习。
In standard (first-order) Pavlovian conditioning protocols, pairings of an initially neutral conditioned stimulus (CS) and a biologically significant unconditioned stimulus (US) result in the formation of a CS-US association. The strength of this association is theoretically regulated by prediction error: specifically, the difference between the total level of conditioning supported by the US and the degree to which it is predicted by all stimuli present (i.e., a common error term). In higher-order conditioning protocols (e.g., sensory preconditioning and second-order conditioning), a Pavlovian CS is used to condition responses to other stimuli with which it is paired. At present, it is unknown whether error-correction processes regulate associative learning in higher-order conditioning and, if so, whether these processes are the same as those that regulate formation of a CS-US association in first-order conditioning. Here we review studies that have provided findings relevant to this question: specifically, studies that have examined blocking and/or inhibitory learning in sensory preconditioning and second-order conditioning. These studies show that: (1) animals can form inhibitory associations between relatively neutral sensory stimuli; (2) the learning that occurs in sensory preconditioning and second-order conditioning can be blocked; and, finally, (3) a first-order CS can block conditioning to a second-order CS, and vice versa. The findings are taken to imply that a common error term regulates associative learning in higher-order conditioning, just as it regulates associative learning in first-order conditioning. They are discussed with respect to the nature of the error signal that underlies conditioning and future work that is needed to advance our understanding of the rules that govern different types of learning.
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DOI：
10.1037/xan0000295
发表时间：
2021-10
期刊：
Journal of experimental psychology. Animal learning and cognition
影响因子：
--
作者：
Bouton ME;Allan SM;Tavakkoli A;Steinfeld MR;Thrailkill EA
通讯作者：
Thrailkill EA
DOI：
10.1037/h0035964
发表时间：
1974-01-01
期刊：
JOURNAL OF COMPARATIVE AND PHYSIOLOGICAL PSYCHOLOGY
影响因子：
--
作者：
RESCORLA, RA
通讯作者：
RESCORLA, RA
条件反射：研究大脑皮质的生理活性。
影响因子：
1.5
作者：
Pavlov PI
通讯作者：
Pavlov PI
影响因子：
2.7
作者：
Nicholson, DA;Freeman, JH
通讯作者：
Freeman, JH
DOI：
10.1037/a0020716
发表时间：
2011-01-01
期刊：
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-ANIMAL BEHAVIOR PROCESSES
影响因子：
--
作者：
Hall, Geoffrey;Rodriguez, Gabriel
通讯作者：
Rodriguez, Gabriel