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Modulation of CS-Associability in Discrimination Learning

歧视学习中 CS 关联性的调节

基本信息

批准号：
164726599
负责人：
Dr. Metin Üngör
金额：
--
依托单位：
Abteilung Assoziatives Lernen
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2010
资助国家：
德国
起止时间：
2009-12-31 至 2017-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/164726599?language=en
关键词：
Modulation CS Associability Discrimination Learning

项目摘要

Associability plays a central role in most current theories of associative learning and refers to the ease with which the associative property of a stimulus can be altered due to experience. During the first period of funding, we investigated whether the associability of a stimulus is encoded context-specific. In addition, we examined whether changes in associability lead to perseveration and learned irrelevance. Perseveration refers to a tendency to orientate responding according to stimuli belonging to a previously relevant dimension. Learned Irrelevance refers to a tendency to ignore stimuli from a previously irrelevant dimension.Through our work so far, we were able to demonstrate that the associability of a stimulus can be modulated by the stimuli that accompany it. In addition, we found evidence that especially the impact of perseveration depends on the amount of training of the previously relevant dimension. At present, there exists no learning theory which is able to explain our results from the first funding period. The second funding period aims at specifying the theoretical implications of our work to date. For this purpose, we want to investigate in more detail under which conditions the associability of a stimulus comes under the control of contextual stimuli. In addition, we want to further investigate our hypothesis that especially the impact of perseveration depends on the amount of training of the previously relevant dimension. Moreover, we want to examine whether changes in associability are guided by stimulus relevance or by stimulus-outcome correlations. Our expected findings would strongly advise to a modification of very influential theories of associative learning.

联想性在大多数当前的联想学习理论中起着核心作用，它指的是刺激的联想属性可以由于经验而改变的容易程度。在第一个时期的资金，我们调查是否关联的刺激是编码的上下文特定的。此外，我们还研究了关联性的变化是否会导致持续和学习无关性。持续性是指根据属于先前相关维度的刺激定向反应的倾向。习得无关性指的是一种倾向，即忽略来自先前不相关维度的刺激。通过我们迄今为止的工作，我们能够证明刺激的可联想性可以通过伴随它的刺激来调节。此外，我们发现证据表明，特别是持续性的影响取决于先前相关维度的训练量。目前，还没有学习理论能够解释我们从第一个资助期的结果。第二个资助期的目的是具体说明我们迄今为止工作的理论意义。为此，我们想更详细地调查在何种条件下，刺激的联想性受到上下文刺激的控制。此外，我们想进一步研究我们的假设，特别是坚持的影响取决于先前相关维度的训练量。此外，我们要检查是否在联想性的变化是由刺激相关性或刺激结果的相关性。我们预期的研究结果将强烈建议修改非常有影响力的联想学习理论。