Temporary stimulus-response binding as a mechanism in incidental association learning II

行动控制研究中的两个重要领域集中在（1）个体行动和刺激与反应之间的绑定以及（2）支持众所周知的情况下的行动的学习机制。我们有理由假设，一方面，个体行动计划的整合与另一方面，我们的行动与情境特征之间偶然性的学习之间存在着紧密的联系。与此相一致，一些研究人员甚至将绑定和学习过程视为相同的。然而，也有证据表明，学习和绑定是基于独立的过程。绑定和学习过程是否可以区分，以及这些过程如何相互影响，目前在文献中有很多争论。在第一个供资期间，我们发现绑定和学习过程的一些特征是相似的，但这两种机制可以明显区分。此外，有证据表明，这些进程相互影响。为了能够将焦点转移到复杂动作序列的控制上，有必要澄清个体动作之间的绑定是否可能并且类似于刺激-反应绑定。在第一个供资期间，我们确实发现了反应-反应绑定的证据。第二个供资期的目标是准确了解各项行动之间这些约束的结构和特点。基于这一认识，它就有可能分析相互影响的绑定和附带的学习过程中的动作序列。

Two important fields in action control research focus on (1) individual actions and resulting bindings between stimuli and responses and (2) learning mechanisms that support actions in well-known situations. It is plausible to assume a tight relation between integration of individual action plans on the one hand, and incidental learning of contingencies between our actions and characteristics of the situation on the other hand. In line with this, some researchers even treat binding and learning processes as identical. Yet, there is also evidence indicating that learning and binding are based on independent processes. Whether binding- and learning process can be differentiated at all, and how these processes might influence each other is currently much debated in the literature. During the first funding period we found that some characteristics of binding- and learning processes are similar, but that both mechanisms can be clearly differentiated. In addition, there is evidence for mutual influences of the processes. To be able to shift the focus to the control of complex action sequences, it is necessary to clarify whether bindings between individual actions are possible and similar to stimulus-response bindings. During the first funding period we did indeed find evidence for response-response bindings. Goal of the second funding period is to attain a precise understanding of the structure and characteristics of these bindings between individual actions. Based on this insight, it then becomes possible to analyze mutual influences of binding- and incidental learning processes in action sequences.