Outcome value influences attentional biases in human associative learning: Dissociable effects of training and instruction.

2013 ◽  
Vol 39 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Mike E. Le Pelley ◽  
Chris J. Mitchell ◽  
Ameika M. Johnson
Keyword(s):  
Associative Learning ◽  
Attentional Biases ◽  
Human Associative Learning

scholarly journals The associative nature of human associative learning

2009 ◽  
Vol 32 (2) ◽  
pp. 225-226 ◽  
Author(s):  
David R. Shanks
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Cognitive Processes ◽  
Human Learning ◽  
Emergent Properties ◽  
Human Associative Learning ◽  
Unconscious Processes

AbstractThe extent to which human learning should be thought of in terms of elementary, automatic versus controlled, cognitive processes is unresolved after nearly a century of often fierce debate. Mitchell et al. provide a persuasive review of evidence against automatic, unconscious links. Indeed, unconscious processes seem to play a negligible role in any form of learning, not just in Pavlovian conditioning. But a modern connectionist framework, in which “cognitive” phenomena are emergent properties, is likely to offer a fuller account of human learning than the propositional framework Mitchell et al. propose.

Propositional encodings are a subset of organization theory

2009 ◽  
Vol 32 (2) ◽  
pp. 214-215
Author(s):  
George Mandler
Keyword(s):  
Associative Learning ◽  
Organization Theory ◽  
Organizational Structures ◽  
Higher Order ◽  
Past Century ◽  
Order Process ◽  
Human Associative Learning ◽  
The Past

AbstractThe notion that human associative learning is a usually conscious, higher-order process is one of the tenets of organization theory, developed over the past century. Propositional/sequential encoding is one of the possible types of organizational structures, but learning may also involve other structures.

Stimulus exposure effects in human associative learning

2000 ◽  
Vol 53 (2b) ◽  
pp. 173-187 ◽  
Author(s):  
Catherine E. Myers ◽  
Lindsay M. Oliver ◽  
Stacey G. Warren ◽  
Mark A. Gluck
Keyword(s):  
Associative Learning ◽  
Prior Exposure ◽  
Stimulus Exposure ◽  
Human Associative Learning ◽  
Exposure Effect ◽  
The Us ◽  
Within Subjects ◽  
Exposure Experiment ◽  
Computer Based

Learning that one cue (CS) predicts a second, salient cue (US) can often be slowed by prior exposure to one or both stimuli. In animals, CS-US learning is more strongly retarded following uncorrelated exposure to both CS and US than following exposure to the US alone. In this paper we present several studies showing a similar effect in humans, using a computer-based task. Experiments 1 and 2 used a between-groups design and demonstrated a strong CS/US exposure effect, whether or not the US was signalled by a neutral cue during exposure. Experiment 3 demonstrated similar effects using a within-subjects design. Overall, these results are consistent with several theoretical interpretations and suggest that uncorrelated CS/US exposure leads to a robust retardation of subsequent CS-US learning in humans.

Input coding in animal and human associative learning

2002 ◽  
Vol 57 (2-3) ◽  
pp. 149-161 ◽  
Author(s):  
Douglas A Williams ◽  
Daniel S Braker
Keyword(s):  
Associative Learning ◽  
Human Associative Learning

scholarly journals Genesis and Maintenance of Attentional Biases: The Role of the Locus Coeruleus-Noradrenaline System

2017 ◽  
Vol 2017 ◽  
pp. 1-15 ◽  
Author(s):  
Mana R. Ehlers ◽  
Rebecca M. Todd
Keyword(s):  
Individual Differences ◽  
Locus Coeruleus ◽  
Associative Learning ◽  
Learning Processes ◽  
Attentional Biases ◽  
Associative Processes ◽  
Naturally Occurring ◽  
Attentional Tuning ◽  
Pharmacological Manipulations

Emotionally arousing events are typically better remembered than mundane ones, in part because emotionally relevant aspects of our environment are prioritized in attention. Such biased attentional tuning is itself the result of associative processes through which we learn affective and motivational relevance of cues. We propose that the locus coeruleus-noradrenaline (LC-NA) system plays an important role in the genesis of attentional biases through associative learning processes as well as their maintenance. We further propose that individual differences in and disruptions of the LC-NA system underlie the development of maladaptive biases linked to psychopathology. We provide support for the proposed role of the LC-NA system by first reviewing work on attentional biases in development and its link to psychopathology in relation to alterations and individual differences in NA availability. We focus on pharmacological manipulations to demonstrate the effect of a disrupted system as well as theADRA2bpolymorphism as a tool to investigate naturally occurring differences in NA availability. We next review associative learning processes that—modulated by the LC-NA system—result in such implicit attentional biases. Further, we demonstrate how NA may influence aversive and appetitive conditioning linked to anxiety disorders as well as addiction and depression.

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