A direct laboratory comparison of Pavlovian conditioning and traditional associative learning.

1955 ◽  
Vol 51 (3) ◽  
pp. 649-652 ◽  
Author(s):  
Gregory Razran
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning

scholarly journals Pavlovian Conditioning of Larval Drosophila: An Illustrated, Multilingual, Hands-On Manual for Odor-Taste Associative Learning in Maggots

2017 ◽  
Vol 11 ◽  
Author(s):  
Birgit Michels ◽  
Timo Saumweber ◽  
Roland Biernacki ◽  
Jeanette Thum ◽  
Rupert D. V. Glasgow ◽  
...  
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Hands On

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.

Analysis of an ambiguous-feature discrimination

2008 ◽  
Vol 61 (11) ◽  
pp. 1710-1725 ◽  
Author(s):  
Mark Haselgrove ◽  
Jasper Robinson ◽  
Andrew Nelson ◽  
John M. Pearce
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Conditioned Responding ◽  
Rat Experiments ◽  
Conditioning Experiments

An autoshaping experiment with pigeons and three appetitive Pavlovian conditioning experiments with rats investigated the course of an ambiguous-feature discrimination in which trials with stimuli A and BC were followed by food, and trials with B and AC were not. The discrimination between A and B was acquired more rapidly than the discrimination between BC and AC in all experiments. Furthermore, the acquisition of conditioned responding with A was faster than that with BC for the three rat experiments. The results of these experiments are discussed in terms of elemental and configural theories of associative learning.

scholarly journals Reconsidering the evidence for learning in single cells

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Samuel J Gershman ◽  
Petra EM Balbi ◽  
C Randy Gallistel ◽  
Jeremy Gunawardena
Keyword(s):  
Associative Learning ◽  
20Th Century ◽  
Pavlovian Conditioning ◽  
Single Cells ◽  
Historical Record ◽  
Early 20Th Century ◽  
Recent Developments ◽  
Conditioning Experiments

The question of whether single cells can learn led to much debate in the early 20th century. The view prevailed that they were capable of non-associative learning but not of associative learning, such as Pavlovian conditioning. Experiments indicating the contrary were considered either non-reproducible or subject to more acceptable interpretations. Recent developments suggest that the time is right to reconsider this consensus. We exhume the experiments of Beatrice Gelber on Pavlovian conditioning in the ciliate Paramecium aurelia, and suggest that criticisms of her findings can now be reinterpreted. Gelber was a remarkable scientist whose absence from the historical record testifies to the prevailing orthodoxy that single cells cannot learn. Her work, and more recent studies, suggest that such learning may be evolutionarily more widespread and fundamental to life than previously thought and we discuss the implications for different aspects of biology.

scholarly journals Neural Substrates Underlying Learning-Related Changes of the Unconditioned Fear Response

2013 ◽  
Vol 7 (1) ◽  
pp. 41-52 ◽  
Author(s):  
Kimberly H. Wood ◽  
Dystany Kuykendall ◽  
Lawrence W. Ver Hoef ◽  
David C. Knight
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Emotional Response ◽  
Negative Relationship ◽  
Neural Substrates ◽  
Brain Regions ◽  
Anterior Insula ◽  
Fmri Signal ◽  
Posterior Insula ◽  
The Brain

The ability to predict an impending threat during Pavlovian conditioning diminishes the emotional response that is produced once the threat is encountered. Diminution of the threat response appears to be mediated by somewhat independent associative learning and expectancy-related processes. Therefore, the present study was designed to better understand the neural mechanisms that support associative learning processes, independent of expectancy, that influence the emotional response to a threat. Healthy volunteers took part in a Pavlovian conditioning procedure during which trait anxiety, expectation of the unconditioned stimulus (UCS), skin conductance response (SCR), and functional magnetic resonance imaging (fMRI) signal were assessed. The results showed no evidence for associative learning that was independent of expectation. Threat-related SCR expression was diminished on predictable trials vs. unpredictable trials of the UCS (i.e. conditioned UCR diminution). Similar to SCR, conditioned UCR diminution was observed within the left dorsolateral PFC, dorsomedial PFC, ventromedial PFC, and left anterior insula. In contrast, potentiation of the threat-related fMRI signal response was observed within left dorsolateral PFC, inferior parietal lobule (IPL), and posterior insula. A negative relationship was observed between UCS expectancy and UCR expression within the dorsomedial PFC, ventromedial PFC, and anterior insula. Finally, the anticipatory fMRI signal responses within the PFC, posterior cingulate, and amygdala showed an inverse relationship with threat-related activation within the brain regions that showed UCR diminution. The current findings suggest that the PFC and amygdala support learning-related processes that impact the magnitude of the emotional response to a threat.

scholarly journals Neuroscience of Pavlovian Conditioning: A Brief Review

2003 ◽  
Vol 6 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Luis Aguado
Keyword(s):  
Associative Learning ◽  
Fear Conditioning ◽  
Pavlovian Conditioning ◽  
Eyelid Conditioning ◽  
Current Knowledge ◽  
Basic Mechanism ◽  
Neuronal Mechanisms ◽  
Formal Learning Theory ◽  
Neuronal Substrates

Current knowledge on the neuronal substrates of Pavlovian conditioning in animals and man is briefly reviewed. First, work on conditioning in aplysia, that has showed amplified pre-synaptic facilitation as the basic mechanism of associative learning, is summarized. Then, two exemplars of associative learning in vertebrates, fear conditioning in rodents and eyelid conditioning in rabbits, are described and research into its neuronal substrates discussed. Research showing the role of the amygdala in fear conditioning and of the cerebellum in eyelid conditioning is reviewed, both at the circuit and cellular plasticity levels. Special attention is given to the parallelism suggested by this research between the neuronal mechanisms of conditioning and the principles of formal learning theory. Finally, recent evidence showing a similar role of the amygdala and of the cerebellum in human Pavlovian conditioning is discussed.

scholarly journals Pavlov and Associationism

2003 ◽  
Vol 6 (2) ◽  
pp. 177-184 ◽  
Author(s):  
Nicholas J. Mackintosh
Keyword(s):  
Associative Learning ◽  
Pavlovian Conditioning ◽  
Learning Theory ◽  
Experimental Psychology ◽  
Controlled Experiments ◽  
New Developments ◽  
Adult Humans ◽  
English Speaking ◽  
Simple Conditioning

Pavlov's contribution to experimental psychology was to invent a technique that allowed him to undertake a prolonged and systematic series of well-controlled experiments that, astonishingly enough, uncovered many if not most of the phenomena of what is rightly called Pavlovian conditioning. It was not for another 30 years or more that English-speaking psychologists began to match that achievement. Of course there have been new developments and discoveries since his time. Two examples are discussed: the important role of variable associability or attention even in simple conditioning, and the rigorous application of associative learning theory to the behavior of adult humans.

Sign in / Sign up

Export Citation Format

Share Document