Animal Learning and Behavior

In three conditioned taste aversion experiments, we examined the roles of several variables in producing super-latent inhibition (LI). This effect, greater LI after a long interval than after a short interval between the conditioning and the test stages (De la Casa & Lubow, 2000), was shown to increase with the number of stimulus preexposures (0, 2, or 4; Experiment 1) and with the length of the delay interval (1, 7, 14, or 21 days; Experiment 2). Furthermore, super-LI was obtained when the delay interval was introduced between the conditioning and the test stages (Experiments 1 and 2), but not when it was introduced between the preexposure and the conditioning stages (Experiment 3). The results are discussed in relation to interference explanations of LI.

L. G. De la Casa

R. E. Lubow

Animal Learning & Behavior

An empirical analysis of the super-latent inhibition effect

超潜抑效应的实证分析

A rhesus monkey was tested in an auditory list memory task with blocked and mixed retention delays. Each list of four natural or environmental sounds (from a center speaker) was followed by a retention delay (0, 1, 2, 10, 20, or 30 sec) and then by a recognition test (from two side speakers). The monkey had been tested for 12 years in tasks with blocked delays. An earlier (4 years prior) blocked-delay test was repeated, with virtually identical results. The results from the mixed-delay test were likewise similar. Thus, the peculiarities of blocked-delay testing, such as delay predictability or differences in list spacing, apparently do not alter this monkey's memory for auditory lists. It is concluded from this and other evidence that the monkey's serial position functions reflect mnemonic processes that change with changes in retention delay and are not artifacts of the blocked-delay procedure. The nature of the monkey's auditory memory is discussed.

Anthony A. Wright

Monkey auditory list memory: tests with mixed and blocked retention delays

猴子听觉列表记忆：混合和分块保持延迟的测试

The mechanisms of extinction were examined by reducing the intensity of the unconditioned stimulus (US) after acquisition training to determine whether such reductions lie on a continuum with CS-alone extinction. The experiments revealed that reductions in US intensity yielded extinction-like effects. Specifically, there were proportional reductions in the daily mean level of responding across sessions. There were also persistent within-session declines and between-session increases of responding analogous to spontaneous recovery. Surprisingly, even when US intensity was held constant, within-session declines and between-session increases were apparent. The results are discussed with respect to possible contributions from unlearning, new learning, generalization decrement, and nonassociative loss, especially CS-specific attentional changes and CR-specific reactive inhibition.

E. James Kehoe

Natasha E. white

Extinction revisited: Similarities between extinction and reductions in US intensity in classical conditioning of the rabbit’s nictitating membrane response

灭绝再探：经典条件作用下兔子瞬膜反应中灭绝与美国强度减少的相似性

Nonreinforced exposure to a nontarget stimulus that was followed by nonreinforced exposure to a target/nontarget simultaneous compound stimulus resulted in enhanced latent inhibition of the target. Conditioning was slower after this treatment than after nonreinforced exposure to the target stimulus alone (Experiment 1). However, a salient auditory stimulus presented immediately after the compound in the second phase reduced levels of latent inhibition, relative to the enhanced latent inhibition produced when no such extracompound stimulus was presented (Experiments 2 and 3). This effect was not noted if the salient auditory cue was presented 10 sec after the termination of the compound stimulus (Experiment 4). In Experiment 5, there was no disruption of simple latent inhibition produced by a salient stimulus. These results are consistent with enhanced latent inhibition's being produced by the formation of within-compound associations, which are disrupted by the salient extracompound stimuli.

Phil Reed

Elias Tsakanikos

The influence of a distractor during compound preexposure on latent inhibition

复合预暴露期间干扰物对潜伏抑制的影响

Aust and Huber (2001) demonstrated that in apeople-present/people-absentdiscrimination task, pigeons actually attended to properties of the target (i.e., the human figure). The aim of the present effort was to specify what sort of information contained in the target was used for classification, as well as to investigate whether and in what way the target-defining features interacted. Six pigeons were trained in a go/no-go procedure to discriminate between color photographs characterized by the presence or absence of people. They were then presented with various types of test stimuli that contained some category-relevant features but lacked others. The results showed that properties related to target size and internal structure played an important role and that human silhouettes were insufficient for eliciting a people-present response. Furthermore, some properties of the human figure (e.g., hands/arms) made good predictors of the people-present category, whereas others (e.g., feet/legs or skin color) did not. Responses to test stimuli that belonged to the people-absent category but nevertheless contained some features normally typical for humans (e.g., nonhuman primates) provided evidence that various category-relevant features contributed to classification in an additive way. Taken together, the results suggest that the pigeons made use of a polymorphous class rule involving collections of differently weighted target features.

Ulrike Aust

Ludwig Huber

Target-defining features in a “people-present/people-absent” discrimination task by pigeons

鸽子在“有人/无人”辨别任务中的目标定义特征

Social learning enables both human and nonhuman animals
to acquire information relevant to many biologically
important activities: foraging (Galef & Giraldeau, 2001;
Mesoudi & O’Brien, 2008), mate choice (Jones, De-
Bruine, Little, Burriss, & Feinberg, 2007; Laland, 1994;
White, 2004), conflict (Peake & McGregor, 2004), and
predator avoidance (Griffin, 2004). Although use of social
information is not inherently adaptive (Boyd & Richerson,
1985; Laland, 2004), its frequent roles in the development
in animals of both innovations (sensu Reader & Laland,
2003) and routine skills (Jaeggi et al., 2010; Krakauer,
2005), as well as its exceptional prevalence in human societies, suggest the importance of social information in
biological and cultural evolution.

Rachel L. Kendal

Bennett G. Galef

Carel P. Van Schaik

Social learning research outside the laboratory: How and why?

实验室外社会学习研究：如何与为何？

The attenuation of an LiCl-induced conditioned taste aversion (CTA) by LiCl preexposure is mediated primarily by associative blocking via injection-related cues. Given that preexposure to morphine attenuates morphine-induced CTAs, it was of interest to determine whether injection cues also mediate this effect. Certain morphine-induced behaviors such as analgesic tolerance are controlled associatively, via injection-related cues. Accordingly, animals in the present experiments were preexposed to morphine (or vehicle) every other day for five total exposures, followed by an extinction phase, in which the subjects were given saline injections (or no treatment) for 8 (Experiment 1) or 16 (Experiment 2) consecutive days. All of the animals then received five CTA trials with morphine (or vehicle). The morphine-preexposed animals in Experiment 1 displayed an attenuation of the morphine CTA that was unaffected by extinction saline injections, suggesting that blocking by injection cues during morphine preexposure does not mediate this effect. All of the morphine-preexposed subjects in Experiment 2 displayed a weakened preexposure effect, an effect inconsistent with a selective extinction of drug-associated stimuli. The attenuating effects of morphine preexposure in aversion learning are most likely controlled by nonassociative mechanisms, like drug tolerance.

Catherine M. Davis

Isabel De Brugada

Anthony I. Riley

The role of injection cues in the production of the morphine preexposure effect in taste aversion learning

注射线索在吗啡预暴露对味觉厌恶学习效应产生中的作用

The results of several recent studies of human associative learning indicate that people will learn more rapidly about cues that have previously been experienced as predictive of events of significance, as compared with cues previously experienced as nonpredictive. Notably, however, these experiments have typically established this prior predictiveness by means of pretraining with multiple, simultaneously presented cues, some of which are more predictive than others. The present experiments instead investigated the influence of prior predictiveness on future learning when this predictiveness was established via pretraining with individual cues, each of which was the best available predictor of the outcome with which it was paired. Results indicate that, following this pretraining, human participants again show better learning about previously predictive cues than about previously nonpredictive cues.

M. E. Le Pelley

M. N. Turnbull

S. J. Reimers

R. L. Knipe

Learned predictiveness effects following single-cue training in humans

人类单线索训练后习得的预测效应

Associative learning effects can be defined as changes in behavior that are due to relations between events in the world. Most often, these effects are explained in terms of the formation of unqualified associations in memory. I describe an alternative theoretical explanation, according to which associative learning effects are the result of the nonautomatic generation and evaluation of propositions about relations between events. This idea is supported by many studies showing that associative learning effects are determined not only by the direct experience of events but also by prior knowledge, instructions, intervention, and deductive reasoning. Moreover, evidence supports the assumption that associative learning effects depend on nonautomatic processes. Whereas a propositional approach thus offers many new insights, questions can be raised about what the idea of association formation adds to our understanding of associative learning.

Jan De Houwer

The propositional approach to associative learning as an alternative for association formation models

命题方法在联想学习中的应用：一种替代关联形成模型的选择

Dickinson (2009) agrees with two of the core claims that were made in my target article (De Houwer, 2009): Associative learning effects (often) depend on (1) the formation of propositions and (2) the operation of nonautomatic processes. Whereas I derived these claims from propositional models of learning, Dickinson (2009) argues that they are also compatible with association formation models (AFMs). He also defends the position that only AFMs can explain “nonrational responses to associative experiences.” In this comment, I question whether there is much value in continuing to cling to AFMs.

What are association formation models good for?

关联形成模型有何用处？

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Animal Learning and Behavior

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