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Related Experiment Videos

Recovery from blocking between outcomes.

Daniel S Wheeler1, Ralph R Miller

  • 1State University of New York at Binghamton, Binghamton, NY 13902, USA.

Journal of Experimental Psychology. Animal Behavior Processes
|October 27, 2005
PubMed
Summary
This summary is machine-generated.

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This study explored outcome blocking in associative learning. Treatments like extended delays, extinction, and context shifts can overcome this blocking, suggesting it stems from expression deficits.

Area of Science:

  • Behavioral neuroscience
  • Cognitive psychology
  • Animal learning models

Background:

  • Contemporary research on associative learning primarily examines cue competition.
  • Limited research investigates outcome competition, where one cue predicts multiple outcomes.
  • Blocking is a key phenomenon in cue competition, where an established cue hinders learning about a new cue.

Purpose of the Study:

  • To investigate outcome blocking phenomena in associative learning.
  • To determine if established methods for alleviating cue blocking can also reduce outcome blocking.
  • To explore the underlying mechanisms of outcome blocking.

Main Methods:

  • Three experiments using conditioned lick suppression paradigms in rats.
  • Manipulations included varying retention intervals, extinction of a blocking outcome, and contextual reminders.

Related Experiment Videos

  • Trained rats with a single cue paired with two distinct outcomes to induce blocking.

    • Main Results:

    • Experiment 1: A long retention interval between training and testing recovered responding from outcome blocking.
    • Experiment 2: Extinction of the blocking outcome also led to recovery from outcome blocking.
    • Experiment 3: Presenting a reminder stimulus in a novel context prior to testing resulted in recovery from outcome blocking.

    Conclusions:

    • Outcome blocking, similar to cue blocking, can be attenuated by specific experimental manipulations.
    • These findings suggest that outcome blocking is not due to a failure in acquiring the association.
    • The results support the hypothesis that blocking phenomena, in general, arise from deficits in the expression of learned associations.