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Related Experiment Video

Updated: Jun 2, 2026

Creating Virtual-hand and Virtual-face Illusions to Investigate Self-representation

Creating Virtual-hand and Virtual-face Illusions to Investigate Self-representation

Published on: March 1, 2017

Overshadowing and associability change.

Peter M Jones¹, Mark Haselgrove

¹School of Psychology, University of Nottingham, UK.

Journal of Experimental Psychology. Animal Behavior Processes

|April 20, 2011

Summary

This summary is machine-generated.

Stimuli conditioned together (compound conditioning) are learned more readily than stimuli conditioned alone. This suggests attention plays a key role in associative learning.

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Last Updated: Jun 2, 2026

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Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies

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Area of Science:

Behavioral Neuroscience
Cognitive Psychology
Animal Behavior

Background:

Pavlovian conditioning is a fundamental learning process.
Understanding stimulus associability is crucial for explaining learning.
Previous research has explored factors influencing associative strength.

Purpose of the Study:

To investigate how conditioning history affects stimulus associability.
To compare the learning of stimuli conditioned in compound versus isolation.
To examine the role of attention in associative learning theories.

Main Methods:

Three experiments using appetitive Pavlovian conditioning in rats.
Rats received training with compound stimuli (AB+) or isolated stimuli (X+, Y+).
Subsequent tests assessed conditioned responding and discriminative control.

Main Results:

Stimuli conditioned in isolation (X, Y) overshadowed stimuli conditioned in compound (A, B).
Stimuli with compound conditioning history (A, B) showed greater control over instrumental responses and served as more effective discriminative stimuli.
Discrimination learning was influenced by the prior conditioning of stimuli.

Conclusions:

The associability of stimuli is higher when they are conditioned in compound compared to isolation.
Findings support attentional theories of associative learning, suggesting attention is allocated differently based on conditioning history.
This research provides insights into the mechanisms underlying learning and stimulus control.