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Previously acquired cue-outcome structural knowledge guides new learning: Evidence from the

David Luque1,2,3,4, Joaquín Morís5,6,7, Francisco J López5,6

  • 1School of Psychology, UNSW Sydney, Sydney, 2052, NSW, Australia. david.luque@gmail.com.

Memory & Cognition
|April 14, 2017
PubMed
Summary

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Retroactive interference between cues predicting the same outcome (RIBC) is modulated by learned cue-outcome structures. Expectations of one-to-one (OtO) structures potentiated RIBC, while many-to-one (MtO) structures alleviated it.

Area of Science:

  • Cognitive Psychology
  • Learning and Memory

Background:

  • Retroactive interference between cues predicting the same outcome (RIBC) describes the reduction in a cue-outcome association's strength due to a subsequent, similar association.
  • Existing models of RIBC do not account for how knowledge of cue-outcome structure influences this effect.

Purpose of the Study:

  • To investigate whether learned expectations about cue-outcome structures modulate the RIBC effect.
  • To determine if one-to-one (OtO) or many-to-one (MtO) structural expectations differentially impact RIBC.

Main Methods:

  • Participants underwent pretraining to establish either OtO or MtO cue-outcome structure expectations.
  • Subsequent training involved learning a new cue-outcome association (B→O1) after an initial association (A→O1).
  • Control conditions assessed RIBC and induced structural expectations without pretraining.
Keywords:
Associative learningInterferenceInterference between cuesStructural knowledgeTop-down

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Main Results:

  • Participants successfully formed structural expectations (OtO or MtO).
  • OtO expectations potentiated RIBC, suggesting participants inferred the initial association was no longer valid.
  • MtO expectations alleviated RIBC, as participants could accommodate both associations within the learned structure.

Conclusions:

  • Learned structural expectations significantly modulate RIBC.
  • The findings challenge current RIBC theories by highlighting the role of higher-order knowledge about cue-outcome relationships.
  • Future research should incorporate structural expectations into models of associative learning and interference.