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Contingency learning as binding? Testing an exemplar view of the colour-word contingency learning effect.

James R Schmidt¹, Carina G Giesen², Klaus Rothermund²

¹LEAD-CNRS UMR5022, Université Bourgogne Franche-Comté (UBFC), Dijon, France.

Quarterly Journal of Experimental Psychology (2006)

|January 29, 2020

Summary

Contingency learning and stimulus-response binding are linked but distinct. While recent experiences significantly influence learning, a unitary memory mechanism doesn't fully explain contingency effects, suggesting additional learned regularities are involved.

Keywords:

Contingency learning binding episodic memory exemplars mixed effect models multicollinearity

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Area of Science:

Cognitive Psychology
Learning and Memory

Background:

Learning contingent regularities is crucial for world interaction.
Recent experiences heavily influence current performance, as seen in stimulus-response binding.

Purpose of the Study:

To test if a unitary memory mechanism explains both contingency learning and stimulus-response binding.
To investigate if contingency effects are solely explained by the summation of past event influences.

Main Methods:

Reanalysis of datasets from the colour-word contingency learning paradigm.
Examining the influence of accumulated binding effects across numerous previous trials.

Main Results:

A weighted sum of binding effects explains a significant portion of the contingency effect, but not entirely.
The contingency effect shows a robust asymptote above zero, even after accounting for past binding effects.
Evidence suggests higher-order interactions between binding effects at different lags, not just linear accumulation.

Conclusions:

Contingency learning involves more than just the summation of past stimulus-response binding effects.
Learned regularities likely have an additional impact beyond episodic binding.
Memory models need to account for these complex interactions in learning.