在人类因果学习中缺乏对灭绝的差异性保护
David N George1, Josephine E Haddon2, Oren Griffiths3
1School of Psychology, University of Hull.
概括
关联式学习的基本模型未能解释因果学习任务中的灭绝结果. 研究结果表明,常见错误术语模型无法充分解释在灭绝过程中学习协会的变化.
科学领域:
- 认知心理学 认知心理学
- 行为科学 行为科学
- 学习和记忆的学习和记忆
背景情况:
- 关联式学习的基本模型提出,关联强度的变化是由一个常见的预测错误术语驱动的.
- 这个原则既适用于激发性协会的获得,也适用于灭绝过程中协会力的丧失.
- 这种常见的错误术语在因果学习,特别是复合线索的灭绝中的作用仍然不完全理解.
研究的目的:
- 调查一个常见的错误术语在因果学习的灭绝中的参与.
- 测试元素模型是否准确地预测当线索在化合物中遭受灭绝时的关联变化.
主要方法:
- 五项实验使用了涉及调节和灭绝阶段的过敏预测任务.
- 参与者学习了线索和结果之间的关联,随后进行了灭绝试验,其中目标线索以复合形式呈现.
- 化合物包括第二个刺激性暗示或先前单独灭的暗示.
- 旨在影响元素处理,抑制协会获取和概括减值的操纵.
主要成果:
- 在测试时的两个目标线索的因果评分中没有观察到显著的差异.
- 旨在有利于元素处理,促进抑制或减少概括减小的实验操纵并没有改变主要发现.
- 观察到的结果与来自协会学习的常见错误术语模型的预测不一致.
结论:
- 这些发现挑战了常见错误术语模型在解释因果学习的灭绝方面的充分性.
- 可能需要替代理论框架来解释观察到的关联变化模式.
- 需要进一步的研究来完善协会学习和灭绝的模型.
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