Franklin

Perceptual and associative learning [electronic resource] / Geoffrey Hall.

Author/Creator:
Hall, G. (Geoffrey)
Publication:
Oxford : Clarendon, 1991.
Series:
Oxford psychology series ; no. 18.
Oxford science publications.
Oxford psychology series ; no. 18
Oxford science publications
Format/Description:
Book
1 online resource (313 p.)
Subjects:
Paired-association learning.
Perceptual learning.
Form/Genre:
Electronic books.
Language:
English
Summary:
Reviews experiments and theories concerned with the relationship between perceptual and associative learning, and shows that even in apparently simple training procedures learning changes can occur in the way in which events are perceived.
Contents:
Preface; Contents; 1. ASSOCIATIVE THEORY AND THE PHENOMENA OF PERCEPTUAL LEARNING; 1.1 The standard associative model; 1.1.1 The Rescorla-Wagner model; 1.1.2 Wagner's SOP model; 1.1.3 Application to discrimination learning; 1.2 Some perceptual learning phenomena; 1.2.1 Effects of discrimination training; 1.2.2 Exposure learning; 1.3 Conclusion; 2. HABITUATION; 2.1 An associative theory of habituation; 2.1.1 Preliminary evaluation; 2.1.2 The effects of distractors; 2.1.3 Contextual effects in habituation; 2.1.4 Conclusions; 2.2 S-R and comparator theories
2.2.1 Dishabituation by stimulus omission2.2.2 Distractor effects reconsidered; 2.2.3 Generalization after a retention interval; 2.2.4 Generalization after extended training; 2.2.5 Conclusions; 3. LATENT INHIBITION AS REDUCED ASSOCIABILITY; 3.1 Habituation and latent inhibition; 3.1.1 The role of the UR; 3.1.2 Empirical dissociations of habituation and latent inhibition; 3.2 CS predictability and latent inhibition; 3.2.1 Wagner's theory; 3.2.2 Short-term latent inhibition; 3.2.3 The context-specificity of latent inhibition; 3.2.4 An alternative associative account
3.3 Stimulus consequences and latent inhibition3.3.1 Conditioned attention theory; 3.3.2 The Pearce-Hall model; 3.3.3 The role of contextual factors; 4. LATENT INHIBITION AS ASSOCIATIVE INTERFERENCE; 4.1 Interference theories; 4.1.1 Interference with conditioning; 4.1.2 Retrieval failure; 4.2 Contextual factors in retrieval; 4.2.1 Context-specificity in conditioning; 4.2.2 Retrieval and context-specificity in latent inhibition; 4.3 Conclusions; 5. ACQUIRED DISTINCTIVENESS: MEDIATION AND DIFFERENTIATION; 5.1 Experimental studies with human subjects
5.1.1 Transfer between verbal and motor tasks5.1.2 Transfer to a generalization test; 5.1.3 Transfer from verbal to perceptual tasks; 5.2 Studies with non-human subjects; 5.2.1 Transfer in discrimination learning; 5.2.2 Other procedures; 5.2.3 Conclusions; 5.3 Theoretical interpretations; 5.3.1 Mediation theory; 5.3.2 Differentiation theory; 5.3.3 Evaluation of the theories; 6. ACQUIRED DISTINCTIVENESS: ATTENTIONAL FACTORS; 6.1 Theories of attention in discrimination learning; 6.1.1 Analyser theory; 6.1.2 The Pearce-Hall model; 6.2 Evidence from studies of transfer
6.2.1 Negative transfer after conditioning6.2.2 Transfer after discrimination training; 6.2.3 Effects of irrelevance training; 6.2.4 Conclusions; 7. DISCRIMINATION AFTER STIMULUS EXPOSURE; 7.1 A survey of the experiments; 7.1.1 Analysis of the Gibson-Walk procedure; 7.1.2 Studies of avian imprinting; 7.1.3 Latent learning; 7.1.4 Discrimination learning in human subjects; 7.1.5 Experiments using conditioning procedures; 7.1.6 Summary; 7.2 Theoretical interpretation; 7.2.1 The role of novelty and familiarity; 7.2.2 Latent inhibition; 7.2.3 Acquired equivalence and the role of context
7.2.4 Sensory preconditioning
Notes:
Description based upon print version of record.
Includes bibliographical references and indexes.
Description based on print version record.
ISBN:
0-19-154562-7
OCLC:
319063776
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