Attention as an acquisition and performance variable (AAPV)

The effects of extinction-aroused attention on context conditioning

Two experiments assessed the effects of extinguishing a conditioned cue on subsequent context conditioning. Each experiment used a different video-game method where sensors predicted attacking spaceships and participants responded to the sensor in a way that prepared them for the upcoming attack. In Experiment 1 extinction of a cue which signaled a spaceship-attack outcome facilitated subsequent learning when the attack occurred unsignaled. In Experiment 2 extinction of a cue facilitated subsequent learning, regardless of whether the spaceship outcome was the same or different as used in the earlier training. In neither experiment did the extinction context become inhibitory. Results are discussed in terms of current associative theories of attention and conditioning.

The sometimes competing retrieval and Van Hamme & Wasserman models predict the selective role of within-compound associations in retrospective revaluation

The correlation between blocking and within-compound memory is stronger when compound training occurs before elemental training (i.e., backward blocking) than when the phases are reversed (i.e., forward blocking; Melchers et al., 2004, 2006). This trial order effect is often interpreted as problematic for performance-focused models that assume a critical role for within-compound associations in both retrospective revaluation and traditional cue competition. The present manuscript revisits this issue using a computational modeling approach. The fit of sometimes competing retrieval (SOCR; Stout & Miller, 2007) was compared to the fit of an acquisition-focused model of retrospective revaluation and cue competition. These simulations reveal that SOCR explains this trial order effect in some situations based on its use of local error reduction.

Selectivity in associative learning: a cognitive stage framework for blocking and cue competition phenomena

BLOCKING IS THE MOST IMPORTANT PHENOMENON IN THE HISTORY OF ASSOCIATIVE LEARNING THEORY: for over 40 years, blocking has inspired a whole generation of learning models. Blocking is part of a family of effects that are typically termed "cue competition" effects. Common amongst all cue competition effects is that a cue-outcome relation is poorly learned or poorly expressed because the cue is trained in the presence of an alternative predictor or cause of the outcome. We provide an overview of the cognitive processes involved in cue competition effects in humans and propose a stage framework that brings these processes together. The framework contends that the behavioral display of cue competition is cognitively construed following three stages that include (1) an encoding stage, (2) a retention stage, and (3) a performance stage. We argue that the stage framework supports a comprehensive understanding of cue competition effects.