Elemental representation and configural mappings: Combining elemental and configural theories of associative learning
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Elemental representation and configural mappings: Combining elemental and configural theories of associative learning I. P. L. McLaren & C. L. Forrest & R. P. McLaren
# Psychonomic Society, Inc. 2012
Abstract In this article, we present our first attempt at combining an elemental theory designed to model representation development in an associative system (based on McLaren, Kaye, & Mackintosh, 1989) with a configural theory that models associative learning and memory (McLaren, 1993). After considering the possible advantages of such a combination (and some possible pitfalls), we offer a hybrid model that allows both components to produce the phenomena that they are capable of without introducing unwanted interactions. We then successfully apply the model to a range of phenomena, including latent inhibition, perceptual learning, the Espinet effect, and first- and second-order retrospective revaluation. In some cases, we present new data for comparison with our model’s predictions. In all cases, the model replicates the pattern observed in our experimental results. We conclude that this line of development is a promising one for arriving at general theories of associative learning and memory. Keywords Associative learning . Classical conditioning . Comparative cognition . Human learning . Stimulus preexposure . Latent inhibition
Introduction Our long-term aim is to produce a general model of associative learning and memory that captures the processes that I. P. L. McLaren (*) : C. L. Forrest : R. P. McLaren School of Psychology, University of Exeter, Washington Singer Building, Perry Road, Exeter EX4 4QG, UK e-mail: [email protected]
are common to both humans and infrahumans. This article investigates the feasibility of combining elemental and configural approaches to associative learning and memory as a stepping stone toward that ultimate goal. In doing so, it also addresses a particular computational problem: How we can have representation development at an elemental level while still learning in a holistic fashion? We start by considering the problem in general and by motivating the need to find a solution incorporating both elemental (e.g., Brandon, Vogel, & Wagner, 2000; Estes, 1959; Harris, 2006; Mclaren, Kaye, & Mackintosh, 1989; Wagner & Brandon, 2001) and configural (e.g., Honey, 2000; Honey & Ward-Robinson, 2002; McLaren, 1993, 1994; Pearce, 1987, 1994) forms of representation, then move to a specific example of such a combination that attempts to amalgamate the McLaren, Kaye, and Mackintosh (1989) model (henceforth, the MKM model) of representation development with the APECS (Le Pelley & McLaren, 2001; McLaren, 1993, 2011) model of associative learning and memory. To anticipate slightly, the enterprise is a successful one in the sense that the hybrid model is able to reproduce the phenomena that can be simulated using its components (and thus is of wider scope than either of its constituent parts), but this outcome was not achieved without considerable effort and overcoming numerous difficulties
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