Stimulus representation and processing in human associative learning [Elektronische Ressource] : an evaluation of current elemental and configural associative learning theories / vorgelegt von Anna Barbara Thorwart

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GE N E R A L I Z A T I O N DE C R E M E N T A N D S T I M U L U S P R O C E S S I N G 115or B. As stated here, this argument relies on generalization Livesey, E. J., & Boakes, R. A. (2004). Outcome additivity, elemental processing and blocking in human causality judgements. Quarterly from Q and R to C, D, or E, due to a possible similarity Journal of Experimental Psychology, 57B, hue. A way to control this would be to use stimulus Livesey, E. J., & Harris, J. A. (2008). What are flexible representa-material that is less likely to support generalization be- tions? Commentary on Melchers, Shanks and Lachnit. Behavioural tween the components, as could be the case with labeled Processes, 77, 437-439.Melchers, K. G., Shanks, D. R., & Lachnit, H. (2008). Stimulus cod-pictures of food (as Wheeler et al., 2006, used in their ing in human associative learning: Flexible representations of parts experiments) or, more relevant to the present study, with and wholes. Behavioural Processes, 77, 413-427.labels of colors.Palmer, S. E. (1999). Vision science: Photons to phenomenology. Cam-bridge, MA: MIT Press.AUTHOR NOTEPavlov, I. P. (1927). Conditioned reflexes: An investigation of the physio logical activity of the cerebral cortex (G. V. Anrep, Trans. & This research is part of the doctoral thesis of A.T. and was supported Ed.). London: Oxford University Press.



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Published 01 January 2009
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