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Context change and associative learning
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DOI：10.1002/wcs.1225.png)
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Abstract
En 中文
This article reviews the effects of changing the background context on performance in associative learning tasks in humans and animals. The findings are complementary and consistent over animal conditioning (Pavlovian and instrumental learning) and human predictive learning and memory paradigms. In many cases, a context change after learning can have surprisingly little disruptive influence on performance. Extinction, or retroactive interference treatments more generally, is more context-specific than the initial learning. Contexts become important if the participant is exposed to any of several treatments that involve prediction error, which may serve to increase attention to the context. Contexts also become important if they are given predictive or informational value. Studies of instrumental (operant) learning are further consistent with the idea that the context might also influence affordances that support voluntary actions. Context switch effects are not universal, but mainly occur when certain attention and perception processes can come into play. WIREs Cogn Sci 2013, 4:237244. doi: 10.1002/wcs.1225 For further resources related to this article, please visit the WIREs website. Conflict of interest: The authors declare no conflict of interest.
Keywords:
RETENTION INTERVAL
DEPENDENT MEMORY
CONDITIONED FEAR
TASTE-AVERSION
EXTINCTION
ACQUISITION
RETRIEVAL
RENEWAL
INTERFERENCE
SPECIFICITY
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