Associative learning and elemental representation: II. Generalization and discrimination Export

@article{citeulike:1001707, abstract = {This paper follows on from an earlier companion paper (McLaren \& Mackintosh, 2000), in which we further developed the elemental associative theory put forward in McLaren, Kaye, and Mackintosh (1989). Here, we begin by explicating the idea that stimuli can be represented as patterns of activation distributed across a set of units and that different stimuli activate partially overlapping sets (the degree of overlap being proportional to the similarity of the stimuli). A consequence of this view is that the overall level of activity of some of the units representing a stimulus may be dependent on the nature of the other stimuli present at the same time. This allows an elemental analysis in which provision for the representation of configurations of stimuli is made. A selective review of studies of generalization and discrimination learning, including peak shift, transfer along a continuum, configural discrimination, and summation, suggests that the principles embodied in this class of theory deserve careful consideration and will form part of any successful model of associative learning in humans or animals. There are some phenomena that require an elemental/associative explanation.}, author = {Mclaren, I. P. L.}, citeulike-article-id = {1001707}, citeulike-linkout-0 = {http://www.ingentaconnect.com/content/psocpubs/albz/2002/00000030/00000003/art00001}, keywords = {learning, representation}, month = {August}, pages = {177--200}, posted-at = {2006-12-19 08:32:24}, priority = {4}, title = {Associative learning and elemental representation: II. Generalization and discrimination}, url = {http://www.ingentaconnect.com/content/psocpubs/albz/2002/00000030/00000003/art00001} }

TY - JOUR ID - citeulike:1001707 L3 - citeulike-article-id:1001707 N2 - This paper follows on from an earlier companion paper (McLaren & Mackintosh, 2000), in which we further developed the elemental associative theory put forward in McLaren, Kaye, and Mackintosh (1989). Here, we begin by explicating the idea that stimuli can be represented as patterns of activation distributed across a set of units and that different stimuli activate partially overlapping sets (the degree of overlap being proportional to the similarity of the stimuli). A consequence of this view is that the overall level of activity of some of the units representing a stimulus may be dependent on the nature of the other stimuli present at the same time. This allows an elemental analysis in which provision for the representation of configurations of stimuli is made. A selective review of studies of generalization and discrimination learning, including peak shift, transfer along a continuum, configural discrimination, and summation, suggests that the principles embodied in this class of theory deserve careful consideration and will form part of any successful model of associative learning in humans or animals. There are some phenomena that require an elemental/associative explanation. EP - 200 TI - Associative learning and elemental representation: II. Generalization and discrimination SP - 177 KW - learning KW - representation AU - Mclaren, IPL UR - http://www.ingentaconnect.com/content/psocpubs/albz/2002/00000030/00000003/art00001 ER -