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A search for context-stimulus associations in latent inhibition

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TLDR
Six experiments investigated the effects of pre-exposure to a tone on the subsequent acquisition of conditioned suppression by rats, and cast doubt upon Wagner's (1976, 1979) theory of the role of contextual factors in latent inhibition.
Abstract
Six experiments investigated the effects of pre-exposure to a tone on the subsequent acquisition of conditioned suppression by rats. In Experiments 1–3 the response suppressed was drinking; in Experiments 4–6 it was food-rewarded lever pressing. Repeated exposure to the tone resulted in latent inhibition, i.e., a retardation in the acquisition of suppression. The size of the latent inhibition effect was reduced when a different context was used for conditioning from that used for pre-exposure (Experiment 2). When the context remained the same throughout, a phase of exposure to the context alone, interposed between pre-exposure and conditioning, had no influence on the size of the latent inhibition effect ultimately observed. This last result casts doubt upon Wagner's (1976, 1979) theory of the role of contextual factors in latent inhibition, and alternative accounts are considered.

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Citations
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The neuropsychology of schizophrenia.

TL;DR: A model is proposed for integrating the neural and cognitive aspects of the positive symptoms of acute schizophrenia, using evidence from postmortem neuropathology and neurochemistry, clinical and preclinical studies of dopaminergic neurotransmission, anatomical connections between the limbic system and basal ganglia, attentional and other cognitive abnormalities underlying the positive Symptoms of schizophrenia.
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An elemental model of associative learning: I. Latent inhibition and perceptual learning

TL;DR: The model is applied in outline fashion to some of the basic phenomena of simple conditioning and, in greater detail, to the phenomena of latent inhibition and perceptual learning.
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Theories of Associative Learning in Animals

TL;DR: The relative merits of the currently influential theories of associative learning are reviewed and the implications for understanding how humans derive causal judgments and solve categorization problems is considered.
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The Role of Associative History in Models of Associative Learning: A Selective Review and a Hybrid Model:

TL;DR: Associative learning theories strive to capture the processes underlying and driving the change in strength of the associations between representations of stimuli that develop as a result of experi...
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Context representations, context functions, and the parahippocampal–hippocampal system

TL;DR: This review reveals that conflicts can be resolved by building Nadel and Willner's dual-process theory of context representations by concluding that some context representations and functions are uniquely supported by the hippocampal system.
References
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Journal ArticleDOI

A model for Pavlovian learning: Variations in the effectiveness of conditioned but not of unconditioned stimuli.

TL;DR: A new model is proposed that deals with the explanation of cases in which learning does not occur in spite of the fact that the conditioned stimulus is a signal for the reinforcer by specifying that certain procedures cause a conditioned stimulus to lose effectiveness.
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A Theory of Attention: Variations in the Associability of Stimuli with Reinforcement

TL;DR: Overshadowing and blocking are better explained by the choice of an appropriate rule for changing a, such that a decreases to stimuli that signal no change from the probability of reinforcement predicted by other stimuli.
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Erratum to: Formation of attentional-associative networks in real time: Role of the hippocampus and implications for conditioning

TL;DR: The function of the hippocampus in conditioning is portrayed in terms of an extension of Mackintosh’s (1975) attention theory, which describes the evolution of the salience of each stimulus in the situation, including the context, and its predictive associative relationship to itself and all other stimuli.
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