Are expectancies based upon different positive reinforcing events discriminably different
TL;DR: The results of two experiments are interpreted as indicating that different reinforcers establish distinctively different expectations which can function as part of the discriminative stimulus complexes for the correct responses.
About: This article is published in Learning and Motivation.The article was published on 1970-05-01. It has received 300 citations till now. The article focuses on the topics: Differential outcomes effect.
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01 Jan 2000
TL;DR: Functional neuroimaging of the amygdala during emotional processing and learning shows the importance of fibres of passage from the basal forebrain in the memory of reward.
Abstract: 1. The amygdala - what's happened in the last decade 2. Connectivity of the rat amygdaloid complex 3. Synaptic plasticity in the amygdala 4. Plasticity in the amygdala and kindling 5. The amygdala: anxiety and benzopdiazepines 6. The role of the amygdala in conditioned and unconditioned fear and anxiety 7. The amygdala and emotion: a view through fear 8. The amygdala and associative learning 9. The amygdala in conditioned taste aversion: it's there, but where 10. Differential involvement of amygdala subsystems in appetitive conditioning and drug addiction 12. Modulation of long-term memory in humans by emotional arousal: adrenergic activation & the amygdala 13. Neurophysiology and functions of the primate amygdala and the neural basis of emotion 14. Primate evolution and the amygdala 15. The amygdala, social behaviour and autism 16. Reinterpreting the behavioural effects of amygdala lesions in nonhuman primates 17. Amygdala and the memory of reward: the importance of fibres of passage from the basal forebrain 18. Emotion, recognition and the human amygdala 19. Functional neuroimaging of the amygdala during emotional processing and learning
775 citations
TL;DR: This work has suggested a number of new and verifiable ways of conceptualizing equivalence relations and, more generally, the stimulus control of operant behavior and the theory is also capable of experimental disproof.
Abstract: Where do equivalence relations come from? One possible answer is that they arise directly from the reinforcement contingency. That is to say, a reinforcement contingency produces two types of outcome: (a) 2-, 3-, 4-, 5-, or n-term units of analysis that are known, respectively, as operant reinforcement, simple discrimination, conditional discrimination, second-order conditional discrimination, and so on; and (b) equivalence relations that consist of ordered pairs of all positive elements that participate in the contingency. This conception of the origin of equivalence relations leads to a number of new and verifiable ways of conceptualizing equivalence relations and, more generally, the stimulus control of operant behavior. The theory is also capable of experimental disproof.
600 citations
Cites background from "Are expectancies based upon differe..."
...Although some positive evidence exists (e.g., Lowenkron, 1984, 1989; McIlvane et al., 1992; Peterson, 1984; Reichmuth, 1997; Schenk, 1994; Trapold, 1970), the most definitive experiments, with contingency-specific reinforcers and responses, have yet to be done....
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TL;DR: In this paper, a 2-phase model of action control is proposed, where people first acquire bidirectional associations between motor patterns and movement-contingent events and then intentionally use these associations for goal-directed action.
Abstract: According to the authors' 2-phase model of action control, people first incidentally acquire bidirectional associations between motor patterns and movement-contingent events and then intentionally use these associations for goal-directed action. The authors tested the model in 4 experiments, each comprising an acquisition phase, in which participants experienced co-occurrences between left and right keypresses and low- and high-pitched tones, and a test phase, in which the tones preceded the responses in forced- and free-choice designs. Both reaction time and response frequency in the test phase depended on the learned associations, indicating that presenting a tone activated the associated response. Results are interpreted as evidence for automatic action-outcome integration and automatic response priming through learned action effects. These processes may be basic for the control of voluntary action by the anticipation of action goals.
563 citations
TL;DR: Evidence indicates that the knowledge about the relation between response and effect is still a critical component even when other factors, such as stimulus-response or response-response relations, are controlled.
Abstract: A framework for action planning, called ideomotor theory, suggests that actions are represented by their perceivable effects. Thus, any activation of the effect image, either endogenously or exogenously, will trigger the corresponding action. We review contemporary studies relating to ideomotor theory in which researchers have investigated various manipulations of action effects and how those effects acquire discriminative control over the actions. Evidence indicates that the knowledge about the relation between response and effect is still a critical component even when other factors, such as stimulus-response or response-response relations, are controlled. When consistent tone effects are provided after responses are made, performance in serial-reaction tasks is better than when the effects are random. Methodology in which acquisition and test stages are used with choice-reaction tasks shows that an action is automatically associated with its effect bilaterally and that anticipation of the effect facilitates action. Ideomotor phenomena include stimulus-response compatibility, in which the perceptual feature of the stimulus activates its corresponding action code when the stimulus itself resembles the effect codes. For this reason, other stimulus-driven action facilitation such as ideomotor action and imitation are treated as ideomotor phenomena and are reviewed. Ideomotor theory also implies that ongoing action affects perception of concurrent events, a topic which we review briefly. Issues concerning ideomotor theory are identified and evaluated. We categorize the range of ideomotor explanations into several groups by whether intermediate steps are assumed to complete sensorimotor transformation or not and by whether a general theoretical framework or a more restricted one is provided by the account.
452 citations
TL;DR: Many of the behavior-related neurons investigated in the anterior striatum were influenced by an upcoming primary liquid reward and did not appear to code behavioral acts in a motivationally neutral manner.
Abstract: Hollerman, Jeffrey R., Leon Tremblay, and Wolfram Schultz. Influence of reward expectation on behavior-related neuronal activity in primate striatum. J. Neurophysiol. 80: 947–963, 1998. Rewards con...
395 citations
Cites background from "Are expectancies based upon differe..."
...The reeffect’’ in which expectations of differential reinforcers lead sults obtained were previously presented in abstract form to improved behavioral performance (Trapold 1970)....
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4,181 citations
TL;DR: The evidence from interaction studies shows the strong mediating control of instrumental responses by Pavlovian conditioning procedures, and demonstrates the surprising power of Pavlosian concepts in predicting the outcomes of many kinds of interaction experiments.
Abstract: The history of 2-process learning theory is described, and the logical and empirical validity of its major postulates is examined. The assumption of 2 acquisition processes requires the demonstration of an empirical interaction between 2 types of reinforcement contingencies and (a) response classes, (b) reinforcing stimulus classes, or (c) characteristics of the learned behavior itself. The mediation postulates of 2-process theory which argue that CRs are intimately involved in the control of instrumental responding are emphasized, and 2 major lines of evidence that stem uniquely from these postulates are examined : (a) the concurrent development and maintenance of instrumental responses and conditioned reflexes, and (b) the interaction between separately conducted Pavlovian conditioning contingencies and instrumental training contingencies in the control of instrumental behavior. The evidence from concurrent measurement studies provides, at the very best, only weak support for the mediational hypotheses of 2-process theory. In contrast, the evidence from interaction studies shows the strong mediating control of instrumental responses by Pavlovian conditioning procedures, and demonstrates the surprising power of Pavlovian concepts in predicting the outcomes of many kinds of interaction experiments.
1,435 citations