Topic
Associative learning
About: Associative learning is a research topic. Over the lifetime, 8500 publications have been published within this topic receiving 398608 citations.
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TL;DR: S sensitization of incentive salience can produce addictive behavior even if the expectation of drug pleasure or the aversive properties of withdrawal are diminished and even in the face of strong disincentives, including the loss of reputation, job, home and family.
6,783 citations
TL;DR: It is suggested that dopamine may be more important to incentive salience attributions to the neural representations of reward-related stimuli and is a distinct component of motivation and reward.
3,833 citations
TL;DR: A model of information processing in reading is described in which visual information is transformed through a series of processing stages involving visual, phonological and episodic memory systems until it is finally comprehended in the semantic system.
3,825 citations
TL;DR: An associative interpretation of the process of creative thinking is presented and three ways in which creative solutions may be achieved are indicated—serendipity, similarity, and mediation.
Abstract: The intent of this paper is the presentation of an associative interpretation of the process of creative thinking. The explanation is not directed to any specific field of application such as art or science but attempts to delineate processes that underlie all creative thought. The discussion will take the following form, (a) First, we will define creative thinking in associative terms and indicate three ways in which creative solutions may be achieved—serendipity, similarity, and mediation, (b) This definition will allow us to deduce those individual difference variables which will facilitate creative performance, (c) Consideration of the definition of the creative process has suggested an operational statement of the definition in the form of a test. The test will be briefly described along with some preliminary research results. (d) The paper will conclude with a discussion of predictions regarding the influence of certain experimentally manipulable variables upon the creative process. Creative individuals and the processes by which they manifest their creativity have excited a good deal of
3,390 citations
TL;DR: Dopamine’s contribution appears to be chiefly to cause ‘wanting’ for hedonic rewards, more than ‘liking’ or learning for those rewards.
Abstract: Introduction
Debate continues over the precise causal contribution made by mesolimbic dopamine systems to reward. There are three competing explanatory categories: ‘liking’, learning, and ‘wanting’. Does dopamine mostly mediate the hedonic impact of reward (‘liking’)? Does it instead mediate learned predictions of future reward, prediction error teaching signals and stamp in associative links (learning)? Or does dopamine motivate the pursuit of rewards by attributing incentive salience to reward-related stimuli (‘wanting’)? Each hypothesis is evaluated here, and it is suggested that the incentive salience or ‘wanting’ hypothesis of dopamine function may be consistent with more evidence than either learning or ‘liking’. In brief, recent evidence indicates that dopamine is neither necessary nor sufficient to mediate changes in hedonic ‘liking’ for sensory pleasures. Other recent evidence indicates that dopamine is not needed for new learning, and not sufficient to directly mediate learning by causing teaching or prediction signals. By contrast, growing evidence indicates that dopamine does contribute causally to incentive salience. Dopamine appears necessary for normal ‘wanting’, and dopamine activation can be sufficient to enhance cue-triggered incentive salience. Drugs of abuse that promote dopamine signals short circuit and sensitize dynamic mesolimbic mechanisms that evolved to attribute incentive salience to rewards. Such drugs interact with incentive salience integrations of Pavlovian associative information with physiological state signals. That interaction sets the stage to cause compulsive ‘wanting’ in addiction, but also provides opportunities for experiments to disentangle ‘wanting’, ‘liking’, and learning hypotheses. Results from studies that exploited those opportunities are described here.
2,161 citations