Context, time, and memory retrieval in the interference paradigms of Pavlovian learning.
In this article I review research and theory on the "interference paradigms" in Pavlovian learning. In these situations (e.g., extinction, counterconditioning, and latent inhibition), a conditioned stimulus (CS) is associated with different unconditioned stimuli (USs) or outcomes in different phases of the experiment; retroactive interference, proactive interference, or both are often observed. In all of the paradigms, contextual stimuli influence performance, and when information is available, so does the passage of time. Memories of both phases are retained, and performance may depend on which is retrieved. Despite the similarity of the paradigms, conditioning theories tend to explain them with separate mechanisms. They also do not provide an adequate account of the context's role, fail to predict the effects of time, and overemphasize the role of learning or storage deficits. By accepting 4 propositions about animal memory (i.e., contextual stimuli guide retrieval, time is a context, different memories are differentially dependent on context, and interference occurs at performance output), a memory retrieval framework can provide an integrated account of context, time, and performance in the various paradigms.
Bouton
M E
ME
Department of Psychology, University of Vermont, Burlington 05405.
D000818:Animals; D001245:Association Learning; D001288:Attention; D003214:Conditioning, Classical; D004193:Discrimination Learning; D006801:Humans; D007266:Inhibition, Psychological; D011939:Mental Recall; D012153:Retention, Psychology; D012193:Reversal Learning