Failure of retrospective revaluation to influence blocking.
In the blocking paradigm, subjects receive reinforced presentations of a compound, AX, after reinforced presentations of A alone. Following this training, responding to X is often diminished relative to a control group, which did not receive the prior training with A. Standard associative theories of learning such as the Rescorla-Wagner model (Rescorla & Wagner, 1972) explain this effect by assuming that A and X compete for control over behavior. In contrast, theories such as the comparator hypothesis assume that learning about X is unaffected by the properties of A, but it is the expression of this learning at test that is affected by the blocking manipulation. The aim of the 3 reported experiments was to distinguish between these 2 accounts. According to the comparator hypothesis, devaluing A following blocking should increase subsequent responding to X. In all 3 experiments the blocking effect was found to persist following devaluation of A, providing support for standard associative theories.
Dopson
Jemma C
JC
School of Psychology, Cardiff, University, Cardiff, Wales, UK. dopsonj@cardiff.ac.uk
Pearce
John M
JM
Haselgrove
Mark
M
D000818:Animals; D001245:Association Learning / Q000502:physiology*; D003214:Conditioning, Classical / Q000502:physiology; D003216:Conditioning, Operant / Q000502:physiology*; D003463:Cues; D005108:Extinction, Psychological / Q000502:physiology*; D007266:Inhibition, Psychological; D008297:Male; D008960:Models, Psychological; D011214:Practice, Psychological; D051381:Rats; D012055:Reinforcement Schedule