title: Changes in Cue Configuration Reduce the Impact of Interfering Information in a Predictive Learning Task.
abstract: Decades of research in extinction and interference show that contexts can play a critical role at disambiguating the meaning of cues that have been paired with different outcomes at different times. For instance, if a cuexis followed by outcome 1 in the first phase of an experiment and by outcome 2 in a second phase, responses to cuextend to be consistent with outcome 2 when tested in a context similar to that of the second phase of the experiment. However, if participants are taken back to the original context of the first phase (i.e., ABA renewal) or to a completely new context (i.e., ABC or AAB renewal), their responses toxtend to be more consistent with outcome 1. Although the role of physical and temporal contexts has been well studied, other factors that can also modulate the selective retrieval of information after interference have received less attention. The present series of experiments shows how changes in cue configuration can modulate responding in a similar manner. Across five experiments using a human predictive learning task, we found that adding, removing or replacing elements from a compound cue that had undergone an interference treatment gave rise to a recovery of responding akin to that observed after context changes in AAB renewal. These results are consistent with those of previous studies exploring the effect of changes of cue configuration on interference. Taken together, these studies suggest that a change in cue configuration can have the functional properties of a context change, a finding with important implications for formal models of configural learning and for classical accounts of interference and information retrieval.
authors.affiliation: Departamento de Psicología, Universidad a Distancia de Madrid Madrid, Spain.
authors.forename: Carmelo P
authors.initials: CP
authors.lastname: Cubillas
authors.affiliation: Division of Health and Social Care Research, Department of Primary Care and Public Health Sciences, King's College LondonLondon, UK; Departamento de Psicología Básica, Universidad Autónoma de MadridMadrid, Spain.
authors.forename: Miguel A
authors.initials: MA
authors.lastname: Vadillo
authors.affiliation: Facultad de Psicología y Educación, Universidad de Deusto Bilbao, Spain.
authors.forename: Helena
authors.initials: H
authors.lastname: Matute
keywords: associative learning; configural learning; context; information retrieval; interference; predictive learning; renewal