Ziessler Michael, Nattkemper Dieter, Frensch Peter A
Business School, University of Sunderland, St. Peter's Campus, Sunderland, SR6 0DD, UK.
Psychol Res. 2004 Apr;68(2-3):163-75. doi: 10.1007/s00426-003-0153-6. Epub 2003 Nov 22.
The anticipative learning model for acquiring action-effect relations states that the acquisition of action-effect relations depends on processes that are part of action planning, in particular the anticipation of possible effects. Experiment 1 shows that response planning is indeed crucial for the learning of response effects. In this experiment distractors (tones) were presented either during response preparation or in the time interval between response execution and the presentation of a response effect. Response-effect learning was impaired when the distractors were presented during response preparation. The finding is consistent with the assumption that the distractors impaired the anticipation of potential effects and therefore reduced effect learning. In Experiment 2 all responses had two effects. Participants were instructed to produce one of the effects. Under this condition, response-effect learning was only found for the instructed effect, not for the non-instructed effect. The two experiments thus support the view that response-effect learning is selective and depends on the anticipation of potential effects during response planning. The results are discussed in terms of a model that explains both the learning of response-effect relations and the use of these effects for action control within the same theoretical framework.
用于获取动作-效果关系的预期学习模型表明，动作-效果关系的获取取决于动作规划的组成过程，特别是对可能效果的预期。实验1表明，反应规划对于学习反应效果确实至关重要。在该实验中，干扰因素（音调）在反应准备期间或在反应执行与反应效果呈现之间的时间间隔内呈现。当干扰因素在反应准备期间呈现时，反应-效果学习受到损害。这一发现与干扰因素损害了对潜在效果的预期从而减少效果学习这一假设相一致。在实验2中，所有反应都有两种效果。参与者被指示产生其中一种效果。在这种情况下，仅在指示的效果中发现了反应-效果学习，而非指示的效果中未发现。因此，这两个实验支持了这样一种观点，即反应-效果学习具有选择性，并且取决于反应规划期间对潜在效果的预期。在一个模型的框架内对结果进行了讨论，该模型在同一理论框架内解释了反应-效果关系的学习以及这些效果在动作控制中的应用。
